Orientaciones para diseñar Materiales didáctico multimedia

Current educational systems have the need to resort to technological means to improve the teaching - learning process. One of these means are multimedia didactic materials. But are they really effective, in order to achieve the objective for which they have been designed? Are they only content transmitters? How effective are they? We can affirm that for the design of multimedia materials, not only should we think about meeting short-term goals, but also if the results that will be achieved in the long term will have some effect on the integral formation of the person. Bearing these objectives clear, it is necessary that all didactic material comply with standards that guarantee effectiveness. Therefore, the teacher must know these standards and know how to use them. In this way, all multimedia didactic material should not be based on rote learning but should promote the construction of knowledge and research, thus fulfilling the functions of providing information, awakening interests, maintaining a continuous activity and interaction with materials, guiding the learning, promote it from the mistakes, since it should offer them the possibility of improving gradually; and finally should facilitate the evaluation and control of learning both individually and as a team. Therefore, the module is divided into four (4) sessions whose credible products in each session will enable it to be published in web 2.0 services and / or virtual learning platforms:   In session 1, you will know the basic fundamentals on the subject and explore the various resources needed for the design, preparation and publication of multimedia didactic materials using software or web 2.0 services. In session 2, you will design, produce and publish textual and hypertextual content using web 2.0 software or services. In Session 3, you will explore various audio databases. You can also create your own audios or podcast using software and web 2.0 tools. In turn, credible products will be published in web 2.0 services. In session 4, you will explore and edit various video databases. Additionally, you will create your own webcast or videos using software and web 2.0 tools. In turn, credible products will be published on the Internet

Incorporating Information Literacy into Introductory Courses

This panel, consisting of instructors of the Introduction to Women’s Studies course, is concerned with including information literacy and skills training concepts into curriculum in a way that supplements our subject matter. In an introductory level course there is usually a broad range of experience in information literacy. As may be expected, upper class students have a better understanding of the research process than first year students and general education students have less interest in subject-specific research than majors or minors. Both of these predispose students to resistance to new techniques. Despite these differences, we found that most students stated that their professors do not teach about the process of research, but rather assume that students know how to do it. Students are often not aware of the various techniques and resources available to them and do not know whether the information that they get is reliable. To meet these objectives, we collaborated with a university librarian and conducted two hands-on workshops per class involving both web-based and database research. Then, we tested students’ understanding with course assignments tailored around the workshops. This activity augmented our curriculum because students explored databases and internet searches specifically geared towards research in the field of Women’s Studies. From our experience in almost thirty classes, our panel will show how to effectively integrate information literacy and tailor it to a specific subject. We would also like to share some of the challenges we have encountered due to the spectrum of experience in our classrooms and how we have dealt with potential resistance

Collaborative yet independent: Information practices in the physical sciences

In many ways, the physical sciences are at the forefront of using digital tools and methods to work with information and data. However, the fields and disciplines that make up the physical sciences are by no means uniform, and physical scientists find, use, and disseminate information in a variety of ways. This report examines information practices in the physical sciences across seven cases, and demonstrates the richly varied ways in which physical scientists work, collaborate, and share information and data. This report details seven case studies in the physical sciences. For each case, qualitative interviews and focus groups were used to understand the domain. Quantitative data gathered from a survey of participants highlights different information strategies employed across the cases, and identifies important software used for research. Finally, conclusions from across the cases are drawn, and recommendations are made. This report is the third in a series commissioned by the Research Information Network (RIN), each looking at information practices in a specific domain (life sciences, humanities, and physical sciences). The aim is to understand how researchers within a range of disciplines find and use information, and in particular how that has changed with the introduction of new technologies

The Problem and Prospect of Getting Information Literacy into the Academy: Keynote Address for the Annual Conference of the Association of Christian Librarians, June 11, 2013

ACL was most fortunate to listen to a distinguished thinker in the field of Information Literacy at the 2013 Annual Conference. William Badke, who hails from Trinity Western University in Langley, British Columbia, is a librarian and a professor who has been thinking well about the conundrum of teaching and learning information literacy since 1985 when he began teaching this subject. He shared his most current thoughts about getting information literacy into the academy with the Association of Christian Librarians assembled at Point Loma Nazarene University on June 11, 2013

Issues in student training and use of electronic bibliographic databases

In an article in this journal Ottewill and Hudson (1997) raised a number of issues concerning students’ use of electronic bibliographic databases. They emphasized the need for co‐operation between academics and librarians in database training and in coursework where databases would be used. We report a project on students’ use of bibliographic databases. Our findings reveal that access to these databases, whilst solving many of the problems students experience in sourcing reference material for coursework and research, raises new intellectual problems due to the sheer breadth and depth of their coverage of subject matter. Typically database training programmes focus on search skills and the use of different interfaces. However, our findings demonstrate that students should be encouraged to develop a more critical perspective on databases since these can be seductive, time‐consuming and, in certain circumstances, counterproductive resources. Students would benefit from more guidance on the quality cues that academics and librarians employ when evaluating different databases and their contents

Navigating Research Waters: The Research Mentor Program at the University of New Hampshire at Manchester

This essay uses a journal format to describe the research mentor program at the University of New Hampshire at Manchester (UNHM). Librarians, Learning Center staff, and writing instructors at UNHM have collaborated to train class-linked tutors to present basic library instruction in the classroom and to provide one-on-one research assistance to students in freshman-level composition classes. This information literacy initiative has expanded our students\u27 community of learning by providing them with point-of-need research assistance from knowledgeable peers

Sticks, balls or a ribbon? Results of a formative user study with bioinformaticians

User interfaces in modern bioinformatics tools are designed for experts. They are too complicated for\ud novice users such as bench biologists. This report presents the full results of a formative user study as part of a\ud domain and requirements analysis to enhance user interfaces and collaborative environments for\ud multidisciplinary teamwork. Contextual field observations, questionnaires and interviews with bioinformatics\ud researchers of different levels of expertise and various backgrounds were performed in order to gain insight into\ud their needs and working practices. The analysed results are presented as a user profile description and user\ud requirements for designing user interfaces that support the collaboration of multidisciplinary research teams in\ud scientific collaborative environments. Although the number of participants limits the generalisability of the\ud findings, the combination of recurrent observations with other user analysis techniques in real-life settings\ud makes the contribution of this user study novel