1,720,989 research outputs found
Reflections, lessons learnt and conclusions
No full textIn this book we have illustrated the materials, software, and experience of developing and delivering geography e-learning courses and learning activities. In Chapter XIV we summarise how the teaching of a variety of geography topics has benefited from the following set of activities: creating media-rich online materials that take full advantage of linking to digital libraries; developing and adapting online, collaborative, and design software; and internationalizing materials through geography teachers in different countries working together. We take a moment to reflect on the experience of material development and the prospects for facilitating exchange of resources and student access. We provide advice to the aspiring geography e-tutor and describe how to access the wealth of materials that have been introduced in the preceding chapters. We then explain how the materials created will continue to be relevant beyond this book. We envisage that teachers, including ourselves, will download and then adapt the materials, borrowing content, techniques for presentation, or learning style. There will be an ongoing process of teaching and review that incorporates tutor and student feedback. The material, its delivery, and its style will not remain static but we hope new developments will be shared via learning repositories. It is important to sustain good online resources. This can be achieved by readers updating the geography e-learning materials and depositing improved versions in the new UK academic learning material repository Jorum
Generic learning materials: developing academic integrity in your students
No full textAcademic integrity (AI) is of relevance across all academic disciplines, both from the perspective of the educator and the student. From the former perspective there is the need to increase the awareness of AI amongst the student population whilst monitoring and enforcing the rules and regulation regarding plagiarism within their institution. On the other hand, students need a full appreciation of the importance of AI and a clear recognition of the penalties for flouting the regulations in order to steer a successful passage through higher education and on into their professional career. By repurposing learning materials originally developed by the Pennsylvania State University (USA), the Universities of Southampton and Leeds (UK) have developed academic integrity guidelines to support students in their studies and provide an assessment of their understanding of AI concepts. This chapter describes the development of these learning activities and examines the technical and content issues of repurposing materials for three different institutions. It also reflects on the success of embedding the guidelines and assessment in geography programmes at two UK universities, examines the effect of using the online plagiarism detection service, Turnitin, to police plagiarism cases and summaries the lessons learnt in helping geography students to enhance their study skills
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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