1,720,991 research outputs found
Information Quality in Mashups
No full textModern Web 2.0 applications are characterized by high user involvement: users receive support for creating content and annotations as well as "composing" applications using content and functions from third parties. This latter phenomenon is known as Web mashups and is gaining popularity even with users who have few programming skills, raising a set of peculiar information quality issues. Assessing a mashup's quality, especially the information it provides, requires understanding how the mashup has been developed, how its components look alike, and how quality propagates from basic components to the final mashup application
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Learning and teaching programming with cognitive apprenticeship
No full textTeaching of programming is a major point of every computing based academic curriculum, and of several high schools programs. Unfortunately it is also one of the hardest cliffs for novice students, as put in evidence by the high dropout and failure rates of introductory programming courses.
Several researches give evidence that the use of active learning strategy and methodologies can be more effective than traditional, lecture-based teaching. This appears to be an inherent consequence of the true nature of programming, which can be regarded more as ability than a subject of study. In particular we place our attention on educational approaches built upon the so-called Cognitive Apprenticeship model that emphasizes the relationship between a master and an apprentice in the teaching of the whole process of constructing an object, a computer program in our case.
Since educational research points out the benefits of interactions among peers, or among students having different competence level, to improve engagement and stimulate practicing, we explored the integration of activities that promote learners cooperation in cognitive apprentice based approaches to teach programming. We describe a learning environment designed according to these ideas and some outcome of its usage in a training course for the Italian Olympiads in Informatic
Teaching Informatics in Italian Secondary Schools after the Reform
No full textDespite a long tradition, in Italy the teaching of Informatics has not yet found a well- established place in secondary schools, let alone clear and coherent didactic objectives. The confusion about teaching is closely tied to the public image of computing, full of misconceptions shared not only by outliers but also by students, teachers, and others involved in Informatics education.
In this work we carry out a detailed analysis of the current state of Informatics education in Italian secondary schools, focusing in particular on the actual contents of the teaching. Based on our perspective, we highlight some critical issues and suggest changes that, in our opinion, can improve the quality of Informatics education in Italian secondary schools. The realization of our proposals requires the availability of well-trained teachers. To this end, we illustrate a model of competences suited to the design of appropriate training programs for pre-service or in-service Informatics teachers
Variations on the Author
Get PDF“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
Get PDFWe 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
Get PDFWe 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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