1,720,981 research outputs found
Geomedia koulumaantieteen uudistajana
No full textLearning and teaching with geomedia / toimittaneet Thomas Jekel, Eric Sanchez, Inga Gryl, Caroline Juneau-Sion & John Lyon. Newcastle : Cambridge Scholars, 2014
The Construction of an Empirically-Based Typology
Full text linkSpatial information and decisions are increasingly modeled with the help of geomedia.
Likewise the access to geomedia and tools for geomedia production is democratized
as part of the web2.0. Thus, reflexive geomedia competence is a fundamental skill for
everyday life. Reflexive geomedia competence is the critical consumption of geomedia
and the awareness of the social construction of spaces displayed in geomedia, while being
self-reflexive towards one’s own performance with geomedia as well. Basing on an
interview study conducted by the author this paper answers the question, if secondary
school teachers are able and willing to promote reflexive geomedia competence in geography
education at school and how this ability and willingness can be supported. The
results indicate that the implementation of reflexive geomedia competence in education
is closely linked to the teachers’ general willingness to critical thinking and pedagogical
reflexivity. The data leads to a typology of teachers, ranging from high reflexivity to
complete aversion to reflection regarding the usage of geomedia. These types point to
different opportunities to further reflexive geomedia competence at school.Peer Reviewe
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
Reflexivity and Geomedia -Going Beyond Domain-specific Competence Development
Full text linkAbstract The emergence of the geoweb and its consequences for everyday making of geographies, reflexive approaches to geomedia need to become self-evident components of education at school. Reflexive geomedia competence and spatial citizenship are complementary approaches to fulfill this aim. Although both concepts are theoretically based and tested in various educational environments within the geomedia domain, a consistent concept for teaching such reflexive, critical, and emancipatory approaches to geomedia is still under construction. By presenting the results of a study on geography teachers, this paper clearly shows that apart from domain-specific training of reflexive working with geomedia the furthering of general reflexivity plays a crucial role for the development of reflexive geomedia competence and spatial citizen competences. Arguing for a consideration of general reflexivity, consequences from this conclusion for teacher education and teaching in schools are discussed
A WEB OF CHALLENGES AND OPPORTUNITIES. NEW RESEARCH AND PRAXIS IN GEOGRAPHY EDUCATION IN VIEW OF CURRENT WEB TECHNOLOGIES
Full text linkCurrent web technologies have invaded people’s lifeworld. With mobile devices information
can be obtained independently from space and time and works as an omnipresent layer that
augments people’s constructions of the world permanently. Basing on implications of the
current web on everyday action, this paper suggests necessary and recommended changes for
geographical learning, focusing on the improvement of learning geography with the help of
the web as well as on geography’s contribution to enable students to a mature usage of web
technologies in their everyday life when acting in spatial contexts. The result is a first draft of
a potential research agenda, collecting an overview of questions to be worked on by
geographical educational research for the praxis of geography learning in schools. This draft
includes aspects such as enabling students to understand relational concepts of space and
changing power relations in the classroom due to ubiquitous knowledge availability
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
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