1,720,984 research outputs found
INSTALL Innovative Solutions to Acquire Learning to Learn. Operational Manual and Guidelines for the Narrative Group Trainers
No full textMany personal, social, cultural, economic circumstances affect the performance and completion rate of a large segment of European students in tertiary education: the growing phenomena of disadvantaged and non-traditional students increases the risk of educational underachievement and drop-out. In the universities participating in INSTALL – representative of the EU higher education ecosystem – up to 35% of enrolled students are underachievers. In Europe, 20% to 45% of university students are non-traditional learners. The EU2020 strategic objective of a more cohesive growth through knowledge based economy calls for improved models to sustain the acquisition of the key competence Learning to Learn for those disadvantaged tertiary education students exposed to the risk of social exclusion. The successful implementation of the European Higher Education Area hinges on the social dimension of Higher Education in terms of access, participation and successful completion of studies; guidance and counseling. The European Commission clearly calls for “the need to develop and implement innovative approaches to teaching and learning support acquisition of key competences for those at risk of educational underachievement and social exclusion”. INSTALL responds to those needs and challenges by developing innovative solutions to address disadvantaged students’ constraints to acquiring and developing the Learning to Learn key competence. The project will develop, validate and deploy innovative Narrative Mediation Paths to empower disadvantaged students to fully reap the benefits of tertiary education in a Lifelong Learning perspective. The Narrative Mediation Path is based on the psychological concept of mentalisation (as the ability to understand oneself or someone else’s mental state) to develop and enhance L2L. The INSTALL innovative support service targeted at tertiary level students will be test with at least 200 students in 5 EU Countries to be then deployed at full EU scale
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
Aims of INSTALL project
No full textThe chapter presents the aims of the Operaztional Manual book. It introduces the framework of INSTALL project linked to the ET 2020 strategy. In 2010 European commission proposed the new strategy to improve Smart Growth, Sustainable growth and Inclusive Growth. The education system should be more responsive to these needs and, in order to the past, key skills and cross cutting skills play an important role. One of these is the Learning to Learn competence, the ability to persist and pursue in learning. In the university context, the L2L competence represents a competence in studying, witch involve the whole person. INSTALL project, targeted to university students, aims to foster L2L competence among this people
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
How to promote mentalization in a training context: the Narrative Mediation Path
No full textThe study discusses the role of narration as a mediating tool to promote the reflexive competence of mentalization. Many studies have shown that there a circular and bidirectional relation between narration and mentalization and several narrative devices can be adopted in order to foster reflexive function with students in late.
Consistent with these studies, we have adopted and testes the Narrative Mediation Path (NMP), a training narrative methodology which consists of four narrative modes and media: metaphorical, iconographic, writing and bodily.
We discuss the utility of the NMP in promoting different levels/dimensions of mentalization in training contexts with specific references to the European INSTALL training
Assessment of INSTALL effectiveness
No full textThe chapter aims at presenting and discussing the evaluation tools created to measure the INSTALL Project effectiveness: Entry Form, Reflexivity Form, Semantic Differential, Satisfaction Questionnaire and Follow-Up Form.
We discuss the utility of administering both qualitative and quantitave tools in different phases of a training course in order to obtain process and outcome information about the effectiveness of a training intervention.
Finally, we discuss the process of finetuning of such instruments which contributed to the improvement of the tools
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