Evaluación de recursos tecnológicos didácticos mediante e-rúbricas

Abstract

ResumenPara introducir adecuada y efectivamente las TIC en el ámbito educativo se deben modificar los métodos y estrategias que estructuran el proceso de enseñanza-aprendizaje, ya que no pueden seguir respondiendo al enfoque expositivo tradicional. El profesorado debe ejercer un rol de facilitador del aprendizaje y el alumnado debe tomar un papel más activo. Pero también debe modificarse la evaluación y la elección que se realiza de las herramientas y materiales digitales a emplear en el aula. Ante esta necesidad, se invitó a 50 estudiantes de la Universidad a Distancia de Madrid a que, dentro de la asignatura de Magisterio denominada "Métodos, recursos y nuevas tecnologías para el aprendizaje", diseñaran una e-rúbrica que les sirviera para valorar la calidad y la adecuación de los recursos educativos digitales, y que al mismo tiempo les ofreciera la oportunidad de descubrir las posibilidades didácticas que brinda este tipo de herramienta como medio de evaluación. Palabras claveEvaluación, E-rúbrica, Recursos digitales, Formación del profesorado, Tecnologías de la Información y la Comunicación (TIC). AbstractTo properly and effectively introduce ICT in education, the methods and strategies that structure the teaching-learning process must be changed, as they cannot continue responding to the traditional expositive approach. Teachers must play a role of learning facilitator and students must take a more active role. But the evaluation and selection that is made of digital tools and materials used in the classroom should also be modified. Given this need, 50 students from the Madrid Open University, who were studying the subject of Education entitled "Methods, resources and new technologies for learning", were invited to design an e-rubric which could serve them to assess the quality and the adequacy of digital educational resources, and at the same time it could offer them the opportunity to discover the educational possibilities offered by this type of tool as evaluation method.

Developing digital educational materials for nursing and sustainability: The results of an observational study

“…Despite the widely acknowledged importance of both ESD and a more sustainable healthcare sector, there is limited European literature on nursing and climate change or sustainability; nursing students are poorly prepared to understand the connections between resources, climate change, sustainability, and health (Goodman, 2010;Kirk, 2002). Sustainability can be embedded in the healthcare curriculum through a range of learning opportunities; for example, in the context of public health and health inequalities, poverty, food security, infectious diseases, and skills development (Richardson et al, 2014;Richardson et al, 2016).…”

“…However, this type of teaching process requires that the teacher is aware of factors that influence the success of digital technology in the learning process, in order to incorporate minimum quality requirements. Selection of digital materials can often be made on the basis of ease of access, rather than the ability of the materials to meet appropriate educational aims, thus, compromising quality and jeopardising success of learning (García-Barrera, 2016). In this sense, the analysis of certain dimensions of the digital resources, by means of credibility indicators that allow evaluation of their quality and educational utility, is recommended (Ehlers and Hilera, 2012;Rivero, 2013).…”

Vídeos como tecnologia educacional na enfermagem: avaliação de estudantes [Videos as educational technology in nursing: students’ evaluation] [Videos como tecnología educacional en enfermería: evaluación de estudiantes]

“…Todavia, mesmo diante de tais benefícios já relatados, é imperativo que o docente esteja ciente dos fatores que influenciam o sucesso da tecnologia digital no processo de aprendizagem, de modo a incorporar requisitos mínimos de qualidade 19,20 . Recomenda-se, assim, a análise de dimensões de qualidade dos recursos digitais, sobretudo dos vídeos acessados pela Internet.…”

Participación activa y valoración de los materiales didácticos en el éxito/fracaso académico en Educación a Distancia (Active participation and evaluation of the didactic materials in success / failure academic in Distance Education)

“…Además, ser orientador y guía con la finalidad de evitar el aislamiento y la soledad del estudiante en esta modalidad de manera que promueva un aprendizaje autorregulado. (Fernández-Jiménez et al 2017, García-Barrera 2016.…”