1,720,984 research outputs found
Innovative Hochschullehre: Theorie und Praxis für die Lehrentwicklung
Get PDFUm den Anforderungen einer sich rasch wandelnden Gesellschaft gerecht zu werden, muss sich auch die Hochschullehre ständig weiterentwickeln. Die Beiträger*innen präsentieren innovative Ansätze zur Lehr- und Curriculumsentwicklung, die auf neuesten Erkenntnissen und bewährten Methoden basieren. Sie diskutieren u.a. strategische Lehrentwicklung, Community Building, Nachhaltigkeit, Lernraumdesign, kompetenzorientierte Prüfungen, den Einsatz von Virtual Reality, adaptives Lernen und Wirkungsorientierung. Theoretische Reflexionen und Praxisbeispiele geben einen umfassenden Einblick in aktuelle Entwicklungen und Veränderungen der Hochschule
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
TechArt learning practices for 1st to 3rd grade in Danish schools
Get PDFThis paper reports on six prototypes developed for integrating digital technology and computational thinking into Danish visual arts education. We discuss the learning potential for TechArt integration based on our experiences developing the prototypes. The prototypes came about as a part of the national experimental project Technology Comprehension (2019–2020) in which the implementation of digitalisation from 1st to 9th grade took place partly by constructing a new school subject named technology comprehension and partly by integrating digital technology into selected school subjects (Buhl, 2019). For one of the chosen school subjects, visual arts education, suitable prototypes were developed for teaching 1st to 3rd grade. Digital technology has officially been a part of visual arts as a school subject since 1991 (Danish Ministry of Education, 1991), although experimental environments in Denmark explored technology beforehand (e.g. Skov, 1988). Technology has a dual role: it is a tool for artistic expression (i.e. students experiment with devices and applications) and a topic for artistic expression (i.e. students inquire about and explore the societal implications of the man–machine relationship in a world characterised by social media, algorithms and mobile technology). Six prototypes were developed based on curriculum-informed activities in combination with principles related to programming, construction, digital design and social empowerment. The six prototypes are entitled (1) Pattern and Shape, (2) Exploring Colour, (3) Animated Stories, (4) Pixel Art In Art Programmes, (5) Nasubi Gallery and (6) 3D Sculpture. They represent objectives to facilitate learning, both visually and digitally. Our paper provides short descriptions of the six prototypes, presents the interdisciplinary and pedagogical ideas behind them and discusses the future integration of technology comprehension into visual arts as a school subject. The theoretical framework draws upon insights from studies of contemporary visual arts pedagogy (e.g. Rasmussen, 2017; Tavin, 2015), visual culture (e.g. Mirzoeff, 2013; Rogoff, 2008) and digitisation (e.g. Sack, 2019). Contemporary visual arts education in Denmark is driven by learning through visual aesthetic practice as well as developing skills within the field of art and visual culture, and a core learning objective is gaining a critical perspective on visuality (Buhl & Skov, 2019). Based on the work with the six prototypes, we argue that digitisation of art-making facilitates the potential to integrate computational thinking and social empowerment.This paper reports on six prototypes developed for integrating digital technology and computational thinking into Danish visual arts education. We discuss the learning potential for TechArt integration based on our experiences developing the prototypes. The prototypes came about as a part of the national experimental project Technology Comprehension (2019–2020) in which the implementation of digitalisation from 1st to 9th grade took place partly by constructing a new school subject named technology comprehension and partly by integrating digital technology into selected school subjects (Buhl, 2019). For one of the chosen school subjects, visual arts education, suitable prototypes were developed for teaching 1st to 3rd grade. Digital technology has officially been a part of visual arts as a school subject since 1991 (Danish Ministry of Education, 1991), although experimental environments in Denmark explored technology beforehand (e.g. Skov, 1988). Technology has a dual role: it is a tool for artistic expression (i.e. students experiment with devices and applications) and a topic for artistic expression (i.e. students inquire about and explore the societal implications of the man–machine relationship in a world characterised by social media, algorithms and mobile technology). Six prototypes were developed based on curriculum-informed activities in combination with principles related to programming, construction, digital design and social empowerment. The six prototypes are entitled (1) Pattern and Shape, (2) Exploring Colour, (3) Animated Stories, (4) Pixel Art In Art Programmes, (5) Nasubi Gallery and (6) 3D Sculpture. They represent objectives to facilitate learning, both visually and digitally. Our paper provides short descriptions of the six prototypes, presents the interdisciplinary and pedagogical ideas behind them and discusses the future integration of technology comprehension into visual arts as a school subject. The theoretical framework draws upon insights from studies of contemporary visual arts pedagogy (e.g. Rasmussen, 2017; Tavin, 2015), visual culture (e.g. Mirzoeff, 2013; Rogoff, 2008) and digitisation (e.g. Sack, 2019). Contemporary visual arts education in Denmark is driven by learning through visual aesthetic practice as well as developing skills within the field of art and visual culture, and a core learning objective is gaining a critical perspective on visuality (Buhl & Skov, 2019). Based on the work with the six prototypes, we argue that digitisation of art-making facilitates the potential to integratecomputational thinking and social empowerment
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
Teaching online during a pandemic: Pedagogical skills transfer from face to face support to online synchronous support provision
Get PDFThe restrictions placed on face to face working practices in higher education because of the Covid-19 Virus pandemic has resulted in educational activities being moved exclusively online for an extended period of time. While tools such as Blackboard Collaborate, Adobe Connect, and Microsoft Teams environments are readily available to academics, the pedagogical approaches needed to utilize these tools effectively may not be immediately apparent. There are several facets to the delivery of online learning but the rapid transition away from face to face delivery meant that there was a need for creating synchronous activities with groups of students. This requires a refocusing of the skill set the pedagogue already has in the organization of activities such as lectures, tutorials and labs. The sudden need to support students from a distance has required a rapid upskilling of academic staff across a range of disciplines in the use of online delivery platforms. The authors believe that the core approach to delivering online activities is very similar to that required for face to face delivery but the tutor is required to be much better prepared in terms of developing the synchronous activities due to the “invisible” nature of the participants. Each of the staple face to face methods of Lecture, Tutorial and Lab need to be rethought for delivery online. The standard Lecture requires less adjustment than a Tutorial or Lab as the Lecture still contains the same familiar components of “chalk and talk”. Tutorials would, generally, require a higher level of interaction between Lecturer and student(s) involving a greater discursive discourse and small group work but is still achievable via tweaking the existing material to suit the technology tool being used. Labs, depending on subject area, may well prove to be inoperable or require innovative nonorthodox solutions that combine multiple technology tools. The absence of visible and audible cues makes for a more restricted interaction with the Tutor supporting the activity having the additional burden of trying to get the students to speak and interact online. This paper will seek to explore the factors needed to make the transition to supporting students online delivery straightforward
Barriers to implementing technology-enhanced learning in south african primary schools
No full textImplementing digital learning into classrooms is a constant struggle in developing countries. The former apartheid era in South Africa has resulted in a society that is characterised by expansive inequality, and so a great emphasis is put onto education to mend these social rifts. This paper details a project aimed at uncovering the obstacles to the successful implementation of a novel learning management system in South African primary schools. Studies was conducted in South African primary schools where the new e-learning systems are being implemented. Interviews were conducted with four schoolteachers and a school principal to gain insight into the problems pedagogues face when learning how to use the system and implementing it into their teaching activities. The interviews are supplemented with field observations to see how successfully the new technology performs in classrooms, and a small-scale survey was also conducted to collect attitudinal information about the system. Unstructured interviews were conducted with the directors of the company that developed the learning management system in order to provide an insider’s view on the biggest implementational challenges. After the data-gathering, thematic analysis was conducted on the qualitative data to uncover the difficulties teachers face in adopting the new technology in their teaching activities. The results presented in this paper show that the success of implementing technology-enhanced learning is dependent on several factors. These include the flexibility of teachers’ mindsets, teachers’ administrative workload and the accessibility and usability of the technology
Towards hybrid learning in higher education in the wake of the COVID-19 crisis
No full textDigital transformation is considered a major change process that takes time and often meets employee resistance and avoidance. The outbreak of COVID-19 forced educators and students to skip the gradual transformation and transfer all teaching activities online. The present paper views this phenomenon as an 'extreme' case and a unique opportunity to gather real time data on how students respond to digital transformation with particular focus on student diversity with regard to the digital threshold. Based on a mixed-data survey with students from a graduate master programme during the first three months of the lockdown, we aim at mapping students' online learning experiences in terms of adaptability, learning outcomes and learning climate. The results are held against current exam performance in order to surface possible correlations between students' response to the online transition and their general study performance. Our research hypothesis is that capturing and understanding initial experiences during the sudden transition to online teaching can be of particular value in rethinking university teaching in a digitized perspective. Such experiences convey a response to an actual need for digitized modes of teaching and tap into the procedural knowledge domain. We conclude by reflecting on the value of creating hybrid learning spaces that may respond to specific educational needs under changing conditions.</p
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