DESIGNING A RUBRIC FOR EVALUATING PERSONAL LEARNING ENVIRONMENT

otroenrique — Tue, 04 Feb 2020 00:50:16 +0000

Meza Cano José Manuel,Rosa del Carmen Flores Macías,Mario Ernesto Morales Ruiz (2015) DESIGNING A RUBRIC FOR EVALUATING PERSONAL LEARNING ENVIRONMENT. En: International Conference of Education, Research and Innovation ICERI.. .(pp. 2093-2099). España. Recuperado de: https://chat.iztacala.unam.mx/memoria-congreso/designing-rubric-evaluating-personal-learning-environment

Archivo adjunto

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Resumen

Personal Learning Environment (PLE) is the set of tools, information sources, connections and activities that each person uses assiduously to learn. There are some elements to be considered in order to make a better explanation about what a PLE is, although they are not the same elements in every definition, here we’re presenting those elements common to all definitions reviewed in the literature: Learning mediated by interaction; Active role of learner; Multiplicity of content; Diversity activities; Accessibility and ubiquity of web tools; and Ownership of web tools.

This difference of elements has also generated different ways of assess a PLE, therefore this study aims to unify theory and best practices of expert judges. In order to design a rubric for evaluating a Personal Learning Environment, five interviews with experts PLE users were made it, the elements mentioned before were considered in the interviews. Participants were selected because of their use of Internet tools, frequency of use and related to everyday work activities through internet, which in every case was at high level of use and expertise. Semi-structured protocol of interview was used and supported by audio recording.

We interviewed each expert in their workplace following the format of semi-structured interviews in which they were asked to show how they used Internet tools for learning purpose. Each of them was detailing the tools and their use. Interviews were transcript. From the content analysis categories and evaluation criteria were created, and the rubric items were designed.

Content Validity Ratio (CVR) was obtained, four judges has been participated evaluating each of the items in the rubric, considering if the item in their opinion was: 1) Useful 2) Useful but not essential; or 3) it is not necessary.

The Content Validity Index (CVI) was calculated by averaging the scores resulting from all criteria in the section. Finally 13 criteria were considered to be part of the rubric.

The procedure proved to be robust to build and validate this instrument that will help evaluate a PLE and then to determine a level of development objectively for these environments, which can give rise to other quantitative analysis, as correlations and linear regressions.

It was important to consider that studies show differences in the design of the learning situation, which can vary in relation to the way of using the PLE and, therefore, how to evaluate their use. Another aspect in the design of the rubric was trying to find out how each student create their own PLE, because this creation is unique for each student, but at least to propose a common starting point to assess this kind of internet environment for learning.

Nombre del primer autor

Meza Cano José Manuel

Nombre del segundo autor

Rosa del Carmen Flores Macías

Nombre del tercer autor

Mario Ernesto Morales Ruiz

Evento principal

International Conference of Education, Research and Innovation ICERI.

Edición del evento

2015

Palabras clave

Personal learning environments,

Datos de los colaboradores de la memoria

Primera página

2093

Página final

2099

Lugar de publicación

España

ISBN

978-84-608-2657-6

Fecha de publicación

Jue, 03/12/2015 - 12:00

Fuente

International Conference of Education, Research and Innovation ICERI.

Editor

ICERI2015 Conference

Idioma

Inglés

Audiencia

Público en general

Acceso

Acceso abierto

Licenciamiento

Atribución. No comercial. Compartir igual

Cobertura

Estados Unidos

Formato

PDF

Instituciones participantes

Universidad Nacional Autónoma de México

URL externa

https://library.iated.org/publications/ICERI2015

Validation of a rubric to evaluate open educational resources for learning

enriqueluna — Wed, 29 Jan 2020 18:33:58 +0000

Citar como (artículo)

De la Rosa Gómez Anabel ,Meza Cano José Manuel,Miranda Díaz Germán Alejandro (2019) Validation of a rubric to evaluate open educational resources for learning. Behavioral Sciences Journal, 9(12), 2-8. Recuperado de: https://chat.iztacala.unam.mx/articulo-revista/validation-rubric-evaluate-open-educational-resources-learning

Resumen

Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria.

Nombre del primer autor

De la Rosa Gómez Anabel

Nombre del segundo autor

Meza Cano José Manuel

Nombre del tercer autor

Miranda Díaz Germán Alejandro

Palabras clave

open Educational Resources

rubric

validation

Datos de los colaboradores artículo

Revista