323,098 research outputs found
Wippermann, Katja/Wippermann, Carsten/Kirchner, Andreas: Eltern – Lehrer – Schulerfolg. Wahrnehmungen und Erfahrungen im Schulalltag von Eltern und Lehrern. Stuttgart: Lucius & Lucius 2013. [Rezension]
No full textRezension von: Katja Wippermann / Carsten Wippermann / Andreas Kirchner: Eltern – Lehrer – Schulerfolg. Wahrnehmungen und Erfahrungen im Schulalltag von Eltern und Lehrern. Stuttgart: Lucius & Lucius 2013, 416 S. ISBN 978-3-8282-0577-
Innovation in Education by Design Thinking
No full text[EN] The dynamic changes currently caused by various megatrends challenge the educational sector. Prospective strategies are required to cope with these issues. This is where the innovation methodology of Design Thinking comes in: it can be described as creative thinking in heterogeneous teams to develop creative solution ideas for complex challenges. This approach helps to initiate new or adjusted strategies for special target groups in the context of education. In this article, essential aspects of Design Thinking are introduced, and references to innovations in the field of education are presented. Two examples from the higher education sector are then used to illustrate the practical implementation.Schmidberger, I.; Wippermann, S. (2023). Innovation in Education by Design Thinking. En 9th International Conference on Higher Education Advances (HEAd'23). Editorial Universitat Politècnica de València. 1171-1178. https://doi.org/10.4995/HEAd23.2023.16097OCS1171117
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
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
Applying Design Thinking to Support Education for Sustainable Development in Higher Education
No full text[EN] Education for Sustainable Development (ESD) is a holistic concept that addresses the global challenges of our interconnected world in environmental, economic, and social terms. It aims to empower people to act responsibly for ecological integrity, economic viability, and equitable society, to recognize and evaluate problems of unsustainable development, and to apply knowledge about sustainable development. In this context, Gestaltungskompetenz (shaping competence), which is based on the OECD Competency Categories, is an important aspect in enabling sustainable development processes and facilitating the change of perspective from reaction to action. Therefore, prospective strategies are required. This is an essential link to the innovation methodology of Design Thinking. This article introduces the concept of Gestaltungskompetenz, the core elements of Design Thinking, and the relevance of its mindset. It also highlights examples of how Gestaltungskompetenz can be supported by Design Thinking in the context of ESD in Higher Education.Schmidberger, I.; Wippermann, S. (2024). Applying Design Thinking to Support Education for Sustainable Development in Higher Education. Editorial Universitat Politècnica de València. 1-8. https://doi.org/10.4995/HEAd24.2024.17073OCS1
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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No full textCan archives of audiovisual TV interviews be used to make authors more visible to students, and thereby reduce the learning gap between native and non-native language speakers in college classes? We examined students in a college course who learned about one scholar's ideas through watching an audiovisual TV interview (i.e., visible author format) and about another scholar's ideas through reading a formal text description (i.e., invisible author format). For the invisible author, native language speakers scored significantly higher than the non-native language speakers on a corresponding exam question (i.e., a cognitive measure), generated more words on the exam question (i.e., a motivational measure), and mentioned the author's name more often in answering the exam question (i.e., an affective measure). For the visible author, the groups did not differ on any of these measures. These findings provide evidence for the idea that making the author visible through audiovisual TV interviews can eliminate the learning gap between native and non-native language speakers. 3 Universities around the world serve students who are non-native speakers of th
Anytime, Anywhere Communication and Computing (AACC). Eine bevölkerungsrepräsentative Untersuchung zur Wahrnehmung von Chancen und Risiken allgegenwärtiger und alltagsdurchdringender ICT vor dem Hintergrund der Sinus-Milieus. AACCrisk Report 1/2008
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