1,721,928 research outputs found
Integratie van Vlaamse hogescholen in de werking van VLIR-UOS: naar meer participatie gericht op complementariteit en synergie
No full textHet Vlaams hoger onderwijs en het federaal beleid voor ontwikkelingssamenwerking veranderen bijzonder snel. In het hoger onderwijs was de afronding van het debat over de academisering van groot belang. De oprichting van de Vlaamse universiteiten en Hogescholen Raad (VLUHR) kan op termijn belangrijke gevolgen hebben voor de context van de universitaire ontwikkelingssamenwerking in Vlaanderen. Met de minister van Ontwikkelingssamenwerking ondertekende de Vlaamse Interuniversitaire Raad (VLIR) een akkoord over de toekomst van de universitaire ontwikkelingssamenwerking. Ankerpunt van het nieuwe beleid is dat de samenwerking vanaf 2013 wordt geconcipieerd en uitgevoerd vanuit een landenstrategie. Het nieuwe beleid van landenstrategieën vertrekt primair van de ontwikkelingsnoden van partnerlanden en biedt voor VLIR�?UOS de mogelijkheid om ook het specifieke en praktijkgerichte aanbod en potentieel van de hogescholen te betrekken. Dit biedt aan VLIR�?UOS een opportuniteit om zijn huidige naam en opdracht te herdefiniëren. De Vlaamse hogescholen hebben erg verscheiden activiteiten voor ontwikkelingssamenwerking. Daarom formuleert de studie concrete vragen naar VLIR�?UOS toe. Een vraag is om de oefening te maken om de automatische koppeling van beurzen aan gefinancierde opleidings-programma’s te verlaten. Een verdere vraag is om alle programma’s en budgetlijnen open te stellen voor hogescholen en universiteiten, en om de finaliteit van de programma’s niet te beperken tot enkel academisch wetenschappelijk onderzoek, maar dat ook onderwijs, praktijkgericht onderzoek en maatschappelijke dienst-verlening de nodige aandacht krijgen. Bovendien blijken hogescholen met een rijk geschakeerd arsenaal aan partners samen te werken. Wil VLIR�?UOS de expertise van de Vlaamse hogescholen en hun equivalent in het Zuiden binnenhalen, dan is een eenvoudigere architectuur van de programma’s vereist. Daarin moet voldoende aandacht zijn voor instapmogelijkheden voor hogescholen. Verhoogde mogelijkheden voor capaciteits-opbouw, gerichte uitwisseling van personeel uit Noord en Zuid vormen daarin een essentieel element. Een systeem van medefinanciering kan de instap van hogescholen stimuleren en bevorderen. Hiervoor worden in de conclusies en aanbevelingen enkele scenario’s gepre-senteerd. Tenslotte moeten de bestaande structuren, bestuursorganen en beoordelings-commissies meer representatief worden en beter worden afgestemd op het potentieel van complementariteit, samenwerking en synergie.status: Publishe
Evaluation Engineering Inside the VLIR UOS SI Project in Cochabamba
No full textLe projet “Qualitative training for adult student-workers in Cochabamba using innovative and interactive virtual and hybrid teaching methods” est financé par la coopération universitaire Flamande de Belgique (VLIR UOS) dans le cadre du programme "Short Initiaves (SI)". Ce projet est coordonné par l’Université de Hasselt (UHasselt) en partenariat avec les universités Simón I. Patiño et Mayor San Simón (UMSS) à Cochabamba (Bolivie). La Haute école pédagogique du canton de Vaud (HEP Vaud) en Suisse participe également à ce projet via l'expertise du Prof. Jean-Luc Gilles dans le domaine de l'ingénierie des évaluations en formation. Ce projet d’implémentation de méthodes pédagogiques innovantes dans la formation universitaire d’étudiants travailleurs comporte un volet « contrôle qualité » qui prend en compte la satisfaction (niveau 1 du modèle de Kirkpatrick) et les performances des étudiants (comparaison pré- et post-tests) (niveau 2 du modèle de Kirkpatrick). Des groupes de discussion et des autoévaluations de la qualité de leurs dispositifs de formation sont également proposés aux enseignants de quatre cours pilotes. Ces outils d’évaluation sont construits à l’aide d’une méthodologique basée sur un cycle de construction et de gestion qualité des évaluations qui intègre des critères de qualité docimologiques tels que la validité, la fidélité, la sensibilité des mesures et la diagnosticité des feedbacks. Les données accumulées à l’aide de ces instruments d’évaluation sont ensuite exploitées lors de la phase « Check » d’un processus d’amélioration continue des cours pilote basé sur le cycle « Plan-Do-Check-Act (PDCA) ». La conférence du 22 septembre à l'USIP s'appuie sur cinq questions directement en lien avec l'implantation d'une ingénierie des évaluations dans ce projet :
1) Quels sont les types d'évaluations préconisées en formation ?
2) Quels types d'évaluations seront proposées dans le projet VLIR UOS SI à Cochabamba ?
3) Comment construire des évaluations du niveau 1 (satisfaction) et du niveau 2 (évaluation des apprentissages) de haute qualité ?
4) Comment les évaluations de niveau 2 peuvent-elles soutenir les apprentissages ?
5) Comment les évaluations de niveau 1 "satisfaction" peuvent-elles participer à l'amélioration des enseignements ?The project “Qualitative training for adult student-workers in Cochabamba using innovative and interactive virtual and hybrid teaching methods” is funded by the Flemish University Cooperation of Belgium (VLIR UOS) as part of the “Short Initiaves (SI)” program. The project is coordinated by the University of Hasselt (UHasselt) in partnership with the Universities of Simón I. Patiño and Mayor San Simón Universities (UMSS) in Cochabamba (Bolivia). The Haute école pédagogique du canton de Vaud (HEP Vaud) in Switzerland is also involved in this project, through the expertise of Prof. Jean-Luc Gilles in the field of evaluation engineering. This project to implement innovative pedagogical methods in the university training of student workers includes a “quality control” component that takes into account student satisfaction (level 1 of Kirkpatrick's model) and performance (pre- and post-test comparison) (level 2 of Kirkpatrick's model). Focus groups and self-assessments of the quality of their training devices are also offered to teachers of four pilot courses. These evaluation tools are built using a methodology based on a cycle of construction and quality management of evaluations that integrates docimological quality criteria such as validity, fidelity, sensitivity of measurements and diagnosticity of feedback. The data accumulated using these assessment instruments is then used in the “Check” phase of a pilot course continuous improvement process based on the “Plan-Do-Check-Act (PDCA)” cycle. The September 22 conference at the USIP is based on five questions directly related to the implementation of evaluation engineering in this project:
1) What types of assessments are recommended for training?
2) What types of assessments will be proposed in the VLIR UOS SI project in Cochabamba?
3) How can high-quality level 1 (satisfaction) and level 2 (learning assessment) evaluations be constructed?
4) How can level 2 evaluations support learning?
5) How can level 1 satisfaction assessments help to improve teaching
VLIR-UOS project Kenya
No full textMs. Stephanie Frere International Office,Hasselt University talking to Academicians from the school of mathematics on the benefits of VLIR-UOS project, accompanying her was Prof. Roel Braekers (Professor in Statistics, Hasselt University - CenStat
Comité de evaluación del proyecto vlir-ESPOL y sesión de preparación de segunda fase
No full textCOMITÉ DE EVALUACION DEL PROYECTO VLIR-ESPOL Y SESION DE PREPARACION DE SEGUNDA FASECOMITÉ DE EVALUACION DEL PROYECTO VLIR-ESPOL Y SESION DE PREPARACION DE SEGUNDA FAS
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
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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