1,720,999 research outputs found
What's working? Informing education theory, design and practice through learning environment evaluation.
No full textThese proceedings report on events that occurred on the 3rd of June 2016 at the University of Melbourne, when post-graduate researchers from Australia, the Philippines, Taiwan and New Zealand gathered to share their developing knowledge of innovative learning environments. The event, focussed on the evaluation of learning spaces, encompassed a broad interpretation of the purpose and process of effective evaluation. The twelve papers represented pioneering thinking on this critical topic
Terrains 2015 Mapping Learning Environment Evaluation Across the Design and Education Landscape
Full text linkTerrains, as its name suggested, was a cartographic examination of learning environment evaluation. It invited all higher-degree students working in learning environments to assemble and present a short synopsis of their research. Through the careful sequencing of papers, and input after each paper by expert interlocoteurs, Terrains explored how this research addressed evaluation of such spaces, and how this constituted a map of current thinking in learning environment evaluation. As such, Terrains was a working symposium, with new knowledge being generated from the exchange of ideas occurring around each presentation
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
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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
Changing Practice in Innovative Learning Environments: What's Working?
Full text linkTwo recent influences on the development of school learning environments in New Zealand have been the Christchurch earthquakes and the New Zealand Ministry of Education’s ten-year property strategy. Following the 2011 Christchurch earthquakes, the New Zealand government embarked on an ambitious plan to regenerate 115 schools with an overall investment exceeding NZ$1.1 billion. One of the opportunities provided by the Greater Christchurch Renewal programme was that of rebuilding the schools, not as they were before the quakes, but as ‘Innovative Learning Environments’ (ILEs) – also variously described as open, flexible, collaborative or new generation learning environments. Simultaneous to the reconstruction and remodelling of the Christchurch education network, the New Zealand Ministry of Education has been prioritising the construction of innovative learning environments to ensure school property is ‘fit for purpose’. The building of ILEs will continue to be a high priority over the coming years, with the Ministry’s policy being that if schools lack “the range and quality of teaching spaces needed to support educational outcomes, they will need to upgrade these spaces before they undertake other projects” (2011, p. 13). One of the key challenges presented by both the Christchurch rebuild and the Ministry’s 10-year property strategy is transitioning the teaching workforce from working primarily in industrial-era classroom spaces into new, open, flexible, collaborative ILEs. This paper describes the approach – methodology and methods – being taken by the author to researching the process of school leaders leading the implementation of innovative learning environments in these schools, with a particular focus on change leadership
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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