1,721,095 research outputs found
Polyphonic construction of smart learning ecosystems
No full textThe book brings together the contributions of the 7th International Conference on Smart Learning Ecosystems and Regional Development (SLERD 2022), which aims at promoting reflection and discussion concerning R&D work, policies, case studies, and entrepreneur experiences with a special focus on understanding the relevance of smart learning ecosystems (e.g., schools, campus, working places, informal learning contexts, etc.) for regional development and social innovation and how the effectiveness of the relation of citizens and smart ecosystems can be boosted. This forum has a special interest in understanding how technology mediated instruments can foster the citizen’s engagement with learning ecosystems and territories, namely by understanding innovative human-centric design and development models/techniques, education/training practices, informal social learning, innovative citizen-driven policies, technology mediated experiences, and their impact. This set of concerns will contribute to foster the social innovation sectors and ICT and economic development and deployment strategies alongside new policies for smarter proactive citizens
Supporting Urban Innovators’ Reflective Practice
No full textOver the past years, a growing number of local initiatives are generating solutions for societal challenges in their cities. However, the scale and complexity of these challenges force urban innovators to constantly adapt and learn, having to acquire new capabilities that will help them advance towards systemic change. In the current work, we take the premise that these urban innovators need to be able to utilise the urban context as a learning ecosystem in order to push their interventions beyond the boundaries of small innovative niches. In keeping with Schön’s reflective practice, we envisage reflection as a core competence for these urban change makers to grow and present a reflective process supporting urban innovators in framing their professional learning journey to succeed in their projects. A series of online sessions have been conducted to investigate how to scaffold a reflective process enabling innovators to better identify challenges in their projects and the corresponding capabilities they need to acquire. In the proposed paper, we present reflective activities as a tool supporting urban innovators in self-defining their learning journeys and elaborate on the insights gained. It can be concluded that the reflective process we developed was valuable to urban innovators in unveiling new learning needs for their projects, while further research is needed to more effectively translate these learnings into actionable steps to sustain innovators’ self-development.Accepted Author ManuscriptDesign Conceptualization and Communicatio
Thèse en ligne : L'analyse de la complexité du discours et du texte pour apprendre et collaborer
No full textDASCALU Mihai. L'analyse de la complexité du discours et du texte pour apprendre et collaborer. Thèse en Sciences de l'éducation, sous la dir. de Philippe Dessus, Université de Grenoble, 2013. L'apprentissage collaboratif assisté par ordinateur et les technologies d'e-learning devenant de plus en plus populaires et intégrés dans des contextes éducatifs, le besoin se fait sentir de disposer d'outils d'évaluation automatique et d'aide aux enseignants ou tuteurs pour les deux activités, fortemen..
Curricula customization with the readerbench Framework
No full textProviding customized curricula tailored to learner's needs became a stringent problem while relating to the increasing number of people attending Massive Open Online Courses (MOOCs) and eLearning platforms because the same content is provided to all students. This study presents a Moodle plugin created on top of an eLearning course that enables curricula customization based on the learning needs of a high number of participants. With the help of the Mass Customization approach, two categories of attendees were identified in a previous research and imposed multiple filtering criteria, out of which the first one refers to participants’ profession. The second criterion, topics of interest, allows learners to select keywords of interest from a predefined two-level word list, but also to enumerate their own terms using natural language. With the support of ReaderBench, an advanced Natural Language Processing framework, the most relevant lessons are retrieved in descending order of semantic relatedness. Third, an additional specific parameter allows participants to establish what kind of learning materials they require - i.e., theoretical and background oriented, practice and counseling documents, or guidelines. Our collection of documents is composed of lessons with a short description and their title, together with lists of pre- and post-requisite lessons. Our tool provides a comprehensive list of recommended lessons that best match the input criteria, corroborated with the list of related pre- and post-requisite lessons. Moreover, we provide information in terms of the duration of each lesson, as well as potential Continuous Medical Education points gained after finishing all selected lessons.<br/
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
Parents’ voices: inclusion of students with intellectual and developmental disabilities in higher education
No full textMaking Higher Education more inclusive for students with Intellectual and Developmental Disabilities can bring significant benefits for the students themselves and for the academic community, in general. Family involvement is essential for the successful transition to post-scholar life, namely Higher Education. This paper presents and discusses the research and results of a study conducted with four Focus Group interviews involving 22 Portuguese parents of students with Intellectual and Developmental Disabilities. The main goal was to understand the perspectives and expectations of parents about the inclusion of their children in Higher Education. This study was carried out within the HiLives project scope, which includes, among its goals, to create strategies and provisions to facilitate and promote the inclusion of students with Intellectual and Developmental Disabilities in Higher Education, and the transition to an active and independent life. The results showed the prevalence of parents’ positive perceptions about the possibility of their sons/daughters attending Higher Education and allowed them to identify their preferred teaching models and methods, needs for support, barriers and incentives in this transition. This paper brings up some final recommendations for improving the processes of transition to Higher Education Institutions and their organization to be able of including students with Intellectual and Developmental Disabilities.publishe
A snapshot of University students' perceptions about online learning during the COVID-19 pandemic
Full text linkGaining a better understanding of how the COVID-19 pandemic has affected students' attitudes towards online education is important in order to pave the way from education disruption to education recovery. The current study aims to investigate how COVID-19 pandemic has changed University students' perceptions about online education. The study used a localised version of a questionnaire developed by the Association for Smart Learning Ecosystem and Regional Development on different aspects of distance education. Participants were 90 University students. The results emerging from the investigation demonstrate a positive overall attitude of University students about online distance education, with relatively high levels of perceived ease of use, perceived usefulness, perceived interest and digital competences in-crease and a preference towards blended modes of delivery. The findings can help education professionals to better plan and design future online courses in the post-COVID-19 landscape
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