从“国际人工智能与教育会议”审视面向数字人文主义的人工智能与教育

文章对2021年"国际人工智能与教育会议"的理念研讨、实践分享和趋势探索进行了综述,指出人文主义指导人工智能与教育领域的政策和实践已被相关的全球治理文件确立为国际共识,各国亟需完善法规和政策,以确保人工智能开发和应用全价值链中的人文主义价值导向,并以数字人文主义的有关原则指导教育新基建;人工智能素养是确保合乎伦理的人机互动的个体价值观和能力保障,但各国对人工智能与教育的政治愿景尚未转化为对中小学人工智能课程的重视和对私有企业人工智能课程的有效监管;包容性、公平性和性别平等是人工智能与教育领域最重要的人文主义目标,应对借助人工智能促进教育包容、公平的创新与应用给予战略优先的政策支持和经费保障;人工智能在提高教与学质量方面仍处于支持低阶思维和低技能要求的教学任务阶段,应从增强师生的主体性、提升高阶思维、支持群体协作和人机协作等角度出发,探索面向未来学习的教育人工智能创新。     

Cross-boundary collaboration and knowledge creation in an online higher education course

This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education.     

Peers and Spheres of Influence: Situating Rob Kling

In this article we employ a number of bibliometric techniques to capture Rob Kling's intellectual impact and influences over the course of his varied career. We analyze his many publications in terms of type, topic, impact, and rate of co-authorship. We provide a detailed deconstruction of his citation identity (all those scholars whom he cited) and also his citation image makers (all those scholars who cited his work). In addition, we analyze acknowledgment data to gain deeper insights into the sociocognitive networks that sustained, and were sustained by Kling throughout his career.     

Research upon return: The effect of international mobility on scientific ties,production and impact

Highly skilled return migrants contribute to the establishment of ties between the home and host systems. This paper studies how the professional ties, which Argentinean researchers built up during the time spent in foreign research systems, influence their collaboration patterns and their research outputs upon return. It confirms the expectation that having foreign work experience helps to explain the propensity to co-publish internationally and it also shows that researchers collaborate to a higher degree with their former host system. Another central finding is that foreign work experience has a positive effect on the propensity to publish in journals with a high impact factor. Additionally, a large share of this type of research is published without international co-authorship. We therefore do no not find evidence of a lack of publication autonomy in the case of Argentinean returnees.     

基于共词分析的我国产学研研究的发展态势

本文运用共词分析法,对我国产学研协同创新的研究热点及其演变趋势进行了研究分析。结果表明,我国产学研协同创新研究正处于不断增长的发展阶段,已基本形成理论研究的重要期刊群,研究主体主要集中在具有良好产学研实践基础的理工类和综合类大学,且不同机构作者的论文合著情况较多。在理论研究的热点领域方面,体现出与我国科技战略导向和产学研实践发展特点协同演变的特征。目前研究热点主要集中在产学研协同创新的模式、机制、机理及产学研联盟、绩效等研究领域,理论建模和实证研究正逐渐成为产学研协同创新的重要研究方法和趋势。     

学科视角下卓越学术国际合作国别特征研究

以Web of Science数据库收录的首批“985工程”高校卓越学术产出中国际合作论文为样本,从学科视角,对合作国家、通讯国家及第一国家三种合作身份进行了国别特征研究,发现:(1)各学科通讯国家国别同构程度最高,即表明不同学科国际合作论文指导者差别较小;(2)第一国家、通讯国家均基本符合“80/20”原则,且以美国为首的G7国家在中国国际合作论文第一国家与通讯国家中占据了主要位置;(3)中国与非G7国家合作时承担科研指导者与主要完成者的可能性较大,与G7国家合作时承担科研指导者与主要完成者的难度较大.同时,文末对存在不足及未来可能的研究方向进行了分析.     

中国高校合作强度及官产学研合作的量化研究

从“985工程”到“2011计划”,我国高校最大的一个转变就是合作,特别是官产学研合作,广大学者对合作本身的研究也越来越重视.通过引入基于论文合作人数的合作分数的概念,使用积分的方法定义了合作强度,对“985工程”高校的主导合作强度、被合作强度以及它们之间的合作网络进行了统计分析,并在此基础上对“985工程”高校的官产学研合作强度展开了研究.     

Assessing the role of collaboration in the process of museum innovation

ABSTRACT

The relationship between collaboration and innovation in cultural organisations is an emerging topic that has drawn particular attention from scholars and practitioners. The main aim of this study is to assess the role of collaboration in the process of innovation in museum organisations. To achieve this aim, first, we develop a four-domain analytical framework by matching innovation types to cultural production processes to reflect the peculiarities of museum innovation. By applying this framework to the multiple case studies from four Spanish museums, we identify three main motivations (supplementing manpower, compensating for the scarcity of knowledge, improving demand-driven innovation) and four forms of collaboration (teamwork, outsourcing, consortium and conversation) and summarise the different modes of collaboration involved in various domains of production and innovation. An assessment is conducted subsequently to evaluate the effectiveness of existing collaborations in achieving technological and cultural innovation in museums. Finally, a list of implications for museums’ innovation management is presented.     

A coaching partnership: resource teachers and classroom teachers teaching collaboratively in regular classrooms

The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community.     

Early years practitioners’ knowledge of early signs of autism in England

This research explores early years practitioners’ knowledge and ability to recognise the signs of autism and provide appropriate support. It was carried out using semi-structured interviews with six UK-based early years practitioners who have worked with children with autism. The findings highlighted that early years practitioners are aware of autism but have a limited understanding of the early signs of the condition. Furthermore, there are inconsistencies in training and collaboration in early years settings. All these factors influence whether the practitioners are able to recognise the early signs of autism and provide appropriate support. This study highlights the need to address the issue of training provided to early years practitioners.