Abstract

The worldwide boom in digital video may be one of the reasons behind the exponential growth of MOOCs. The evaluation of a MOOC requires a great degree of multimedia and collaborative interaction. Given that videos are one of the main elements in these courses, it would be interesting to work on innovations that would allow users to interact with multimedia and collaborative activities within the videos. This paper is part of a collaboration project whose main objective is «to design and develop multimedia annotation tools to improve user interaction with contents». This paper will discuss the assessment of two tools: Collaborative Annotation Tool (CaTool) and Open Video Annotation (OVA). The latter was developed by the aforementioned project and integrated into the edX MOOC. The project spanned two academic years (2012-2014) and the assessment tools were tested on different groups in the Faculty of Education, with responses from a total of 180 students. Data obtained from both tools were compared by using average contrasts. Results showed significant differences in favour of the second tool (OVA). The project concludes with a useful video annotation tool, whose design was approved by users, and which is also a quick and user-friendly instrument to evaluate any software or MOOC. A comprehensive review of video annotation tools was also carried out at the end of the project.

Abstract

Teamwork is one of the most widespread teaching methods used to achieve learning skills. Despite the difficulty of finding out the degree of individual learning taking place in each member of the group, these methods are having an increasingly greater importance in university teaching. The present article shows the results of an R+D+i1 project aimed at «analysing the impact of eRubrics ?electronic rubrics? on the assessment of university learning in various forms». Likewise, it aims to show the scope of eRubrics in improving cooperative skills, which are achieved through teamwork and cooperative assessment of tasks in the computer lab. The experiment takes place in three groups selected from a total of six groups of students from the First Year of Primary Education Teaching during the 2011-12 academic year. From the three groups, one acted as the control group and the other two as the experimental groups in which eRubrics were used. Differences were found in students’ results in a written test taken by all the groups, as the group using eRubrics achieved better results than the other two. Additionally, a qualitative analysis was conducted, by classifying the answers of students in the control group with regard to the evaluation criteria that they used, in order to check for coincidences with the eRubric criteria used by students in the experimental groups.

Abstract

Visiting libraries and documentation departments is a common activity in information management teaching and training programs. However, these visits very often lack the necessary elements tomake them productive training experiences and not merely social activities. Prior preparation and identification of the students’ objectives and responsibilities, planning that ensures the visits are dynamic, andthe subsequent evaluation and sharing of the new ideas generated are some of the essential factors that foster reflection, critical thinking and participation.

Abstract

The changes in university education set in motion by the 1999 Bologna Declaration are now becoming reality. The creation of the undergraduate degree in information and documentation, the growth and diversity of graduate degrees being offered, the systems for quality assurance, and the new professional profiles within our field are some of the most notable aspects of the new framework for higher education. The process has represented a further opportunity for adaptation to the digital and networked society that our field has promoted for many years now. Curriculum review, collaboration and cooperation, training for innovation, student-centered teaching methodologies, and the implementation of e-learning appear as frequent topics in the agendas of the Library and Information Science teaching staff.

Abstract

In a time of change in the Spanish universities because of the Bologna reform process, a positioning strategy of our degrees that respond to the current professional situation is required. International trends show that flexibility and cooperation with other disciplines are key in designing educational programs at the university.

Abstract

Many different situations and factors can be obstacles to the professional growth of those who manage information and documentation. Some proposals are presented to try to surmount them, based on an analysis of selected messages from the IweTel professional list and personal reflections on the topic. The aim is to help sort out all the obstacles that we are presented with.