1,721,055 research outputs found
Formazione continua e apprendimento permanente nelle Università italiane. Un’indagine esplorativa
No full textThe study investigates the role and commitment of Italian Universities in pursuing Goal 4 of the 2030 Agenda. In particular, it focuses on the continuing education and lifelong learning courses provided by Universities to highlight critical issues and opportunities in a perspective of quality education for all at all ages
Raising Awareness Of Students' Professional Identity. An Online Internship Path For Future Educators At The University Of Catania
No full textThe Covid-19 pandemic has drastically changed the educational systems at all levels, demanding rapid adaptation to emergency remote learning. The closure of many educational centres and the restrictions resulting from the spread of the virus have therefore required the need to rethink internship activities. The universities are forced to switch from their pre-planned “face-to-face” model to alternative models, mainly on-line, to allow the students to experience their future work settings and to encourage reflective thinking about the internship experience. The abstract presents an online trainership proposal designed and tested by the Degree Course in Educational Sciences (L-19) of the University of Catania. The design of the activities was mainly guided by the idea of self-directed learning, aimed at raising awareness of professional identity of students, through reflective and self-guided practices. More specifically, three courses have been designed: for early childhood educators, for community educators and for prison educators. Although the professional profiles are different, each path is divided into 4 modules that aim to promote analysis, planning and reflective skills. Activities are related to knowledge of the national and regional legislation, to analysis of case studies related to educational planning, to video analysis of educational contexts. The last module is aimed at producing graphic or video material regarding their professional identity as educators. Through the use of the Eduflow platform, 170 students were initiated on the online path from January to March 2021. The contribution presents the results of the final survey of the participants' perception of the effectiveness and functionality of the on line module. The data allow us to detect critical issues, but also the potential of a possible self-directed path device that allows students to learn how to manage themselves in their professional development
Commercially Available Head-Mounted Displays Are Unsuitable for Augmented Reality Surgical Guidance: A Call for Focused Research for Surgical Applications
Full text linkRaising Awareness of Students’ Professional Identity. An Online Internship Path for Future Educators at the University of Catania
No full textThe COVID-19 pandemic has drastically changed the educational systems at all levels, demanding rapid adaptation to emergency remote learning. The closure of many educational centres and the restrictions resulting from the spread of the virus have therefore required the need to rethink internship activities. The universities are forced to switch from their pre-planned ‘face-to-face’ model to alternative models, mainly on-line, to allow the students to experience their future work settings and to encourage reflective thinking about the internship experience. The abstract presents an online internship proposal designed and tested by the Degree Course in Educational Sciences (L-19) of the University of Catania. The design of the activities was mainly guided by the idea of self-directed learning, aimed at raising awareness of professional identity of students, through reflective and self-guided practices. More specifically, three courses have been designed: for early childhood educators, for community educators and for prison educators. Although the professional profiles are different, each path is divided into 4 modules that aim to promote analysis, planning and reflective skills. Activities are related to knowledge of the national and regional legislation, to the analysis of case studies related to educational planning, to video analysis of educational contexts. The last module is aimed at producing graphic or video material regarding students’ professional identity as educators. Through the use of the Eduflow platform, 143 students accomplished their online path from January to March 2021. The contribution presents the results of the final survey of the participants’ perception of the effectiveness and functionality of the on-line module. The data allow us to detect critical issues, but also the potential of a possible self-directed path device that allows students to learn how to manage themselves in their professional development
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
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