1,720,959 research outputs found
University of Padova: e-learning project for strategical change
No full textPresentazione del Progetto e-Learning che ha coinvolto docenti e tecnici di tute le Facoltà e i Centri di Atene
Using mobile devices in teaching large university classes: how does it affect exam success?
Full text linkThe aim of this study was to examine the role of mobile-based student response systems in teaching to improve university students' academic outcomes. Mobile devices can be useful tools for conveying content to large classes, with a potential impact on academic outcomes. This study involved a total of 294 undergraduates taking a psychology course. The course involved lessons in the classroom, which included answering quizzes (quiz activities) and activities such as preparing reports and laboratory experiences (out-of-class activities). Quizzes were administered using a mobile technology system. Data were collected on the motivational beliefs (theory of intelligence) and self-regulated learning strategies of students who voluntarily completed the online questionnaires. The results of the linear models showed that using the quizzes positively affected the performance in the final exams (involving closed and open questions). The same was true for the out-of-class activities. The motivation and strategy scores correlated moderately with out-of-class activities, but not with quiz activities. These results offer insight on the use of technology during lessons and other course-related activities to promote academic achievement
Flipping the roles (not just the classroom): un’esperienza d’uso di Moodle in un corso in presenza all’università
No full textQuesto contributo presenta il percorso di trasformazione in modalità blended learning di un insegnamento universitario in presenza. L’attivazione di un corso Moodle e l’adozione di un’impostazione ispirata alla Flipped classroom hanno permesso di reinterpretare i momenti classici della didattica: la lezione frontale, lo studio individuale e l’esame finale, introducendo pratiche di active learning centrate sullo student generated content (Sener, 2007; Bates et al., 2012). Viene evidenziato in particolare l’uso di tre funzionalità di Moodle: l’assegnazione di ruoli distinti agli studenti, il feedback differito dei test, la modalità domande-risposte dei forum
Psy-net: un’esperienza di corso di laurea on-line
No full textL’Università degli Studi di Padova offre nell’a.a. 2013/14 un corso di studio interamente erogato in
modalità teledidattica: il corso di laurea triennale in Scienze e Tecniche Psicologiche (ex Discipline
della ricerca psicologico-sociale), gestito dal Dipartimento di Psicologia dello Sviluppo e della
Socializzazione e coordinato dalla Scuola di Psicologia.
L’obiettivo della dimostrazione, che vedrà il contributo di alcuni degli attori coinvolti nel corso di laurea,
è di illustrarne la storia ed il modello organizzativo, mettendo in particolare evidenza le esigenze degli
studenti e le criticità da essi percepite nell’approcciarsi alla piattaforma Moodle del corso di laurea,
nonché le soluzioni poste in atto
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
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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