1,720,958 research outputs found
METHADIS : metodología para el diseño de sistemas hipermedia adaptativos para el aprendizaje, basada en estilos de aprendizaje y estilos cognitivos
Get PDF[EN]The design of Adaptative Educational Hypermedia Systems involves consideration of different aspects of both teaching and technical areas. Adaptative Educational Hypermedia Systems based on learning styles and cognitive styles have employed the use of various models and theories concerning learning styles and cognitive styles on which to base their application. Nevertheless, explicit criteria have not been used to define which theories of learning style or cognitive style are the most appropriate for given learning contexts, nor which are the most appropriate instructional strategies, fundamentally, for a defined learning goal. In order to systematize the task of designing these types of systems, a methodology has been designed for Adaptative Hypermedia Systems for learning based on learning styles and cogntive styles as a function of a learning goal, which through a sequence of steps, determines the most appropriate instructional strategies within the learning context, and based on the specific characteristics of the different users. From the technical perspective, the preceding has been materialized in the form of three models applied to the design methodology, including the domain model, the user (or student) model, and the adaptive (or teaching) model. The relations specified among these models allows choosing the methods and techniques for the most appropriate adaptation for delivering contents, information formats, and activities, as a function of the characteristics of learning styles, and the aids and options for navigation as a function of the specifics of each cognitive style.[ES]El diseño de Sistemas Hipermedia Adaptativos para el aprendizaje involucra considerar diversosaspectos, tanto pedagógicos como técnicos.Los Sistemas Hipermedia Adaptativos para el aprendizaje basados en estilos de aprendizaje o en estilos cognitivos han utilizado en su diseño distintos modelos y teorías de estilos deaprendizaje y de estilos cognitivos para basar su adaptación. Sin embargo, no se han usado o hecho explícitos criterios para definir cuáles teorías de estilos de aprendizaje o de estilos cognitivos son las más apropiadas para determinados contextos de aprendizaje, como tampoco qué estrategias instruccionales son las más adecuadas, en primer término, para el objetivo de aprendizaje definido.Con el fin de sistematizar la tarea de diseño de este tipo de sistemas, se ha desarrollado unametodología de diseño de Sistemas Hipermedia Adaptativos para el aprendizaje basados en estilosde aprendizaje y en estilos cognitivos, que en función de un objetivo de aprendizaje y medianteuna secuencia de etapas determina las estrategias instruccionales más adecuadas al contexto de aprendizaje y a las particularidades de los diferentes usuarios.Para concretar lo anterior, desde un punto de vista técnico, son tres los modelos que se incluyen enesta metodología de diseño: el modelo del dominio, el modelo del usuario o estudiante y el modelo de adaptación o enseñanza. La relación especificada entre ellos permitirá escoger los métodos y técnicas de adaptación más adecuadas para proporcionar los contenidos, formatos de información y actividades en función de las características de los estilos de aprendizaje, y las ayudas y opciones de navegación en función de las particularidades de cada estilo cognitivo
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Get PDFWe 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
METHADIS: Methodology for the Design of Adaptive Hypermedia Systems for Learning based on Learning and Cognitive Styles
Get PDFSe analiza METHADIS, metodología para el diseño sistemas hipermedia adaptados a la enseñanza basada en los estilos de enseñanza y en los modelos cognitivosThe design of eLearning systems aimed at personalizing the learning process, and which are based on given learning and cognitive styles, implies, from the teaching perspective, a need for evaluating potential teaching environments adapted to the preferences and forms of information processing of the students. In order to systematize this task, we have developed a methodology METHADIS which, based on a leaning objective, and by means of following a sequence of steps, determines instructional strategies custom-design for the specific needs of different users. Thus the contents, information formats, and activities are presented as a function of the learning styles; the helps and navigational options are given as a function of the specifics of each cognitive style. METHADIS was applied to a case of study where performance was compared between students in an experimental group which interacted with a hypermedia system design using this methodology and that of a control group
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