1,721,018 research outputs found
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
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
Making non-textual formative feedback useful
No full textNon-textual feedback plays an important role in formative assessment. In art and design education, there is an established tradition of using tutor or peer 'critiques'. Participants use sketches, annotations and verbal comments, to record feedback. Subsequently, through a process of reflection and iteration, students have opportunities to revise and improve their work. NSS data (HEFCE, 2014) indicates that feedback is the area that least satisfies students. Formative non-textual feedback frequently takes place in informal contexts and may not always be recognised by students. Capturing this feedback and subsequently making it available to students may facilitate recognition. Current technologies have the potential to do this but there has been limited use in an academic context to date. This project aimed to investigate sustainable strategies for capturing non-textual feedback minimising workload for the staff involved. The acceptability of different feedback capture methods, desired distribution methods and the availability of devices and technology were investigated with staff and students. Preliminary development activities centred on students' capture, storage and reflection on feedback. However, it was recognised that staff control of captured and stored feedback in a recognised university system was preferable. These investigations identified that capture methods used must be widely available tolerated by participants; unobtrusive; have ability to store formative feedback locally; be able to distribute feedback to other digital systems; have ability to integrate feedback with student work and have the capacity for digital note taking, voice recording and image capture. As modern smartphones and tablets allow the integration of these features, a mobile application was developed. This application allowed feedback to be distributed using a number of methods and stored to facilitate reflection. During trials, the university email system was the most frequently chosen method of distribution. Preliminary testing in a classroom situation indicates that the application has potential and further development into a more extensive and integrated system is being undertaken.</p
Learn something new today: developing students' self-directed learning capabilities using online video skills training
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Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
Towards Active Learning Spaces and the Flipped Classroom Model
No full textIt has been acknowledged that the traditional didactic lecture does not always provide the ideal learning and teaching experience (Bligh, 1998). Over the last ten years, individuals and institutions have been exploring the pedagogical possibilities of providing more active and engaging alternatives. One model in particular has been influential in sparking change. The use of Active Learning Spaces (ALS) combined with team-based learning (Fink, Michaelsen & Knight, 2004) has been successfully used in initiatives such as TEAL (Technology Enhanced Active Learning) and SCALE-UP (Baepler, Brooks & Walker, 2014). This approach has proved popular in North America, and has attracted growing interest in the UK. The key benefits demonstrated have been improvements in: class attendance; retention rates; levels of conceptual understanding; pace of learning (Beichner, Saul, Abbott, et al., 2007). This ongoing comparative study set out to establish the key drivers and barriers to the development of ALS and the future landscape for classroom pedagogies that are being adopted within these innovative spaces. A mixed methodology has been adopted to triangulate the needs, expectations and opinions of three key stakeholders: students, academics, and policy makers. A series of focus group interviews were conducted with students and lecturers, and an online questionnaire completed by senior managers representing a range of UK Higher Education Institutions. The analysis of the results so far point to a burgeoning awareness amongst students and staff of the positive educational impact of newer pedagogies such as the 'flipped classroom' and 'inquiry based learning', alongside an intensifying impatience with the status quo. From the institutional perspective, aside from the financial implications, a formidable hurdle is the pressure on physical space, and thus, room occupancy rates. ALS typically reduce room occupancy by 25-30%, however previous studies have indicated attendance at lectures rarely exceed 60% of the cohort (Dobkin, Gil & Marion, 2007), and a recent evaluation of learning spaces at one HEI demonstrated a room utilization rate of just 27%. There is now a clear rationale for the creation of teaching spaces that effectively support technology enhanced pedagogies which attract, engage and retain students across the whole academic cycle. In this paper we will discuss the current results of our study in relation to critical questions around ALS and the flipped classroom, and more broadly the strategic decisions around estate management versus the demands and expectations of students and staff. Towards Active Learning Spaces and the Flipped Classroom Model. Available from: https://www.researchgate.net/publication/292693967_Towards_Active_Learning_Spaces_and_the_Flipped_Classroom_Model [accessed Sep 21, 2017]
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