1,721,286 research outputs found
Merrill, Cleveland B.
No full textCarte de Visite of Private Cleveland B. Merrill, 31st Maine Infantry, Company D; From the MacDonald Collectionhttps://digitalmaine.com/arc_civilwarportraits/2504/thumbnail.jp
Merrill, Cleveland B.
No full textCarte de Visite of Private Cleveland B. Merrill, 31st Maine Infantry, Company D; From the MacDonald Collectionhttps://digitalmaine.com/arc_civilwarportraits/2504/thumbnail.jp
Emerging methods for the evaluation of physical learning environments
Full text linkThe field of post-occupancy evaluation (POE) has provided direction on how evidence can be gathered about the performance of educational facilities for over 40 years (Cooper, 2001). However, such work has generally overlooked the evaluation of learning spaces for pedagogical effectiveness, i.e. the suitability of the physical environment in supporting desired teaching and learning practices, activities and behaviours.
This chapter calls for, and introduces, new methods of learning environment evaluation that attempt to make explicit the connections between pedagogy and space. It also outlines a suggested framework for the further development of such methods.
The research is currently being conducted at the University of Melbourne in connection with the Evaluating 21st Century Learning Environments (E21LE) ARC Linkage project. Findings so far have indicated that a return to the origins of post-occupancy evaluation in the field of environmental psychology is required to support the development of evaluation methods that take into account both the physical and social components of the environment. Feedback is needed on just how effective specific ‘units of the environment’ (Barker, 1968) are as pedagogical settings
Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge
Full text linkThe recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional ‘chalk and talk’ common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past.
These successes, however, have generated a very real problem. Do these new generation learning environments actually work – and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds – doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling – Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge
What's working? Informing education theory, design and practice through learning environment evaluation.
No full textThese proceedings report on events that occurred on the 3rd of June 2016 at the University of Melbourne, when post-graduate researchers from Australia, the Philippines, Taiwan and New Zealand gathered to share their developing knowledge of innovative learning environments. The event, focussed on the evaluation of learning spaces, encompassed a broad interpretation of the purpose and process of effective evaluation. The twelve papers represented pioneering thinking on this critical topic
Designing learning spaces for neurodiversity and disability: Proceedings of the 2025 Symposium
No full textDesigning Learning Spaces for Neurodiversity and Disability: Proceedings of the 2025 Symposium compiles 21 papers and eight posters submitted in response to the 2024 Call for Abstracts for the 2025 Symposium, edited by Associate Professor Benjamin Cleveland, Sarah Backhouse and Dr Lizzil Gay.Symposium papers and posters were subject to double-blind peer review in line with Higher Education Research Data Collection (HERDC) specifications. We thank our internal and external reviewers for their constructive guidance to authors. Papers have been published as submitted with minor typographical edits.
The opinions stated in this publication are those of the listed authors and do not necessarily reflect the views of the Faculty of Architecture, Building & Planning or Learning Environments Applied Research Network (LEaRN).
All papers and posters in this document are released under a CC BY 4.0 licence, unless otherwise stated on the abstract pages, where the individual digital object identifiers are also noted
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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