1,720,971 research outputs found
Keep the VRhythm going:A musician-centred study investigating how Virtual Reality can support creative musical practice
Full text linkThe acoustic and visual experiences of musicians in the spaces they perform in are complex and organic in nature, entailing a continuous interaction with the environment. With this project, we leverage the power of Virtual Reality (VR) to support musicians in their creative practice by transporting them to novel sonic and visual worlds. For this, we developed a musician-centred VR system, featuring various acoustic and visual virtual environments, VR Rehearse & Perform, based on design requirements gathered with musicians and performance experts. To investigate how VR can be designed to support music-makers in their creative musical practice, we performed iterative tests with 19 musicians followed by semi-structured interviews. Our findings suggest that VR has the potential to support different aspects of the creative musical practice, such as rehearsing, performing and improvising. Our research provides insights and inspirations toward designing musician-centred VR experiences for various musical activities
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Learning to Compute: An Overview of Computing Education in England from 1970 to 2014
Full text linkThis paper will present a brief history of computing education in England from 1970 to 2014. It sets out to provide the context which shaped the 2014 computing curriculum. After this curriculum had been in place for almost a decade, the paper provides an opportunity to see how computing skills, including information communications technology (ICT), have been taught in England and how that shifted towards a more computer-science-focused curriculum in 2014. This paper gives a brief overview of how the formal subjects of information technology (IT), ICT, and computing became a strategic part of UK compulsory education. It examines the introduction of computers into schools in the 1980s, what computing in schools looked like, and how different forms of computing were variously integrated into the national curriculum for England and Wales
How to Become a Digital Citizen: Using the Digital Economy and Digital Literacy to Understand Digital Citizenship
Full text linkThe following chapter draws on qualitative data to look at two aspects of computing education: the digital economy and digital literacy. Finally, the chapter compares these to the concept of digital citizenship, considering how ‘digital citizenship' can be used to draw the other two together and give young people a deeper understanding of having power and agency in the digital world. The data presented in this chapter is based on fieldwork conducted as part of the author's PhD. While the original fieldwork was conducted in 2016 in a discipline where relatively limited qualitative fieldwork is conducted, it adds valuable insight and perspective. The chapter consists of a brief review of the concept of digital economy and digital literacy before using the data to look at how young people viewed both concepts in the context of what they were being taught as part of ‘computing'. The data from the field works followed by a discussion of the findings and takeaways from the data before giving a brief introduction to ‘digital citizenship'
Learning to Compute: An Overview of Computing Education in England from 1970 to 2014
Full text linkThis paper will present a brief history of computing education in England from 1970 to 2014. It sets out to provide the context which shaped the 2014 computing curriculum. After this curriculum had been in place for almost a decade, the paper provides an opportunity to see how computing skills, including information communications technology (ICT), have been taught in England and how that shifted towards a more computer-science-focused curriculum in 2014. This paper gives a brief overview of how the formal subjects of information technology (IT), ICT, and computing became a strategic part of UK compulsory education. It examines the introduction of computers into schools in the 1980s, what computing in schools looked like, and how different forms of computing were variously integrated into the national curriculum for England and Wales
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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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