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This paper examines how research impact is defined, measured, and generated – with a view to understanding how it can be enhanced within heritage conservation. It examines what is meant by ‘impact’ and how it can be promoted within heritage science through effective inter-disciplinary collaboration. Following a general examination of the current discourse concerning research impact, the study examined: (i) active research networks within heritage science; (ii) research planning and evaluation practices within heritage science; and (iii) the experiences of users (i.e. conservators and other heritage professionals) within research collaborations. Terminologies surrounding the notion of impact and the various phases of the research process were reviewed – from the initial identification of a knowledge gap to the eventual application of new findings in practice. Next, the reach and diversity of research collaborations (as identified through publication co-authorship) were studied to characterise the inter-disciplinary nature of heritage science and its connectedness to users. Findings showed substantial growth in international research collaborations over recent years, predominantly involving academic- and research-oriented institutions – although the engagement of heritage institutions has proportionally decreased. In addition, a worldwide survey of institutional planning and evaluation practices revealed a general reliance on processes driven by the interests of researchers – the systematic consideration of stakeholder opinion and evaluation of research outcomes being less common. Finally, a series of semi-structured interviews with senior heritage professionals explored their experience of collaborative research. The results identified key areas where strategic support is needed to promote user participation and enhance impact. These include training for research readiness, engagement, and impact for both researchers and users; better methods for needs and outcome assessment; affordable open access options and greater diversity of knowledge exchange opportunities. Finally, the need for ethical guidelines for responsible research, and greater emphasis on non-academic impact within research rating systems are discussed. 相似文献
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This work investigates the effectiveness of simulated robots as tools to support the learning of programming. After the completion of a systematic review and exploratory research, a multi-case case study was undertaken. A simulator, named Kebot, was developed and used to run four 10-hour programming workshops. Twenty-three student participants (aged 16–18) in addition to 23 pre-service, and 3 in-service, teachers took part. The effectiveness of this intervention was determined by considering opinions, attitudes, and motivation as well as by analysing students’ programming performance. Pre- and post-questionnaires, in- and post-workshop exercises, and interviews were used. Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. The performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. Evidence suggests robot simulators can offer an effective means of introducing programming. Recommendations to support the development of other simulators are provided. 相似文献
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Simon Lambert Catherine Antomarchi Kelly Johnson Julie Stevenson Marjolijn Debulpaep Theocharis Katrakazis 《文物保护研究》2018,63(5):156-163
ABSTRACTThe modern learning environment is evolving at a rapid pace. Technology can help developers of preventive conservation tools and learning resources for collections professionals to increase their impact and reach. However, it is crucial to keep the needs of users, and gaps in skills and knowledge at the forefront. This article examines preventive conservation tools and resources developed by the Canadian Conservation Institute (CCI) and ICCROM (International Centre for the Study of the Preservation and Restoration of Cultural Property) over the past 30 years. In light of the results from a recent survey and research in the learning and development field, a set of orientations for future tool development are highlighted; these tools must be: need driven, user centered, emulating everyday experiences, social and informal, concise, mobile friendly, curated and open access. 相似文献
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