1,720,967 research outputs found
Introduction: Creating Design Knowledge in Educational Innovation
No full textHow can educational researchers, designers, teachers, and other innovating practitioners make outcomes of educational research and innovation projects scalable, readily applicable in educational design and impactful on practice? Methodological “know-how” that is theoretically robust and grounded in research and design experiences is needed. This book is written for educational researchers, research and postgraduate students, innovation designers, learning designers, leaders of education innovation teams and other practitioners who aim to produce and apply design knowledge that is robust, grounded in research, and practically useful as a part of diverse research and innovation projects. This introductory chapter elaborates on the scope and aims of the book, outlines the historical context and defines key concepts. It provides an overview of the theoretical, methodological, and practical issues faced in creating design knowledge and highlights current challenges and debates. To help the reader navigate, the chapter ends with an overview of the four sections of the book: (1) Theoretical foundations, (2) Methodological approaches, (3) Design knowledge in practice, and (4) Future directions
Creating design knowledge:Future directions
No full textHow is design knowledge created and used in educational innovations? Where is the field now? What are the overlooked areas? What are the next steps for moving the field forward? How can ideas from diverse fields inform the creation, representation, and use of design knowledge to produce more impactful and scalable principled practical knowledge for educational design? This chapter synthesises critical ideas discussed in the book, focussing on unsolved theoretical, methodological and practical questions, and charts future research directions. It concludes that the field is characterised by complexity and plurality, with diverse and fast-changing terminologies, conceptualisations, methodologies, and practices. Consequently, standardisation and simplification are neither feasible nor desirable. Instead, knowledge tools that help researchers and practitioners understand the field and make informed choices are needed
Co-designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design
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Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
No full text“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
No full textWe 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
Designing for Interdisciplinary Teaching and Learning in Higher Education: A Phenomenographic Study of Course Leaders’ Experiences
No full textInterdisciplinarity has become a core aim of many universities, resulting in the expansion of
interdisciplinary courses that prepare students to live and work in a world marked by increasing
complexity, uncertainty, and rapid technological advancement. However, there remains limited clarity
and agreement on the meanings, purposes, and practices of interdisciplinary education. This thesis
identifies and maps out the variation in the understandings, conceptions, and experiences of
designing for interdisciplinary teaching and of 23 course leaders—academics who made substantial
intellectual contributions to the conceptualisation, creation, design, redesign, or enactment of
interdisciplinary courses.
The thesis investigates: (1) how course leaders understand interdisciplinarity, (2) how they conceive
of its purpose in interdisciplinary education, (3) how they approach interdisciplinary teaching and
learning in their course designs, (4) how they experience educational design processes, and (5) how
they experience their institutional environment when developing and sustaining interdisciplinary
courses. Together the outcomes contribute in ways that synthesising individual accounts of practice
synthesis approaches cannot, showing the relationships between course leaders’ different ways of
experiencing.
The thesis shows that designing for interdisciplinary teaching and learning was experienced as
collaborative, knowledge-centred, characterised by ongoing learning, plural, situated, and
challenging. These outcomes highlight the importance of informal collegial networks, research on
design practices, and conceptualising design work as knowledge work. It further discusses the
potential of interdisciplinary design practices to contribute to disciplinary education and to shape their
institutional environments. This thesis can be of use to interdisciplinary course leaders and others
responsible for creating and sustaining interdisciplinary courses and programmes in universities
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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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