1,721,153 research outputs found
Supporting the development of 21st century skills:student facilitation of meetings and data for teachers
Full text linkThis paper proposes providing teachers with real-time accurate and pedagogically-relevant information to assist students in the development of 21st Century skills, across subject areas, using a variety of technologies and data sources. We suggest that, while allowing students to practice skills such as meeting facilitation, recording activities both directly and indirectly (student and peer reporting) will likely be a useful step in supporting students in their acquisition of such skills, while helping teachers guide development in their students through visualisations of their students’ competencies
Supporting the development of 21st century skills:student facilitation of meetings and data for teachers
Full text linkThis paper proposes providing teachers with real-time accurate and pedagogically-relevant information to assist students in the development of 21st Century skills, across subject areas, using a variety of technologies and data sources. We suggest that, while allowing students to practice skills such as meeting facilitation, recording activities both directly and indirectly (student and peer reporting) will likely be a useful step in supporting students in their acquisition of such skills, while helping teachers guide development in their students through visualisations of their students’ competencies
Designing for Visualisation of Formative Information on Learning
No full textThis chapter introduces the rationale for, and the design specification of the Next-TELL independent open learner model (IOLM). This IOLM provides a range of meaningful competency-based learning analytics to key stakeholders in the learning process about precisely the issues that are at the very core of learners’ continued development throughout their school career and indeed beyond. The Next-TELL IOLM is a resource that models and visualises the current state of learner competencies where information is available from many multiple formative assessment opportunities. We conclude with some design recommendations for future designers of IOLMs in the classroom context
Integrating and Visualising Diagnostic Information for the Benefit of Learning
No full textThis chapter introduces the notion of independent open learner models, explaining how this type of learning analytics visualisation - derived from inferences about learner competencies based on diagnostic processes - can support learners and teachers throughout the learning process. We illustrate using visualisations from the Next-TELL independent open learner model, which can integrate data from a range of tools and activities
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
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
Influencing cognitive density and enhancing classroom orchestration
No full textThis chapter introduces the cognitive density framework that was used as an underlying development framework within NEXT-TELL. Furthermore, it will introduce the NEXT-TELL independent Open Learner Model (IOLM) as an example of how our tools can be used to increase communicative, content, and temporal density in the classroom in order to gain more insight into students’ learning. Additionally, we will exemplify how the IOLM might enhance classroom orchestration
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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