Identifying Data 2020/21
Subject (*) Information Gathering and Analysing Techniques Code 652G03026
Study programme
Grao en Educación Social
Descriptors Cycle Period Year Type Credits
Graduate 1st four-month period
 Third Obligatory 6
Language
Galician
Teaching method Hybrid
Prerequisites
Department Didácticas Específicas e Métodos de Investigación e Diagnóstico en Educación
Coordinador
Arias Rodriguez, Maria Alicia
 E-mail
alicia.arias.rodriguez@udc.es
Lecturers
Arias Rodriguez, Maria Alicia
Losada Puente, Luisa
 E-mail
alicia.arias.rodriguez@udc.es
luisa.losada@udc.es
Web http://https://www.udc.es/es/centros_departamentos_servizos/departamentos/departamento/?codigo=D162
General description A realidade socio-educativa do/da educador/a social é complexa, diversa e difícil de analizar, describir e interpretar. Por iso, é necesario que ao longo da súa formación académica, adquira unha serie de competencias que lle permitan desenvolver a súa posterior actividade profesional. Por tal circunstancia, a aprendizaxe e aplicación de diversas metodoloxías de investigación, que se planifican nesta materia, permitirá nun futuro ao/a educador/a social seleccionar a máis adecuada para solucionar os problemas que se atopará no seu próximo ámbito laboral, sen esquecer que o/a educador/a social dentro do seu ámbito laboral terá que investigar para poder achegar posibles solucións que melloren o contexto no que se desenvolva a súa actividade laboral. A diversidade de concepcións epistemolóxicas aplicables ás distintas situacións sociais será fonte de información para o/a investigador/a social, permitíndolle determinar cal é a máis adecuada para solucionar o problema ao que se enfronta. Non se pretende establecer unha prelación ou unha orde de importancia entre os variados modos de investigación, senón que é o problema de investigación o que determinará a elección dunha metodoloxía ou outra, facendo dela a máis válida para este tipo de problema. Todo isto non ten sentido se non nos preguntamos e respondemos á pregunta: que queremos conseguir?. Son moitos os instrumentos que podemos utilizar para obter datos e, por iso, é necesario ter coñecemento do amplo abano de posibilidades. Un/ha bo/boa profesional será aquel/a que saiba optar, en cada circunstancia, polas técnicas e instrumentos que mellor se adapten á situación. É necesario afondar no coñecemento e no dominio das distintas ferramentas que temos á nosa disposición. Así, nesta materia iranse analizando as principais técnicas e instrumentos que poden ser aplicadas ao ámbito socioeducativo, indicando as súas características fundamentais, as vantaxes e inconvenientes que presentan e as circunstancias ou momentos máis adecuados para poñelas en práctica.
Contingency plan Plan de continxencia (adaptado de addenda Covid19):

1. Modificacións nos contidos: non se realizarán cambios

2. Metodoloxías

Metodoloxías docentes que se manteñen:
–Sesión maxistral
– Prácticas a través de TIC
– Estudo de casos
– Solución de problemas
– Análises de fontes documentais
– Obradoiro
– Aprendizaxe colaborativa
– Proba Mixta
– Atención personalizada

Metodoloxías docentes que se modifican: non se realizarán cambios


3. Mecanismos de atención personalizada ao alumnado:

–Correo electrónico: Diariamente. De uso para facer consultas, solicitar encontros virtuais para resolver dúbidas e facer o seguimento dos traballos tutelados.
– Moodle: Diariamente. Segundo a necesidade do alumando. Dispoñen de “foros temáticos asociados aos módulos” da materia, para formular as consultas necesarias. Tamén hai “foros de actividade específica”, a través das cales se poñen en práctica o desenvolvemento de contidos teóricos da materia.
– Teams:
A) sesión semanal en gran grupo interactivo (como nas clases interactivas) para o avance dos contidos e das fichas e probas de coñecemento na franxa horaria que ten asignada a materia non calendario de clases aprobado en Xunta de Facultade.
B) De 1 a 2 sesións semanais (ou mais segundo o demande o alumnado) en pequeno grupo (ate 6 persoas) para ou seguimento e apoio na realización das fichas guiadas. Esta dinámica permite facer un seguimento normalizado e axustado as necesidades de aprendizaxe do alumando para desenvolver a materia.


4. Modificacións na avaliación: non se realizarán cambios

Observacións:

a) A presencialidade dos/as estudantes só controlarase nas clases interactivas da materia a través da realización das probas de coñecemento que se farán ao final de cada sesión. Os/as estudantes serán considerados presenciais sempre que asistan ás clase interactivas; soamente poden faltar tres veces (sen xustificante), pero nunca máis de dúas veces en cada una das partes da materia (parte técnicas e parte análise). Os/as estudantes poden presentar xustificantes, por faltar a clase, sempre que sexan médicos, de traballo, de hospitalización, etc. pero deben ser homologados (non poden ser, por exemplo, a solicitude dunha cita médica, etc.). O recurso principal que se empregará para o control da asistencia do alumno será o Moodle, onde se realizarán as probas de coñecemento.

b) Os/as estudantes non presenciais poden seguir a materia por Moodle, se ben non poderán participar nas probas de coñecemento nin serán convocados por TEAMS para as clases interactivas. Considerarase alumnado non presencial aquel que, dada unha nova situación de confinamento, ate ese momento tivera elixido esa opción (no primeiro día de clase) ou ben tiverá superado xa as tres faltas de asistencia en total (ou nalgunha das partes da materia); nesta última opción as/os estudantes pasarían automáticamente a esta modalidade. Manterase a avaliación deste alumnado tal e como se recolle na Guía Docente, no apartado específico de "observacións".

c) A avaliación será totalmente a través de Moodle, coas diferenzas presentadas na guía docente entre estudantes presenciais ou non presenciais.

d) As clases expositivas continuarán baixo a modalidade non presencial. Preséntase cunha semana de antelación ao estudantado en Moodle (as clases expositivas serán os luns de 9 a 10:30) un Power Point coa voz gravada da explicación ou ben a través dun vídeo de stream (a ligazón aparecerá en Moodle).

e) As clases interactivas mudará á modalidade non presencial, mantendo o formato de grupos de traballo que se especificaran na modalidade híbrida. Os grupos de traballo crearanse por TEAMS, que será o medio a través do cal se fará o seguimento das fichas e da proba de coñecemento por parte das profesoras (estas clases serán sempre no horario aprobado pola Xunta de Facultade).

f) A avaliación da materia será, en todas as posibles modalidades, virtual (debido a circunstancias sanitarias) e manterase a misma ponderación das calificaciones, con independencia da modalidade docente. Será da seguinte forma: a proba mixta realizarase por Moodle (na data e hora aprobada pola Xunta de Facultade para o exame da convocatoria de xaneiro ou xullo); as probas de coñecemento serán dentro de cada clase interactiva (neste caso, ao final da clase interactiva por TEAMS). As probas non se habilitará ata que comecen as clases interactivas cada grupo interactivo (cada grupo interactivo terá unha proba de coñecemento diferente); as fichas que se fagan serán presentadas en dous documentos e serán colgados en Moodle na data establecida polas profesoras o primeiro día da clase. Cabe lembrar que a/o estudante presencial debe presentarse a cada unha das formas de avaliar para superar a materia, e dicir, debe facer a proba mixta e as probas de coñecemento (a cualificación destas probas está condicionado sempre á entrega dos documentos das prácticas en Moodle). Os estudantes non presenciais terán que realizar a proba mixta unicamente (ver o apartado de avaliación da guía docente).

g) As titorías da materia serán individuais e virtuais. O alumnado deberá solicitar hora ao profesorado vía correo electrónico. MOI IMPORTANTE, AS TUTORIAS SEMPRE SERÁN DENTRO DO HORARIO PRESENTADO POLO PROFESORADO QUE IMPARTE A MATERIA.

5. Modificacións da bibliografía ou webgrafía: non se realizarán cambios. Xa dispoñen de todos os materiais de traballo da maneira dixitalizada en Moodle.

Study programme competencies
Code Study programme competences
A5 Identificar e analizar os factores contextuais que afectan os procesos de intervención socioeducativa.
A6 Seleccionar diferentes métodos e técnicas para a planificación e avaliación de programas e servizos.
A7 Aplicar metodoloxías educativas e dinamizadoras da acción socioeducativa.
A8 Detectar factores de vulnerabilidade, de exclusión e de discriminación social que dificulten a inclusión social, escolar e laboral de persoas e colectivos.
A11 Observar, analizar, interpretar procesos de mediación social, cultural e educativa.
A13 Deseñar e levar a cabo proxectos de investigación elementais aplicables aos diferentes campos de intervención.
A14 Identificar e emitir xuízos razoados sobre problemas socioeducativos para mellorar a práctica profesional.
A19 Asesorar e supervisar programas, planos, proxectos e centros socioeducativos.
A21 Deseñar e implementar procesos de avaliación de programas e estratexias de intervención socioeducativa en diversos contextos.
B1 Elaborar, analizar, sintetizar, valorar e transmitir criticamente a información.
B2 Redactar e presentar informes técnicos, memorias, regulamentos ou calquera outro documento básico que contribúa a regular a acción socioeducativa.
B4 Deseñar e impulsar espazos socioeducativos en contextos de diversidade atendendo á igualdade de xénero, á equidade e respecto aos dereitos humanos, favorecendo o empoderamento das persoas e colectivos ubicados en situacións de desvantaxe social.
B5 Capacidade de mostrar actitudes coherentes coas concepcións éticas e deontolóxicas propias da profesión.
B6 Adquirir e dominar habilidades comunicativas que permitan transmitir información, ideas e propostas a diversas audiencias.
C1 Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma.
C3 Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida.
C4 Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común.
C6 Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse.
C8 Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade.

Learning aims
Learning outcomes Study programme competences
Know the main technical of data collection in the processes of social and educational intervention. A5
A6
A7
A8
A11
A13
A14
A21
 B1
B4
 C1
C4
C6
Design instruments of data collection of processes of social and educational intervention, applying different technical. A5
A6
A13
A21
 B1
B2
 C1
C4
C6
Schedule data collection and analysis in processes of social and educational intervention. A5
A6
A13
A19
A21
 B1
B2
 C6
C8
Perform collecting relevant information from a process of socio-educational intervention B1
B2
B5
B6
 C1
C6
Know the main technical of data analysis in the processes of social and educational intervention. A6
A13
 B1
 C3
C6
C8
Analyze the information collected in the process of socio-educational intervention using appropriate analytical techniques A5
A6
A13
A19
 B1
B2
 C3

Contents
Topic Sub-topic

Topic I.INTRODUCTION. 		1. Conceptual Determination
2. Sample selection

2.1 Selection of the sample in the quantitative approach
2.2. Sample selection in the qualitative approach
Topic II. TECHNICAL COLLECTION OF INFORMATION 1. Instruments collection of quantitative information

1.1. Scales

1.2. Questionnaire

2. Instruments collection of qualitative information

2.1. Observation

2.2. Interviews and Life stories

2.3. Discussion Groups
Topic III. TECHNICAL INFORMATION ANALYSIS 1. Qualitative analysis (concept maps, reliability and validity)
2. Quantitative analysis
2.1 Reliability and Validity
2.2. Analysis of categorical or nominal data.
2.3 Analysis of ordinal data
2.4. Metric data analysis

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Guest lecture / keynote speech A5 A7 A14 B1 C4 C6 C8 10 10 20
ICT practicals A6 C3 10 10 20
Case study A6 A13 A21 C1 8 16 24
Problem solving A19 B2 C1 8 16 24
Document analysis B1 0 9 9
Workshop B5 B6 C1 3 12 15
Collaborative learning A6 A8 A11 A13 A19 A21 B1 B2 B4 C1 C3 2 12 14
Mixed objective/subjective test A5 A6 A13 A19 A21 B1 B2 B5 B6 C1 C3 C4 C6 C8 2 12 14
 
Personalized attention 10 0 10
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Guest lecture / keynote speech Class taught by teacher lecturers, in expository classes, on the contents of the aforementioned section of “contents” of this teaching guide. This methodology uses word and sight exclusively as a transmission channel that gives information to the whole or group. Teachers will provide students with material in Power Point with the recording of their voice (through Moodle and Stream) for the follow-up of the exhibition. Neste material or students will have bibliographical references to consult ou, tamén, to complete ou to follow the exposition of the professors.
ICT practicals This methodology will be undertaken for two types of activities:
a) Carrying out online tests of each theoretical content addressed in expository sessions. A test will be carried out at the end of each interactive session, where the students will be able to test the learning acquired in theoretical sessions and applied in interactive sessions. These tests will form part of the final assessment of the subject.
b) Analysis gives computerized information. I carry out both quantitative and qualitative computer programs for both instrument design and collection and analysis of information. The development of this analysis activity will be complementary to the problem solving methodology.
This methodology is part of "Pilot Program for Teaching Non-Gradual Galician in Social Education"
Case study This methodology will be used to carry out the practices corresponding to subjects 1 and 2, two contents of the subject. A practical case will be presented to the students per group and they must apply the theoretical knowledge acquired in expository sessions to solve the case. Or students will give interactive classes to carry out the activities entrusted to them and they will incorporate all of them in a single document (which will constitute the Obradoiro methodology) that will be called "Recollida da Información Techniques", and which will be delivered in the stipulated data by teaching poles.
This methodology is part of "Pilot Program for Teaching Non-Gradual Galician in Social Education"
Problem solving This methodology is used only for topic 3 two contents of the subject. Or students will give interactive classes to carry out the entrusted activities and will incorporate all of them together into a single document (which will constitute the Obradoiro methodology), which will be called "Analysis Techniques of Information" that will be delivered in the stipulated data by teaching poles.
This methodology is part of "Pilot Program for Teaching Non-Gradual Galician in Social Education"
Document analysis Metodología That supone wool utilization of documents audiovisuales y/the bibliographic (artículos, educational texts, databases, etc.) relevantes For thematic wool of wool subject with activities específicamente diseñadas for lo análisis of estos. This metodología puede emplear: how introducción it a subject, how instrument of application, to explain processes that in the pueden observe directly, for wool presentation of situaciones complejas it how síntesis of contenidos of theoretical character the práctico
Workshop This methodology is only intended for the content of subject 2 and topic 3. As a matter of fact, try to make the student combine other methodologies such as, for example, case studies and problem solving, practices through ICT, etc. But I keep in mind that with her or the students she carries out purely practical tasks on this subject with the support and supervision of teachers. All this will only be carried out when some topics are explained. The teachers will present to the students the notes on this topic (through moodle); nas expository classes will explain with solutions of problems some notes; The interactive classes for the teacher will present guided files (guided practices) for the student to perform. FOR ALL ISTO OR STUDENT MUST BRING REVISED NOTES. For the delivery of this methodology, the teachers will plan a delivery date in moodle
This methodology is part of "Pilot Program for Teaching Non-Gradual Galician in Social Education
Collaborative learning This methodology is combined with other methodologies such as work, analysis of fontes documentais, diagrams, readings, conceptual maps, problem solving, etc. All these procedures will be guided PRESENTLY (ou virtual, through the TEAMS platform) and / or supported by information and communication technologies. For your realization set up small groups (not more than 5-6 people). Take place during all of the interactive subject classes.
This methodology is part of "Pilot Program for Teaching Non-Gradual Galician in Social Education"
Mixed objective/subjective test Test used to assess learners both in expository and interactive classes. Parts count:
a) Technical part: it will be or that the teacher will present expository classes. Topics 1 and 2 will be two contents of the teaching guide.

b) Part analysis: it will be only that or / or professor / a exposed and work with students not subject 3 of the content section of this subject.

As the questions of these parts can be direct or incomplete statements, the same questions with several options or alternative answers that provide possible solutions. But only one more correct. NESTA PROBA AS INCORRECT RESPONSES WILL SUBTRACT CORRECT. The subject is exceeded when all the parts are overcome and some parts will never be saved for other calls.

Personalized attention
Methodologies
Problem solving
ICT practicals
Mixed objective/subjective test
Case study
Guest lecture / keynote speech
Workshop
Collaborative learning
Description
In personalized attention, the teachers will solve the doubts that the student has about the different topics to work on in the subject. But also any questions that may arise for the solution of problems, in the readings, in the workshop, in collaborative learning, the analysis of documentary sources as in the study of cases and practices through ICT. During these sessions, the work of the students will be monitored, supervising and directing more directly the process to be followed in each of the activities carried out. This personalized attention will take place in the teachers' office (P1A15 and P1A19) during the tutoring hours. This schedule is posted on the board in the teachers' office, on the department's website and in the Faculty of Education Sciences. PERSONALIZED ATTENTION WILL BE PERFORMED VIS A VIS BETWEEN THE STUDENT AND THE TEACHER. THIS ATTENTION MUST BE INDIVIDUAL (IN ORDER TO COMPLY WITH THE RECOMMENDATIONS ORIGINATED BY COVID-19). THEY CAN BE GROUP BUT THROUGH TEAMS (these for the face-to-face students) TO BE ABLE TO ORGANIZE SUCH ATTENTION. THE STUDENT MUST COMMUNICATE FIRST WITH THE TEACHER VIA EMAIL (IN THAT MAIL HE WILL REQUEST AN INDIVIDUAL OR GROUP TUTORING). REMEMBER THAT THE TEACHERS ARE THE ONE THAT WILL SET THE SCHEDULE OF THE SAID TUTOR. IF THE STUDENT DOES NOT SEND THAT EMAIL, THE TEACHERS WILL NOT ATTEND UNDER ANY CURCUNSTAN

Assessment
Methodologies Competencies Description Qualification
Problem solving A19 B2 C1 This task is intended for a single subject content (Topic 3). With the same it is tried that the students combine other methodologies like for example, solutions of problems, guided practices (guided files), etc. But bearing in mind that with you you are the student to carry out purely practical tasks on this subject with the support and supervision of the teaching staff. All this will not take place when topic 3 is explained. The teacher will present the notes of this topic to the students (through moodle); in the expository classes he will explain with solutions of problems of these notes; In the interactive classes, the teacher will present guided practices so that he or the student can carry them out. FOR ALL THESE STUDENTS MUST BRING THE REVISED NOTES. The students must carry out all the proposed practices and incorporate them into a single document, as a dossier, which will be delivered to the teacher within the established period, under the name of "Information analysis techniques" (which will be the Obradoiro methodology). The teachers before the end of the school period will carry out a simulation of this test, during the class hours of the subject. The simulation questions will be available to the students enrolled in this subject in moodle. Attendance at this drill is not mandatory. 20
ICT practicals A6 C3
This methodology will be used only to assess the progress of the students in understanding the theoretical content of the subject (expository classes). Short knowledge tests (of the one developed during the corresponding expository and interactive session) will be carried out. The last 30 minutes of the interactive classes will be used (the student must connect via moodle to carry out these evaluations). ESSENTIAL THAT EACH STUDENT BRINGS IN THE INTERACTIVE CLASSES YOUR COMPUTER AND ALL THE MATERIAL THAT YOU NEED TO PERFORM THESE PRACTICES
 20
Mixed objective/subjective test A5 A6 A13 A19 A21 B1 B2 B5 B6 C1 C3 C4 C6 C8 The examination of the calls for January or July is what makes reference in the evaluation of this methodology and consists of two parts:
1-Part TECHNIQUES will consist of an open response item number, or a short response or true and false but justifying (the type of questions will be determined by the teaching staff). A question with an incorrect answer subtracts a question with a correct answer. This part is approved when a score of 10 out of 20 points is reached, which is the maximum score reached here (no note is kept from any part, in any call, if it is suspended).
2-Part ANALYSIS. This part consists of several statistical problems or short answer questions or true and false questions (the teacher will decide what type of questions). This part is approved when a score of 10 out of 20 points is reached, which is the maximum score achieved here.
DISCLAIMER.
If any of the parts is suspended (the minimum score to pass is not reached) the student must go to the next call with everything. NO PARTS OF ANY REVIEW OF ONE CALL FOR ANOTHER OR OTHER CALLS ARE KEPT. THE DATE OF THE EXAMS OF THE CALLS ARE MARKED BY THE FACULTY BOARD THEREFORE THEY DO NOT MOVE. THE SCALE THAT IS FOLLOWED IN EACH OF THE PARTIES, TO BE TAKEN INTO ACCOUNT: a) 10 POINTS TO 13 POINTS EQUIVES AN APPROVED (5-6). Specifically, 10 -11 points is equivalent to a five; 12-13 points equals a six.
b) 14 POINTS TO 17 POINTS EQUIVES A NOTABLE (7-8). Specifically, 14 -15 points is equivalent to a seven; 16-17 points equals eight.
c) 18 POINTS TO 20 POINTS EQUIVALENTS AN OUTSTANDING (9-10). Specifically, 18 - 19 points equals nine; 20 points equals 10
 40
Case study A6 A13 A21 C1 This task is intended for the content of the subject (Topic 1 and 2). With the same it is tried that the students combine other methodologies like for example, solutions of problems, guided practices (guided files), etc. But bearing in mind that with it the students carry out purely practical tasks on this subject with the support and supervision of the teaching staff. All this will not be carried out when topic 1 and 2 are explained. The teaching staff will present to the students the notes on this topic (through moodle); in the expository classes he will explain these notes with cases; In the interactive classes, the teaching staff will present guided practices (guided files) for the students to carry out FOR ALL THIS. THE STUDENTS MUST BRING THE REVISED NOTES. Students must carry out all the proposed practices and incorporate them into a single document, as a dossier, which will be delivered to the teacher within the established period, under the name of "Information Collection Techniques" (called Obradoiro methodology). The teachers before the end of the school period will carry out a simulation of the test, during the class time of the subject. The simulation questions will be available to the students enrolled in this subject in moodle. Attendance at this drill is not mandatory 20
 
Assessment comments

In the
evaluation of the subject (exposed in the section of the teaching guide, called
"Step 7: Evaluation") the following will be taken into account first
of all: a) STUDENTS WHO ALWAYS ATTEND THE CLASS (or students with academic
dispensation) ( face-to-face students) are considered to attend 80%, this is
equivalent to having no more than 3 unexcused absences. Medical absences (with
proof correctly covered by a registered doctor) and absences for a job (with
proof correctly covered at work where it is justified that in hours of work you
are working) or any other absence is always justified with the approved
documentation . The online tests planned for the end of each interactive
session must be carried out in the classroom; In no case (the exception of
students with academic dispensation) can it be done outside the classroom.
Attendance to interactive classes will be counted from the answers to the
online tests. You may not have more than two absences in each part of the
subject (collection techniques and analysis techniques). The qualifications of
the knowledge tests that are carried out in the interactive classes not real
late-night until the dossier is delivered (Obradoiro methodology)

The
evaluation of these students takes into account the following: 1-The mixed
test, 2-Practices through ICT; 3-Case studies and 4-Problem solving.
Evaluations from 2 to 4, both inclusive, will only be effective when the
dossier is delivered (Obradoiro methodology)

Nota explicativa: Estos estudiantes continuarán cara a cara (en las mismas circunstancias o perderán esta categoría) si, debido a la crisis de salud, las clases son virtuales. Dado que las exposiciones son siempre virtuales, las clases interactivas seguirán las mismas reglas pero a través de equipos. Para esta tarea, el personal docente configurará los grupos interactivos en equipos y tendrá clases al mismo tiempo que fue aprobado por la junta de profesores. La evaluación, en estas circunstancias (crisis de salud), siempre será por moodle. La prueba mixta para estos estudiantes, al igual que las clases interactivas son presenciales o virtuales, siempre será por moodle.

 

b) ESTUDIANTES QUE NO ASISTEN SIEMPRE La CLASE (estudiantes sin asistencia) se considera que no asisten cuando falta más del 80%, es decir, tienen más de tres ausencias injustificadas o tienen más de dos ausencias en una de las partes de la asignatura (técnicas para recopilar y / o analizar información). Las ausencias médicas están justificadas (con la prueba cubierta correctamente por un médico registrado) y las ausencias por un trabajo (con la prueba cubierta correctamente en el trabajo donde se justifica que en las horas de clase se está trabajando), aunque en ningún caso estas pruebas suponen la posibilidad de tomar las pruebas en línea después de la fecha límite. También puede ser el alumnado el que elija desde el comienzo de la asignatura (el primer día de clase, los profesores presentarán esta opción que el alumnado puede elegir). Estos estudiantes tomarán las pruebas de los exámenes de junio o julio. Se recomienda que los estudiantes realicen los dos trabajos de la asignatura ("Técnicas para recopilar información" y "técnicas para el análisis de la información") de forma independiente, ya que se evalúan en la prueba final de la asignatura (60%), junto con El contenido teórico de la prueba mixta (40%). En este sentido, estos estudiantes solo harán la prueba mixta a través de moodle

Sources of information
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VALLES, M. S. (2002). Entrevistas cualitativas. Madrid: CIS (Cuadernos Metodológicos, 32)
GRIMA, P. (2010). La certeza absoluta y otras ficciones. Los secretos de la estadística. Barcelona: RBA Libros
ALVIRA, F. (2011). La encuesta: una perspectiva general metodológica. Madrid: CIS (Cuadernos Metodológicos, 35)
VISAUTA, B. (1989). Técnicas de investigación Social. Barcelona: PPU
MARTÍNEZ MEDIANO, C. (Coorda.) (2004). Técnicas e instrumentos de recogida y análisis de datos. Madrid: UNED
García, M (coord.) (2015). El análisis de la realidad social: métodos y técnicas de investigación. Madrid: Alianza
Complementary ESCUDERO PÉREZ, J. (2004). Análisis de la realidad local. Madrid: Narcea
DE KETELE, J.M. y ROEGIERS, X. (1995). Metodología para la recogida de información. Madrid: La Muralla
CORBETTA, P. (2003). Metodología y Técnicas de Investigación Social. Madrid: McGraw-Hill
BRIONES, G. (2003). Métodos y técnicas de investigación para las Ciencias Sociales . México: Trillas, 4a.

Ad-ECOS (2015). Como elaborar los indicadores de un proyecto social paso a paso. Recuperado de: http://www.ad-ecos.com/blog-de-formacioacuten/como-elaborar-los-indicadores-de-un-proyecto-social-paso-a-paso (consultado 03/07/2018)

 Ander-EGG, E. y Aguilar, M.J. (2017). Como elaborar un proyecto: guía para diseñar proyectos sociales y culturales. Recuperado de: http://abacoenred.com/wp-content/uploads/2017/05/Como-elaborar-un-proyecto-1989-Ed.1-Ander-Egg-Ezequiel-y-Aguilar-Id%C3%A1%C3%B1ez-MJ.pdf.pdf   (consultado 03/07/2018)

 Club de excelencia (2003). Guía práctica para desarrollar, implantar y revisar la Autoevaluación de mi organización. Madrid: EFQM 

Desler, G. (2001). Administración del personal. México. Perason.

Junta de Andalucia (2010). Manual de proyectos. Junta de Andalucia: Conserjería de Gobernación. Recuperado de: http://fapacordoba.org/wp-content/uploads/2010/10/manualdeproyectos-voluntariado.pdf (consultado 03/07/2018)

Losada, S (2016). Metodología de la Intervención Social. Madrid: Editorial Síntesis Recuperado de: https://www.sintesis.com/data/indices/9788490773550.pdf  (consultado 03/07/2018)

Ministerio de Administración Pública (2006). Guía de autoevaluación para la administración pública. MAP Recuperado de: http://www.aeval.es/es/difusion_y_comunicacion/publicaciones/Guias/Guias_Marco_General_Mejora_Calidad/guia_iberoamericana.html (consultado 03/07/2018)

 Ministerio de Administración Pública (2006). Guía de evaluación. Modelo EVAM. MAP Recuperado de: http://www.aeval.es/es/difusion_y_comunicacion/publicaciones/Guias/Guias_Marco_General_Mejora_Calidad/evam.html  (consultado 03/07/2018)

Ministerio de Administración Pública (2009). Guía para el desarrollo de cartas de servicio. MAP Recuperado de: http://www.aeval.es/export/sites/aeval/comun/pdf/calidad/guias/Guia_CARTAS_2009.pdf  (consultado 03/07/2018)

Pérez, O (coord.) (2007). Plan Estratégico del Tercer Sector de Acción Social. Guía de evaluación de programas y proyectos sociales Recuperado de: https://www.msssi.gob.es/ssi/familiasInfancia/ongVoluntariado/docs/evaluaciondeprogramasyproyectossociales.pdf (consultado 03/07/2018)

 Enlaces web:

Diseño de estrategias http://www.juntadeandalucia.es/agriculturaypesca/desarrollo/documentos/manual_61.pdf (consultado 03/07/2018)

Elaboración de proyectos sociales. http://nevada.ual.es/decahuma/REL_INTER/archivos/comoelaborarproyectos.pdf (consultado 03/07/2018)

Gestión de proyectos sociales https://www.diba.cat/c/document_library/get_file?uuid=f067d455-fe09-488b-a2a0-04656503eed0&groupId=527890 (consultado 03/07/2018)

Métodos y técnicas más útiles en la gestión de proyectos http://www.eoi.es/blogs/pedroismaelvegazo/2011/11/24/metodos/ (consultado 03/07/2018)

Plataforma de ONG de acción social: https://www.plataformaong.org/plan-estrategico-tercer-sector.php  (consultado 03/07/2018)

Recommendations
Subjects that it is recommended to have taken before
Research Methods /652G03019

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus
Evaluation Methods for Socio-Educational Programmes and Services/652G03023
Evaluation and Diagnosis in Socio-Educational Needs/652G03039

Other comments


 
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IT IS ALSO RECOMMENDED TO USE INCLUSIVE LANGUAGE


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.