1,720,989 research outputs found
Method or Madness? Textual analysis in media studies
No full textScholarly analyses of media have tended to view the media text (e.g. film / programme / article) as the logical site of enquiry. However, this focus on the text has often resulted in a privileging of the text as the locus of meaning. The validity of textual analysis as a research method has increasingly been called into question due to the influence of poststructuralist theories and the critique of textually-based research emerging from the ‘new audience studies’. In this paper I examine the debates surrounding texts, audiences and meanings from a poststructuralist perspective. I argue that the rethinking of subjectivity achieved by discourse theory provides the key to a new conception of textual analysis, which remains a vital and rewarding approach to the study of media and culture
Online Attention to Digital Humanities Publications (#DH2014 poster)
No full text This is the source dataset for Priego, Ernesto; Havemann, Leo; Atenas, Javiera (2014): Online Attention for Digital Humanities Publications (#DH2014 poster). figshare. http://dx.doi.org/10.6084/m9.figshare.1094345 This dataset is based on an original report obtained with the Altmetric Explorer on April 23 2014. More recent reports are likely to vary. The original Altmetric Explorer data export was refined, modified and edited by Ernesto Priego, Leo Havemann and Javiera Atenas. This version might not reflect the latest versions used by the authors, and further refining might be required. This poster was presented in the Digital Humanities 2014 conference, Lausanne, Switzerland, July the 10th 2014, 2:00pm - 3:30pm. If you use, share or refer to this data please use the citation information above. This dataset is shared under a CC-BY license.  
Creative uses of Moodle?
No full textWorkshop led by Leo Havemann, Learning Technologist, Birkbeck, at Moodle User Group for Greater London (MUGGL), 18 July 2012
Open data as open education
No full textDavid Kernohan interviews Javiera Atenas and Leo Havemann on the theme of Open Data as Open Educational Resources, for OpenCon Community Webcasts series
Special blend: developing a model for technology-enhanced, flexible learning
No full textA workshop presentation at HEA/SEEC Conference 2013, University of Westminster, by Leo Havemann and Liz Johnston Drew. Slides based on an original presentation developed by Joana Barros and Joanne Leal
ELESIG London: come evaluate with me!
No full textSlides of introduction and workshop activities led by Mira Vogel and Leo Havemann at ELESIG (Evaluation of Learners' Experiences of e-learning Special Interest Group) London group, second meeting, 11 November 2015, UCL
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
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Assessment, feedback and technology
No full textIn a new open access book from the Bloomsbury Learning Environment, Sarah Sherman and Leo Havemann look at the role of technology in educational assessment and what looks set to change
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
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