Kaasõppija tagasiside kui akadeemiliste tekstide kvaliteeti mõjutav tegur

Väitekirja elektrooniline versioon ei sisalda publikatsioone.Tekstiloomeoskus on vajalik oskus. Kaasaaegse tehnoloogia arenguga seoses on selle olulisus võrreldes varasemaga suurenenud. Kirjalikud tekstid ühendavad inimesi suuremal määral kui me mõnikümmend aastat tagasi oleksime osanud ette kujutada. Kuna tekstiloome tähtsus meie igapäevaelus üha kasvab, oleme me tunnistajateks ka tekstiloome uurimise kui teadusliku suuna arenemisele ning kasvule. Tekstiloome (interdistsiplinaarne) uurimine areneb uutesse suundadesse, tekivad uued žanrid, arendatakse välja uusi rakendusi ja nutikaid tehnoloogiaid. Haridussüsteemi üks eesmärke on õpetada tekstide loomist. Tekstiloome on keerukas protsess ning selle oskuse omandamine võtab aastaid. Kõrghariduses tuleb õppijate tekstiloome oskusi edasi arendada, õpetades üliõpilasi looma tekste akadeemilistest žanrites, ning toetada teadmise loomist kirjaliku eneseväljenduse teel. Siinne väitekiri on välja kasvanud praktilisest vajadusest uurida tekstiloomeprotsessi Eesti kontekstis. Vajadus sellise uurimuse järele ilmnes õpetades tekstiloomet kõrgharidussüsteemis, kus kirjaliku väljendusoskuse uurimine on suuresti alles lapsekingades. Siinses väitekirjas uuritakse tagasiside mõju tekstiloomeprotsessile sama teksti mustandite eri versioonides. Peamiste uurimistulemustena selgus, et parandusi soodustavad kaht tüüpi kommentaarid: 1) kui tagasisidestaja toob kommentaaris välja konkreetse probleemi ning pakub võimaliku muudatuse ning 2) kommentaarid, mis korduvad eri isikute tagasisides. Kuigi need tulemused võivad näida iseenesest mõistetavad, näitab praktika vastupidist. Kaasõppijate tekstide tagasisidestamine ei ole meie haridussüsteemis tavaline, see nõuab spetsiaalseid oskusi, sh keelelisi vahendeid, mida tuleb kõrgkoolides õpetada.Writing is considered an essential skill to have. With the emergence of modern technology perhaps even more so than in the past. Writing connects us at a larger scale than we could have ever imagined just three decades ago. The World Wide Web offers a plethora of written text increasing daily exponentially in size. Not surprisingly, with the increasing demands writing has in our daily communication through media such as e-mail, text messages, or Facebook post, we see the field of writing research expanding into multiple directions, with new genres emerging, disciplines being crossed, writing and communication tools being developed, and intelligent writing technology being created. Education in general has a responsibility to teach writing to students. Writing, as we know, is a complex task and one that takes years to develop and master. Higher education, more specifically, has the responsibility to further hone the writing skills of their students through the practice of specific academic genres presented as example texts for reading and knowledge creation through writing. This study emerges from the practice of teaching writing to students in a higher educational establishment where the practice of writing is common, but the teaching of writing is still an emerging discipline. This study, therefore, investigates writing by applying a research approach informed by current writing theories and writing models. The results pinpoint two characteristic features that determine observable revision in subsequent drafts: a reviewer instructing with an explicit example what the writers should revise in a subsequent draft and multiple reviewers informing the writer about the same aspect in the text that needs revision in a subsequent draft. Although it seems obvious, practice demonstrates that it is not. In the context of this study, students giving each other peer feedback is not common practice and students often lack the language of evaluation. As a result, students provide feedback which is not effective and in some degrees harmful. Therefore, it is important to support students to give effective peer reviews, once we know what is considered effective

Using author-devised cover letters instead of instructor-devised rubrics to generate useful written peer feedback comments

This study uses both qualitative and quantitative research methods in a mixed-methods approach to investigate whether the principled use of author-devised cover letters (CLs) within doctorate writing groups can result in more useful reviewer feedback comments than would be attained through the use of instructor-devised writing assessment rubrics. In this context, CLs are self-devised written documents that help the reviewers give the author useful and critical written feedback comments. Twenty participants in different discipline-specific writing groups were given explicit instruction about the importance and content of CLs during the peer feedback process. Their perceptions of a useful CL were obtained from post-course questionnaires and analysed qualitatively. In addition, their CLs at various stages of the feedback process were analysed quantitatively for genre, social presence, and evidence of teaching instruction, and compared to the CLs produced by 20 PhD students in similar writing groups who received minimal CL instruction. The study found that author-devised CLs, as opposed to instructor-devised rubrics, can allow the authors the flexibility of providing text-specific background details, requesting reviewer help on specific textual aspects, using social presence to develop a sense of writing community, and provide reflection upon their own writing

The KINDRA project – towards Open Science in Hydrogeology for higher impact

Groundwater knowledge and research in the European Union is often scattered and non-standardised. Therefore, KINDRA is conducting an EU-wide assessment of existing groundwater-related practical and scientific knowledge based on a new Hydrogeological Research Classification System (HRC-SYS). The classification is supported by a web service, the European Inventory of Groundwater Research (EIGR), which acts not only as a knowledge repository but also as a tool to help identify relevant research topics, existing research trends and critical research challenges. These results will be useful for producing synergies, implementing policies and optimising water management in Europe. This article presents the work of the project during the first two years in relation to a common classification system and an activity for data collection and training delivered by the EFG’s National Associations in 20 European countries

The impact of redesigning care processes on quality of care: a systematic review

Background: This literature review evaluates the current state of knowledge about the impact of process redesign on the quality of healthcare. Methods: Pubmed, CINAHL, Web of Science and Business Premier Source were searched for relevant studies published in the last ten years [20042014]. To be included, studies had to be original research, published in English with a before-and-after study design, and be focused on changes in healthcare processes and quality of care. Studies that met the inclusion criteria were independently assessed for excellence in reporting by three reviewers using the SQUIRE checklist. Data was extracted using a framework developed for this review. Results: Reporting adequacy varied across the studies. Process redesign interventions were diverse, and none of the studies described their effects on all dimensions of quality defined by the Institute of Medicine. Conclusions: The results of this systematic literature review suggests that process redesign interventions have positive effects on certain aspects of quality. However, the full impact cannot be determined on the basis of the literature. A wide range of outcome measures were used, and research methods were limited. This review demonstrates the need for further investigation of the impact of redesign interventions on the quality of healthcare. Keywords: Process redesign, Quality of care, Healthcare processes, Systematic revie

LL(1) Parsing with Derivatives and Zippers

In this paper, we present an efficient, functional, and formally verified parsing algorithm for LL(1) context-free expressions based on the concept of derivatives of formal languages. Parsing with derivatives is an elegant parsing technique, which, in the general case, suffers from cubic worst-case time complexity and slow performance in practice. We specialise the parsing with derivatives algorithm to LL(1) context-free expressions, where alternatives can be chosen given a single token of lookahead. We formalise the notion of LL(1) expressions and show how to efficiently check the LL(1) property. Next, we present a novel linear-time parsing with derivatives algorithm for LL(1) expressions operating on a zipper-inspired data structure. We prove the algorithm correct in Coq and present an implementation as a parser combinators framework in Scala, with enumeration and pretty printing capabilities.Comment: Appeared at PLDI'20 under the title "Zippy LL(1) Parsing with Derivatives

The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students' learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers.. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper explores their agency in responding. The paper focuses on how teachers deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers' accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers' identities in relation to the future of social media use in education

Marine mammals and Good Environmental Status: Science, Policy and Society; Challenges and Opportunities

The Marine Strategy Framework Directive has become the key instrument for marine conservation in European seas. We review its implementation, focusing on cetacean biodiversity, using the examples of Spain and the Regional Seas Convention, OSPAR. The MSFD has been widely criticised for legal vagueness, lack of coordination, uncertainty about funding, and poor governance; its future role within EU Integrated Maritime Policy remains unclear. Nevertheless, the first stages of the process have run broadly to schedule: current status, environmental objectives and indicators have been described and the design of monitoring programmes is in progress, drawing on experience with other environmental legislation. The MSFD is now entering its critical phase, with lack of funding for monitoring, limited scope for management interventions, and uncertainty about how conservation objectives will be reconciled with the needs of other marine and maritime sectors, being among the main concerns. Clarity in governance, about the roles of the EU, Member States, Regional Seas Conventions and stakeholders, is needed to ensure success. However, even if (as seems likely) good environmental status cannot be achieved by 2020, significant steps will have been taken to place environmental sustainability centre-stage in the development of Integrated Maritime Policy for EU seas.Postprin