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The Interrelations of ICT and Professional Identity:Studying Group Formations in the Context of Higher Education
No full textThe currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on- going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature.The currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on-going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature
The Interrelations of ICT and Professional Identity:Studying Group Formations in the Context of Higher Education
Get PDFThe currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on- going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature.The currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on-going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature
Developing Professional Identity in an Online Learning Environment:Perspectives of Peer Interaction
No full textFrom a socio-cultural perspective, the development of a professional identity is an on-going process that is social in nature and negotiated in communities of practice (Wenger, 1998). Internships in higher education function as such communities of practice, with an improved sense of professional identity as the outcome for the intern. This paper describes the interactions in an online learning environment. The online platform sought to enable peer interaction between younger and older students in a discussion of the professional identity of Natural and Cultural Heritage Management (NCHM) professionals. By analysing user data and through a qualitative data analysis approach inspired by Creswell (2014), defining themes of NCHM professional identity are identified. Thus suggesting that a discussion of professional identity can be facilitated in the current setting and indicating a need for designing educational activities with this purpose
Identity Assemblages:An ANT-based Analysis of Educational Practices and Modes of Ordering in a University College
Get PDFDeveloping Creative Problem Solving and Professional Identity through ICT in Higher Education
No full textThis chapter regards creative problem solving as a professional identity skill that can be fostered by creative learning environments supported by ICT. A systematic literature review is provided in order to build relationships between creative problem solving, creative learning environments, ICT, and professional identity in higher education. The literature review will focus on the following research questions: How do ICTs support a creative learning environment in fostering creative problem solving skills? How do ICTs relate to or affect the characteristics of professional identity in the context of higher education? And How do ICTs relate to or affect the formation of professional identity in the context of higher education? These questions create the structure of this chapter in which the authors propose a change of perspective in the study of professional identity and ICT, from the theoretical standpoint of actor-network theory. Accordingly, the conclusion of this chapter contributes to the better development of creative education by ICT and professional identity in the future
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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