排序方式： 共有45条查询结果，搜索用时 31 毫秒
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Edgardo Ferretti Leticia Cagnina Viviana Paiz Sebastián Delle Donne Rodrigo Zacagnini Marcelo Errecalde 《Information processing & management》2018,54(6):1169-1181
In this work, we present the first quality flaw prediction study for articles containing the two most frequent verifiability flaws in Spanish Wikipedia: articles which do not cite any references or sources at all (denominated Unreferenced) and articles that need additional citations for verification (so-called Refimprove). Based on the underlying characteristics of each flaw, different state-of-the-art approaches were evaluated. For articles not citing any references, a well-established rule-based approach was evaluated and interesting findings show that some of them suffer from Refimprove flaw instead. Likewise, for articles that need additional citations for verification, the well-known PU learning and one-class classification approaches were evaluated. Besides, new methods were compared and a new feature was also proposed to model this latter flaw. The results showed that new methods such as under-bagged decision trees with sum or majority voting rules, biased-SVM, and centroid-based balanced SVM, perform best in comparison with the ones previously published. 相似文献
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Ojeda-Romano Gabriela Fernández-Marcial Viviana Wilkinson Clare Stengler A. Erik 《Higher Education》2022,84(4):801-825
As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.
相似文献3.
Valenzuela Viviana Aisenson Gabriela Duarte Maria Eduarda 《International Journal for Educational and Vocational Guidance》2022,22(3):689-711
International Journal for Educational and Vocational Guidance - This article presents results of a study examining the experience of a group of socially vulnerable teenagers integrated into a... 相似文献
4.
Research results of two personal learning environments experiments in a higher education institution
Victoria Marín Juarros Jesús Salinas Ibáñez Bárbara de Benito Crosetti 《Interactive Learning Environments》2014,22(2):205-220
This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools. 相似文献
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Cristobal Salinas Jr. Jacob R. Hidrowoh 《Community College Journal of Research & Practice》2018,42(5):330-339
Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges. 相似文献
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A joint learning approach with knowledge injection for zero-shot cross-lingual hate speech detection
Endang Wahyu Pamungkas Valerio Basile Viviana Patti 《Information processing & management》2021,58(4):102544
Hate speech is an increasingly important societal issue in the era of digital communication. Hateful expressions often make use of figurative language and, although they represent, in some sense, the dark side of language, they are also often prime examples of creative use of language. While hate speech is a global phenomenon, current studies on automatic hate speech detection are typically framed in a monolingual setting. In this work, we explore hate speech detection in low-resource languages by transferring knowledge from a resource-rich language, English, in a zero-shot learning fashion. We experiment with traditional and recent neural architectures, and propose two joint-learning models, using different multilingual language representations to transfer knowledge between pairs of languages. We also evaluate the impact of additional knowledge in our experiment, by incorporating information from a multilingual lexicon of abusive words. The results show that our joint-learning models achieve the best performance on most languages. However, a simple approach that uses machine translation and a pre-trained English language model achieves a robust performance. In contrast, Multilingual BERT fails to obtain a good performance in cross-lingual hate speech detection. We also experimentally found that the external knowledge from a multilingual abusive lexicon is able to improve the models’ performance, specifically in detecting the positive class. The results of our experimental evaluation highlight a number of challenges and issues in this particular task. One of the main challenges is related to the issue of current benchmarks for hate speech detection, in particular how bias related to the topical focus in the datasets influences the classification performance. The insufficient ability of current multilingual language models to transfer knowledge between languages in the specific hate speech detection task also remain an open problem. However, our experimental evaluation and our qualitative analysis show how the explicit integration of linguistic knowledge from a structured abusive language lexicon helps to alleviate this issue. 相似文献
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Lina Viviana Melo-Niño Florentina Cañada Vicente Mellado 《Research in Science Education》2017,47(1):25-48
We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants’ teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school’s curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field. 相似文献
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Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献