1,720,983 research outputs found
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
Use of a social network class: an alternative to engage learners
No full textInternational audienceThis document presents the modelling and engagement process that emerge from content creation on a social network device. The latter is used informally and collaboratively to provide a meaningful learning environment and to constitute the distant side of a blended learning. This device puts into perspective the use of social network that can be beneficial for training. It also shows a creative approach to a mediation initially designed for entertainment. This is an action research project conducted in the form of grounded theory in the context of a communication course. The results of this research make it possible to understand the stakes of distant social experience on training. They are useful to the trainer through the conceptual modelling of processes. They are also useful for research that addresses training issues such as engagement through information and communication technologies. We finally see that this device can serve as a springboard for more immersive technologies such as artificial intelligence
Pratique du changement en formation par la proposition d’expériences transmédia : cas du podcast et des groupes-classes Facebook
No full textInternational audienceAccording to recent analyses, the problem of commitment in training remains a major issue in the human sciences. To make our modest contribution to the issue, this article presents the results of a proposal for change in the sense of Collerette et al. (1997) via digital technology in the context of adult education. We started from the assumption that experiences co-constructed with learners in order to engage them in the consumption of their training over the long term, favored their punctual participation and gradually made it possible to achieve this positive result of engagement. To do so, we have diverted the uses of two artifacts already popular in daily life. We will show among other things how technology and culture interfere together without forgetting the elements that allowed the change to be effective despite certain preconceived ideas.La problématique d’engagement en formation, selon les analyses récentes, demeure un enjeu majeur en sciences humaines. Pour apporter notre modeste contribution à cette réflexion, cet article présente les résultats d’une promesse de changement au sens de Collerette et al. (1997) via le numérique dans le contexte de la formation pour adultes. Nous sommes partis du postulat selon lequel les expériences coconstruites avec les apprenants afin de les engager dans la consommation de leur formation sur le long terme, favorisaient leurs participations ponctuelles et permettaient progressivement d’arriver à ce résultat positif qu’est l’engagement. Pour ce faire nous avons détourné les usages de deux artefacts déjà populaires dans le quotidien. Nous montrerons entre autres comment la technique et la culture interfèrent ensemble sans oublier les éléments qui ont permis que le changement soit effectif malgré certaines idées préconçues de départ
Variations on the Author
Full text link“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
Les technologies immersives en formation : révolution numérique stratégique ou dispositifs parmi d’autres?
Full text linkThe increase in investments and research works on immersive technologies suggests that these are revolutions for which researchers have every interest in positioning themselves to bring solutions to society. Through this wave, different applications of immersive technologies in training are identified, as well as the associated pedagogical scenarios. However, many works demonstrate the contributions of these technologies, sometimes forgetting that they are only tools. Our contribution aims at questioning the necessity to bring a complementarity between the existing devices rather than to dig into them by focusing on some of them; in spite of the benefits of immersive technologies, there are limits that can be compensated by traditional or less immersive means.El aumento de la inversión y del número de proyectos de investigación sobre tecnologías inmersivas sugiere que se trata de revoluciones en las que los investigadores tienen gran interés en posicionarse para aportar soluciones a la sociedad. A través de este movimiento, se identifican diferentes aplicaciones de las tecnologías inmersivas en la formación, así como los escenarios pedagógicos asociados. Sin embargo, muchos trabajos demuestran las aportaciones de estas tecnologías, olvidando a veces que solamente son herramientas. El objetivo de nuestra contribución es llamar la atención sobre la necesidad de complementariedad entre los dispositivos existentes más que centrarnos en algunos de ellos; porque a pesar de las ventajas de las tecnologías inmersivas, también existen limitaciones que pueden compensarse con medios tradicionales o menos inmersivos.L’augmentation des investissements et du nombre de travaux de recherche sur les technologies immersives laisse penser qu’il s’agit de révolutions pour lesquelles les chercheurs ont tout intérêt à se positionner pour apporter des solutions à la société. À travers cette mouvance, différentes applications des technologies immersives en formation sont identifiées, de même que les scénarios pédagogiques associés. Cependant, de nombreux travaux démontrent les apports de ces technologies, oubliant quelquefois qu’il ne s’agit que d’outils. Notre contribution a pour but d’interpeler sur la nécessité d’apporter une complémentarité entre les dispositifs existants plutôt que d’en creuser en se concentrant sur certains d’entre eux; car malgré les avantages des technologies immersives, il existe également des limites qui peuvent être compensées par des moyens traditionnels ou moins immersifs
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe 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
Réalités autour des usages du numérique pour l’éducation en Afrique
Full text linkWhile the literature seems to claim a digital pervasion (Boullier, 2019) in the field of education in Africa, which has been accentuated by the recent pandemic (Alladatin et al., 2020), we believe that in reality, the situation is less rosy. If, in a country as technologically and economically advanced as France, digital education has problems of dynamization (Poteaux, 2013), how can we explain that in African countries where half the population struggles to feed itself, there is such a revolution? We do not deny that, beyond the results, this research work reveals the African continent\u27s competitiveness in digital education. However, there are nuances to be made at several levels.Aunque la literatura existente parece afirmar que existe una omnipresencia digital (Boullier, 2019) en el ámbito de la educación en África, que se ha acentuado con la reciente pandemia (Alladatin et al., 2020), creemos que en realidad la situación es menos prometedora. Si en un país tan avanzado tecnológica y económicamente como Francia, la educación digital tiene problemas de dinamización (Poteaux, 2013), ¿cómo explicar que en los países africanos, donde la mitad de la población lucha por alimentarse, haya tal revolución? No ponemos en duda que los resultados de estas investigaciones demuestran la competitividad del continente africano en materia de educación digital. Sin embargo, deben realizarse matizaciones a varios niveles.Alors que la littérature semble prétexter une pervasion numérique (Boullier, 2019) dans le champ de l’éducation en Afrique, qui s’est accentuée avec la récente pandémie (Alladatin et al., 2020), nous pensons que, dans les faits, la situation serait moins reluisante. Si, dans un pays aussi avancé que la France d’un point de vue technologique et économique, le numérique en éducation a des problématiques de dynamisation (Poteaux, 2013), comment expliquer que dans les pays d’Afrique où la moitié de la population peine à se nourrir, qu’il y ait une telle révolution? Nous ne nions pas qu’au-delà des résultats, ces travaux de recherche permettent de dévoiler la compétitivité du continent africain en termes de numérique en éducation. Mais des nuances sont à apporter sur plusieurs plans
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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