Comunicar 39-ingles - Revista Comunicar

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124Comunicar, 39, XX, 2012Figure 1. Resources results for quality parameters.search collections offer quality resources (see Figure1), with new technologies enriching educationalmodels and making communication easier.• The average by parameter analysis (see Table3) clearly shows the area of opportunity in which toimprove the quality of electronic resources for basiceducation.•Pe da -gogicalTable 3. Average by parameter.aspects:Dre s -sang & Gross (2011) explain that resources backed upby technological means can aid the educational developmentof young users. In this regard, Pirela andOcanco (2002) suggest that electronic bibliographicresources should consider the curriculum, working forthe development of creativity, learning and research,and offering the teacher permanent training in order tocomplement the educational process in basic education(see Figure 2).Table 4. Results for pedagogical variables.• Adequacy and adaptation to users: the contentswere appropriate for basic education users, but the activitiesand the resource background could be improved.• Resources: greater synthesis, and more summariesand schemes are needed to facilitate the cognitiveprocess of assimilation.• Tutorial and assessment: The resources relateto the basic education curricular objectives, and theyare useful for lesson planning. However, the feedbackthe student gets to correct or explain mistakes mustimprove.• Pedagogical approach: Resources support metacognitionbut should promote more collaborativework.• Functional aspects. Bernhard (2002) states thatthe process of search and selection of relevant informationdemands skills for handling technological tools.Developing these skills requires the resources to beeasy to use, ergonomically comfortable and designfriendly(Ochoa, 2007; Codina, 2000; Cooke, 1999)(see Figure 3).See Table 5 for Functional variables:Figure 2. Resources results for pedagogical aspects.See Table 4 in relation to pedagogical variables:• Motivational capacity: the resources arousecuriosity and encourage inquiry.Figure 3. Resources results for functional aspects.• Ease of use: The access and use of the resourceswas easy, but they do not have a Help section.• Information Retrieval: It is easy to retrieve information,especially when the resource has an index,but they do not show how to get information fromother resources.• Versatility: The resources can easily adapt to dif-© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 119-126
125ferent educational contexts. Nevertheless, there is aneed for open content resources, multilingual objectsand Administrator tools to make adjustments.• User Autonomy and Control: resources offerclear and precise instructions that make them easy tooperate.• Global Functionality: the resources were foundto be adequate for educational purposes; they are efficient,relevant and effective for young students.Electronic objects must be of sufficient quality to satisfylearning expectations (Marquès, 2003).• Technological and aesthetic aspects. Although• Interactive Dialogues: Young students shouldhave the option to enable or disable functions accordingto their preferences.• Technology and Design: In order to be reliableand original the resources need to be supported byadvanced technology.Comunicar, 39, XX, 2012Table 5. Results for functional variables.work has been done on dynamic interface design, thestarting point must be to find out how children preferto organize content and how to improve computerenvironments based on the specific needs of youngusers (Greenstein & Thorin, 2002) (see Figure 4).Figure 4. Resources results for technological - aesthetic aspects.• Further information about Technological-Aesthetic Variables in Table 6:• Visual environment: The visual aids and screenresolution were good, texts complied followed grammarand spelling conventions.• Data Bases: Content is relevant, well-selected,developed with clarity and quality; it is important to beaccurate and update information.• Navigation: Clear, structured navigation mapsmake resources ergonomic, but hypertext with moreinformation should be included.Table 6. Results for technological-aesthetic variables.7. ConclusionEnsuring quality of education means designingparameters, variables and indicators to standardize theevaluation of electronic resources for digital libraries.The development of electronic collections for basiceducation opens up the possibility of spaces that hostreliable and relevant information for young students. Inthe Mexican context, an indicator guide was designedbased on the needs and interests of teachers and studentsas well as the basic education curricular axis inorder to evaluate the relevance of educational resourcesin three key aspects: educational, functional andtechnical-aesthetic.Throughout the study, the characteristics and classificationcriteria of electronic bibliographic resourceswere identified via an evaluation guide. Regarding thepedagogical aspects, resources should motivate thestudent to be inquisitive and creative through a dynamicand appealing environment, so it is imperative thatthe content be based on educational purposes toenrich the cognitive experiences. The added value ofresources must be the ability to feedback the learningof young students. In the case of functional aspects, aneducational resource in electronic format should beeasy to use and give the user autonomy and control tointeract with it. The objects should allow the youngstudents to make adjustments, modify content accordingto their cognitive ability, offer clear instructionsand an assistance system. In the technical-aestheticaspects, the resources were found to be adequate forbasic education, with an attractive visual backgroundand well-represented in terms of colors, text, sound,image and language. Even when the information isrelevant, it is necessary to provide hypertext to guidethe knowledge acquisition process.To classify electronic resources for basic educationis a complex process. It must consider pedagogical© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 119-126
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