Piazza is a free online gathering place where students can ask, answer, and explore 24/7, under the guidance of their instructors. Students as well as instructors can answer questions, fueling a healthy, collaborative discussion.
The Future of Learning. Delivered Today Continue A bold promise made a reality through: The Canopy: A social learning platform powered by AIA Nordic research-based social elearning platform designed to enable the development of competencies. The adaptive quizzes and the built-in social network str ...
This article provides an introduction to the use of altmetrics as a tool to assess research impact. In particular, it looks at the evidence behind claims that altmetrics allow the impact of research to be measured in days rather than years. Low correlations between altmetrics and article citations make it doubtful that altmetrics can reliably predict future citations. In addition, there are good reasons to qualify statements that altmetrics measure the wider impact of research on society. Librarians should be careful not to overstate the value of altmetrics when recommending their use as a complement to more traditional measures of research quality.
This paper presents a review of altmetrics or alternative metrics. This concept is defined as the creation and study of new indicators for analysing scientific and academic research activity based onWeb 2.0. The underlying premise is that variables such as mentions in blogs, numberof tweets or saves ofan articleby researchersin reference management systems, may be a valid measure of the use and impactof scientific publications. In this respect,these measuresare becoming particularly relevant, being at the centre of debate within the bibliometric community. Firstly,an explanation is given of the main platforms and indicators for this type of measurement. Subsequently,a study is undertaken of a selection of papers from the field of communication, comparing the number of citations received withtheir 2.0 indicators.The results show that the most cited articles within recent years also have significantly higher altmetric indicators. Next follows a review of the principal empirical studies undertaken, centering on the correlations between bibliometric and alternative indicators. To conclude, the main limitations of altmetrics are highlighted,alongside a reflective consideration of the role altmetrics may play in capturing the impactof research in Web 2.0 platforms.
Altmetric measurements derived from the social web are increasingly advocated and used as early indicators of article impact and usefulness. Nevertheless, there is a lack of systematic scientific evidence that altmetrics are valid proxies of either impact or utility although a few case studies have reported medium correlations between specific altmetrics and citation rates for individual journals or fields. Finally, the coverage of all the altmetrics except for Twitter seems to be low and so it is not clear if they are prevalent enough to be useful in practice.
Alternative metrics demonstrate the value and influence of scholars’ work apart fromtraditional citation counts and can enhance the impact of a CV. Altmetrics provideadditional, supplementary information and can balance misleading metrics tied toparticular journals. More timely than traditional metrics, altmetrics quickly reveal theimpact of recent work and add authority to different types of scholarly products notcaptured as articles. Altmetrics can capture social media references that escape traditionalmetrics and reflect public engagement prompted by scholarly writing. The availability ofaltmetrics expands publishing opportunities to include new venues and stimulatesinnovative strategies for evaluating research. When included in a CV altmetrics must beaccurate, clear and meaningful
Social enterprise and social impact bonds are evolving concepts to describe new ways applying market models and solutions to social problems along with new ways of financing these projects. Contracting for outcomes, while well-understood in business-based contracts is still fairly new in the application to social programs. These are distinct but related approaches that are being touted as a way for government contract for public services and reduce expenditures on social programs.
Spring Social is an extension of the Spring Framework to enable the development of social-ready applications. With Spring Social you can create applications that interact with various social networking sites such as Twitter, Facebook, LinkedIn, and TripIt, giving the users of your application a more personal experience.
The main features of Spring Social include:
* A set of social network templates for interacting with Twitter, Facebook, LinkedIn, TripIt, and Greenhouse.
* An OAuth-aware request factory for signing RestTemplate requests with OAuth authorization details.
* A web argument resolver for extracting Facebook user ID and access token information in a Spring MVC controller.
P. Ernest. Why Learn Maths, London University Institute of Education, London, 1. To reproduce mathematical skill and knowledge based capability
The typical traditional reproductive mathematics curriculum has focused exclusively on this first aim, comprising a narrow reading of mathematical capability. At the highest level, not always realised, the learner learns to answer questions posed by the teacher or text. As is argued elsewhere (Ernest 1991) this serves not only to reproduce mathematical knowledge and skills in the learner, but to reproduce the social order and social injustice as well.
2. To develop creative capabilities in mathematics
The progressive mathematics teaching movement has added a second aim, to allow the learner to be creative and express herself in mathematics, via problem solving, investigational work, using a variety of representations, and so on. This allows the learner to pose mathematical questions, puzzles and problems, as well as to solve them. This notion adds the idea of creative personal development and the skills of mathematical questioning as a goal of schooling, but remains trapped in an individualistic ideology that fails to acknowledge the social and societal contexts of schooling, and thus tacitly endorses the social status quo.
3. To develop empowering mathematical capabilities and a critical appreciation of the social applications and uses of mathematics
Critical mathematics education adds in a third aim, the empowerment of the learner through the development of critical mathematical literacy capabilities and the critical appreciation of the mathematics embedded in social and political contexts. Thus the empowered learner will not only be able to pose and solve mathematical questions, but also be able to address important questions relating to the broad range of social uses (and abuses) of mathematics. This is a radical perspective and set of aims concerned with both the political and social empowerment of the learner and with the promotion of social justice, and which is realised in mainstream school education almost nowhere. However, the focus in the appreciation element developed in this perspective is on the external social contexts of mathematics. Admittedly these may include the history of mathematics and its past and present cultural contexts, but these do not represent any full treatment of mathematical appreciation.
4. To develop an inner appreciation of mathematics: its big ideas and nature
This fourth aim adds in further dimension of mathematical appreciation, namely the inner appreciation of mathematics, including the big ideas and nature of mathematics. The appreciation of mathematics as making a unique contribution to human culture with special concepts and a powerful aesthetic of its own, is an aim for school mathematics often neglected by mathematicians and users of mathematics alike. It is common for persons like these to emphasise capability at the expense of appreciation, and external applications at the expense of its inner nature and values. One mistake that may be made in this connection is the assumption that an inner appreciation of mathematics cannot be developed without capability. Thus, according to this assumption, the student cannot appreciate infinity, proof, catastrophe theory and chaos, for example, unless they have developed capability in these high level mathematical topics, which is out of the question at school. The fourth aim questions this assumption and suggests that an inner appreciation of mathematics is not only possible but desirable to some degree for all students at school..(2000)