Experiencias en Cuba sobre la utilización de métodos colaborativos de aprendizaje en asignaturas de la carrera Ciencias de la Información / Cuban experiences in the use of collaborative learning methods in Information Sciences undergraduate courses

Los métodos colaborativos permiten desarrollar habilidades y actitudes en los estudiantes para descubrir y construir conocimientos por ellos mismos, a la vez que promueven la interdependencia a la hora de resolver problemas profesionales. Esta investigación tuvo como objetivo mostrar las experiencias y los resultados del trabajo con métodos colaborativos en tres asignaturas de la carrera Ciencias de la Información de dos universidades cubanas. Se realizó un estudio descriptivo en el que se utilizaron métodos empíricos, como un análisis documental clásico, entrevistas semiestructuradas a los jefes de equipos y encuestas estructuradas a 70 estudiantes (100 por ciento) que constituyeron la población. Se constató que, de forma general, la aplicación de técnicas didácticas activas mostró resultados positivos tanto en la evaluación de los resultados docentes como en la asistencia a clases. De igual manera, se logró que los alumnos diseñaran su estructura de interacciones y asumieran diferentes roles para intervenir en las comunidades desde una perspectiva informacional. Las opiniones de los estudiantes se tuvieron en cuenta para realizar mejoras en el diseño de las asignaturas. Por las condiciones impuestas por la pandemia COVID 19, las clases se adaptaron a condiciones no presenciales, lo que conllevó un incremento en el uso de las redes sociales digitales para la comunicación entre los alumnos y los profesores(AU)

Collaborative methods provide students with the skills and attitudes required to discover and build knowledge by themselves, and foster interdependence when solving professional problems. The purpose of the study was to present the experiences and results obtained from the use of collaborative methods in three Information Sciences undergraduate courses taught in two Cuban universities. A descriptive study was conducted based on empirical methods such as classic document analysis, semi-structured interviews with team leaders, and structured surveys to 70 students (100 percengt), who made up the study population. It was found that the use of active didactic techniques generally led to positive academic results and better attendance to class. Students could also design their own structure of interactions, taking on different roles to intervene in communities from an information perspective. Students' opinions were taken into account for curriculum development. Due to the limitations imposed by the COVID-19 pandemic, classes were not attended physically, expanding the use of digital social networking for communication between students and teachers(AU)

Attitudes toward people with dementia among communication science and disorders students.

The purpose of this study was to: 1) explore attitudes among Communication Sciences and Disorders (CSD) students toward people with dementia, 2) investigate factors that might be associated with the expressed attitudes, and 3) suggest a means for promoting positive attitudes among CSD students. 94 CSD students completed a three-section online survey via Qualtrics. First, participants provided demographic information in three categories: person, courses, and experiences. Second, they completed a 25-item quiz on aging and dementia. Finally, each participant submitted responses to the Scale of Attitude toward People with Dementia. A stepwise regression analysis revealed two factors that best predicted positive attitudes of participants toward people with dementia. The first factor was having completed more courses on gerontology and/or dementia and the second factor was having found the courses beneficial for their future career as speech-language pathologists. The findings of this study imply that providing CSD students with more courses in gerontology and/or dementia may foster more positive attitudes toward people with dementia. These findings indicate that maximum benefit may be achieved by designing courses on gerontology and dementia that include professional practice-oriented activities and assessments.

La habilidad para el manejo de la información científica en estudiantes de estomatología. Curso 2018-2019 / The ability for managing scientific information in Dentistry students. 2018-2019 school year

RESUMEN Introducción: las habilidades investigativas constituyen un aspecto esencial durante el proceso de formación del profesional de la Estomatología. Objetivo: diagnosticar el desarrollo de la habilidad para el manejo de la información científica en estudiantes de ciclo básico de la carrera de Estomatología. Materiales y Método: se realizó un estudio descriptivo de corte trasversal en el que participaron 43 estudiantes de primer y segundo año de la carrera de Estomatología curso (2018-2019) seleccionados a través de un muestreo intencional. Se empleó la revisión de documentos y un cuestionario sobre la percepción del dominio de la habilidad. Se evaluaron tres dimensiones fundamentales: cognitiva, valorativa y ejecutiva. Resultados: los estudiantes perciben tener mayor dominio de las acciones: consultar de fuentes de información, resumir, exponer ideas esenciales y emplear recursos informáticos. Las acciones menos dominadas resultaron ser el empleo de citas y referencias de acuerdo a las normas de Vancouver, la confección del informe final de revisión bibliográfica y la identificación de fuentes de información científica. Existe diversidad temática en las revisiones bibliográficas realizadas por los estudiantes y las principales vías de divulgación de la información son el trabajo de curso y las jornadas científicas estudiantiles, aunque menos de la mitad de los estudiantes valora de forma positiva la experiencia en la realización de investigaciones. Conclusión: se evidencia un adecuado dominio de la habilidad en correspondencia con los objetivos declarados en el Plan de estudio. No obstante, resulta necesario generar acciones educativas que contribuyan a satisfacer las necesidades de aprendizaje que persisten y a enriquecer las experiencias investigativas estudiantiles (AU).

SUMMARY Introduction: research abilities are an essential aspect during the training of the Dentistry professional. Objective: to diagnose the development of the ability to handle scientific information in students of the basic cycle of the Dentistry specialty. Materials and method: a descriptive cross-sectional study was carried out with the participation of 43 first and second year students of the Dentistry specialty in the 2018-2019 school year, chosen through an intentional sampling. Document reviewing and a questionnaire on the perception of the ability domain. Three main dimensions were assessed: cognitive, evaluative and executive. Results: the students perceive to have bigger mastery of the actions: consulting information sources, summarizing; presenting essential ideas and using computing resources. The less mastered actions turned out to be the use of citations and references according to Vancouver standards, writing the final bibliographic review report up and the identification of scientific information sources. There is thematic diversity in the bibliographic reviews carried out by students and the main ways of disseminating information are course work and student scientific conferences, although less than half of the students positively values the experience in conducting research. Conclusions: An adequate mastery of the ability is evidenced in correspondence with the objectives stated in the curriculum. However, it is necessary to generate educational actions contributing to satisfying the persisting learning needs and increasing the students' research experiences (AU).

Ten simple rules for an inclusive summer coding program for non-computer-science undergraduates.

Since 2015, we have run a free 9-week summer program that provides non-computer science (CS) undergraduates at San Francisco State University (SFSU) with experience in coding and doing research. Undergraduate research experiences remain very limited at SFSU and elsewhere, so the summer program provides opportunities for many more students beyond the mentoring capacity of our university laboratories. In addition, we were concerned that many students from historically underrepresented (HU) groups may be unable to take advantage of traditional summer research programs because these programs require students to relocate or be available full time, which is not feasible for students who have family, work, or housing commitments. Our program, which is local and part-time, serves about 5 times as many students as a typical National Science Foundation (NSF) Research Experiences for Undergraduates (REU) program, on a smaller budget. Based on our experiences, we present 10 simple rules for busy faculty who want to create similar programs to engage non-CS HU undergraduates in computational research. Note that while some of the strategies we implement are based on evidence-based publications in the social sciences or education research literature, the original suggestions we make here are based on our trial-and-error experiences, rather than formal hypothesis testing.

Benefits of a joint health sciences practicum for students in library and information sciences: a case report.

BACKGROUND: A joint practicum gives library and information science (LIS) students the opportunity to compare two health sciences libraries' structures and workflows. The goal of this case report is to describe how a joint health sciences practicum can help LIS students and recent graduates develop skills that may be beneficial for their future positions in health sciences or other libraries.Case Presentation: Six participants in a joint health sciences library practicum underwent two interviews: the first interview focused on their practicum experiences, and the second interview sought to determine whether the participants had found employment and were using any skills in their new positions that they acquired during their practicums. Participants gave mostly positive feedback regarding their practicum experiences and expressed openness to applying for health sciences library positions. Although the participants who found employment did not work in health sciences libraries, their practicum projects served as supporting materials for their job applications, and they were using the skills they had gained from their practicums in their new positions. CONCLUSIONS: While most joint practicum participants were not working in a health sciences library, the practicum was beneficial to their new careers. This case report highlights that a joint health sciences practicum program can be beneficial in showing LIS students different approaches to health sciences librarianship.

An evaluation of a training intervention to support the use of evidence in healthcare commissioning in England.

AIM: Clinical commissioning groups (CCGs) in England are responsible for the health of their populations through the services they provide, yet we know that the use of evidence to inform commissioning decisions is low. A programme of training in seven CCGs in England was instigated in a joint piece of work by the National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care and Academic Health Science Network in the West of England, to help build an evidence informed culture in commissioning. METHODS: Evidence workshops were delivered in each of the seven CCGs in the West of England by an experienced senior lecturer (the author) and local healthcare librarians. The workshop was developed by the author and an information scientist and included guidance and demonstration of a systematic evidence search covering both traditional and grey literature, and a brief look at quality of evidence including a critical appraisal activity. Participants were asked to evaluate the workshop on the day and to indicate an intended action they would take as a result of the workshop; a short follow-up interview was carried out with a sample of participants between 3 and 6 months later, to identify any longer term impact of the training. RESULTS: A total of 63 staff in a variety of commissioning-related roles attended the workshops between March and September 2016. 95% rated the workshop overall as either 'excellent' or 'good'. Of particular value was the involvement of the local healthcare librarian, helping to promote their expertise and services; and the discussion of grey literature as a valuable source of evidence. A variety of intended actions as a result of the training included initiating a thorough search for evidence for new projects, use of bibliographic databases, and making use of local library services for evidence searching. Follow-up interviews with nine staff revealed a positive impact in the longer-term. This ranged from simply triggering an interest in using evidence, boosting motivation and sharing information with colleagues; to changes in processes such as broadening the responsibility for finding and filtering evidence for business cases; to one clear case of financial savings resulting from a search for evidence by a senior commissioning manager. CONCLUSION: Offering short, interactive training workshops is valued by healthcare commissioners and can make a difference to their approach to and use of evidence in decision-making. There is a need for a flexible approach to the concept of evidence in healthcare commissioning, which includes the use of grey literature, and training can encourage and support the systematic search for an appraisal of this type of evidence. Tools for improving and sustaining this aspect of evidence use by commissioners are included here.

Emerging roles of health information professionals for library and information science curriculum development: a scoping review.

OBJECTIVE: This scoping review identified the emerging and evolving roles of health information professionals (HIPs) in a range of tasks and settings, as they adapt to varied user needs, while keeping up with changing medical landscapes to provide evidence-based information support in grand rounds and scholarly research. The review aims to inform library school students about expected entry-level job qualifications and faculty about adaptable changes to specialized HIP curricula. METHODS: The authors examined 268 peer-reviewed journal articles that concentrated on evolving HIP roles, professional settings, and contexts by retrieving results from several multidisciplinary databases. RESULTS: HIPs, who generally serve as "embedded librarians," are taking on more active roles as collaborators, research experts, and liaisons, replacing more passive and exclusive roles as information providers and outreach agents or research assistants. These evolving roles in the reviewed literature were broken into nine categories in approximate order of prominence. CONCLUSIONS: A new model linking these evolving roles to the Medical Library Association (MLA) fundamental professional competencies was developed to provide an operational examination and research-based evidence for adapting HIP continuing education curriculum learning outcomes, course content and delivery, and student career pathways for existing graduate HIP specialization courses in library programs. The model indicates each role's connection to the MLA professional competencies, based on MLA's detailed description of each competency. A better understanding of HIP demands and expectations will enhance the capacity of library programs to prepare students in HIP specializations.

Doctoral students' well-being: a literature review.

PURPOSE: Doctoral student well-being is an important matter that shapes the well-being of academics throughout their careers. Given that well-being has been found to be closely related to employee productivity and efficiency, strategies associated with maintaining well-being during PhD studies might be crucial for higher education, its outcomes and-just as importantly-for a balanced life of PhD students.  Method: Based on 17 studies, this literature review critically assesses the literature on doctoral student well-being.  Results: Theoretical models, concepts of well-being, and methods applied are discussed, as are the results of the articles. The reviewed studies are then discussed based on a SWOT analysis addressing the strengths and weaknesses of the reviewed research as well as the identified opportunities and threats, which can be used as a basis for future research. Based on the review findings and the SWOT analysis, a multidimensional view of the well-being of doctoral students is proposed.  Conclusions: The study proposes a more student-centred approach to meeting doctoral students' needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics' well-being and productivity.Doctoral student well-being is an important matter that shapes the well-being of academics throughout their careers. Given that well-being has been found to be closely related to employee productivity and efficiency, strategies associated with maintaining well-being during PhD studies might be crucial for higher education, its outcomes and-just as importantly-for a balanced life of PhD students. Based on 17 studies, this literature review critically assesses the literature on doctoral student well-being. Theoretical models, concepts of well-being, and methods applied are discussed, as are the results of the articles. The reviewed studies are then discussed based on a SWOT analysis addressing the strengths and weaknesses of the reviewed research as well as the identified opportunities and threats, which can be used as a basis for future research. Based on the review findings and the SWOT analysis, a multidimensional view of the well-being of doctoral students is proposed. The study proposes a more student-centred approach to meeting doctoral students' needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics' well-being and productivity.

Improving Student Engagement in the Study of Professional Ethics: Concepts and an Example in Cyber Security.

In spite of the acknowledged importance of professional ethics, technical students often show little enthusiasm for studying the subject. This paper considers how such engagement might be improved. Four guiding principles for promoting engagement are identified: (1) aligning teaching content with student interests; (2) taking a pragmatic rather than a philosophical approach to issue resolution; (3) addressing the full complexity of real-world case studies; and (4) covering content in a way that students find entertaining. The use of these principles is then discussed with respect to the specific experience of developing and presenting a master's module in Ethical and Legal Issues in Cyber Security at Queens University Belfast. One significant aspect of the resulting design is that it encourages students to see ethical issues in systemic terms rather than from an individual perspective, with issues emerging from a conflict between different groups with different vested interests. Case studies are used to examine how personal and business priorities create conflicts that can lead to negative press, fines and punitive legal action. The module explores the reasons why organisations may be unaware of the risks associated with their actions and how an inappropriate response to an ethical issue can significantly aggravate a situation. The module has been delivered in three successive years since 2014 and been well received on each occasion. The paper describes the design of the module and the experience of delivering it, concluding with a discussion of the effectiveness of the approach.

Investigar y publicar desde las ciencias de la información: un llamado urgente a los profesionales de la información del sector Salud / Researching and publishing from an information science perspective: an urgent call to information professionals from the health sector

En el marco del 52 aniversario de la fundación del Centro Nacional de Información de Ciencias Médicas (CNICM) y del 25 aniversario de la creación de Infomed, fruto ambas de desafíos e innovaciones conceptuales y tecnológicas, nos parece oportuno reflexionar sobre el estatuto científico de los profesionales de la información que laboran en el sector Salud(AU)

Estrategia pedagógica para perfeccionar el uso de las imágenes digitales en las ciencias médicas / Pedagogical strategy to improve the use of digital images in the medical sciences

INTRODUCCIÓN: en la enseñanza de las Ciencias Médicas el uso de las Tecnologías de la Información y las Comunicaciones, por la diversidad de estructuras que abordan en sus contenidos se hace imprescindible recurrir, en su enseñanza, al uso de las imágenes digitales. OBJETIVOS: diseñar una estrategia pedagógica de superación profesoral que contribuya al perfeccionamiento del uso de las imágenes digitales en la docencia de las asignaturas del ciclo básico y básico clínico biomédico. MÉTODOS: se realizó un estudio observacional descriptivo, de tipo transversal con elementos de enfoque cualitativo y cuantitativo que se inscribe como un proyecto de desarrollo en la Universidad de Ciencias Médicas de Villa Clara "Dr. Serafín Ruiz de Zárate Ruiz" en el período comprendido septiembre del 2012 a junio del 2013. El cual permitió diseñar una estrategia pedagógica de superación profesoral que contribuya al perfeccionamiento del uso de las imágenes digitales en la docencia de las asignaturas del ciclo básico y básico clínico biomédico. El diseño metodológico fue concebido en tres etapas una primera de diagnóstico, una segunda de diseño de la estrategia pedagógica de superación profesoral y una tercera de valoración por especialistas del producto diseñado. RESULTADOS: se pudo precisar que existen deficiencias relacionadas con la utilización de las imágenes digitales en la docencia de las ciencias médicas. A partir del diagnóstico realizado se diseñó una estrategia pedagógica de superación profesoral contextualizada en la facultad de Medicina, la que se caracterizó por su flexibilidad para su implementación y que fue valorada como adecuada por los especialistas seleccionados teniéndose en cuenta su estructura, pertinencia, utilidad, factibilidad y valor pedagógico, recomendándose su implementación de inmediato. CONCLUSIONES: la estrategia Pedagógica para la capacitación de los docentes de las Ciencias Médicas en el uso de las imágenes digitales en la docencia, corresponde con el diagnóstico realizado y contribuye a la superación de los docentes en el uso de las imágenes digitales.

INTRODUCTION: In the teaching of the Medical Sciences, the use of Information Technology and Communications, the diversity of structures that they address in their content makes it imperative to use, in their teaching, to the use of digital images. OBJECTIVE: To design a pedagogical strategy of professorial improvement that contributes to the improvement of the use of digital images in the teaching of the basic subjects and of biomedical clinical cycle. METHODS: A descriptive study of transversal elements of qualitative and quantitative approach at the University of Medical Sciences of Villa Clara was performed in the period from September, 2012 to June, 2013, which allowed to design a professorial teaching strategy of improvement that contributes to the improvement of the use of digital images in the teaching of basic subjects of basic cycle and clinical Biomedical cycle. The methodological design was conceived in three stages; a first one of diagnosis, a second one for the designing of the pedagogical strategy for professorial teaching improvement and a third one for the valuation by specialists of the product designed. RESULTS: It could be noted that there are deficiencies regarding the use of digital images in the teaching of the medical sciences. From the diagnosis made, a pedagogical strategy for overcoming the professorial improvement contextualized in the Faculty of Medicine was designed, which was characterized by its flexibility for its implementation and was rated as adequate by the selected specialists and recommended for implementation immediately. CONCLUSION: The Pedagogical Strategy for training teachers of the Medical Sciences in the use of digital images in the teaching process corresponds to the diagnosis made and contributes to the improvement of teachers in the use of the digital images.

3D Image Display Courses for Information Media Students.

Three-dimensional displays are used extensively in movies and games. These displays are also essential in mixed reality, where virtual and real spaces overlap. Therefore, engineers and creators should be trained to master 3D display technologies. For this reason, the Department of Information Media at the Kanagawa Institute of Technology has launched two 3D image display courses specifically designed for students who aim to become information media engineers and creators.

An evaluation capacity building toolkit for principal investigators of undergraduate research experiences: A demonstration of transforming theory into practice.

This paper describes the approach and process undertaken to develop evaluation capacity among the leaders of a federally funded undergraduate research program. An evaluation toolkit was developed for Computer and Information Sciences and Engineering(1) Research Experiences for Undergraduates(2) (CISE REU) programs to address the ongoing need for evaluation capacity among principal investigators who manage program evaluation. The toolkit was the result of collaboration within the CISE REU community with the purpose being to provide targeted instructional resources and tools for quality program evaluation. Challenges were to balance the desire for standardized assessment with the responsibility to account for individual program contexts. Toolkit contents included instructional materials about evaluation practice, a standardized applicant management tool, and a modulated outcomes measure. Resulting benefits from toolkit deployment were having cost effective, sustainable evaluation tools, a community evaluation forum, and aggregate measurement of key program outcomes for the national program. Lessons learned included the imperative of understanding the evaluation context, engaging stakeholders, and building stakeholder trust. Results from project measures are presented along with a discussion of guidelines for facilitating evaluation capacity building that will serve a variety of contexts.

A Study on Students Acquisition of IT Knowledge and Its Implication on M-Learning.

The boom in mobile technology has seen a dramatic rise in its usage. This has led to usage of mobiles even in the academic context for further learning. Although the advantages of m-learning (mobile learning) are visible, studies are required to address the aspects that shape its virtual expectations. The acceptance of mobile technology relies mostly on how the students feel about mobile technology fitting into their requirements. Yet, in spite of the significance in the potential of m-learning, research studies have only inadequate data to identify the factors that influence their decision to adapt the mobile technology for the purpose of learning. To deal with this space, the present study was undertaken to correlate the IT skills of students with their impact on their acceptance of m-learning. The research study found that the perceived usability along with the usefulness of m-learning impacts the association between IT expertise and the objective of learners' acceptance of m-learning. A survey of 892 students from Engineering, Arts, and Science Colleges found that IT skills influence student's acquisition of m-learning technology. Specialized and advanced skills in mobile technology along with basic skills play a significant role in influencing a student to accept m-learning. But no specific substantiation has been established to support the statement that highly developed IT skills have influenced the students to accept m-learning.

La gestión del conocimiento desde las ciencias de la información: responsabilidades y oportunidades / Knowledge management from the perspective of information sciences: responsibilities and opportunities

Analizar el surgimiento de la gestión del conocimiento desde su gestación y orígenes, exponer su evolución y relevancia para las ciencias de la información y analizar el espacio profesional del especialista en información como gestor del conocimiento organizacional. Métodos: se empleó el análisis documental a partir de una búsqueda exhaustiva desarrollada en bases de datos, donde se seleccionaron aquellos documentos que son de importancia para el objetivo propuesto. Se sistematizó la información obtenida y se completó dicha información con vivencias y experiencias de la autora. Resultados: se obtuvo un conjunto de documentos núcleo sobre el tema, que constituyen las referencias de este artículo, y se sistematizó la información acerca de los espacios que pueden ocupar los profesionales de la información en los procesos de gestión del conocimiento. Se analizaron las confusiones conceptuales que se encontraron en la literatura acerca de la gestión del conocimiento y su relación con la gestión de la tecnología. Conclusiones: la gestión del conocimiento es un espacio de total relevancia para el profesional de la información. El desarrollo de estas funciones y la atención a estos procesos demandan cambios de enfoque, de comportamiento y una estrecha relación con el contexto organizacional donde se desempeñe...

Analyze the development of knowledge management starting from its gestation and emergence, describe its evolution and relevance for information sciences, and analyze the professional role of information specialists as organizational knowledge managers. Methods: document analysis was performed based on an exhaustive search in databases. A selection was made of documents related to the aim proposed. The information obtained was systematized and supplemented with the author's experiences. Results: a number of core documents about the subject were obtained, which constitute the references for the present paper. Systematization was conducted of the roles of information professionals in knowledge management processes. An analysis was carried out of conceptual confusions found in the literature about knowledge management and its relationship to technology management. Conclusions: knowledge management is a field of indisputable relevance for information professionals. Performing knowledge management functions and processes requires a change of approach and behavior, as well as close ties with the organizational context where they occur...

Programa de alfabetización informacional para el personal bibliotecario de la Universidad de Sancti Spíritus / Information literacy program for the library staff at the University of Sancti Spiritus

Exponer las experiencias de un programa de alfabetización informacional para el personal bibliotecario de la Universidad de Sancti Spíritus José Martí Pérez. Métodos: se realizó un estudio descriptivo a los 12 recursos humanos con que cuenta la biblioteca. Se aplicaron dos encuestas, antes y después de impartido el programa, en el período comprendido entre enero y abril de 2014. Se siguió el modelo formulado por Eisenberg y Berkowitz, denominado Big 6, para el diseño del programa de alfabetización informacional. Resultados: el 80 por ciento del personal bibliotecario manifestó satisfacción con el programa recibido y el 89 por ciento estuvo de acuerdo con los contenidos dispuestos en los cursos dentro del programa de alfabetización informacional. El 92 por ciento de los encuestados reconoció las destrezas desarrolladas a partir del programa implementado. El 25 por ciento del total de participantes elaboró dos artículos que fueron enviados a revistas indexadas en SCOPUS; 17 por ciento a revistas indexadas en LATINDEX y 33 por ceinto a revistas certificadas por el CITMA en Cuba. Conclusiones: los docentes manifestaron haber constatado el avance logrado por los cursistas durante el programa, y reconocieron el aporte de este para el desarrollo de sus competencias y funciones en la biblioteca...

Present the results of an information literacy program for the library staff at "José Martí Pérez" University of Sancti Spiritus. Methods: a descriptive study was conducted with the 12 library staff. Two surveys were applied, one before and one after the program, from January to April 2014. Design of the information literacy program was based on the model proposed by Eisenberg and Berkowitz, known as the Big Six. Results: 80 percent of the library staff expressed satisfaction with the program received, and 89 percent agreed with the contents included in the information literacy program. 92 percent of the respondents acknowledged the development of skills through the program implemented. 25 percent of the total participants wrote two papers and had them submitted to journals indexed in Scopus, 17 percent to journals indexed in Latindex and 33 percent to journals certified by CITMA in Cuba. Conclusions: teachers stated the progress achieved by participants in the courses, and recognized the usefulness of the program for the development of library competencies and functions...

Formación de competencias investigativas en ciencias de la información desde la Universidad de La Habana / Training in information science research competencies at the University of Havana

OBJETIVO: caracterizar la formación de competencias investigativas en la carrera Ciencias de la Información en la Facultad de Comunicación de la Universidad de La Habana. MÉTODOS: se contextualizó la formación de competencias investigativas en la carrera de Ciencias de la Información teniendo en cuenta las experiencias y los conocimientos registrados en intercambios personales con los profesores del claustro, y se creó un espacio de discusión con estudiantes de diferentes años de la carrera para identificar desde sus percepciones las principales fortalezas y debilidades en su formación como investigadores. RESULTADOS: el Departamento de Ciencias de la Información de esa Facultad ha materializado el desarrollo de competencias investigativas a través de las disciplinas y asignaturas del Plan de estudios D. En ese sentido, se ha sistematizado la formación de competencias investigativas, se han identificado las principales fortalezas en la formación de esas competencias y se han expuesto las primeras acciones de transformación ante las debilidades detectadas. CONCLUSIONES: la formación de competencias investigativas en los estudiantes de Ciencias de la Información se concibe implícitamente en el Plan de estudio D, como un proceso dinámico de construcción y valoración de conocimientos, habilidades y experiencias para un hacer y actuar contextualizado

OBJECTIVE: characterize the development of information science research competencies as one of the key purposes in the training of information professionals at the Faculty of Communication of the University of Havana. METHODS: contextualization was conducted of research competencies in information science university studies based on information obtained from personal exchanges with the faculty. Debates were also held with students from different academic years to record their perception of the main strengths and weaknesses of their training as researchers. RESULTS: the Information Sciences Department at the Faculty has engaged in the development of research competencies through disciplines and subjects included in Curriculum D. Training in research competencies has been systematized. Its main strengths have been identified and the first transformation actions have been devised to eliminate the weaknesses detected. CONCLUSIONS: student training in information science research competencies is implicitly considered in Curriculum D as a dynamic process of creation and assessment of knowledge, skills and experiences for contextualized behavior and performance

Student teaching and research laboratory focusing on brain-computer interface paradigms--A creative environment for computer science students.

This paper presents an applied concept of a brain-computer interface (BCI) student research laboratory (BCI-LAB) at the Life Science Center of TARA, University of Tsukuba, Japan. Several successful case studies of the student projects are reviewed together with the BCI Research Award 2014 winner case. The BCI-LAB design and project-based teaching philosophy is also explained. Future teaching and research directions summarize the review.

Las habilidades comunicativas en el plan de estudio D de la Licenciatura en Ciencias de la Información / Communication skills in Curriculum D of the BA in Information Sciences

Realizar un análisis del plan de estudio D de la Licenciatura en Ciencias de la Información desarrollado en Cuba, para caracterizar las habilidades comunicativas que en él se declaran. Métodos: las habilidades que se declaran en el modelo del profesional, los años académicos y las disciplinas se representaron mediante mapas de palabras. Se realizó la triangulación del método bibliométrico con el análisis de contenido del plan de estudios D. Resultados: en el documento, los infinitivos vinculados con el universo comunicativo estaban relacionados con la presentación de la información a través de productos, servicios y sistemas informativos, así como con proyectos de socialización de la lectura y la formación de prácticas lectoras para diferentes usos educativos, informativos y de esparcimiento. Conclusiones: las habilidades receptivas se presentan de forma explícita e implícita, asociadas a la lectura y la escucha. Las habilidades productivas se enuncian con mayor frecuencia de forma explícita encaminadas al desarrollo de la expresión oral y escrita. En ambos casos, la relación con los cambios tecnológicos se manifiesta de manera implícita y superficial...

Analyse the Curriculum D developed in Cuba for the BA in Information Sciences and characterize the communication skills stated therein. Methods: the skills stated in the professional's model, academic years and disciplines were represented by means of word maps. Triangulation was performed of the bibliometric method with the content analysis of Curriculum D. Results: in the document, infinitives related to communication were linked to the presentation of contents through information products, services and systems, as well as projects for the socialization of reading and the development of reading practices for various educational, information and leisure purposes. Conclusions: input skills were presented in an explicit and implicit manner and were associated to reading and listening. Output skills were more commonly stated in an explicit manner and were aimed at developing oral and written expression. In both cases the relationship to technological changes was stated in an implicit, superficial manner...