1,720,961 research outputs found
Platformization of Third Digital Spaces During the COVID-19 Emergency : A Research in Higher Education in Italy
No full textCommunication in the interactive environments of digital platforms can enable informal exchanges between faculty and students that go beyond teaching activities. The online contacts through G-Meet, Teams, Zoom, or WhatsApp, and Telegram profiles between faculty and students that became widespread during the pandemic are now considered to be common social practice, promoted by the high usability of these platforms. However, the design and operation of digital platforms are not neutral and influence teaching activities by creating what are called third spaces. 16 university lecturers were involved in the research through in-depth interviews, while 12 of them were involved through focus groups. Moreover, we also interviewed 32 students. Our participants were from different Italian universities. We investigated what kind of relationships can be established on digital platforms, based on our participants’ experiences. The results of this research show that these third digital spaces are used as an alternative to physical spaces, but they present some differences. In addition, it emerges that the communicative style remains formal within an open dialectic between technological affordances and forms of resistance requiring separation between personal and professional dimensions
La fiducia nella relazione educativa tra docenti e studenti universitari nei terzi spazi digitali = The educational relationship between lectures and university students in third digital spaces
No full textUna forte espansione delle pratiche digitali ha accompagnato l’emergenza pandemica, anche
in ambito formativo. Questo rapido mutare di una società sempre più digitale implica l’esigenza
di ripensare il modo in cui educazione e formazione sono progettate nei vari ambiti disciplinari
(European Commission, 2020), prendendo in carico le opportunità delle nuove tecnologie
digitali e i cambiamenti che esse favoriscono. Vivere e lavorare in condizioni digitali
contribuisce, per esempio, a modificare le relazioni di fiducia (Blöbaum, 2021). La fiducia è
un elemento importante nelle pratiche educative (Cavalli, 2009) e nell’agire sociale, poiché
attenua il timore per i rischi, controlla l’incertezza, apre verso l’altro (Giddens, 1990; Luhmann,
1989). Il nostro contributo si focalizza su alcuni aspetti che nel contesto universitario
italiano caratterizzano la relazione tra docenti e studenti nei terzi spazi digitali (Potter &
McDougall, 2017), con l’obiettivo di evidenziare elementi significativi ai quali indirizzare
l’attenzione nel mutamento in atto e, in particolare, nella costruzione della relazione di fiducia.
I dati provengono da interviste in profondità eseguite a 32 studenti e a 15 docenti universitari
nell’ambito di una ricerca condotta dall’Istituto Universitario Salesiano di Venezia in
collaborazione con l’università di Padova tra marzo 2021 e marzo 2022, con l’obiettivo di
indagare come i collegamenti tra docente e studente all’interno dei terzi spazi modificano il
rapporto didattico e il rapporto di avvicinamento docente-studente in un contesto sempre più
partecipativo, orizzontale e ibrido. In aggiunta alle interviste sono stati coinvolti 13 docenti in
due focus group per indagare che tipo di relazioni si possono instaurare sulle piattaforme
digitali e, in particolare, come una vicinanza digitale informale tra docenti e studenti possa
influenzare le relazioni di fiducia nella comunicazione didattica.A strong expansion of digital practices has accompanied the pandemic emergence, also in
education. This rapid change in an increasingly digital society implies to rethink the way
education and training are designed in the various subject areas (European Commission, 2020),
taking into account the opportunities of the new digital technologies and the changes they foster. Living and working in digital conditions contributes, for example, to changing
relationships of trust (Blöbaum, 2021). Trust is an important element in educational practices
(Cavalli, 2009) and in social action, since it mitigates fear of risks, controls uncertainty, opens
towards the other (Giddens, 1990; Luhmann, 1989). Our contribution focuses on some aspects
that in the Italian university context characterise the relationship between teachers and students
in third digital spaces (Potter & McDougall, 2017), with the aim of highlighting significant
elements to which to direct attention in the change underway and, in particular, in the
construction of the relationship of trust. The data come from in-depth interviews carried out
with 32 students and 15 university lecturers as part of a research project conducted by the
Salesian University Institute of Venice in collaboration with the University of Padua between
March 2021 and March 2022, with the aim of investigating how the links between lecturer and
student within third spaces modify the teaching relationship and the teacher-student
relationship in an increasingly participatory, horizontal and hybrid context. In addition to the
interviews, 13 lecturers were involved in two focus groups to investigate what kind of
relationships can be established on digital platforms and, in particular, how informal digital
proximity between lecturers and students can influence relationships of trust in teaching
communication
L’offerta formativa universitaria tra competenze professionali e sviluppo della soggettività degli studenti : il caso di due corsi di laurea nell’ambito delle Scienze della comunicazione = University education between professional skills and the development of students' subjectivity : the case of two degree courses in communication sciences
No full textIl percorso formativo universitario è pensato, da una parte, come contributo allo sviluppo delle soggettività (Biesta, 2017) e, dall’altra parte, come risposta alle varie istanze di stakeholders, territori, settori lavorativi e, in generale, economia di mercato (De Feo & Pitzalis, 2017). Questo doppio ruolo dell’università è confermato da quanto emerge da 35 interviste in profondità somministrate, nell’ambito di una ricerca-azione, a docenti di due corsi di laurea in ambito comunicativo di un istituto universitario presente da 13 anni sul territorio italiano, caratterizzato proprio da uno sfaccettato intersecarsi con il mondo delle professioni. A partire dunque dal nostro particolare contesto di ricerca e da una prospettiva critica che fa riferimento al contributo bourdesiano alla riflessione sull’istruzione, questo lavoro ambisce a dare spunti per il superamento della dicotomia tra competenze pratiche e conoscenze teoriche alla luce delle sfide ambientali, economiche, democratiche e tecnologiche che l’università si trova ad affrontare
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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