1,721,700 research outputs found
Post-Mock Objects
No full textThis evaluative chapter reflects on the Testing Testing exhibition and symposium and identifies insights and areas for further development
Teaching the web: moving towards principles for web education
No full textWe fail to teach students to think critically about the Web in schools within the United Kingdom (UK). This is a problem. It is also the focus of this thesis. As a teacher, I feel this problem is an unacceptable status quo. One that ensures we fail to empower young people as knowledgeable citizens of society and the Web itself. So, I offer here an original contribution to knowledge in order to change this, through a research investigation that aims to move us in the right direction. It is a contribution because it begins to solve the problem of a lack of critical education about the Web in schools through reporting the findings of a participatory study. This study sheds light on how we might develop principles for Web education in two schools within the UK; my thesis offers a foundational framework for pedagogy about the Web that can be used in schools. It analyses the views of teachers and students, actors with much experience in this landscape, about issues surrounding teaching and learning the Web, at a time when such views have not been adequately considered. Their insight was necessary to better understand the status quo. Hence, this thesis arose from a desire to explore the problem described above, particularly from the view of those most directly involved: teachers and students. I aimed to discover what was currently taught about the Web within UK secondary schools, any strengths and weaknesses, and how we might approach it in the future. I set out to learn what actors felt about teaching the Web and learning about the Web. To do so, I asked how it might be done differently and, through this investigation, what original reflections could be forged. I aimed to make these capable of informing future educational development. Hence, I formulated four research questions:1. How is the Web currently taught in schools?2. What is the insight of teachers and students?3. What might an alternative intervention look like?4. What is the critical reflection and lessons we can learn from that?To answer these questions, I adopted a design research method. I produced a co-constructed, mixed-method study that interviewed a sample of 49 students, aged 11-18, and 20 teachers, of varying positions and ages, located in two different schools. These interviews informed my thinking, as well as topic choice, for a teaching intervention design. I deployed this as a six lesson teaching intervention with a total of 20 students. These students were split evenly into two classes, one located in each school. To reflect upon my intervention, I then gained feedback from 10 teachers and those same 20 students. Both groups appraised my concept through a post-study questionnaire. Web Science, the interdisciplinary banner I fly my intervention to teach about the Web under, has never charted this course before. With this in mind, my investigation frames an unorthodox manifesto for future researchers to build on
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
Gold standard of UK degrees is lost in translation
No full textInflated marks, overworked staff and politically compromised courses are the price of exploiting offshore UK registered students, says Michael Day
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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