1,721,041 research outputs found
Special issue on "Collaborative Face-to-Face and Computer Supported Problem Solving in Classroom"
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Editorial to the Special Issue Collaborative Face-to-Face and Computer Supported Problem Solving in Classroom
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Integrating educational and ICT innovations: a case study of master course
No full textThe paper explores the effectiveness of a new computer-supported collaborative problem solving educational approach in higher education at a master’s course level. After outlining the technological and pedagogical characteristics of a new digital cooperative environment, as well as the constructivist, learner-centered philosophy of the Daosan Master (Management of Health-care Services) at the University of Salerno, the integration of the educational approach and the technological support is reported and discussed in an exploratory case-study. The authors show that a large number of post-graduate students have been able to participate in a dense collaborative problem solving activity within a relatively short lesson period, working and reflecting on a real problem of healthcare management. This indicates that the experience is effective in fostering reflexivity, collaboration and situated learning in management training
Smiling:Positive and Negative Emotions, Personal and Social Attitudes
No full textHuman smiling has many meanings and functions. In this paper we describe the main components of smiles which are supposed to represent either positive or negative emotions as well as social attitudes. The studies of the French anatomist Duchenne, and the descriptions of Ekman and Friesen are presented here together with a series of studies we have made over many years. Emotional and social aspects of human smiling are discussed not necessarily in terms of opposition but in a new light which takes into consideration part of smiling expression within the realm of a multipurpose meaning of human smiling. According to our point of view adaptive and communicative needs which are often behind smile expressions can belong to a common milieu that can be predictive of social behaviours and rules as well as individual differences according to different cultural contexts
Educational Self. A fruitful idea?
Full text linkThe school is the first and one of the most significant experiences in the individual's life outside the family. It is thus not exaggeration to say that the history of educational experiences plays a crucial role in the construction of the Self (Bruner, 1996). Every educational institution is the expression of a given culture and will tend to transmit, reproduce and cultivate knowledge, beliefs, norms of conduct and even emotions on the basis of which students interpret the natural and social world. Even the idea of Self, with its limits and characteristics, is typical of a given culture. School therefore contributes to the formation of the student's Self in such a way as to fit with the cultural requirements: for instance, the emphasis on the values of individuality rather than affiliation, the role of agency and individual effort rather than cooperation, etc. (Bruner, 1996). This is the starting point of the reflection that led to the idea of Educational Self, introduced and theoretically developed in this chapter, considered as a specific dimension of the Self, a regulatory process emerging from the experiencing of the I-Other relationship (Bakhtin, 1986) in the educational context (Iannaccone & Marsico, 2007).
Twentieth century psychology has often adopted the Self and the Identity as important objects of study (Holland & Lachicotte, 2007). The relationship between Self and Identity, their development, stability and consistency and their nature of social and cultural objects have been stressed from different perspectives by Baldwin (1898), Erikson (1980), Mead (1934) and Hermans (1996) to mention but a few authors. Although these scholars have provided different definitions of Self and Identity, considering them sometimes as separated entities and sometimes as synonyms, some shared ideas can be understood as basic dimensions of the Self. First, the Self is a sense of consistency and awareness, a process rather than an “entity” located somewhere “inside” the person. Second, the Self is related to the symbolic nature and the semiotic activity of human beings. With respect to the social experiences of the individual, the Self can be considered an dynamical organisation of the various identities of the person. These identities are made up of an internalised set of meanings, knowledge, concepts, beliefs attached to the person's role in the network of social relationships in a given context and at a given moment of his/her life (Stryker, Owens, & White, 2000; Tajfel, 1981). Starting from these general remarks, we will now focus on a specific topic: the socio-genesis of Self, the relevance of school experiences in the emergence of Self and the contribution of these experiences to the definition of lifespan identity
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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