From the Desk of the Executive Editor: Structured Collaboration
Journal of Applied Learning Technology, Vol: 5, Issue: 2, Page: 3-4
2015
- 8Usage
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
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- Abstract Views8
Editorial Description
During my community college teaching years (1997-1985), I learned something important about course development. The curriculum and instruction for the first iteration of a course was my best guess using design and development skills and the best textbook I could find. Syllabi were much shorter then and classes were all campus-based. It was acceptable to modify the syllabus during the term; requirements could be made lighter but not heavier. Preparation for the second term was much easier, just modification based upon first experience. The third term had all the bugs addressed and by the fourth, tedium was beginning to set in and it was time to pass the course along to someone else.
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