1,720,976 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Introduction: assessment and feedback in a post-pandemic era. Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion
Get PDFThe impact of Covid-19 on assessment and feedback practice: From the emergency phase to the preparation phase and beyond.
No full textThe period between March 2020 and October 2020 will live long in the memory for those involved in higher education, as they coped with changes in response to the Covid-19 pandemic. This article firstly analyses UK higher education professional’s assessment and feedback practices in response to what we are calling the emergency phase of March to June 2020. In the second part of the article, we sought to learn how UK educators were reflecting on the lessons from that emergency period to prepare for the 2020/2021 academic year. The article concludes by considering how these two phases may influence assessment and feedback practices in a post-pandemic era
Introducing the TEDM principle for improving written feedback
No full textRecent discourse on assessment literacy is strongly supportive of dialogic practices, without
addressing the concomitant challenges posed by the realities of workload, high student numbers and
sustainability. This paper presents the findings of a small-scale qualitative study exploring the views of
lecturers and students on the effectiveness of a pragmatic model of written feedback using a ‘showing
not telling’ approach. This is a novel synthesis of two paradigms – formative and summative – to form
a new protocol using descriptive feedback within a peer-tutor framework. Key to its function is the use
of modelling, a method of ‘showing’ students how to improve their work at the formative stage using
the TEDM principle: tell, explain, describe and model, as opposed to ‘telling’ them how to improve it on
assignment completion. Key findings are that the model is effective with high numbers, it is positively
received by students, and is sustainable as it is now in its fourth year on a Master’s course with more
than 100 learners
Formative feedback through conversations: “Now we’re talking!”
Get PDFThis case study explains how we have embedded dialogic feedback within a core second year module at the University of Greenwich. We have introduced a comprehensive process of verbal feedback to complement the written feedback we provide to students on a module with a linked assessment design. The feedback process starts with opportunities for conversations with peers and the module leader during weekly timetabled workshops. We then use small group and individual meetings to discuss draft work and offer formative feedback. We have adopted a collaborative approach where both academic and professional services colleagues work together to provide feedback through conversations with students. Providing feedback in this way makes our practice more inclusive because a conversation brings in those students who have no draft to discuss and would therefore not be able to benefit from a traditional feedback opportunity for formative feedback on a written draft. Our experience is that making scheduled appointments for feedback meetings encourages participation
Evaluative conversations: Unlocking the power of viva voce assessment for undergraduate students
No full textViva voce assessments are widely adopted for the appraisal of doctoral dissertation studies, but they appear underused at undergraduate level. In a period of transition from closed-book written examinations to more innovative forms of assessment, I suggest that viva voce examinations represent an authentic and transformative learning opportunity that should be extended to undergraduate students. The argument builds on a case study detailing the successful introduction of ‘evaluative conversations’ within a year two undergraduate module in History of Economic Thought at the University of East Anglia, UK. A preliminary evaluation highlights barriers to and enablers of embedding viva voce sessions within assessment design, concluding with considerations over quality assurance, scaffolding and scalability, as well as plans for future developments
Sticking plaster or long-term option? Take-home exams at Heriot-Watt University
No full textThis paper explores the implementation of take-home exams at Heriot-Watt University: open-book, uninvigilated, open-web exams taken over a 24-hour period. Drawing primarily on a university-wide student survey, but also on three projects focused on particular parts of the university, the pape provides a picture of the impact of take-home exams at Heriot-Watt. The findings suggest that, while take-home exams have important benefits over traditional exams, students need support to understand the assessment requirements in order to manage their time and effort
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