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41.
Credibility-inspired ranking for blog post retrieval 总被引：1，自引：0，他引：1
Credibility of information refers to its believability or the believability of its sources. We explore the impact of credibility-inspired indicators on the task of blog post retrieval, following the intuition that more credible blog posts are preferred by searchers. Based on a previously introduced credibility framework for blogs, we define several credibility indicators, and divide them into post-level (e.g., spelling, timeliness, document length) and blog-level (e.g., regularity, expertise, comments) indicators. The retrieval task at hand is precision-oriented, and we hypothesize that the use of credibility-inspired indicators will positively impact precision. We propose to use ideas from the credibility framework in a reranking approach to the blog post retrieval problem: We introduce two simple ways of reranking the top n of an initial run. The first approach, Credibility-inspired reranking, simply reranks the top n of a baseline based on the credibility-inspired score. The second approach, Combined reranking, multiplies the credibility-inspired score of the top n results by their retrieval score, and reranks based on this score. Results show that Credibility-inspired reranking leads to larger improvements over the baseline than Combined reranking, but both approaches are capable of improving over an already strong baseline. For Credibility-inspired reranking the best performance is achieved using a combination of all post-level indicators. Combined reranking works best using the post-level indicators combined with comments and pronouns. The blog-level indicators expertise, regularity, and coherence do not contribute positively to the performance, although analysis shows that they can be useful for certain topics. Additional analysis shows that a relative small value of n (15–25) leads to the best results, and that posts that move up the ranking due to the integration of reranking based on credibility-inspired indicators do indeed appear to be more credible than the ones that go down. 相似文献
42.
Patrick H. M. Sins Elwin R. Savelsbergh Wouter R. van Joolingen 《International Journal of Science Education》2013,35(14):1695-1721
Although computer modelling is widely advocated as a way to offer students a deeper understanding of complex phenomena, the process of modelling is rather complex itself and needs scaffolding. In order to offer adequate support, we need a thorough understanding of the reasoning processes students employ and of difficulties they encounter during a modelling task. Therefore, in this study 26 students, working in dyads, were observed while working on a modelling task in the domain of physics. A coding scheme was developed in order to capture the types of reasoning processes used by students. Results indicate that most students had a strong focus on adjusting model parameters to fit the empirical data with little reference to prior knowledge. The successful students differed from the less successful students in using more prior knowledge and in showing more inductive reasoning. These observations lead to suggestions for the design of appropriate scaffolds. 相似文献
43.
Nico Rutten Jan T. van der Veen Wouter R. van Joolingen 《International Journal of Science Education》2013,35(8):1225-1245
In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-Cycle-Score (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students’ attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers’ attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence. 相似文献
44.
Wouter Frencken Harjo de Poel Chris Visscher Koen Lemmink 《Journal of sports sciences》2013,31(12):1207-1213
Abstract In soccer, critical match events like goal attempts can be preceded by periods of instability in the balance between the two teams' behaviours. Therefore, we determined periods of high variability in the distance between the teams' centroid positions longitudinally and laterally in an international-standard soccer match and evaluated corresponding match events. Position data were collected with AMISCO Pro®. Inter-team distance variability was calculated over a 3-s moving window. Out of the 242 match periods that exceeded the variability criterion, 51 were dead-ball situations. Match events identified through longitudinal inter-team distance primarily related to defending players moving forward-backward after a longitudinal pass. Match events identified through lateral inter-team distance mainly corresponded with defending players moving laterally following sideways passing. One of two goals and two of fourteen goal-attempts were preceded by a period of high variability. Together, periods of highly variable inter-team distance were associated with collective defensive actions and team reorganisation in dead-ball moments rather than goals or goal attempts. Inter-team dynamics quantified (mutual) reorganisation of the teams and marked teams' collective defensive ability to respond to attacking explorations. 相似文献
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46.
Dewi Heijnes Wouter van Joolingen Frank Leenaars 《Journal of Science Education and Technology》2018,27(1):45-56
We investigate the way students’ reasoning about evolution can be supported by drawing-based modeling. We modified the drawing-based modeling tool SimSketch to allow for modeling evolutionary processes. In three iterations of development and testing, students in lower secondary education worked on creating an evolutionary model. After each iteration, the user interface and instructions were adjusted based on students’ remarks and the teacher’s observations. Students’ conversations were analyzed on reasoning complexity as a measurement of efficacy of the modeling tool and the instructions. These findings were also used to compose a set of recommendations for teachers and curriculum designers for using and constructing models in the classroom. Our findings suggest that to stimulate scientific reasoning in students working with a drawing-based modeling, tool instruction about the tool and the domain should be integrated. In creating models, a sufficient level of scaffolding is necessary. Without appropriate scaffolds, students are not able to create the model. With scaffolding that is too high, students may show reasoning that incorrectly assigns external causes to behavior in the model. 相似文献
47.
Ruud J. R. Den Hartigh Steffie Van Der Steen Bas Hakvoort Wouter G. P. Frencken Koen A. P. M. Lemmink 《Journal of sports sciences》2018,36(4):422-428
Applying an established theory of cognitive development―Skill Theory―the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements―primarily the player, teammate and field―at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports. 相似文献
48.
ABSTRACTThe recent increase in digitally available data, tools, and processing power is fostering the use of computational methods to the study of communication. This special issue discusses the validity of using big data in communication science and showcases a number of new methods and applications in the fields of text and network analysis. Computational methods have the potential to greatly enhance the scientific study of communication because they allow us to move towards collaborative large-N studies of actual behavior in its social context. This requires us to develop new skills and infrastructure and meet the challenges of open, valid, reliable, and ethical “big data” research. By bringing together a number of leading scholars in one issue, we contribute to the increasing development and adaptation of computational methods in communication science. 相似文献
49.
This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of teacher educators in Flanders. The third part of the study focused on how the professional learning of teacher educators can evolve throughout their careers. This topic was examined by organising focus groups with teacher educators at two international conferences for teacher educators. Flemish teacher educators devote considerable attention to professional learning, and they are able to meet their needs through the broad range of existing courses and programmes offered within the educational system. Nevertheless, there is still room for improvement in the alignment of professional learning with the needs and career stages of teacher educators. 相似文献
50.
Patrick van Schaik Monique Volman Wilfried Admiraal Wouter Schenke 《European Journal of Education》2020,55(2):217-232
Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning-centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning-centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning-centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning. 相似文献