1,720,978 research outputs found
How Can We Recognize Formative Assessment in Virtual Environments?
No full textPandemic induced Long-Distance Learning during the first Italian lockdown has highlighted the role that digital technology-based environment can have on class interaction. This work present how formative assessment can be defined and detected in the context of virtual environment. Classroom observation has allowed us to adapt a research tool coming from a European project on formative assessment in mathematics to the virtual classroom. We developed a grid for analysis and auto-analysis of teacher practices related to this construct working on already existent tool, designed for video-analysis of physical classrooms situations. The process of adaptation to the virtual environment that led to the definition of our grid is here explained in order to function as an example for future works in the same direction, not only in relation to formative assessment
Shaping digital deconstrution: teaching and learning of Mathematics during the lockdown
Get PDFIn this paper we address the issue of how the Covid-19 lockdown experience is impacting on Mathematics teaching and learning processes. This unexpected situation forced the deconstruction of teaching practices and our research is an attempt to understand how mathematics practices of Long-Distance Learning during lockdown were being shaped, and what role this period and the related studies could have for future practices. The main aim of the study, framed by Grounded Theory approach, is to shape the dimensions of the deconstruction process caused by the use of digital technologies in order to both understand the Long Distance Learning emergency period and to encounter the post Covid-19 needs related to mathematics education in a more structured way.Esta investigación tiene como objetivo estudiar el papel que la experiencia del confinamiento, debido a la Covid-19, ha tenido en los procesos de enseñanza y aprendizaje de las Matemáticas. Esta situación impredecible ha forzado la deconstrucción de las prácticas de enseñanza comunes y esta investigación es un intento para comprender cómo se han ido estructurando las prácticas de aprendizaje a distancia de Matemática durante el encierro y, también, entender qué rol podrían tener en este período y otros estudios relacionados para las prácticas futuras. El objetivo principal del estudio, enmarcado en el método de la Grounded Theory, es dar forma a las dimensiones del proceso de deconstrucción causado por el uso de las tecnologías digitales, con el fin de comprender mejor la enseñanza a distancia durante el período de emergencia y hacer frente a las necesidades posteriores a la Covid-19 relacionadas con la enseñanza de las matemáticas de manera más estructurada
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Get PDFWe 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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