1,720,960 research outputs found
Per una definizione di «informatica educativa»
No full textLe scuole, a partire dagli anni Ottanta del secolo scorso, sono state invase dalla tecnologia e dai computer, con la speranza che l’innovazione portasse un cambiamento favorevole delle condizioni in cui l’apprendimento ha luogo, ma in realtà non è andata proprio così. Le tecnologie dell'informazionee della comunicazione non hanno avuto l’impatto che si pensava potessero avere. Questo è successo per diverse ragioni: in primo luogo perché l’attenzione è rimasta ancorata all’alfabetizzazione informatica, in secondo luogo perché informazione e conoscenza sono state considerate sinonimi, e infine perché i computer, piuttosto che affidati a chi apprende, sono rimasti nelle mani di chi insegna, non consentendo agli allievi di poter compiere esperienze intellettuali rilevanti. L’informatica, per poter essere definita «educativa», prevede che chi si mette davanti a un computer, a qualunque età, non sia un semplice spettatore o un «consumatore» di informazioni, ma sia protagonista, costruendo e sperimentando egli stesso artefatti che lo mettono in grado di accrescere le proprie capacità di approccio ai problemi
Perché ricordare Alan Turing
No full textUn breve rapporto sul significato delle teorie di Alan Turing e del suo contributo alle scienze dell'informazione e alla definizione di "pensiero computazionale
An Environment, not a Tool: A Constructivist Point of View on e-Learning
No full textIf, according to some critics, computer is only a tool, a «stupid» tool in the hands of the user, if not even a «killer» of creativity, others claim that computer science and new technologies have become real mindtools, «intellectual partners», «knowledge amplifiers», «extensions of human intelligence».
Because of these opposite positions, it is especially difficult to interpret the limited impact of technologies on learning processes: is it a matter of prejudices the school world has not yet got rid of, or is it because most educational hypertexts and other e-learning tools offer the same contents and the same communication strategies with only a change in the medium? In a sense it is surprising to note how many people currently take computers as tools to duplicate the traditional teacher-student relationship, with basically the same communication strategies at work.
Contrary to such an attitude, it will be argued that, esp. in the field of human sciences, e-learning cannot be used as a «simple tool» and is not appropriate for the transmission of pieces of information and documents. It is meant, rather, to cooperate in the construction of our own knowledge. Computer science could offer a fertile way to learning, on condition that computer pass from the hands of the teacher to those of the student, so that (s)he can complete discoveries and experiments in a personal research environment, being able to construct actively his/her own knowledge and exploring a microcosm rich in logical experiences, simulations and learning. This way, the «calculating machine» would become a privileged environment that offers many ways to let the creativity of users emerge. This way, computer can be defined not just as a «simple tool», but as a real «learning partner».
Now, if so, paradigms in the use of computers and, more generally, e-learning are in need of a radical redefinition
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
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