1,722,151 research outputs found
Baxter, J, WX4235
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/370747Surname: BAXTER
Given Name(s) or Initials: J
Military Service Number or Last Known Location: WX4235
Missing, Wounded and Prisoner of War Enquiry Card Index Number: 58838181102
Item: [2016.0049.03074] "Baxter, J, WX4235
Baxter, J R, 419922
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/370717Surname: BAXTER
Given Name(s) or Initials: J R
Military Service Number or Last Known Location: 419922
Missing, Wounded and Prisoner of War Enquiry Card Index Number: 55724181072
Item: [2016.0049.03044] "Baxter, J R, 419922
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The Futures of Digital Learning and Teaching
Full text linkThis chapter explores the evolving landscape of digital learning and teaching, particularly focusing on higher education's transition amid technological advancements and global challenges. The Open University's pioneering legacy in distance learning provides a historical backdrop, illustrating the transformation from analogue to digital modalities. The chapter considers the integration of generative artificial intelligence (GAI) in education, highlighting both its potential to revolutionise learning and the ethical considerations it raises. Key themes such as equity, accessibility and the student experience are examined, revealing how digital platforms can both bridge and exacerbate educational divides. The discourse extends to the sustainability of digital education, emphasising the need for environmentally and socially responsible practices. Through a critical analysis of current practices and future directions, the chapter calls for a balanced approach to embracing technology while maintaining the integrity and inclusivity of educational practices. This synthesis not only reflects on the history and futures of digital education but also advocates for a conscientious integration of technology to enhance the educational landscape
Stopping Times and G-Convergence
No full textBaxter, J.; Dal Maso, G.; Mosco, Umberto. (1986). Stopping Times and G-Convergence. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/4386
Baxter, J., Callaghan, G., Y McAvoy, J. (2018). Creativity and critique in online learning: Exploring and examining innovations in online pedagogy
No full textBaxter, J., Callaghan, G., Y McAvoy, J.
2018
Palgrave Macmilla
P. T. W. Baxter, J. Hultin & A. Triulzi, eds., Being and Becoming Oromo. Historical and Anthropological Enquiries
No full textFicquet Eloi. P. T. W. Baxter, J. Hultin & A. Triulzi, eds., Being and Becoming Oromo. Historical and Anthropological Enquiries. In: L'Homme, 1998, tome 38 n°147. Alliance, rites et mythes. pp. 271-272
P. T. W. Baxter, J. Hultin & A. Triulzi, eds., Being and Becoming Oromo. Historical and Anthropological Enquiries
No full textFicquet Eloi. P. T. W. Baxter, J. Hultin & A. Triulzi, eds., Being and Becoming Oromo. Historical and Anthropological Enquiries. In: L'Homme, 1998, tome 38 n°147. Alliance, rites et mythes. pp. 271-272
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
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