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Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies
No full textRethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. 2nd Edition
No full textTeachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.
This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level
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Interactive Media: Working methods and practical application
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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
Chinese and British adolescents’ academic self-concept, social identity and behaviour in schools
No full textBackground. Findings from research suggest that young people in mid-adolescence in England are more likely to display behavioural difficulties and also become more negative about school and more positive about friends than their older or younger peers. This tendency has been described as the ‘Year 10 effect’ (Maras et al., 2007) and is yet to be investigated in other cultures.
Aims. To explore adolescents’ social identity, academic self-concept and behaviour in China and England and to consider the developmental changes related to these factors, specifically, whether the ‘Year 10 effect’ is found in English and Chinese samples.
Sample. 1088 students aged 13 to 16 years in England and 354 students aged 12 to 16 years in China participated in the study.
Method. Participants completed two self-report measures: (1) the ‘About Me’ Questionnaire (Maras, 2002; Maras et al., 2006); and (2) the Strengths and Difficulties Questionnaire (Goodman, 1997).
Results. Year 10 students in both samples reported higher levels of behavioural difficulties, higher identification with peers and more disaffection from school and learning than their older peers. SDQ difficulties for English students were adequately predicated by social identification with peers and academic self-concept but not for the Chinese students. Prosocial behaviour was predicted by identification with peers and family and academic effort in students in both countries.
Conclusions. The ‘Year 10 effect’ was found in both English and Chinese samples. However, there were differences between the samples in how ‘about me’ variables predicted difficulties
The Learning Designer app for teachers [IOE Research Briefing N°90]
Get PDFThe Learning Designer sets out to help teachers keep up with the pace of technology innovation, build the evidence of what works, and use technology to enable every learner to achieve their learning potential. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers
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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