Education•Milton Keynes, United Kingdom•
About: Open University is a education organization based out in Milton Keynes, United Kingdom. It is known for research contribution in the topics: Population & Educational technology. The organization has 11702 authors who have published 35020 publications receiving 1110835 citations. The organization is also known as: Open University, The & Open University.
Topics: Population, Educational technology, Distance education, Higher education, Context (language use)
Papers published on a yearly basis
01 Jan 1983
TL;DR: Features include the selection and sampling of cases, the problems of access, observation and interviewing, recording and filing data, and the process of data analysis.
Abstract: Acknowledgements Preface 1. What is ethnography? 2. Research design: problems, cases, and samples 3. Access 4. Field relations 5. Insider Accounts: listening and asking questions 6. Documents 7. Recording and organizing data 8. The process of Analysis 9. Writing Ethnography 10. Ethics References Index
TL;DR: In this article, a data bank containing over 600 high quality trace element analyses of granites from known settings was used to demonstrate using ORG-normalized geochemical patterns and element-SiO2 plots that most of these granite groups exhibit distinctive trace element characteristics.
Abstract: Granites may be subdivided according to their intrusive settings into four main groups—ocean ridge granites (ORG), volcanic arc granites (VAG), within plate granites (WPG) and collision granites (COLG)—and the granites within each group may be further subdivided according to their precise settings and petrological characteristics. Using a data bank containing over 600 high quality trace element analyses of granites from known settings, it can be demonstrated using ORG-normalized geochemical patterns and element-SiO2 plots that most of these granite groups exhibit distinctive trace element characteristics. Discrimination of ORG, VAG, WPG and syn-COLG is most effective in Rb-Y-Nb and Rb-Yb-Ta space, particularly on projections of Y-Nb, Yb-Ta, Rb-(Y + Nb) and Rb—(Yb + Ta). Discrimination boundaries, though drawn empirically, can be shown by geochemical modelling to have a theoretical basis in the different petrogenetic histories of the various granite groups. Post-collision granites present the main problem of tectonic classification, since their characteristics depend on the thickness and composition of the lithosphere involved in the collision event and on the precise timing and location of magmatism. Provided they are coupled with a consideration of geological constraints, however, studies of trace element compositions in granites can clearly help in theelucidation of post-Archaean tectonic settings.
TL;DR: The nucleotide sequence of nearly all of the approximately 120-megabase euchromatic portion of the Drosophila genome is determined using a whole-genome shotgun sequencing strategy supported by extensive clone-based sequence and a high-quality bacterial artificial chromosome physical map.
Abstract: The fly Drosophila melanogaster is one of the most intensively studied organisms in biology and serves as a model system for the investigation of many developmental and cellular processes common to higher eukaryotes, including humans. We have determined the nucleotide sequence of nearly all of the approximately 120-megabase euchromatic portion of the Drosophila genome using a whole-genome shotgun sequencing strategy supported by extensive clone-based sequence and a high-quality bacterial artificial chromosome physical map. Efforts are under way to close the remaining gaps; however, the sequence is of sufficient accuracy and contiguity to be declared substantially complete and to support an initial analysis of genome structure and preliminary gene annotation and interpretation. The genome encodes approximately 13,600 genes, somewhat fewer than the smaller Caenorhabditis elegans genome, but with comparable functional diversity.
TL;DR: A large-scale assessment suggests that experimental reproducibility in psychology leaves a lot to be desired, and correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteristics of the original and replication teams.
Abstract: Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available. Replication effects were half the magnitude of original effects, representing a substantial decline. Ninety-seven percent of original studies had statistically significant results. Thirty-six percent of replications had statistically significant results; 47% of original effect sizes were in the 95% confidence interval of the replication effect size; 39% of effects were subjectively rated to have replicated the original result; and if no bias in original results is assumed, combining original and replication results left 68% with statistically significant effects. Correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteristics of the original and replication teams.
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
Showing all 11702 results
|David W. Johnson||160||2714||140778|
|Eva K. Grebel||118||863||83915|
|Chris J. Hawkesworth||112||360||38666|
|Mark J. Nieuwenhuijsen||107||647||49080|
|Andrew J. King||102||882||46038|
|Wim H. M. Saris||99||506||34967|
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