1,720,976 research outputs found
To exist is to resist: A reflective account of developing a paradigm shift in Palestinian teaching and learning practice
Get PDF© 2023 The Authors. Published by Athabasca University Press in Critical Digital Pedagogy in Higher Education edited by Suzan Köseoğlu, George Veletsianos, and Chris Rowell.Published versio
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
A commentary on the paradigm shift toward openness in Higher Education
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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
Open and networked scholarship
Get PDFKoseoglu explores the emergence of open and networked scholarship. She notes that social media can have a positive impact on an individual’s ability to build Personal Learning Networks (PLN) through Twitter chats, but there can also be tensions between personal, professional and institutional use. She argues that academics need to have an understanding of networked structures and recognise that these structures often mirror the inequalities and prejudices that exist in society at large. She also highlights the power issues inherent in online networks and questions the premise these that open networks are in fact empowering or a force for change
Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning
Get PDFWhile the mainstream discourse around Open and Distance Learning (ODL) centers on standardization, scalability, efficiency, and cost-effectiveness, I return to a much more contextual and humane understanding of teaching and learning in ODL through feminist pedagogy. I begin my inquiry by discussing women students’ experiences through the notion of access as pedagogy, which challenages disembodied views of online learners and learning, and a view of access to resources as an opportunity for equity. My primary focus in this discussion is gender issues; however, I view feminist pedagogy as an ethical position as well as a pedagogical position that calls attentive ways of looking into structuring educational services, methods, policies, and legislations that create an inclusive learning space not just for women, but for all students who are disadvantaged in their education. Within this context, student participation can be framed as a means for transformation, contributing to one’s well-being, agency and sense of power. I highlight the need for an intersectional gender analysis in ODL, as well as openness and transparency in pedagogical processes in order to tackle human and non-human bias, misrecognition, misrepresentation and unequal participation. Education with an explicit goal for transformation leads to the use of technology for reflective, imaginative, and critical ends
Third Spaces of Learning in Open Courses: Findings from an Interpretive Case Study
Get PDFIn this case study, I present an interpretive exploration of five open participants' learning experiences in a massive open online course (MOOC), which was offered by a higher education institute in the United States as a general education course in research writing. There were two types of enrolment in the course: formal (students who enrolled in the course for credit, six sections) and informal (open participants). Open participants had access to the public activities of the learning community, but they did not receive any academic certification, evaluation, or grading from the instructors.
Blogging was central to all educational activity in the course. Learners and instructors openly blogged during the course and beyond in response to the class assignments and on other areas of interest. In this study, participant blogs are conceptualized as social spaces created by a multitude of interactions (e.g., with content, instructors, other learners, the imagined audience). These spaces were a starting point for the researcher to examine five open participants’ learning activities in the course. Primary data collection methods included interviews, participant observations, and document and artefact analysis. Thematic analysis of data illustrates how open participants participated in the course in multifaceted and unique ways and created third spaces of learning— spaces where the scripts of formal and informal learning intersect and create opportunities for learning to occur in emergent ways (Cronin, 2014; Gutierrez, Rymes, & Larson, 1995).
I present two typologies that point to the self-directed and emergent nature of open participation within those spaces: (1) open participants created unique course histories through their blogs, (2) open participants did not follow the formal learning path. These findings suggest that the traditional markers of success in formal education (e.g., sustained engagement, course completion, directly measurable outcome) might be insufficient to frame participants’ involvement in open online courses. The diversity in learner goals and roles calls for a need to shift the focus of open online courses from the end product to the learning process and challenges formal narratives of success and failure in open online courses
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
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