Utilización de Moodle en la gestión de información, documental y del conocimiento en grupos de investigación

Tirado, Alejandro Uribe; Estrada, Liliana Melgar; Castro, Jaime Alberto Bornacelly

doi:10.3145/epi.2007.sep.09

Cited by 15 publications

(3 citation statements)

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“…Elearning solutions offered by the Moodle TM platform allowed training to be devised and implemented which provided students with favorable conditions with which to form EBP competencies. The above findings also correspond with the observations of other authors who use distance education systems such as Moodle TM (34,35). The popularity of the platform may be estimated on the basis of the available statistics which show that it is used on nearly 54 thousand registered websites in at least 228 countries (36).…”

Section: Discussionsupporting

confidence: 85%

EFFECTIVE TRAINING OF PhD STUDENTS WITH EVIDENCE-BASED PHARMACY – THE USE OF ONLINE MULTI-MODULE COURSE

Pańczyk¹,

Cieślak²,

Zarzeka³

et al. 2019

Acta Poloniae Pharmaceutica - Drug Research

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An increasing number of universities offer courses and thematic modules related to Good Research Practice, including the methodology and ethics of research in a given field of expertise, in their PhD programs (1-3). A substantial important part of the study program is comprised of classes which allow the skills necessary to properly evaluate the available research evidence to be formed. The critical appraisal of scientific articles is among the key competencies required for academic work, as well as for the professional practice of a pharmacist, performed according to the concept of Evidence Based Pharmacy (EBP) (4, 5). EBP may successfully support the process of problem solving and decision making through the application of the selection and evaluation of various information sources from primary or secondary scientific research (5, 6). According to the report of The U.S. Institute of Medicine, the skills related to Evidence-Based Practice are one of the five basic competencies which should be developed and maintained in the course of professional work for all healthcare professionals (7). From the systematic review of the literature published by Awaisu & Alsalimy (5), it

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Section: Discussionsupporting

confidence: 85%

EFFECTIVE TRAINING OF PhD STUDENTS WITH EVIDENCE-BASED PHARMACY – THE USE OF ONLINE MULTI-MODULE COURSE

Pańczyk¹,

Cieślak²,

Zarzeka³

et al. 2019

Acta Poloniae Pharmaceutica - Drug Research

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“…De forma geral, há concordância entre os autores e as instituições no que diz respeito ao caráter educacional intrínseco à competência em informação. Uribe-Tirado (2009), por exemplo, a considera como um processo de ensino e aprendizagem visando à construção de competências digitais, comunicacionais e informacionais. Nesse sentido, a CoInfo pode ser entendida como um processo relacionado à construção de conhecimentos a partir do desenvolvimento de habilidades informacionais adquiridas através de uma ampla e próxima interação do indivíduo com um universo permeado por informações.…”

Section: Competência Em Informação E a Formação Do Bibliotecáriounclassified

Desenvolvimento da competência em informação e combate à desinformação nos currículos de Biblioteconomia das universidades federais do Brasil

Teixeira

Santos

Mata

2023

RBBD

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Esta pesquisa tem como objetivo analisar a presença da temática de competência em informação e aquelas relacionadas à avaliação da informação e à desinformação nos cursos de Biblioteconomia das instituições de ensino superior (IES) federais brasileiras. Trata-se de uma pesquisa documental e descritiva, em que os documentos institucionais como ementas, projetos político-pedagógicos, e planos de ensino foram utilizados como principais fontes de informação. A análise dos dados obtidos ocorreu de forma qualitativa e quantitativa. Também fez-se uso da análise de conteúdo proposta por Bardin para categorização. Como resultado, constatou-se a existência de 82 disciplinas que trabalham aspectos referentes à busca, seleção, avaliação, uso e disseminação da informação. Contudo, apenas oito tratam especificamente da competência em informação e nenhuma das disciplinas trabalham diretamente a questão da desinformação. Apesar deste ser um número reduzido, identificaram-se outros componentes curriculares que desenvolvem esses conteúdos de forma indireta e podem contribuir para a formação do profissional bibliotecário, como as disciplinas relacionadas às fontes de informação e ao seu uso ético. Considera-se que os resultados obtidos nesta pesquisa podem contribuir para o fortalecimento dos currículos de Biblioteconomia das universidades federais, bem como de outras instituições de ensino superior quanto à inserção de disciplinas que contemplem o desenvolvimento de habilidades informacionais e o pensamento crítico dos futuros bibliotecários.

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“…The courses are a tool to transform tacit knowledge into explicit knowledge. Finally, the explicit knowledge is the start point for future projects (Uribe-Tirado, Melgar-Estrada, & Bornacelly-Castro [8]; Dalkir [9]). Knowledge shared in the courses is both external: the environment to apply PPM&E; and internal: procedures, norms, operations and organization.…”

Section: Type Of Knowledgementioning

confidence: 99%

Critical Reflection about Knowledge Management in a Participatory Planning, Monitoring & Evaluation Course

Jan¹,

Contreras²

2016

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This article reports an initiative to manage knowledge in a Participatory Planning, Monitoring & Evaluation (PPM&E) course given at Wageningen University Research Centre (WURC), from the experience of the authors when they attended the course. The United Nations Population Fund, UNFPA [1], shows the importance of participatory monitoring and evaluation (M&E), and highlights the difference and principles which distinguish conventional M&E from participatory M&E. For Göergens and Zall [2], vital questions are: "How will we know success when we achieve it?" and "So what?". M&E helps answer these questions. The Royal Tropical Institute [3] works on strengthening primary stakeholder involvement when applied to village participation in rural development. The way WURC [4] looks at PPM&E is as "Managing and Learning for Impact". WURC focuses on M&E, and relates the application of it to manage for impact. The article shows how knowledge is managed to identify the meaning, contents and application of PPM&E, based on two versions of the PPM&E course given in 2012 and 2013 at WURC. Experiences from applying the knowledge acquired in the 2012 course, after it was ended, are presented by participants who worked on PPM&E projects. The participants confirm a useful application of the PPM&E tools. Participants at the 2012 course report applications of the course to their jobs, and mention the different tools they apply. Next, experiences during the 2013 course are presented. Emphasis is given on the use of PPM&E tools during the course; assistants are reporting initial applications. The results shown explain the benefits of attending the course, for its later application. A survey has been run by the authors to both groups to measure the usefulness of the tools explained during the course. With this annual course, WURC promotes the combination of information with experience, context, interpretation and reflection; the information about experience in PPM&E has a high value for participants and is prepared to be applied in decision making and in back home action plans prepared by the participants. In this sense, WURC contributes to knowledge management. The results shown explain the benefits of attending the course, for its later application. Also, the course ex-A. Un Jan, V. Contreras 2 plains the benefit of monitoring and evaluation, and highlights the difference and principles which distinguish "conventional monitoring & evaluation" from "participatory monitoring & evaluation". Knowledge in PPM&E has been managed in multinational, multidisciplinary teams at WURC, and the experience is repeated every year in a three-week course. Participants come from all over the world, provided that they work in PPM&E projects. Knowledge has been discovered from the experiences, examples and applications described by the participants.

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Utilización de Moodle en la gestión de información, documental y del conocimiento en grupos de investigación

Cited by 15 publications

References 1 publication

EFFECTIVE TRAINING OF PhD STUDENTS WITH EVIDENCE-BASED PHARMACY – THE USE OF ONLINE MULTI-MODULE COURSE

EFFECTIVE TRAINING OF PhD STUDENTS WITH EVIDENCE-BASED PHARMACY – THE USE OF ONLINE MULTI-MODULE COURSE

Desenvolvimento da competência em informação e combate à desinformação nos currículos de Biblioteconomia das universidades federais do Brasil

Critical Reflection about Knowledge Management in a Participatory Planning, Monitoring & Evaluation Course

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Utilización de Moodle en la gestión de información, documental y del conocimiento en grupos de investigación

Cited by 15 publications

References 1 publication

EFFECTIVE TRAINING OF PhD STUDENTS WITH EVIDENCE-BASED PHARMACY – THE USE OF ONLINE MULTI-MODULE COURSE

EFFECTIVE TRAINING OF PhD STUDENTS WITH EVIDENCE-BASED PHARMACY – THE USE OF ONLINE MULTI-MODULE COURSE

Desenvolvimento da competência em informação e combate à desinformação nos currículos de Biblioteconomia das universidades federais do Brasil

Critical Reflection about Knowledge Management in a Participatory Planning, Monitoring &amp; Evaluation Course

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Critical Reflection about Knowledge Management in a Participatory Planning, Monitoring & Evaluation Course