1,720,975 research outputs found
AnnAnn - a Tool to Scaffold Learning about Programs
No full textIt is difficult for a student to learn about programs and to understand the rational that went into the development of the parts that led to the whole. Tools for explaining this essentially dynamic process are limited and typically static in nature. This paper presents AnnAnn, an animated code annotator which makes it possible to present the development of code to large groups or for self study. The educational benefits of this approach are examined
Stackmaker: an environment for creating hypermedia learning material
No full textHypermedia has for some time now been proposed as an adjunct to printed material within the educational process. However, creating a highly interconnected hypermedia network is complex and time consuming, with overviews of the content and structure of the information seemingly essential in order to avoid the disorientation and cognitive overload problems often described.This paper describes an environment designed to remove much of the burden of creating such support facilities, allowing the teacher to concentrate on the content and structure of the information presented
University of Southampton: EdSpace
No full textA presentation to the other participants, the programme managers and evaluation consultants in the JISC Institutional Exemplars Programme, at Woburn House, London, January 2008. The EdSpace project is creating the EdShare resource to enable sharing and collaboration in learning and teaching at the University of Southampton.
The project is funded from 1 October 2007 to 31 March 2009. This presentation reflects the position of the project at the start of the beta version of EdShare. Attention focused on the user interface and ease of deposit of content. Major issues for the Project are summarised
The Significance of Linking
No full textThe link has been central to the idea of hypertext since its inception and continues to enjoy widespread popularity. This paper briefly explores the history of links and draws a distinction between navigation and retrieval in information handling. The value of information content in certain navigation and retrieval tasks is examined and the challenges of extending content based retrieval and navigation to non-text media are identified. Finally, the goal of more versatile content and concept based navigation is discussed
EdShare: towards sharing resources for learning and teaching at the University of Southampton
No full textAt the University of Southampton, in the UK, we have been developing the Research Repository (e-Prints Soton) since 2005, to showcase the research output and make it more accessible. As a significant next step, the University has taken the strategic decision to develop a repository for educational materials. In developing EdShare at Southampton, we are promoting a cultural shift to a more open and collaborative approach to scholarship as well as research.Successful implementation in such a context requires a lightweight and very simple approach to sharing content facilitated by web 2.0 functionality.<br/
Sharing and the institution: choosing, changing and engaging
No full textAn update of the work of EdShare, institutional learning and teaching repository at the University of Southampto
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
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