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Integrating real life applications with text analysis
No full textTeaching text analysis using grammatical theory is a central tenet of applied linguistics and provides a foundation for specialisations such as sociolinguistics, psycholinguistics and language teaching. The shift to online teaching has made a greater array of resources available to lecturers for use in this endeavour. Some of these resources mimic those of print analysis (e.g. the ability to highlight, annotate, snip and paste text), while others exploit the additional affordances of digital study (e.g. click and reveal comment, integration of audiovisual material and hyperlinks to additional webpages), enabling a closer and more immediate connection between reading and writing (e.g. Warschauer et al. 2013). Online study also brings increased opportunities for peer collaboration through messaging tools, video chat and the co-creation of documents.
This chapter discusses online teaching of text analysis in terms of both the exploitation of the affordances offered by digital study and motivating students through the use of interesting, authentic data. The aim throughout is to create meaningful learning contexts in order to enhance students’ learning and help them to develop an integrative and extended understanding of the subject area (Biggs 2003). Discussion is exemplified throughout with screenshots of activities and audiovisual material from the Open University 60 credit, third year undergraduate module Exploring English grammar, with suggestions added for teaching online in the broader HE context
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Student perspectives towards learning online
No full textOnline learning is becoming increasingly prevalent as an alternative to, or sitting alongside, face-to-face learning, with the Covid-19 pandemic accelerating this change (e.g. Hamer and Smith 2021; Introduction, this volume). While many other HEIs now offer remote learning, the Open University (OU) remains the largest such university in the UK and has been at the forefront of the shift from print-based to online learning. This change, while conveying many advantages, also requires significant changes to study habits for students more accustomed to face-to-face learning using print materials. This chapter explores how OU students – many of whom have previously only experienced ‘bricks and mortar’ settings – have made the transition to distance learning with a considerable reliance on online study. While the demographic of OU students is older than that of other UK HEIs, it is argued that reflecting on the perspectives and strategies of OU students who are experienced in (and yet still grappling with) online learning is useful for all UK lecturers
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Introduction
Get PDFWhen lockdown restrictions were imposed in countries across the world following the Covid-19 outbreak in early 2020, and most universities were compelled to deliver their teaching online (Marinoni et al. 2020), The Open University (OU) found itself – as the UK’s first and largest open distance learning institution – in the enviable position of having a well-established online model in place. The OU model is to produce materials delivered in book and website form, and to combine these with small group provision, enabling students to work with a tutor in a group of approximately 20 students, including the option to attend group sessions online or, pre-pandemic at least, in person. While most materials are provided in written format (print or on screen), audiovisual materials (interviews, talks and short films) are becoming increasingly important.
However, while certainly in a better position than ‘bricks and mortar’ universities, the OU was not immune to the negative impact of the social restrictions imposed as a reaction to the spread of Covid-19. This was in part because, although the OU's teaching model was only minimally disrupted by the pandemic (though face-to-face events of course ceased), the restrictions had an impact on the lives and study/work patterns of its staff and students. A survey by Aristeidou and Cross (2021) of 550 OU undergraduate students across disciplines found – perhaps unsurprisingly – that many reported participating less frequently in online tutorials and forums as a result of Covid, which the researchers attribute to increased caring and employment responsibilities as well as other life difficulties. Interestingly, OU students who interacted less frequently with peers and educators experienced a greater negative impact on their learning. The experience of the OU during the pandemic restrictions highlights the complexity of designing and delivering online education.
The restrictions imposed by the Covid-19 pandemic from early 2020 prompted a sector-wide revolution as lecturers moved rapidly to deliver their modules online. This shift was followed by a proliferation of online resources for teachers, including a range of online courses providing ‘quick tips’ and techniques for online teaching. In the long term, the pandemic has accelerated a change already underway in higher education (HE) and one which is particularly felt in Applied Linguistics as changes in ways of communicating affect both the means and object of study. This edited collection steps back from the initial rush to help lecturers consider the implications of shifting teaching online and reflect on the theories and principles that underlie online teaching and learning. All chapters are illustrated with practical examples from applied linguistics courses ranging from first year undergraduate to Masters level, and readers are invited to apply and adapt these ideas to their own educational contexts. Written by university teachers based in the School of Languages and Applied Linguistics at The Open University, with considerable experience in online teaching and learning, the book covers a range of topics including blended learning, online social presence, dialogic learning, critical digital literacies, and the role of English language studies as a vehicle for supporting students’ development as language users in the digital age. Whilst the book aims to be a source of ideas and practical advice for all HE lecturers, it does not assume access to particular technologies or platforms but focuses instead on opening up a space for the discussion and application of general principles of online teaching and learning. The book enables HE teachers in applied linguistics (and related fields) to develop their online learning strategies and reflect on their developing practice in order to fully embrace the affordances of online education
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
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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