1,721,050 research outputs found
A model for sense-making : exploring why in the context of learning and knowing
No full textThis paper outlines a working hypothesis that models the “problem space” spanning e-learning and knowledge management in simple terms. It does this by placing emphasis on the interrelationships between learning, knowing, and thinking within the context of a set of “primitive” questions: Who, What, When, Where, How, Why, and If. Particular attention is placed upon Why questions. By concentrating on these primitive questions it is anticipated that a certain degree of simplicity can be achieved in the model while not masking the richness and complexity that must be accommodated. It is proposed that such a model might inform the design and implementation of ICT systems that support e-learning and the creation and management of knowledge
Opening digital learning to deeper inquiry
No full textThis chapter presents an historical narrative on the recent evolution of information and communications technology (ICT) that has been, and is, utilized for purposes of learning. In other words, it presents an account of the development of e-learning supported through the Web and other similar virtual environments. It does not attempt to present a definitive account; as such an exercise is fraught with assumptions, contextual bias, and probable conjecture. The concern here is more with contextualizing the role of inquiry in learning and the evolving digital tools that enable interfaces that promote and support it. In tracking this evolution, both multi-disciplinary and trans-disciplinary research has been pursued. Key historical developments are identified as well as interpretations of the key drivers of e-learning over time and into what might be better described as digital learning. Innovations in the development of digital tools are described as dynamic and emergent, evolving as a consequence of multiple, sometimes hidden drivers of change. But conflating advancements in learning technologies with e-learning seems to be pervasive. As is the push for the “open” agenda – a growing number of initiatives and movements dominated by themes associated with access, intellectual property, public benefit, sharing and technical interoperability. Openness is also explored in this chapter, however, more in terms of what it means when associated with inquiry. By investigating opportunities for the stimulation and support of questioning online – in particular, why-questioning – this chapter is focused on “opening” content – not just for access but for inquiry and deeper learning
Empowering learning designers through design thinking
No full textThe COVID-19 crisis has compelled universities world-wide to make urgent and unexpected changes in the delivery of education. Transitioning from face-to-face to online teaching has presented a major challenge for some. Given the content is provided by the content experts (university teachers), a question arises whether the learning designers are ready for this challenge and can align their expertise to the requirements triggered by the pandemic. Learning designers need to have skills that can connect learning objectives and activities to changing contexts and changing stakeholder needs. Design thinking is proposed as a useful strategy which learning designers can use to address these challenges. This session will use action research and involve attendees in questioning how design thinking may support academics and learning designers in providing better experiences for learners
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
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
Theorizing why in e-learning – a frontier for cognitive engagement
No full textAsking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications technology (ICT), sophisticated tools that directly support this basic act of learning appear to be undeveloped, not yet recognized, or in the very early stages of development. Why is this so? To this question, there is no single satisfactory answer; instead, numerous plausible explanations and related questions arise. After learning something, however, explaining why can be revealing of a person’s understanding (or lack of it). What then differentiates explanation from information; and, explanatory from descriptive content? What ICT scaffolding might support inquiry instigated by why-questioning? What is the role of reflective practice in inquiry-based learning? These and other questions have emerged from this investigation and underscore that why-questions often propagate further questions and are a catalyst for cognitive engagement and dialogue. This paper reports on a multi-disciplinary, theoretical investigation that informs the broad discourse on e-learning and points to a specific frontier for design and development of e-learning tools. Probing why reveals that versatile and ambiguous semantics present the core challenge – asking, learning, knowing, understanding, and explaining why
A model for exploring a broad ecology of learning and knowing
No full textThis paper proposes a model that can be used to inform a strategic approach for the design, development, implementation and application of e-learning standards. It presents a working hypothesis that models the “problem space” spanning e-learning and knowledge management in holistic, but simple terms. It does this by placing emphasis on the interrelationships between learning, knowing, and thinking within the context of a set of “primitive” questions: Who, What, When, Where, How, Why, and If. As such, it suggests a broad “ecology” of context. By concentrating on these primitive questions a degree of simplicity can be achieved while not masking the richness and complexity that must be accommodated. This approach highlights opportunities for future design and implementation of ICT systems developed to support learning and the creation and management of knowledge. Particular attention is placed upon Why questions as pivotal to sense-making
Cognitive engagement and questioning online
No full textThis chapter discusses a range of issues associated with supporting inquiry and deep reasoning while utilising information and communications technology (ICT). The role of questioning in critical thinking and reflection is considered in the context of scaffolding and new opportunities for ICT-enabled scaffolding identified. In particular, why-questioning provides a key point of focus and is presented as an important consideration in the design of systems that not only require cognitive engagement but aim to nurture it. Advances in automated question generation within intelligent tutoring systems\ud
are shown to hold promise for both teaching and learning in a range of other applications. While shortening attention spans appear to be a hazard of engaging with digital media cognitive engagement is presented as something with broader scope than attention span and is best conceived of as a crucible within which a rich mix of cognitive activities take place and from which new knowledge is created
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe 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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