Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32759
SolarSPELL Case Study: Pedagogical Quality Indicators to Evaluate Digital Library Resources

Authors: Lorena Alemán de la Garza, Marcela Georgina Gómez-Zermeño

Abstract:

This paper presents the SolarSPELL case study that aims to generate information on the use of indicators that help evaluate the pedagogical quality of a digital library resources. SolarSPELL is a solar-powered digital library with WiFi connectivity. It offers a variety of open educational resources selected for their potential for the digital transformation of educational practices and the achievement of the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States. The case study employed a quantitative methodology and the research instrument was applied to 55 teachers, directors and librarians. The results indicate that it is possible to strengthen the pedagogical quality of open educational resources, through actions focused on improving temporal and technological parameters. They also reveal that users believe that SolarSPELL improves the teaching-learning processes and motivates the teacher to improve his or her development. This study provides valuable information on a tool that supports teaching-learning processes and facilitates connectivity with renewable energies that improves the teacher training in active methodologies for ecosystem learning.

Keywords: Educational innovation, digital library, pedagogical quality, solar energy, teacher training, sustainable development.

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 850

References:


[1] Hosman, L. Improving partnerships: applying lessons learned to improve partnerships in innovative educational experiences. Partnerships: A Journal of Service-Learning and Civic Engagement 2014, 5, 24-50.
[2] Alemán de la Garza, L. Modelo de Indicadores de Calidad para Cursos En-Línea, Masivos y Abiertos (MOOC): Caso de un MOOC para el Desarrollo Profesional Docente; Editora Nómada: Monterrey, Nuevo Leon, 2019.
[3] United Nations (UN). Agenda 2030 sobre el Desarrollo Sostenible. Available online: https://www.un.org/sustainabledevelopment/es/ (accessed on 17 June 2020).
[4] Mahatma Gandhi Institute of Education for Peace and Sustainable (MGIEP). Textbooks for sustainable development: A guide to embedding; MGIEP: New Delhi, India, 2017.
[5] Mahatma Gandhi Institute of Education for Peace and Sustainable (MGIEP). Industry guidelines on digital learning: Discussion draft. MGIEP: New Delhi, India, 2020.
[6] Salvia, A. L.; Leal Filho, W.; Brandli, L. L.; Griebeler, J. S. Assessing research trends related to Sustainable Development Goals: Local and global issues. J. Clean. Prod. 2020, 208, 841-849. https://doi.org/10.1016/j.jclepro.2018.09.242
[7] Alemán de la Garza, L. Y.; Sancho-Vinuesa, T.; Gómez Zermeño, M. G. Indicadores de calidad pedagógica para el diseño de un curso en línea masivo y abierto de actualización docente. RUSC Universities and Knowledge Society Journal 2015, 12, 104-119. https://doi.org/10.37467/gka-revtechno.v5.460
[8] Gómez Zermeño, M. G.; Franco Gutiérrez, H. The use of educational platforms as a teaching resource in mathematics. JOTSE: Journal of technology and science education 2018, 8, 63-71. https://doi.org/10.3926/jotse.337
[9] Baltodano, M.; Gómez-Zermeño, M. G. Pedagogical, curricular and didactic elements involved in the creation of an E-learning environment: The case of a Costa Rican University. Turkish Online Journal of Distance Education, 2017 18, 104-119. https://doi.org/10.17718/tojde.340396
[10] Betancourt, R. R.; Zermeño, M. G. G. Competencias digitales en la enseñanza-aprendizaje del inglés en bachillerato. Campus Virtuales 2017, 6, 51-59.
[11] Gómez-Zermeño, M. Digital libraries: Electronic bibliographic resources on basic education. Comunicar 2012, 39, 119-126. https://doi.org/10.3916/c39-2012-03-02
[12] López Martínez, E.; García Mejía, I.A.; Gómez-Zermeño, M. G. The integration of open educational resources to the mathematics curriculum: Experiences of students and teachers of secondary education in Mexico. Pedagogika 2016, 122, 94–109. https://doi.org/10.15823/p.2016.23
[13] Digital Library Federation. A working definition of digital library. Available online: https://old.diglib.org/about/dldefinition.htm (accessed on 17 June 2020).
[14] Avery, J.M. Implementing an open-source integrated library system (ILS) in a special focus institution. Digital Library Perspectives 2016, 32, 287-298. https://doi.org/10.1108/dlp-02-2016-0003
[15] Cabrera, A.; Coutín, A. Las bibliotecas digitales. Parte I. Consideraciones teóricas. ACIMED 2005, 13, 1-27.
[16] Bawden, D. Information and digital literacies: a review of concepts. Journal of Documentation 2001, 57, 218-259. https://doi.org/10.1108/EUM0000000007083
[17] Martínez Equihua, S. Biblioteca Digital. Conceptos, Recursos, y Estándares; Alfagrama Ediciones: Buenos Aires, Argentina, 2007.
[18] Martínez Equihua, S.; Torres-Pérez, M. L.; Machin-Mastromatteo, J. D. InfoTecarios: A regional initiative for the scientific dissemination of library and information science. Information Development 2017, 33, 326-332. https://doi.org/10.1177/0266666917703716
[19] Kresh, D. The Whole Digital Library Handbook. Council on Library and Information Resources: Chicago, USA, 2007.
[20] American Library Association (ALA). Access to library resources and services. Available online: http://www.ala.org/advocacy/intfreedom/access (accessed on 17 June 2020)
[21] Cleveland, G. T. Bibliotecas digitales: definiciones, aspectos por considerar y retos. Biblioteca Universitaria, 2001, 4, 108-117.
[22] Taylor, A. G. Implementing AACR and AACR2: A personal perspective and lessons learned. Library Resources & Technical Services 2012, 56, 122-126. https://doi.org/10.5860/lrts.56n3.122
[23] Merlo-Vega, J. A. Libros electrónicos en las bibliotecas universitarias: recursos, servicios y 20 aspectos clave para su desarrollo. Anuario ThinkEPI 2015, 9, 087-096. https://doi.org/10.3145/thinkepi.2015.16
[24] Sharon, T.; Frank, A. J. Digital libraries on the internet. Available online: https://pdfs.semanticscholar.org/788c/6105549ad03e46e932fafca7fa2c9a025f25.pdf (accessed on 17 June 2020).
[25] Joint, N. Digital libraries and the future of the library profession. Library Review 2007, 56, 12-23. https://doi.org/10.1108/00242530710721989
[26] Parra, S.R.; Gómez-Zermeño, M.G.; Pintor, M.M. Factores que inciden en la implementación de las TIC en los procesos de enseñanza-aprendizaje en 5º de Primaria en Colombia. Revista Complutense de Educación 2015, 26, 197-213. https://doi.org/10.5209/rev_rced.2015.v26.46483
[27] Oliver, K.M.; Wilkinson, G.L.; Bennet, L.T. Evaluating the quality of Internet information Sources. Available at: https://eric.ed.gov/?id=ED412927 (accessed on 17 June 2020).
[28] Cooke, A. A Guide to Finding Quality Information on the Internet: Selection and Evaluation Strategies; Library Association Publishing: London, England, 2001.
[29] Codina, L. Evaluación de recursos digitales en línea: conceptos, indicadores y métodos. Revista Española de Documentación Científica 2000, 23, 9-44 https://doi.org/10.3989/redc.2000.v23.i1.315.
[30] Codina, L.; Pedraza, R. (2011). Tesauros y ontologías en sistemas de información documental. El Profesional de la Información 2011, 20, pp. 555-563. https://doi.org/10.3145/epi.2011.sep.10
[31] Codina, L.; Pedraza, R.; Díaz-Noci, J.; Rodríguez-Martínez, R.; Pérez-Montoro, M.; Cavaller-Reyes, V. Sistema articulado de análisis de cibermedios (SAAC): Una propuesta sobre el qué y el cómo para estudiar medios de comunicación digitales. Available at: https://raco.cat/index.php/Hipertext/article/view/275560/364530 (accessed on 17 June 2020).
[32] Khan, A. Digital information literacy skills of Pakistani librarians: exploring supply-demand mismatches, adoption strategies, and acquisition barriers. Digital Library Perspectives 2020, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/DLP-01-2020-0003
[33] Tammaro, A.M. User perceptions of digital libraries: a case study in Italy. Performance Measurement and Metrics 2008, 9, 130-137. https://doi.org/10.1108/14678040810906835
[34] Díaz-López, L.; Ortiz, J.T.; Contreras, C. P. Strategies for inclusive and safe education using virtual reality from the digital library perspective. Digital Library Perspectives 2019, 35, 216-226. https://doi.org/10.1108/dlp-08-2019-0034
[35] Walker, R. The Use of Case Studies in Applied Research and Evaluation. The Social Sciences in Educational Studies; Heinemann: London, England, 1982.
[36] Eisenhardt, K. M. Building theories from case study research. Academy of Management Review 1989, 14, pp. 532-550. https://doi.org/10.5465/amr.1989.4308385
[37] Korzilius, H. Quantitative analysis in case study. In Encyclopedia of Case Study Research; Mills, E., Durepos, G. and Wiebe, E. Eds.; Sage: California, CA, pp. 761-765.
[38] Mertens, D.M. Research and Evaluation in Education and Psychology. Integrating Diversity with Quantitative, Qualitative, and Mixed Methods, Sage: CA, USA, 2005.
[39] Yin, R. Case Study Research; Sage: Thousand Oaks, CA, USA, 2009.
[40] Alemán, L.; Gómez-Zermeño, M.; Mochizuki, Y.; Bruillard, E. et al. Rethinking Pedagogy Exploring the Potential of Digital Technology in Achieving Quality Education. Mahatma Gandhi Institute of Education for Peace and Sustainable: Ferozshah Road, New Delhi, 2019.
[41] Gómez Zermeño, M. G. Massive Open Online Courses as a digital learning strategy of Education for Sustainable Development. Journal of Sustainable Development of Energy, Water and Environment Systems 2020, 8, 577-589. https://doi.org/10.13044/j.sdewes.d7.0311
[42] Sortino, M. I.; Gómez-Zermeño, M. G.; Alemán de la Garza, L. Y. A. Interactions in a Massive, Online, Open Course (MOOC) for teachers. Proposal for a model of analysis. Digital Education Review 2017, 31, 149-175.
[43] Hosman, L.; Baikie, B. Solar-powered cloud computing data centers. IT Professional 2011, 15, 15-21. https://doi.org/10.1109/mitp.2011.116
[44] Armey, L. E.; Hosman, L. The centrality of electricity to ICT use in low-income countries. Telecommunications Policy 2016, 40, 617-627. https://doi.org/10.1016/j.telpol.2015.08.005
[45] Hosman, L. J.; Armey, L. E. Taking technology to the field: hardware challenges in developing countries. Information Technology for Development 2017, 23, 648-667. https://doi.org/10.1080/02681102.2017.1363028
[46] Hosman, L.; Jacobs, G. From active learning to acting: incorporating political context into project-based, interdisciplinary, international service learning courses. Journal of Political Science Education 2018, 14, 473-490. https://doi.org/10.1080/15512169.2017.1419876
[47] Hosman, L.; Walsh, C.; Perez Comisso, M.; Sidman, J. Building online skills in offline realities: The SolarSPELL initiative. First Monday 2020, 25.
[48] Hosman, L.; Pérez Comisso, M.A. How do we understand “meaningful use” of the internet? Of divides, skills and socio-technical awareness. Journal of Information, Communication, and Ethics in Society 2020, Vol. ahead-of-print. https://doi.org/10.1108/JICES-05-2020-0055