1,721,304 research outputs found
Theories of Practice and Their Connections with Learning: A Continuum of More and Less Inclusive Accounts
No full textThe term `practice has been used increasingly in the social and behavioural sciences literatures. Yet, it is also apparent that there is often wide diversity both in the meaning and scope of the ways in which this term is deployed. This chapter discusses and analyses this situation in terms of a continuum ranging from `more inclusive to `less inclusive accounts of practice. The more inclusive accounts apply the term practice liberally to human actions of many kinds, whereas the less inclusive accounts restrict the term to human activities that meet very specific and complex criteria. This chapter examines the different assumptions that underpin more inclusive and less inclusive accounts, as well as the kinds of activities that they number amongst practices. The chapter concludes by considering the implications of these different accounts of practice for our understanding of what is involved in the learning of a practice
Judgements as a basis for informal workplace learning - preliminary research findings
Get PDFInformal learning can be broadly characterised as learning found in everyday opportunities where learners interact with the world around them. It can be distinguished from formal learning where the purpose, structure and content for learning are imposed on the learner. When informal learning occurs in the context of work or organised settings, factors such as performance, practice, sociocultural dynamics and situational context influence its nature and quality. Previous research by Beckett, Hager and Halliday (Beckett, 1996; Beckett & Hager, 2000, 2002; Hager, 2001; Halliday & Hager, 2002) asserts that productive informal learning is better characterised as a growing capacity to make contextual-sensitive judgements - a discretionary and discriminating process that involves holistic and embodied knowing. Our paper reports on progress in an Australian Research Council funded Discovery project designed to test this judgement-as-learning approach. Detailed case studies of critical incidents in a range of workplaces are being constructed and the learning or otherwise by key players involved in these incidents is being elucidated and analysed. This empirical investigation provides a means of analysing significant workplace events in order to develop a model of informal learning and an associated theory of practice. The paper outlines the overall project rationale and discusses findings from one initial case study. Additional findings from other case studies developed after submission of this paper, will be presented and discussed at the conference
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
Collective learning practice
No full textThe social and, often, collective character of practice challenges the strong tendency of learning literature to focus exclusively on individuals. The relatively neglected topic of collective learning is the major concern of this chapter. We deploy findings from recent Australian research with three diverse vocational groups to theorize collective learning from a âpractice turnâ perspective. We discuss how groups learn contextually and dynamically using their patterns of interactions formed with others. This patterned, relational and emergent character of learning challenges conventional theories of how groups learn by, for example, analyzing group properties or outcomes, as in theories of team performance; linear progressions of competence as in communities of practice; or through resolving contradictions in activity systems using activity theory. We conclude that collective learning is a holistic relational complex that is irreducible to the sum of its parts whilst drawing on specifiable and non-specifiable aspects that are only obtained through engagement in practice
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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