1,720,988 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
No full text“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
No full textWe 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
Using Open Source Survey Tools for Qualitative Inquiries on Educational Development at a Distance Online University
No full textThis paper presents two open-source survey tools that were used to gather data related to Athabasca University’s (AU) educational development activities. The evaluation framework is qualitative in nature. The fiirst, an LMS-based (Moodle) questionnaire, was used to assess the educational development needs of faculty. The second, a survey (Lime Survey) served to gather qualitative information for an expert review on the usability of course learning objects from both a technical and pedagogical dimension. A comparative review of both online tools provides an educational development perspective on the process and method. The paper analyzes the multiple uses of evaluative instruments as part of a broader discussion on ‘utilization-focused evaluation’ in the context of Higher Education projects.This paper reports on two open source survey tools that were used to gather data related to Athabasca University’s (AU) educational development activities within a qualitative evaluation framework. First, a Moodle questionnaire module was used to assess the educational development needs of faculty. In another instance, Lime Survey served to gather qualitative information for an expert review on the usability of course learning objects from both a technical and pedagogical dimensions. A comparative review of both online tools will be provided from an educational development perspective. It aims to analyze the multiple uses of evaluative instruments as part of a broader discussion on ‘utilization-focused evaluation’ in the context of Higher Education projects.
Open education is an integral part of Athabasca University’s organizational culture as one of the pioneering online and distance teaching universities. Therefore, there is a strong institutional support for open source tools such as Lime Survey and Moodle, which is the university’s learning management system (LMS). The databases and servers for each tool are hosted within different units of the Canadian Open University. This level of technical integration within the institution makes it easier to access and use these open source survey tools as part of the academic practice for both faculty and professionals.
Within this institutional context, integrating open source tools to conduct qualitative inquiries on recent educational development initiatives sponsored by AU‘s Centre for Learning Design and Development can be viewed as a strategic alignment towards supporting innovative teaching and learning activities. In fact, one of the rationales for using Moodle to conduct a needs assessment was building on AU faculty’s familiarity with the LMS to raise their awareness about the Moodle questionnaire module. One of the outcomes is to make use of this feature to gather additional qualitative feedback from students to enhance course design and development. Similarly, the expert review conducted through Lime Survey provided an opportunity for faculty and professionals to test the tool as well as responding to the object of the qualitative inquiry focused on improving future course learning objects design.
Although both qualitative evaluation projects were different in terms of objective and scope, one of the reasons for using these Web-based open source survey tools stem from an institutional commitment to accessibility, flexibility and, ease of use. This factor could have an incidence on participants’ responses and emerging findings from both online qualitative inquiries. At this exploratory stage of the comparative review, it is anticipated that Moodle and Lime Survey will be embedded as part of AU systematic research-based responses to appropriately identify and address educational development needs and challenges
How a FIRM (Flexibility, Innovation, Robustness, and Maturity)Argument for FOSS (Free and Open Source Software) Can Displace FUD (Fear, Uncertainty, and Doubt)
No full textThe Imaginary Institution of Adult Education: A Reassessment of the Field's Collective Identity
No full textThis paper draws upon central concepts from the psychoanalytic tradition, and the work of several theorists working in that tradition – Copjec, Lacan, Laclau & Moffe, Lefort, and Zizek – to explain the identity crisis confronting the institution of adult education and outline a potential course of action for adult educators
Universalism as Production of the Same: St. Paul’s Path Through Law to Love
No full textThe paper I presented was well received and elicited a lively debate. After the presentation, I was approached by the conference organizer, Dr. Chris Weedon, and invited to submit a chapter to an edited collection based on papers presented at the conference. The press has yet to be confirmed, but Cambridge and Peter Lang are interested. I also suggested AU Press as a possibility. My presentation was based on hand-written notes (some of which derived from a conference I attended June 21-23 (Materialism Today, Birkbeck College, London), and which I had not yet had an opportunity to write up. It’s unlikely that I’ll commit these notes to written form, as is, since I’ll use them to prepare the chapter I’ve agreed to submit to the edited collection.According to Giorgio Agamben, it is only through the lens of Walter Benjamin's "Messianic Marxism” that the truly revolutionary message of St. Paul's Epistle to the Romans becomes apparent. In his The Time That Remains: A Commentary on the Letter to the Romans, Agamben sets out to defend this claim, most notably against the central thesis of Alain Badiou's Saint Paul: The Foundation of Universalism: that "a universal thought, proceeding on the basis of the worldly proliferation of alterities (the Jew, the Greek, women, men, slaves, free men, and so on) produces a Sameness and Equality (there is no longer either Jew, or Greek, and so on)" (Badiou, 109). The proposed presentation will reveal not only why Agamben is mistaken to doubt Badiou but also why it is Badiou’s reading of Paul, not Agamben’s, that delivers the Saint’s truly radical insight into the transition from Law to Love, from Authority to Freedom.Academic & Professional Development Fund (A&PDF
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