1,720,955 research outputs found
Plataformización educativa con IA Generativa: Impactos en la autonomía docente
Get PDFThe accelerated growth of generative artificial intelligence (GAI) platforms in the educational field demands a critical analysis of their impact on teacher autonomy. This study aims to investigate how these technologies influence teachers’ pedagogical freedom and to propose strategies for their ethical, conscious, and strategically aligned use in contemporary educational practices. The research adopted a qualitative, exploratory approach, supported by an analytical framework developed and validated through a focus group with experts in digital technology-mediated education. The results show that although the platforms analyzed — Teachy, MagicSchool and PlanIt Teachers — offer innovative features for lesson planning, activities, and assessments, their uncritical use may compromise teachers’ creativity and professional independence. The findings reveal that relying on automatically generated responses from GAI tends to restrict pedagogical decision-making, subordinating teachers to algorithmic logic that is often biased, technical, and non-transparent. The discussion highlights the risk of diminishing teacher agency and emphasizes the need to develop Prompt Engineering as a key competency to maintain professional autonomy. The study concludes that mastering this skill allows teachers to consciously configure their interactions with platforms, enhancing their control over pedagogical processes. Thus, GAI can shift from being perceived as a threat to becoming an ally of critical, creative, innovative, and contextualized educational practices.El crecimiento acelerado de las plataformas de inteligencia artificial generativa (IAG) en el ámbito educativo exige un análisis crítico de sus impactos en la autonomía docente. Este estudio tiene como objetivo investigar cómo estas tecnologías influyen en la libertad pedagógica de los docentes, proponiendo caminos para su uso ético, consciente y estratégicamente alineado con las prácticas educativas contemporáneas. La investigación se llevó a cabo utilizando un enfoque cualitativo, exploratorio, anclado en un marco analítico desarrollado y validado a través de un grupo focal con expertos en tecnologías digitales aplicadas a la educación. Los resultados indican que, si bien las plataformas analizadas —Teachy, MagicSchool y PlanIt Teachers— presentan funcionalidades innovadoras para planificar lecciones, actividades y evaluaciones, su uso acrítico puede comprometer la creatividad y la independencia docente. Se observó que la adopción automatizada de las respuestas generadas por IAG tiende a restringir la toma de decisiones pedagógicas, subordinando a los docentes a una lógica algorítmica, muchas veces sesgada y poco transparente. La discusión destaca el riesgo de reducir el protagonismo docente y la necesidad de desarrollar habilidades en ingeniería de prompt como estrategia para mantener la autonomía profesional. Se concluye que el dominio de esta habilidad permite la configuración consciente de las interacciones con las plataformas, aumentando el control sobre los procesos pedagógicos. De esta forma, la IAG puede dejar de representar una amenaza y convertirse en un aliado de la práctica docente crítica, creativa, innovadora y contextualizada
Plataformización educativa con IA Generativa: Impactos en la autonomía docente
No full textThe accelerated growth of generative artificial intelligence (GAI) platforms in the educational field demands a critical analysis of their impact on teacher autonomy. This study aims to investigate how these technologies influence teachers’ pedagogical freedom and to propose strategies for their ethical, conscious, and strategically aligned use in contemporary educational practices. The research adopted a qualitative, exploratory approach, supported by an analytical framework developed and validated through a focus group with experts in digital technology-mediated education. The results show that although the platforms analyzed — Teachy, MagicSchool and PlanIt Teachers — offer innovative features for lesson planning, activities, and assessments, their uncritical use may compromise teachers’ creativity and professional independence. The findings reveal that relying on automatically generated responses from GAI tends to restrict pedagogical decision-making, subordinating teachers to algorithmic logic that is often biased, technical, and non-transparent. The discussion highlights the risk of diminishing teacher agency and emphasizes the need to develop Prompt Engineering as a key competency to maintain professional autonomy. The study concludes that mastering this skill allows teachers to consciously configure their interactions with platforms, enhancing their control over pedagogical processes. Thus, GAI can shift from being perceived as a threat to becoming an ally of critical, creative, innovative, and contextualized educational practices.El crecimiento acelerado de las plataformas de inteligencia artificial generativa (IAG) en el ámbito educativo exige un análisis crítico de sus impactos en la autonomía docente. Este estudio tiene como objetivo investigar cómo estas tecnologías influyen en la libertad pedagógica de los docentes, proponiendo caminos para su uso ético, consciente y estratégicamente alineado con las prácticas educativas contemporáneas. La investigación se llevó a cabo utilizando un enfoque cualitativo, exploratorio, anclado en un marco analítico desarrollado y validado a través de un grupo focal con expertos en tecnologías digitales aplicadas a la educación. Los resultados indican que, si bien las plataformas analizadas —Teachy, MagicSchool y PlanIt Teachers— presentan funcionalidades innovadoras para planificar lecciones, actividades y evaluaciones, su uso acrítico puede comprometer la creatividad y la independencia docente. Se observó que la adopción automatizada de las respuestas generadas por IAG tiende a restringir la toma de decisiones pedagógicas, subordinando a los docentes a una lógica algorítmica, muchas veces sesgada y poco transparente. La discusión destaca el riesgo de reducir el protagonismo docente y la necesidad de desarrollar habilidades en ingeniería de prompt como estrategia para mantener la autonomía profesional. Se concluye que el dominio de esta habilidad permite la configuración consciente de las interacciones con las plataformas, aumentando el control sobre los procesos pedagógicos. De esta forma, la IAG puede dejar de representar una amenaza y convertirse en un aliado de la práctica docente crítica, creativa, innovadora y contextualizada
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
Evasão escolar nos cursos presenciais dos Institutos Federais de Educação, ciência e tecnologia: uma revisão sistemática da literatura entre os anos de 2019 e 2024
No full textThe article analyzes school dropout rates in the Federal Institutes of Education, Science, and Technology through a Systematic Literature Review covering the period from 2019 to 2024. Based on Edgar Morin's complex thinking, it identifies dropout as a multifactorial phenomenon, influenced by individual, internal, and external factors, requiring a broad and systemic approach. The study examines the interactions between these factors and highlights the need for public policies and strategicinstitutional practices. The results are categorized into three groups: individual factors (motivation and mental health), internal factors (pedagogical practices and infrastructure), and external factors (financial and family difficulties), which interconnect, forming a complex network of causes and consequences.O artigo analisa a evasão escolar nos Institutos Federais de Educação, Ciência e Tecnologia por meio de uma Revisão Sistemática da Literaturaabrangendo o período de 2019 a 2024. Fundamentado no pensamento complexo de Edgar Morin, identifica a evasão como um fenômeno multifatorial, influenciado por fatores individuais, internos e externos, exigindo uma abordagem ampla e sistêmica. O estudo examina as interações entre esses fatores e destaca a necessidade de políticas públicas e práticas institucionais estratégicas. Os resultados são categorizados em três grupos: fatores individuais (motivação e saúde mental), internos (práticas pedagógicas e infraestrutura) e externos (dificuldades financeiras e familiares), que se interconectam, formando uma rede complexa de causas e consequências.El artículo analiza la deserción escolar en los Institutos Federales de Educación, Ciencia y Tecnología a través de una Revisión Sistemática de la Literatura, abarcando el período de 2019 a 2024.Basado en el pensamiento complejo de Edgar Morin, identifica la deserción como un fenómeno multifactorial, influenciado por factores individuales, internos y externos, lo que requiere un enfoque amplio y sistémico. El estudio examina las interacciones entre estos factores y destaca la necesidad de políticas públicas y prácticas institucionales estratégicas. Los resultados se categorizan entres grupos: factores individuales (motivación y salud mental), factores internos (prácticas pedagógicas e infraestructura) y factores externos (dificultades financieras y familiares), los cuales se interconectan, formando una red compleja de causas y consecuencias
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
- …
