1,721,004 research outputs found
MOOCs: A multi-faceted phenomenon
Full text linkBased on George Siemens’ recent criticism of educational technology, we propose some reflections on the positioning of the EMMA project, European Multiple MOOC Aggregator, with respect to the future of Higher Education in Europe
Representing cultural diversity in a massive environment. An impossible mission?,
No full textBridging the need for multilingualism with the need for respecting cultural diversity in a digital platform, which, by its very nature, tends towards standardisation is very challenging. The research group based at the University of Naples Federico II, which headed the project, adopted a working definition of the concept of cultural diversity in a MOOC platform as a function of language, pedagogy and content personalisation.
Language is the vehicle for the expression of personal cultural background, so native-language instruction is a sine qua non condition of providing pan-European educational content. Content needs to be delivered in a variety of European languages and diversity can only be embraced by providing translation of the learning materials into as many languages as possible to broaden access to a wider audience. Pedagogic approach can be seen as the expression of how a culture interprets the objectives of a discipline, as well as its history or philosophy, against the educational needs of its citizens. In other words, it can be interpreted as a form of ideology historically determined. MOOC platforms, therefore, need to be agile enough to accommodate such a variety of instructional design.
Finally, personal content is a specific variable of diversity. In learning, learners bring their own cultural values, knowledge and choices to the learning experience thus interacting in a complex socio-material world. With this presentation we will explore how the features and services on the EMMA MOOC platform evolved to meet and encompass such an objective.
This contribution is part of the initiatives of the European Multiple MOOC Aggregator (EMMA for Short), a European CIP Funded Project (www.europeanmoocs.eu
Ed-tech e trasformazione didattica
Full text linkLa transizione forzata allo spazio online durante l’emergenza pandemica sta influenzando gli aspetti strategici e di policy nell'istruzione superiore, portando a un'erogazione della formazione più flessibile, scalabile e multimodale, rivolta a una popolazione studentesca più diversificata. Il termine "ibrido", nelle sue diverse interpretazioni, è elemento cardine di questa evoluzione, con un'attenzione crescente alle possibilità offerte dalle classi remote e alla loro capacità di fornire una componente interattiva, umana e coinvolgente in un ambiente di apprendimento online potenzialmente alienante. Il presente contributo esplora un'esperienza di apprendimento ibrido, asincrono-sincrono, basata su un corso di lingua online e realizzato nell’ambito delle attività di Federica Weblearning, Centro di didattica a distanza dell’Università di Napoli Federico II. Agli iscritti di un corso Mooc di inglese, di livello intermedio e della durata di 40 ore per 6 moduli, pubblicato sul portale Federica.eu, è stata offerta la possibilità di partecipare a sessioni settimanali dal vivo, utilizzando la piattaforma di remote classroom tool (Rct) “Engageli”. Le sessioni live hanno offerto l'opportunità di attivare gli obiettivi didattici di ogni modulo del corso, nonché la possibilità di interagire e fare pratica con l'insegnante e i compagni di classe, attraverso sessioni di apprendimento attivo, opportunamente pianificate ed eseguite. L'obiettivo è stato quello di verificare se l'aggiunta di sessioni sincrone dal vivo migliorasse l'esperienza di apprendimento sul Mooc, riducesse il senso di alienazione e incoraggiasse la motivazione e la ritenzione degli studenti. L’osservazione è stata combinata con i dati d’opinione e di fruizione raccolti sui partecipanti alle live, poi incrociati con i report della piattaforma Mooc per quanto riguarda la fruizione dei corsi. I risultati positivi dell'esperienza, sia per l'insegnante che per gli studenti, sembrano confermare il valore d'uso dei Rct, come parte integrante delle strategie di sviluppo degli ambienti ibridi di apprendimento per le università; evidenziando anche la necessità di estendere la pratica e le collaborazioni, per una crescente trasferibilità e capitalizzazione delle esperienze realizzate
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
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
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