If PLOS ONE were really 101 different specialized journals: A proposed approach to the evaluation of multidisciplinary megajournals     

Rafael Repiso  Alicia Moreno‐Delgado  Daniel Torres‐Salinas 《Learned Publishing》2020,33(2):96-103

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A constructivist approach to studying the bullwhip effect by simulating the supply chain     

Pilar L. González-Torre  Plácido Moreno 《European Journal of Engineering Education》2015,40(6):623-637

The Cider Game is a simulator for a supply chain-related learning environment. Its main feature is that it provides support to students in the constructivist discovery process when learning how to make logistics decisions, at the same time as noting the occurrence of the bullwhip phenomenon. This learning environment seeks a balance between direct instruction in the learning process on the part of the tutor, and a suitable and sufficient degree of freedom to regulate independent learning on the part of students. This article describes the basic learning mechanisms using the Cider Game and the graphical learning environments that it provides. We describe the functionality provided by this application, and analyse the effect over the rational understanding of the bullwhip phenomenon by the students and whether they are able to make decisions to minimise its impact, studying the differences when that decision-making learning is done individually or in groups.  相似文献   

Do classroom exemplars promote the application of principles in teacher education? A comparison of videos,animations, and narratives   总被引：2，自引：1，他引：1  

Roxana Moreno  Ludmila Ortegano-Layne 《Educational technology research and development : ETR & D》2008,56(4):449-465

Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.  相似文献   

Bringing local voices into community revitalization: engaged communication research in Urban planning     

George Villanueva  Carmen Gonzalez  Minhee Son  Evelyn Moreno  Wenlin Liu  Sandra Ball-Rokeach 《Journal of Applied Communication Research》2017,45(5):474-494

The need to better engage low-income communities affected by revitalization of the built environment has been well documented in urban planning. Guided by communication infrastructure theory (CIT), this study presents a research project that made concerted efforts at engaging neighborhoods of Northeast Los Angeles that are experiencing rapid gentrification. The project was a partnership with a multi-sector collaborative working on the revitalization of the L.A. River and its surrounding communities. This paper specifically demonstrates how CIT's social ecological orientation was applied to seek input on L.A. River and community revitalization from storytelling networks made up of residents, small businesses, and local media. We also examine the impact of this engaged research on the organizational partners of the collaborative, and their views on community engagement in revitalization. Lastly, we discuss how the lessons learned broadly speak to future opportunities and challenges that aim for communicative planning approaches to urban revitalization.  相似文献   

Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth     

Moura  Octávio  Pereira  Marcelino  Moreno  Joana  Simões  Mário R. 《Annals of dyslexia》2020,70(1):43-61

The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were not significantly correlated, and that NS predicts reading fluency (but not reading accuracy and spelling) beyond what is accounted for by PA. Although the majority of the children with developmental dyslexia have double deficit (62.4%), some children have a single phonological deficit (24.7%) or a single NS deficit (8.2%). Children with a double deficit were not more impaired in reading fluency, reading accuracy, and spelling than both single-deficit subtypes. In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized.

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Enhancing consent forms to support participant decision making in multimodal learning data research     

Marc Beardsley  Judit Martínez Moreno  Milica Vujovic  Patricia Santos  Davinia Hernández-Leo 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1631-1652

Advances in the field of multimodal learning analytics (MMLA) research is often accomplished by actively exploring new technologies and techniques related to the collection and analysis of data. Exploration of ethical principles and procedures for governing the use of new technologies and techniques, however, is not as readily pursued. As collected data grow in complexity and invasiveness, potentially, a growing need is arising to scrutinize ethical aspects of MMLA research. In our study, we introduce an informed consent comprehension test for educational technology research and assess the effects of enhancing MMLA consent forms on comprehension of informed consent and on rates of enrollment in a MMLA study. One form is written from a researcher perspective and the other from a participant perspective. Results of the study involving first-year undergraduate students suggest that the overall level of comprehension did not differ between conditions. Yet, the participant-oriented consent form resulted in significantly lower rates of enrollment. Implications for MMLA researchers are discussed.  相似文献   

Who is willing to pay for science? On the relationship between public perception of science and the attitude to public funding of science     

Muñoz A  Moreno C  Luján JL 《Public understanding of science (Bristol, England)》2012,21(2):242-253

This article examines the relationship between the general public's understanding of science and the attitude towards public funding of scientific research. It applies a multivariate and discriminant analysis (Wilks' Lambda), in addition to a more commonly used bivariate analysis (Cramer's V), to data compiled from the Third National Survey on the Social Perception of Science and Technology in Spain (FECYT, 2006). The general conclusion is that the multivariate analysis produces information complementary to the bivariate analysis, and that the variables commonly applied in public perception studies have limited predictive value with respect to the attitude towards public funding of scientific research.  相似文献   

A Mirage of Change: Visibility of Politicians on TVE during the 2015 and 2016 General Elections     

José María García-de-Madariaga  José Antonio Navarro Moreno  Agustín Olmo López 《Journalism Practice》2020,14(3):339-357

ABSTRACT

The use of strategies to enhance the media visibility of politicians intensifies above all at election time and their focus is chiefly television due to the fact that it still has the greatest power to sway voters. Thus, based on a content analysis of the evening news on Televisión Española (TVE) and 18 semi-structured in-depth interviews with professionals working at the Spanish public broadcaster, the airtime that politicians were given was established to assess whether it had fulfilled its obligation as regards independence and pluralism at two crucial moments for Spanish politics: the period prior to the election calls, the pre-campaign periods and the official campaigns before the general elections held on 20 December 2015 and 26 June 2016. Both were unique in their own way: on the one hand, the debut of new political parties with the potential to win a large number of seats in Parliament; and, on the other, despite the fact that in just six months the party in power had lost its absolute majority and there were still no visible signs of change at TVE, it is still worth examining the variations in news treatment prior to both elections.  相似文献   

Distributed data-driven UAV formation control via evolutionary games: Experimental results     

J. Barreiro-Gomez  I. Mas  J.I. Giribet  P. Moreno  C. Ocampo-Martinez  R. Sánchez-Peña  N. Quijano 《Journal of The Franklin Institute》2021,358(10):5334-5352

This work proposes a novel data-driven distributed formation-control approach based on multi-population evolutionary games, which is structured in a leader-follower scheme. The methodology considers a time-varying communication graph that describes how the multiple agents share information to each other. We present stability guarantees for configurations given by time-varying interaction networks, making the proposed method suitable for real-world problems where communication constraints change along the time. Additionally, the proposed formation controller allows for an agent to leave or enter the group without the need to modify the behaviors of other agents in the group. This game-theoretical approach is evaluated through numerical simulations and real outdoors experimental results using a fleet of aerial autonomous vehicles, showing the control performance.  相似文献   

Interactive Multimodal Learning Environments   总被引：5，自引：2，他引：5  

Roxana Moreno  Richard Mayer 《Educational Psychology Review》2007,19(3):309-326

What are interactive multimodal learning environments and how should they be designed to promote students’ learning? In this paper, we offer a cognitive–affective theory of learning with media from which instructional design principles are derived. Then, we review a set of experimental studies in which we found empirical support for five design principles: guided activity, reflection, feedback, control, and pretraining. Finally, we offer directions for future instructional technology research.  相似文献