1,721,326 research outputs found
Students as collaborators
No full text“For many years, the methods of teaching and learning have remained relatively unchanged, with teachers bestowing knowledge to their students in a one-way hierarchical approach to learning” (Dianati & Oberhollenzer, 2020:np). Whilst interest in active learning focusses attention on students “engaging with the content […] in any way that can promote active thought” (Gifkins, 2015:1), it does not aim to “[challenge] traditional assumptions about the identities of, and relationships between, learners and teachers” (Mathews, 2017:np). In this chapter, three ‘students’ from different disciplines (who are also early-career lecturers taking a related course) and one ‘lecturer’ explore their experiences of working together to create learning and teaching.Focus on student engagement in universities can be characterised as a continuum: from students-as-receiver; to students-as-consumer; students-as-partners; and students-as-producers. Whereas students-as-receiver views students as empty vessels, students-as-producer highlights the variety of experiences and knowledge that students bring to the learning table encouraging them to drive their own learning. Towards each pole end of this continuum, student-lecturer relations differ – from ‘master-apprentice’ to collaborators in the egalitarian pursuit of knowledge.Immersed in practices in the module as well as in our own teaching, in this chapter we discuss what student-as-producers can mean, what it involves, and the challenges for ‘us-as-lecturers-and-students’, relating to Barnett’s (2007) epistemological, practical, and pedagogical risks. For Neary (2020) this can be summed up as ‘unlearning’. We track our experiences of this through three key themes: values; roles and interaction; and, the creativity of the affective domain in learning and teaching; and, offer a practical framework to support implementation of student-as-producer influenced by problem-based learning. This creative interdisciplinary student-led framework, named ‘The Triple ‘P’’, offers the iterative process of exposing a problem, probing the implications and attempting to solve, then presenting progress. Not only is this designed to support students in their current learning activities, but it also provides them with a framework for future development, recognising that learning is for life not just for a degree. In this chapter we describe how we applied this to teaching practice to support creativity and encourage student engagement in their own education, together with our own learning along the way.ReferencesBarnett R. (2007) A will to learn: being a student in an age of uncertainty. Maidenhead: SHRE and Open University PressDianati S. & Oberhollenzer Y. (2020) Reflections of Students and Staff in a Project-Led Partnership: Contextualised Experiences of Students-as-Partners. International Journal for Students as Partners Vol. 4, Issue 1. May [online]. Available from: https://mulpress.mcmaster.ca/ijsap/article/view/3974 Ellsworth E. (1989) Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, August, 59:3, pp.297-324<br/
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
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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