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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
Developing an understanding of the pedagogy of using a Virtual Reality Learning Environment (VRLE) to support Innovation Education (IE) in Iceland: a literature surveyInnovation Education (IE) is a new subject area in the Icelandic national curriculum. Th
No full textInnovation Education (IE) is a new subject area in the Icelandic national curriculum. The aim is to developstudents’ abilities to innovate, with a particular focus on ideation skills. A Virtual Reality Learning Environment has been subsequently developed to provide a supplementary context for teaching and learning Innovation Education with certain advantages over conventional classroom activity. This paper reports on the literature search which was conducted to support an action research project aiming to develop an understanding of an appropriate pedagogy relating to this context. The authors firstly describe the context for the research. The literature review strategy is based on the researchquestions:1. How does the use of the VRLE affect the pedagogy of developing students’ ideation skills in InnovationEducation in the Icelandic context?2. What are the key issues concerning the teacher’s role in using the VRLE for supporting students’ ideation in IE?Terminology in the area of ideation, innovation, and virtual reality learning environments is defined and relationships established. The characteristics of VRLEs are illustrated. The pedagogy used with IE in a conventional classroom setting, prior to the introduction of the VRLE, is presented. Pedagogical models on using virtual reality learning environments in school education are then explored. Many are related with Constructivism, Computer Supported Communication Learning, and Computer Mediated Communication. Principles are identified and contrasted with IE pedagogy as it stood before the introduction of the VRLE and subsequently with its use. Conclusions are drawn enabling the authors to conduct an action research phase of the project in which the VRLE was used by teachers and pupils in Icelandic schools
Revisiting sloyd：curriculum development of design and craft in Iceland : sloyd pedagogy as the basis for design and craft education in Iceland
Get PDF2013-10-31Sloyd pedagogy was established in Iceland towards the end of 19 century, as the basis of Craft education. It was aimed at general education, with a pedagogical framework based on the pedagogy of Nordic Sloyd. Various curricula focusing on Sloyd pedagogy were developed until 1999, when the discipline was re-established as a new technological subject based on technological literacy, innovation and design. The new subject was named Design and Craft. It was influenced by the national curricula of New Zealand, Canada and England. Design and Craft education is compulsory for grades 1- 8 (ages 6-13), but is optional for grades 9-10 (ages 14-15). In Design and Craft, students base the generation of ideas and design on authentic problems and fashion their artefacts from resistant materials. The design systems are based on electronic circuits, mechanisms, pneumatics and structures. Sloyd pedagogy is still an important aspect of the subject: it has been developed and remains the basis of the curriculum. In 2013, a new curriculum for Design and Craft was established, with an increased focus on Sloyd pedagogy. This curriculum seems to have generated a new debate about the value of Sloyd pedagogy in general education. The article describes the establishment of Craft education in Iceland and how Sloyd pedagogy has developed within the subject area, since its inception.departmental bulletin pape
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
Examining Teaching Practises in Design and Craft Education in Iceland
Get PDFThis article reports a survey which aimed to examine the present situation in Design and Craft Education (D&C) in Iceland in terms of teachers’ general standing and their teaching inside the Icelandic elementary schools. A questionnaire was sent to 170 D&C teachers in Icelandic elementary schools. The questionnaire was completed by 101 teachers, and the response rate was 59.4%. The main research questions were:
1. What are the most common methods for teaching D&C?
2. How do D&C teachers utilise the Icelandic National Curriculum?
3. How could the teaching better meet students’ individual needs?
Data were collected using an online questionnaire that was distributed to D&C teachers in all elementary schools in Iceland. Findings showed that D&C teachers base their teaching mainly on direct instruction, but also use verbal explanation, practical demonstration and discussion with students during their work. The teachers were quite satisfied with their methods of teaching and were not willing to make dramatic changes. Nevertheless, they were interested in improving outdoor education, field trips and the use of information and communication technology (ICT) in their classrooms. Most of the teachers used the national curriculum for planning their teaching, but generally only at the start of the school year. The research indicates the importance of improving the teachers’ practices in order to strengthen the subject’s status inside the Icelandic school system. This could be done via in-service teachers’ courses and seminars with teachers discussing the outcomes of the research
The Importance and Benefits of Practicing Craft
No full textThis articles looks for value in craft. Not so much value in the industrial sense; money, time and effort but from a individual perspective; community, companionship, self-discovery and joy. Craft is more than just a final product, the true worth of it can be found in its process; time invested in learning the skills, building the communities, creating an object warm from human touch. The customer is bored of owning mass produced identical objects, instead they are searching for a connection with the maker. By identifying both professional and amateur craftsmen, the authors search for sense of value from them in terms of motivation for crafting, their interactions and community spirit, and their connections with their creations (Hackney, 2013)
Revisiting sloyd：curriculum development of design and craft in Iceland : sloyd pedagogy as the basis for design and craft education in Iceland
No full textSloyd pedagogy was established in Iceland towards the end of 19 century, as the basis of Craft education. It was aimed at general education, with a pedagogical framework based on the pedagogy of Nordic Sloyd. Various curricula focusing on Sloyd pedagogy were developed until 1999, when the discipline was re-established as a new technological subject based on technological literacy, innovation and design. The new subject was named Design and Craft. It was influenced by the national curricula of New Zealand, Canada and England. Design and Craft education is compulsory for grades 1- 8 (ages 6-13), but is optional for grades 9-10 (ages 14-15). In Design and Craft, students base the generation of ideas and design on authentic problems and fashion their artefacts from resistant materials. The design systems are based on electronic circuits, mechanisms, pneumatics and structures. Sloyd pedagogy is still an important aspect of the subject: it has been developed and remains the basis of the curriculum. In 2013, a new curriculum for Design and Craft was established, with an increased focus on Sloyd pedagogy. This curriculum seems to have generated a new debate about the value of Sloyd pedagogy in general education. The article describes the establishment of Craft education in Iceland and how Sloyd pedagogy has developed within the subject area, since its inception
INNOVATION AND PRACTICAL USE OF KNOWLEDGE IS A WAY TO FUTURE EDUCATION
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