1,721,003 research outputs found
Competences transcending domain boundaries: what field studies tell us about the instructional design of worked examples to Foster cross-domain competences
No full textCross-domain competences are competences for solving problems in various domains following the same general principles. These competences are relevant for personal, social, and professional goals. However, they are often not taught systematically. Learners could be supported in developing cross-domain competences by providing worked examples to study, as worked examples avoid (too) heavy cognitive demands and allow learners to focus on the exemplified principles of a competence. Instructional design guidelines describe how to design effective worked examples, but these guidelines depend on the specific learning goals, context, and target group. As cross-domain competences are often complex, heuristic, and require a long time to master, the instructional design guidelines may need to be adapted to foster these competences adequately. This doctoral thesis investigates three issues on instructional design guidelines and their use for fostering cross-domain competences. For this purpose, in the first chapter I will provide an overview of cross-domain competences and example-based learning, and explain why studying worked examples offers an effective method for fostering these competences. The second chapter focuses on studies in real-life settings, discussing why field studies are crucial to expand our knowledge of the use of worked-example based training interventions. Next, the results of three studies conducted as part of this doctoral thesis are presented. Study 1 is devoted to the design of worked examples to foster heuristic competences efficiently. The results suggest that worked examples can be adapted to foster heuristic competences, and their efficiency can be increased by incorporating relevant content knowledge to exemplify main principles without overstraining learners’ cognitive resources. Study 2 looked at a combined direct and indirect training approach to support the transition from studying worked examples to independent, self-regulated problem-solving. This approach may be particularly beneficial for heuristic competences, where the usual approach of fading worked solutions cannot be easily implemented. Study 3 focused on methods to support learners’ motivation during long-term trainings, which are often required to foster the development of cross-domain competences. Study 3 suggests that motivational methods, such as the use of feedback, can be added to existing example-based trainings, and this expanded approach can maintain learners’ motivation during the course of a semester. Overall, worked examples can be designed to foster the development of cross-domain competences effectively and efficiently. I will propose adapted and extended instructional design guidelines for fostering cross-domain competences based on these findings.Domänenübergreifende Kompetenzen sind Kompetenzen zur Problemlösung in verschiedenen Domänen, wobei dieselben allgemeinen Prinzipien befolgt werden. Diese Kompetenzen sind relevant für persönliche, soziale und berufliche Ziele. Allerdings werden sie selten systematisch gefördert. Lernende könnten beim Erlernen von domänenübergreifenden Kompetenzen durch das Bereitstellen von Lösungsbeispielen unterstützt werden, da Lösungsbeispiele (zu) hohe Arbeitsgedächtnisbelastungen vermeiden und es Lernenden erlauben, sich auf die beispielhaft dargestellten Prinzipien, die den Kompetenzen zugrunde liegen, zu fokussieren. Gestaltungsleitlinien beschreiben, wie effektive Lösungsbeispiele gestaltet werden können. Diese Leitlinien hängen aber von den jeweiligen Lehrzielen, dem Lehrkontext und der Zielgruppe ab. Da domänenübergreifende Kompetenzen oft komplex und heuristisch sind und ihr Erwerb eine längere Zeit benötigt, könnten die Leitlinien möglicherweise für die Vermittlung domänenübergreifende Kompetenzen angepasst werden. Ziel dieser Arbeit ist es, drei Aspekte bestehender Leitlinien genauer zu untersuchen. Dafür werde ich im ersten Kapitel einen Überblick über domänenübergreifende Kompetenzen und beispielbasiertes Lernen geben, sowie erklären, warum das Lernen mit Lösungsbeispielen eine effektive Methode für die Förderung dieser Kompetenzen darstellt. Das zweite Kapitel beschäftigt sich mit Studien in realitätsnahen Kontexten und erklärt warum Feldstudien wichtig sind, um das Wissen über beispielbasierte Trainingsinterventionen zu erweitern. Als nächstes werden die Ergebnisse dreier Studien vorgestellt, die im Rahmen dieser Arbeit durchgeführt wurden. Studie 1 befasst sich mit der effizienten Gestaltung von Lösungsbeispielen für heuristische Kompetenzen. Die Ergebnisse deuten darauf hin, dass Lösungsbeispiel für heuristische Kompetenzen angepasst werden können, und dass ihre Effizienz verbessert werden kann, indem relevantes Fachwissen genutzt wird, um Prinzipien beispielhaft darzustellen, ohne kognitive Ressourcen der Lernenden übermäßig zu belasten. Studie 2 zeigt wie ein kombinierter direkter und indirekter Trainingsansatz den Übergang vom Lernen aus Lösungsbeispielen zum eigenständigen, selbstregulierten Problemlösen unterstützen könnte. Dieser Ansatz könnte vor allem für heuristische Kompetenzen hilfreich sein, bei denen der übliche Ansatz des Fadings nicht einfach umsetzbar ist. Studie 3 konzentriert sich auf Methoden zur Unterstützung der Motivation der Lernenden während langfristig angelegter Trainings, die oft benötigt werden, um die Entwicklung von domänenübergreifenden Kompetenzen zu fördern. Studie 3 zeigt, dass motivational wirksame Methoden, wie die Nutzung von Feedback, in bestehende beispielbasierte Trainings eingebaut werden können und, dass dieser Ansatz effektiv die Motivation von Lernenden während eines Semesters aufrechterhalten kann. Insgesamt können Lösungsbeispiele gestaltet werden um den Erwerb von domänenübergreifenden Kompetenzen effektiv und effizient zu fördern. Basierend auf den Erkenntnissen der vorgestellten Studien werde ich zwei angepasste und eine neue Leitlinie für die Förderung domänenübergreifender Kompetenzen vorschlagen
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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