scholarly journals What people learn about how people learn: An analysis of citation behavior and the multidisciplinary flow of knowledge

2019 ◽  
Vol 48 (9) ◽  
pp. 103835 ◽  
Author(s):  
Gregg E.A. Solomon ◽  
Jan Youtie ◽  
Stephen Carley ◽  
Alan L. Porter
Keyword(s):  
Citation Behavior ◽  
How People Learn

Future Education within Disruptive Technologies Developments

2020 ◽  
Vol 26 (2) ◽  
pp. 288-293
Author(s):  
Codrin-Leonard Herţanu
Keyword(s):  
Artificial Intelligence ◽  
New Paradigm ◽  
Contemporary World ◽  
Disruptive Technologies ◽  
Educational Domain ◽  
Blockchain Technology ◽  
How People Learn ◽  
Future Education ◽  
Present World ◽  
Technology Domain

AbstractOur contemporary world is on the verge of crucial changes of an unparalleled pace. The ‘technological changeover’ is the new paradigm caused by the unprecedented evolution of the disruptive technologies. The present world has the tendency to evolve at least exponential, therefore future educational environment is fairly different than its present layout. An entire array of nowadays studies widely recognizes that the progress of the disruptive technologies will pose a meaningful impact over the educational system evolution. Among the most spectacular technologies with disruptive features we should encounter Artificial Intelligence, Blockchain Technology, Cloud Computing, and the like. In an era of technological disruption the education is seen as the new currency. With the help of Artificial Intelligence, for instance, the education system could track how people learn from kindergarten to retirement. Besides, the technology domain will move the centre of gravity from the institutional area to that of the education’s beneficiaries, as we might expect that they will recruit and employ the needed teacher staff, not the institutions. Moreover, the education’s recipients will be the main creators of tomorrow’s professions and within their community the overarching events will happen and the main decisions will be taken in the educational domain.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

scholarly journals Detecting anomalous citation groups in journal networks

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Sadamori Kojaku ◽  
Giacomo Livan ◽  
Naoki Masuda
Keyword(s):  
Null Model ◽  
Impact Factors ◽  
Academic Publishing ◽  
Scientific Communities ◽  
Citation Behavior ◽  
Journal Editors ◽  
Journal Citation Reports ◽  
Academic Climate ◽  
The Impact ◽  
Publication Standards

AbstractThe ever-increasing competitiveness in the academic publishing market incentivizes journal editors to pursue higher impact factors. This translates into journals becoming more selective, and, ultimately, into higher publication standards. However, the fixation on higher impact factors leads some journals to artificially boost impact factors through the coordinated effort of a “citation cartel” of journals. “Citation cartel” behavior has become increasingly common in recent years, with several instances being reported. Here, we propose an algorithm—named CIDRE—to detect anomalous groups of journals that exchange citations at excessively high rates when compared against a null model that accounts for scientific communities and journal size. CIDRE detects more than half of the journals suspended from Journal Citation Reports due to anomalous citation behavior in the year of suspension or in advance. Furthermore, CIDRE detects many new anomalous groups, where the impact factors of the member journals are lifted substantially higher by the citations from other member journals. We describe a number of such examples in detail and discuss the implications of our findings with regard to the current academic climate.

Sensing Multispecies Entanglements

2018 ◽  
Vol 62 (4) ◽  
pp. 78-101 ◽  
Author(s):  
Shiho Satsuka
Keyword(s):  
Forest Biomass ◽  
Human Consciousness ◽  
Revitalization Movement ◽  
How People Learn

This article explores how matsutake, with its elusive characteristics that evade human senses, guides humans to cultivate a sensitivity to multispecies entanglements. It analyzes the concept of koto, developed by psychiatrist Bin Kimura, to describe how people learn to notice the events and happenings that a variety of beings are engaging in at every moment, even though these practices often elude human consciousness. Drawing examples from a manga series and two ethnographic cases in Japan—a grassroots satoyama forest revitalization movement and a forest biomass study—the article discusses koto as an ‘ontology’ of entangled life. At the same time, koto raises questions about ‘ontology’, as it indicates the traces of struggle in translating the term itself.

scholarly journals Unsupervised Type and Token Identification of Idiomatic Expressions

2009 ◽  
Vol 35 (1) ◽  
pp. 61-103 ◽  
Author(s):  
Afsaneh Fazly ◽  
Paul Cook ◽  
Suzanne Stevenson
Keyword(s):  
Computational Linguistics ◽  
Specific Property ◽  
Identification Task ◽  
Lexical Status ◽  
Everyday Language ◽  
Actual Usage ◽  
Statistical Measures ◽  
Idiomatic Expressions ◽  
Usage Patterns ◽  
How People Learn

Idiomatic expressions are plentiful in everyday language, yet they remain mysterious, as it is not clear exactly how people learn and understand them. They are of special interest to linguists, psycholinguists, and lexicographers, mainly because of their syntactic and semantic idiosyncrasies as well as their unclear lexical status. Despite a great deal of research on the properties of idioms in the linguistics literature, there is not much agreement on which properties are characteristic of these expressions. Because of their peculiarities, idiomatic expressions have mostly been overlooked by researchers in computational linguistics. In this article, we look into the usefulness of some of the identified linguistic properties of idioms for their automatic recognition. Specifically, we develop statistical measures that each model a specific property of idiomatic expressions by looking at their actual usage patterns in text. We use these statistical measures in a type-based classification task where we automatically separate idiomatic expressions (expressions with a possible idiomatic interpretation) from similar-on-the-surface literal phrases (for which no idiomatic interpretation is possible). In addition, we use some of the measures in a token identification task where we distinguish idiomatic and literal usages of potentially idiomatic expressions in context.

scholarly journals The Effect of the Web on Undergraduate Citation Behavior: A 2000 Update

2002 ◽  
Vol 63 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Philip M. Davis
Keyword(s):  
Citation Analysis ◽  
The Internet ◽  
First Year ◽  
Citation Behavior ◽  
Term Papers ◽  
Electronic Copy ◽  
The Web

This paper provides a 2000 update to the 1996–1999 citation analysis of undergraduate term papers by Philip M. Davis and Suzanne A. Cohen.1 The total number of bibliographic citations continued to grow from a median of ten in 1996 to thirteen in 2000. However, this growth is entirely explained by the addition of traditionally nonscholarly materials (Web and newspaper citations). A significant improvement in the accuracy of Internet citations was found when term papers were submitted electronically. In 2000, the first year of electronic submissions, 65 percent of the citations pointed directly to the cited document, up from 55 percent in 1999. Internet citations aged six months in both 1999 and 2000 bibliographies were still irretrievable anywhere on the Internet 16 percent of the time. If more scholarly citations in term papers are to be seen, professors must provide clear expectations in their class assignments. Students should be required to submit an electronic copy of their paper so that Internet citations can be scrutinized for accuracy and plagiarism.

Research Approaches in Computer-Supported Collaborative Learning

2013 ◽  
Vol 9 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Tharrenos Bratitsis ◽  
Stavros Demetriadis
Keyword(s):  
Collaborative Learning ◽  
Research Field ◽  
Computer Supported Collaborative Learning ◽  
Research Issues ◽  
Online Distance Education ◽  
Theoretical Perspectives ◽  
History Of ◽  
How People Learn ◽  
Online Distance ◽  
New Research

Computer Supported Collaborative Learning (CSCL) is concerned with how people learn when working and interacting in groups with the assistance of ICTs. The field involves collaboration, computer mediation, online – distance education which raises interesting theoretical considerations regarding the actual studying of learning within CSCL settings. Being a rather interdisciplinary research field in nature, it has a long history of controversy about its theory, methods, and definition. In this editorial, through a quick review of the literature the diversity of issues examined under the CSCL research field becomes obvious. Moreover, an attempt to categorize these research issues is made. In this vein, the four interesting contributions of this Special Issue, regarding theoretical perspectives and issues of research of the field, are introduced. They comply with the distinguished categories, but they open new research borders as well.

scholarly journals On the Role of Learning Theories in Furthering Software Engineering Education

2011 ◽  
pp. 1645-1666 ◽  
Author(s):  
Emily Oh Navarro
Keyword(s):  
Software Engineering ◽  
Engineering Education ◽  
Large Body ◽  
Learning Theories ◽  
Valuable Resource ◽  
Software Engineering Education ◽  
Role Learning ◽  
How People Learn

Learning theories describe how people learn. There is a large body of work concerning learning theories on which to draw, a valuable resource of which the domain of software engineering educational research has thus far not taken full advantage. In this chapter, we explore what role learning theories could play in software engineering education. We propose that learning theories can move the field of software engineering education forward by helping us to categorize, design, evaluate, and communicate about software engineering educational approaches. We demonstrate this by: (1) surveying a set of relevant learning theories, (2) presenting a categorization of common software engineering educational approaches in terms of learning theories, and (3) using one such approach (SimSE) as a case study to explore how learning theories can be used to improve existing approaches, design new approaches, and structure and guide the evaluation of an approach.

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