1 5 2 https://ru.iztacala.unam.mx/files/original/af82b64a7f2c59916326cdb95064f81d.pdf a02ab04fb4b0c60164aa45f303c73821 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource DESIGNING A RUBRIC FOR EVALUATING PERSONAL LEARNING ENVIRONMENT Subject The topic of the resource info:eurepo/classification/Personal learning environments,rubric,assessment,Evaluation,Internet,web2,learning info:eu-repo/classification/cti/4 Creator An entity primarily responsible for making the resource MECM840423HDFZNN01|JOSE MANUEL MEZA CANO CVU263487|MARIO ERNESTO MORALES RUIZ CVU31289|ROSA DEL CARMEN FLORES MACIAS Source A related resource from which the described resource is derived EDICIÓN 2015 International Conference of Education, Research and Innovation ICERI. Publisher An entity responsible for making the resource available International Conference of Education, Research and Innovation ICERI. Date A point or period of time associated with an event in the lifecycle of the resource 2015-12 Rights Information about rights held in and over the resource info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0 Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource info:eu-repo/semantics/conferencePaper Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant MX Audience Una categoria para el publico para la cual esta dirigido el recurso. generalPublic Abstract A summary of the resource. 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. assessment Evaluation Internet learning Personal learning environments rubric web2 https://ru.iztacala.unam.mx/files/original/6f014667314a4205dc5775e1c5bb32ae.pdf c705ba34d34b953a5093d46777163246 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Validation of a Rubric to Evaluate Open Educational Resources for Learning Subject The topic of the resource info:eu-repo/classification/Open Educational Resources info:eu-repo/classification/rubric info:eu-repo/classification/validation info:eu-repo/classification/cti/4 Source A related resource from which the described resource is derived Behavioral Sciences, 9(12) Publisher An entity responsible for making the resource available MDPI Date A point or period of time associated with an event in the lifecycle of the resource 2019-11 Rights Information about rights held in and over the resource info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0 Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource spa Type The nature or genre of the resource info:eu-repo/semantics/article Identifier An unambiguous reference to the resource within a given context https://doi.org/10.3390/bs9120126 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant MX Audience Una categoria para el publico para la cual esta dirigido el recurso. generalPublic Abstract A summary of the resource. 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. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole. Creator An entity primarily responsible for making the resource CVU263121|ANABEL DE LA ROSA GOMEZ MECM840423HDFZNN01|JOSE MANUEL MEZA CANO CVU264025|GERMAN ALEJANDRO MIRANDA DIAZ Open Educational Resources rubric validation