1,720,957 research outputs found
“Non siamo misogini, siamo nostalgici”: gatekeeping e culture reazionarie nei videogiochi dieci anni dopo il Gamergate
Full text linkTen years after the emergence of Gamergate, this article analyses how its misogynistic narratives have evolved and spread over time, adapting to contemporary discursive contexts. Through a qualitative analysis of posts and comments published in 2024 within one of the most active Gamergate-affiliated communities, we explore how gender-based violence is now expressed in more ambiguous and normalised forms, often legitimised by appeals to freedom of expression and nostalgia for an “authentic” gaming past. Using thematic analysis, we show how the identity of the gamer in this sphere continues to be constructed through practices of exclusion and the delegitimisation of non-conforming subjectivities. The article thus seeks to contribute to a critical understanding of the persistence of misogyny in online gaming communities
Innovations in geomatics teaching during the COVID-19 emergency
No full textThe approach in the teaching process is changing, thanks to the increased awareness that a higher students’ involvement
leads to a better quality of their learning. The aim is to make the students more participative, avoiding a unidirectional lesson
and encouraging their wish to keep updated on the course advancements. However, innovative teaching methodologies are
not yet widespread, mainly in STEM (Science, Technology, Engineering, and Mathematics) disciplines. At the University
of Genoa, the experimentation of innovative teaching techniques has been significant and worthy especially because it was
planned before the COVID-19 emergency and applied in the scenario of forced remote teaching. Thanks to the introduc-
tion of novel technological instruments, several techniques have been exploited to realize interactive lessons and promoting
students’ involvement. The present work discloses the employed techniques and frames them within the state of the art of
innovative teaching, highlighting their contribution in the teaching activities related to the Geomatics field of knowledge.
The acquired experiences in Geomatics dissemination and a critical analysis, including teachers’ and students’ perception
about the tested innovative teaching/learning tools, are also reported. In general, the innovations introduced in teaching and
learning processes during the COVID-19 sanitary emergency were warmly received by the entire community, including
teachers, students, and teaching assistants
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
L’Università di Genova e la formazione dei docenti durante l’emergenza Covid-19. L’esperienza del TIDA - Team di Innovazione Didattica di Ateneo
No full textIl contributo descrive l’esperienza dell’Università di Genova che - all’inizio dell’emergenza Covid-19 - ha potuto mettere in campo un gruppo di metodologi, già impegnati con il supporto di 10 Corsi di Studio vincitori di un bando finalizzato all’erogazione di didattica innovativa in Ateneo.
A partire dall’inizio dell’emergenza il gruppo (Team di Innovazione Didattica) ha portato avanti azioni di supporto a tutti
i docenti dell’Ateneo utili a garantire lo svolgimento della didattica a distanza, attraverso videotutorial, webinar, workshop e consulenze a singoli docenti. Le azioni di supporto hanno riguardato non solo l’utilizzo degli strumenti e delle piattaforme utili per l’erogazione della didattica online ma anche la progettazione e l’attuazione di forme di didattica a distanza a carattere attivo, interattivo e cooperativo (Chi, 2009) (attraverso formazioni sui principali strumenti di instant-poll e il supporto ai docenti interessati nella progettazione ed erogazione di didattica a distanza attraverso l’utilizzo di specifiche metodologie didattiche interattive e cooperative (IBL, PBL, TBL, flipped classroom, cooperative learning).
Ancora, il Team è stato coinvolto nell’attivazione di Comunità di Pratica, e ha avviato un progetto di ricerca volto ad indagare il rapporto tra progettazione della didattica attiva e capacità di affrontare in modo proattivo l’emergenza didattica Covid-19
La professionalità dell’instructional designer per l’innovazione didattica. Un’esperienza di faculty development presso l’Università di Genova
No full textUna delle figure centrali per la progettazione e l’attuazione di efficaci azioni di faculty development è quella dell’instructional designer (ID). Tale figura è tradizionalmente coinvolta in progetti che richiedono l’utilizzo di nuove tecnologie (es.: MOOC, didattica blended e/o flipped), oppure nell’implementazione di queste in setting didattici pre-esistenti. Tuttavia, le sue conoscenze e competenze didattiche al di fuori degli ambienti online, sebbene meno ricercate, sono altrettanto importanti per il rinnovamento della didattica universitaria. Presso l’Università di Genova, lo scoppio dell’emergenza COVID-19 ha reso indispensabile l’introduzione della didattica a distanza in tutti i Corsi di Studio. Il lavoro sinergico tra psicologi, pedagogisti, docenti, personale tecnico-amministrativo, informatici e tecnici ha permesso di supportare efficacemente questa transizione. Tale esperienza ha mostrato chiaramente come i facilitatori del cambiamento nell’ambito della didattica non possano essere solo esperti di metodologie didattiche, ma debbano essere in grado di gestire e organizzare un processo formativo sia dal punto di vista della pianificazione sia dell’implementazione metodologica e tecnico/amministrativa, tenendo in conto anche gli eventuali vincoli normativi o procedurali dettati da circostanze particolari. La necessità di collaborare con diverse figure professionali, spesso in condizioni di stress dovute all’emergenza, ha infine messo in luce l’importanza per l’ID di possedere soft skills interpersonali, comunicative e di team work
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
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
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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