{"meta":{"query_hash":"018435781704","filters":{"venue":"Teaching & Learning Inquiry The ISSOTL Journal"},"cohort_total":134,"direct_labels_cover":0,"predictions_cover":134,"exported":134,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/018435781704","api":"https://metacan.xera.ac/api/v1/cohort?venue=Teaching+%26+Learning+Inquiry+The+ISSOTL+Journal"},"results":[{"id":"W1987513612","doi":"10.20343/teachlearninqu.1.2.1","title":"Of Cooks and Broth","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Asian American and Pacific Histories","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Chromatography; Chemistry","score_opus":0.02050306404794178,"score_gpt":0.3017010047765695,"score_spread":0.28119794072862775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1987513612","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6772285,0.00065350137,0.00346639,0.0067569846,0.0011034508,0.00021406368,4.7296078e-7,0.00012370624,0.3104529],"genre_scores_gemma":[0.98697454,0.00006882582,0.00069537293,0.00012517328,0.0005741329,0.0000015613717,2.2013681e-7,0.000011471576,0.011548711],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.998129,0.0010198127,0.00020432512,0.000091252936,0.00030957928,0.00024601616],"domain_scores_gemma":[0.99915606,0.00028585666,0.00027579142,0.000092996816,0.00006187396,0.00012739534],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0020262774,0.000082832295,0.0001531543,0.00005657105,0.0019412067,0.00014950302,0.00024179679,0.000047320846,0.0003996239],"category_scores_gemma":[0.000721621,0.000051540712,0.000052860636,0.000077492485,0.001128863,0.00020928455,0.00003331214,0.0010062909,0.000030646766],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012346694,0.0000234919,0.01936169,0.000005911859,0.00003847493,0.000004563361,0.8353667,0.000059284677,0.0005929648,0.007665116,0.011737506,0.12513195],"study_design_scores_gemma":[0.00019439358,0.00013349926,0.0049158395,0.00006103731,0.00002132028,0.000073986615,0.35961127,0.00006570565,0.000012194161,0.0011550599,0.6335913,0.00016438155],"about_ca_topic_score_codex":0.0011433249,"about_ca_topic_score_gemma":0.000016642338,"teacher_disagreement_score":0.6218538,"about_ca_system_score_codex":0.00006191114,"about_ca_system_score_gemma":0.000112639966,"threshold_uncertainty_score":0.9993581},"labels":[],"label_agreement":null},{"id":"W2019631515","doi":"10.20343/teachlearninqu.2.2.59","title":"Curriculum Analytics: Application of Social Network Analysis for Improving Strategic Curriculum Decision-Making in a Research-Intensive University","year":2014,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Scholarship of Teaching and Learning; Scholarship; Analytics; Discipline; Engineering ethics; Learning analytics; Curriculum mapping; Curriculum development; Social network analysis; Sociology; Knowledge management; Computer science; Pedagogy; Political science; Data science; Social media; Teaching method; Engineering","score_opus":0.04327072017184106,"score_gpt":0.3631718109543041,"score_spread":0.31990109078246304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2019631515","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30639583,0.00003397199,0.6919217,0.0012653791,0.00013925899,0.00010526818,3.8636315e-7,0.000050979914,0.00008722002],"genre_scores_gemma":[0.9741417,0.0000069902503,0.024878329,0.00005191929,0.00083719066,0.0000015462928,0.0000034677137,0.000017851218,0.000060974577],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9955524,0.0020056623,0.0005891898,0.00046094877,0.00070713216,0.00068465114],"domain_scores_gemma":[0.9962055,0.0015137804,0.00085790176,0.00040707167,0.0009127802,0.00010296067],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.011963838,0.00020328407,0.0004895999,0.00084717147,0.001994091,0.00035399268,0.001547683,0.00013397596,0.0000033529],"category_scores_gemma":[0.0024159285,0.00015028928,0.00038619488,0.0022249667,0.00019581213,0.00035252798,0.00038988396,0.0028926563,0.000004776855],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029571436,0.00012871984,0.09829031,0.00002643038,0.00025813663,0.000013530801,0.007058073,0.773259,0.000059610556,0.05918556,0.0001969111,0.061494138],"study_design_scores_gemma":[0.00035143548,0.00017202942,0.0051326267,0.00011205613,0.00016419955,0.000020382216,0.013303324,0.964725,7.9908733e-7,0.014603897,0.0012294941,0.00018476734],"about_ca_topic_score_codex":0.00021928884,"about_ca_topic_score_gemma":0.0000800328,"teacher_disagreement_score":0.6677459,"about_ca_system_score_codex":0.00025544316,"about_ca_system_score_gemma":0.00016276208,"threshold_uncertainty_score":0.9994077},"labels":[],"label_agreement":null},{"id":"W2055403821","doi":"10.20343/teachlearninqu.1.1.41","title":"SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Expansive; Curriculum; Political science; Discipline; Quality (philosophy); Order (exchange); Pedagogy; Sociology; Business; Social science","score_opus":0.03516278535590117,"score_gpt":0.35975982068962636,"score_spread":0.3245970353337252,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2055403821","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96094567,0.0009015679,0.0034624143,0.031168126,0.0008211151,0.0001760698,1.16052284e-7,0.000054204633,0.002470718],"genre_scores_gemma":[0.9965761,0.000510039,0.0006158532,0.00091609574,0.0009278593,0.000012280934,0.0000010986766,0.000015847796,0.00042483016],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99680746,0.0017564204,0.0003387409,0.00022225622,0.00045052046,0.0004246335],"domain_scores_gemma":[0.9988941,0.0005404846,0.0001893618,0.000098820055,0.00007193946,0.0002052845],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.004966016,0.00015114341,0.00017192092,0.00014346451,0.003263437,0.0006977077,0.00022785792,0.00009474716,0.0006412814],"category_scores_gemma":[0.0014153105,0.00010229814,0.000045782715,0.00014377227,0.0012900354,0.0008474765,0.000115287585,0.0021514862,0.000031076626],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016384465,0.000113413786,0.07133082,0.000013501232,0.00007101949,0.000021837335,0.41679335,0.0011770712,0.0001946583,0.40533146,0.0040213936,0.100915074],"study_design_scores_gemma":[0.0011598697,0.00012273977,0.17964175,0.00039901643,0.00006206317,0.00029974297,0.3332649,0.0016268406,0.000004493127,0.024767319,0.45811498,0.00053627614],"about_ca_topic_score_codex":0.00075698807,"about_ca_topic_score_gemma":0.000015760665,"teacher_disagreement_score":0.45409358,"about_ca_system_score_codex":0.00016174305,"about_ca_system_score_gemma":0.00015469926,"threshold_uncertainty_score":0.9980342},"labels":[],"label_agreement":null},{"id":"W2086366251","doi":"10.20343/teachlearninqu.2.1.1","title":"The Necessary and Dual Conversations in a Vibrant SoTL","year":2014,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Hospitality; Sociology; Field (mathematics); Diligence; Value (mathematics); Mores; Space (punctuation); Scholarship of Teaching and Learning; Openness to experience; Dual (grammatical number); Pedagogy; Teaching method; Politics; Law; Psychology; Computer science; Political science; Tourism; Literature; Social psychology","score_opus":0.03736578545550234,"score_gpt":0.3661255438219249,"score_spread":0.32875975836642257,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2086366251","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9291074,0.00052148424,0.043109227,0.013564865,0.002430878,0.00015705139,4.0392038e-7,0.00016964982,0.010939027],"genre_scores_gemma":[0.99216473,0.0000273105,0.00149063,0.00079158606,0.0013399908,0.000011293181,0.0000023437758,0.000055172168,0.00411696],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9845442,0.013525749,0.0005953242,0.00032537946,0.00035647102,0.00065285986],"domain_scores_gemma":[0.99460775,0.004343429,0.0004993565,0.00037604157,0.00006933574,0.00010411574],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.026745126,0.0002625776,0.00029949145,0.00022630004,0.0037991912,0.00042391205,0.0004745496,0.00014458911,0.00012724764],"category_scores_gemma":[0.0037947502,0.00014139857,0.00009916641,0.00024856915,0.0005479549,0.00018734208,0.00013606097,0.0070815273,0.00006912061],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034850056,0.00017320176,0.11634211,0.000015109172,0.00031640683,0.00007333188,0.2866825,0.0035282362,0.0016067089,0.09851627,0.0092444,0.48315325],"study_design_scores_gemma":[0.002350805,0.0005519336,0.38012707,0.00020753588,0.00007656003,0.0018485129,0.0460001,0.006027911,0.000015559464,0.005535673,0.5567142,0.00054418476],"about_ca_topic_score_codex":0.00020749797,"about_ca_topic_score_gemma":0.0000105290055,"teacher_disagreement_score":0.54746974,"about_ca_system_score_codex":0.000084708736,"about_ca_system_score_gemma":0.000060523227,"threshold_uncertainty_score":0.99749774},"labels":[],"label_agreement":null},{"id":"W2096771625","doi":"10.20343/teachlearninqu.3.2.37","title":"Conceptualizing and Communicating SoTL: A Framework for the Field","year":2015,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":77,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Mount Royal University","keywords":"Conceptualization; Field (mathematics); Discipline; Engineering ethics; Sociology; Epistemology; Computer science; Management science; Social science; Engineering; Artificial intelligence","score_opus":0.20929347518882413,"score_gpt":0.48965368292704015,"score_spread":0.280360207738216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096771625","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16882147,0.004180723,0.7948597,0.024898723,0.0030189976,0.00032473446,7.0981395e-7,0.00026783568,0.0036270956],"genre_scores_gemma":[0.93430877,0.000028444914,0.056864325,0.004395565,0.0024514827,0.000034012905,0.0000021003873,0.00008182712,0.0018334882],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9906103,0.007596494,0.0005542208,0.0002956824,0.00032283322,0.0006204828],"domain_scores_gemma":[0.9780678,0.020275293,0.00069515954,0.00064125593,0.00017433938,0.00014612293],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.027478697,0.00027874188,0.00034185476,0.00008547329,0.0041237194,0.0004419781,0.0010088308,0.00021438766,0.000087670785],"category_scores_gemma":[0.022552434,0.00014928912,0.00014827745,0.00017698797,0.0004560572,0.00014126803,0.00026706647,0.008621199,0.00002382828],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030905916,0.00007247919,0.013189383,0.000012051101,0.00042841112,0.000012050127,0.4765732,0.0019744735,0.00015431817,0.1636913,0.025014644,0.31856865],"study_design_scores_gemma":[0.001653342,0.0009922908,0.0055080527,0.00041396215,0.00018936823,0.0010179749,0.20813914,0.0043913624,0.000022918317,0.024694348,0.7524456,0.00053167815],"about_ca_topic_score_codex":0.00014757985,"about_ca_topic_score_gemma":0.0000014959719,"teacher_disagreement_score":0.76548725,"about_ca_system_score_codex":0.0000804982,"about_ca_system_score_gemma":0.00007884057,"threshold_uncertainty_score":0.9971728},"labels":[],"label_agreement":null},{"id":"W2113021934","doi":"10.20343/teachlearninqu.3.1.63","title":"Threshold Concepts in the Development of Problem-solving Skills","year":2015,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"University of Lethbridge","keywords":"Mathematics education; Key (lock); Component (thermodynamics); Problem-based learning; Psychology; Development (topology); Computer science; Mathematics","score_opus":0.07915551103958723,"score_gpt":0.40008756549835994,"score_spread":0.3209320544587727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113021934","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93832946,0.00025693738,0.0024924343,0.018359661,0.0011224992,0.00025968615,9.198525e-8,0.00006272131,0.03911652],"genre_scores_gemma":[0.98773926,0.000019018442,0.009680458,0.0007638403,0.00050774426,0.000007670003,0.0000010246113,0.000012687983,0.0012682849],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959441,0.0018909466,0.0005565167,0.00014374836,0.0010344244,0.00043026375],"domain_scores_gemma":[0.9986502,0.00064107834,0.00026562225,0.00014049344,0.00015853465,0.00014404989],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.021170659,0.00012521162,0.00017594082,0.00009749048,0.0018356786,0.00027811676,0.0008304655,0.00007488281,0.00007615219],"category_scores_gemma":[0.0024315547,0.00006730635,0.000060763745,0.00023895863,0.00038277844,0.00021744451,0.000080929814,0.0017577279,0.000028311617],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000068431677,0.00012901396,0.016536053,0.0000050428503,0.000018296738,0.0000041340845,0.9414434,0.00041715862,0.000027128104,0.020266254,0.0016154638,0.019531207],"study_design_scores_gemma":[0.00052362756,0.00006574045,0.014588291,0.00042984317,0.000018187337,0.000041872034,0.6304218,0.000043114826,0.00004351172,0.019575357,0.3339884,0.00026025082],"about_ca_topic_score_codex":0.0000710413,"about_ca_topic_score_gemma":0.000083195475,"teacher_disagreement_score":0.33237293,"about_ca_system_score_codex":0.00028870974,"about_ca_system_score_gemma":0.0011372451,"threshold_uncertainty_score":0.9994638},"labels":[],"label_agreement":null},{"id":"W2139287913","doi":"10.20343/teachlearninqu.1.2.63","title":"A Call for Expanding Inclusive Student Engagement in SoTL","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":122,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"University of the West of England; King's College London; McMaster University; Loyola University Chicago; Elon University","keywords":"Transformative learning; Redress; Student engagement; Diversity (politics); Scholarship of Teaching and Learning; Higher education; Pedagogy; Sociology; Work (physics); Mathematics education; Psychology; Political science; Teaching method; Engineering; Teaching and learning center","score_opus":0.07853619420882306,"score_gpt":0.44954523324452345,"score_spread":0.37100903903570037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139287913","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9615905,0.00016893512,0.0043349885,0.02679721,0.0020077187,0.00071006396,2.7114783e-7,0.00007867619,0.004311603],"genre_scores_gemma":[0.9908226,0.00015034717,0.0011500622,0.0006908157,0.0018101502,0.00011969078,0.0000016740925,0.000025920921,0.0052287146],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99540114,0.0027956201,0.00042787945,0.0002056342,0.00059803337,0.0005717057],"domain_scores_gemma":[0.9980389,0.0011900325,0.00034192673,0.00014894381,0.000113480746,0.00016673522],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011873539,0.00014876132,0.0001813364,0.00016144347,0.005091848,0.00072704686,0.00056929444,0.00006811928,0.00057079445],"category_scores_gemma":[0.0017451443,0.000101256395,0.00010957573,0.00014174916,0.00012408172,0.00057975005,0.00016725293,0.0021303375,0.00008186499],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016030232,0.00021230073,0.02385722,0.000008451271,0.00007826434,0.00000669611,0.9090276,0.0030894433,0.0003604518,0.0047887024,0.017883386,0.04067147],"study_design_scores_gemma":[0.00063348055,0.00011842198,0.02426628,0.00010403409,0.000031491043,0.000009135238,0.34958416,0.00019151467,0.000009645266,0.0012645854,0.62356853,0.00021870207],"about_ca_topic_score_codex":0.0013751055,"about_ca_topic_score_gemma":0.000107989596,"teacher_disagreement_score":0.6056852,"about_ca_system_score_codex":0.00071969023,"about_ca_system_score_gemma":0.00022456389,"threshold_uncertainty_score":0.99620336},"labels":[],"label_agreement":null},{"id":"W2524157038","doi":"10.20343/teachlearninqu.4.2.3","title":"Students as Partners: Reflections on a Conceptual Model","year":2016,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":241,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"London Metropolitan University; University College Cork; University College London; University of Gloucestershire; Macquarie University; McMaster University; Birmingham City University","keywords":"Conceptual model; Heading (navigation); Mathematics education; Conceptual change; Pedagogy; Computer science; Work (physics); Sociology; Psychology; Epistemology; Engineering; Philosophy","score_opus":0.23043707467056668,"score_gpt":0.5338761796850212,"score_spread":0.30343910501445454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2524157038","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8671974,0.000055059958,0.009849329,0.051010255,0.0023987927,0.0001777295,5.821619e-7,0.00021456473,0.06909632],"genre_scores_gemma":[0.9447113,0.00018515805,0.00030665242,0.0011665613,0.0016842391,0.0000106431735,3.8129377e-7,0.000020029616,0.051914994],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99605316,0.0022241962,0.0002555285,0.00018585853,0.0008727855,0.00040849985],"domain_scores_gemma":[0.99861723,0.00066997274,0.00025452752,0.00017561221,0.000079963145,0.00020271941],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005403432,0.00012397957,0.000117758624,0.00008668153,0.0053770156,0.0004123875,0.00055653293,0.00006793015,0.00072809315],"category_scores_gemma":[0.0019117474,0.00006497572,0.000098500095,0.00010554969,0.00035336518,0.00043693464,0.000065589644,0.0014758767,0.00045734242],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010065732,0.0004097762,0.0066442634,0.0000015590322,0.0001883439,0.000015324027,0.7251212,0.013617691,0.0007202863,0.14907388,0.051888645,0.05221838],"study_design_scores_gemma":[0.00041382955,0.00018035785,0.00097487343,0.00009606005,0.000033842723,0.000020284944,0.10839581,0.0000419203,0.000009348649,0.0028528,0.8868205,0.00016039047],"about_ca_topic_score_codex":0.00016818056,"about_ca_topic_score_gemma":0.000026590713,"teacher_disagreement_score":0.83493185,"about_ca_system_score_codex":0.00038453014,"about_ca_system_score_gemma":0.00029881412,"threshold_uncertainty_score":0.99591786},"labels":[],"label_agreement":null},{"id":"W2524715080","doi":"10.20343/teachlearninqu.4.2.10","title":"Representational Technologies and Learner Problem-Solving Strategies in Chemistry","year":2016,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Mount Royal University","keywords":"Phenomenography; Variety (cybernetics); Computer science; Resource (disambiguation); Mathematics education; Cognitive science; Management science; Psychology; Artificial intelligence; Engineering","score_opus":0.06008432300032194,"score_gpt":0.3956969242335379,"score_spread":0.33561260123321596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2524715080","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9362462,0.00023920537,0.0012040832,0.047278516,0.0003271443,0.00007632683,1.5270555e-7,0.00015318666,0.014475175],"genre_scores_gemma":[0.99301535,0.00028478334,0.0006331199,0.0000607998,0.00047621754,0.0000047606395,2.6194218e-7,0.000008256033,0.005516471],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980262,0.00077698636,0.00023738915,0.00020148086,0.00040172244,0.00035623575],"domain_scores_gemma":[0.9987618,0.00079568836,0.00020226669,0.0001153154,0.000059888065,0.00006504458],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005453706,0.000095322364,0.00010504516,0.0000970925,0.0020559272,0.00049331423,0.00043118553,0.000092300346,0.0002856182],"category_scores_gemma":[0.0033867678,0.000050239298,0.00003521112,0.00016947361,0.000916089,0.0007072897,0.00008109725,0.0011962608,0.000013473467],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003084345,0.0000699534,0.22182827,0.000011555015,0.000025432162,0.0000172867,0.36415374,0.00092057715,0.014527461,0.03475408,0.002412533,0.36124825],"study_design_scores_gemma":[0.00033097988,0.000029089639,0.026091203,0.00017554751,0.0000067729047,0.00011526637,0.8649838,0.000054331882,0.00011988139,0.023879342,0.08401397,0.00019979414],"about_ca_topic_score_codex":0.00033860983,"about_ca_topic_score_gemma":0.00010307855,"teacher_disagreement_score":0.50083005,"about_ca_system_score_codex":0.00012387031,"about_ca_system_score_gemma":0.00044120703,"threshold_uncertainty_score":0.99924326},"labels":[],"label_agreement":null},{"id":"W2524993131","doi":"10.20343/teachlearninqu.4.2.7","title":"To Teach is to Learn Twice: The Power of a Blended Peer Mentoring Approach","year":2016,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Mount Royal University","funders":"","keywords":"Peer mentoring; Blended learning; Scholarship; Peer feedback; Psychology; Pedagogy; Higher education; Peer support; Institution; Medical education; Mathematics education; Educational technology; Sociology; Medicine; Political science","score_opus":0.07185201574597042,"score_gpt":0.3869952751880264,"score_spread":0.315143259442056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2524993131","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6340089,0.00010397432,0.016652312,0.3026963,0.0024461374,0.00046924647,0.0000012752625,0.00011533206,0.043506563],"genre_scores_gemma":[0.9326668,0.000031160624,0.0014869084,0.0013790674,0.0012341989,0.00001625305,2.708033e-7,0.00002843948,0.0631569],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9951788,0.00230986,0.00039634784,0.0002526033,0.0012927061,0.00056965556],"domain_scores_gemma":[0.99822253,0.000625053,0.0003145318,0.00034177073,0.00021011432,0.00028597369],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.015069988,0.0001628671,0.00019146179,0.00013576863,0.0032514534,0.00034406912,0.0009361989,0.00006622357,0.000860512],"category_scores_gemma":[0.0029995148,0.00007588817,0.00013341533,0.00027737362,0.0001605891,0.00033528902,0.00018509147,0.0014312407,0.00016612504],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059289123,0.00013459621,0.004379864,0.0000041940966,0.00012673489,0.0000018434955,0.8456741,0.0008488077,0.0028963345,0.005388394,0.08898263,0.05150324],"study_design_scores_gemma":[0.00017169115,0.00011579566,0.0041837054,0.000069398855,0.000030304327,0.000011838322,0.1384384,0.000006086973,0.000065130305,0.00016440051,0.8566089,0.00013434168],"about_ca_topic_score_codex":0.00034040964,"about_ca_topic_score_gemma":0.000008663718,"teacher_disagreement_score":0.7676263,"about_ca_system_score_codex":0.00031505944,"about_ca_system_score_gemma":0.00026295322,"threshold_uncertainty_score":0.99804616},"labels":[],"label_agreement":null},{"id":"W2527292288","doi":"10.20343/teachlearninqu.4.2.1","title":"On the Nature of Expertise in SoTL","year":2016,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of British Columbia; University of Calgary","keywords":"Psychology","score_opus":0.05539487123449328,"score_gpt":0.3989908650380412,"score_spread":0.34359599380354794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2527292288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9612258,0.00039935758,0.01322505,0.015066857,0.0020535118,0.00013421357,6.7342626e-7,0.00009285608,0.007801695],"genre_scores_gemma":[0.990513,0.000010679718,0.0004478003,0.001215983,0.0009014079,0.000011445433,5.362371e-7,0.00006329022,0.0068358365],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98585373,0.012068291,0.00065080135,0.00032511176,0.0005052325,0.00059686095],"domain_scores_gemma":[0.994076,0.004484009,0.0006994472,0.00058022287,0.000092575414,0.000067710294],"candidate_categories":["research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.018951464,0.00028567138,0.0003572643,0.00031756918,0.000994763,0.000073498166,0.00093565206,0.00028132828,0.0010207654],"category_scores_gemma":[0.0074687647,0.0001104132,0.00019209241,0.000289069,0.0004150804,0.0001196447,0.00009799328,0.0091201775,0.00013262275],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008099393,0.00041289843,0.03998605,0.000010113809,0.00031334913,0.000117888325,0.2499781,0.0006841017,0.02230577,0.1531401,0.026168251,0.5060735],"study_design_scores_gemma":[0.008260175,0.0033848954,0.52889425,0.0044534504,0.00015334338,0.0023309519,0.054703865,0.0007025371,0.002441372,0.028740712,0.36398634,0.0019480848],"about_ca_topic_score_codex":0.00005363062,"about_ca_topic_score_gemma":0.0000016313902,"teacher_disagreement_score":0.50412536,"about_ca_system_score_codex":0.00017182351,"about_ca_system_score_gemma":0.00006197433,"threshold_uncertainty_score":0.9998924},"labels":[],"label_agreement":null},{"id":"W2597904710","doi":"10.20343/teachlearninqu.5.1.8","title":"How Experienced SoTL Researchers Develop the Credibility of Their Work","year":2017,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"University of Queensland; La Trobe University; Simon Fraser University; University College London; Auckland University of Technology, New Zealand; Georgia Southern University","keywords":"Credibility; Scholarship of Teaching and Learning; Discipline; Work (physics); Variety (cybernetics); Publishing; Scholarship; Sociology; Psychology; Pedagogy; Political science; Teaching method; Computer science; Social science; Engineering","score_opus":0.41286554352001437,"score_gpt":0.5043005321039725,"score_spread":0.09143498858395815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2597904710","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82837087,0.00026436266,0.0017465613,0.16283064,0.0012051116,0.00024087426,3.936907e-7,0.00008686637,0.0052543315],"genre_scores_gemma":[0.99125403,0.00011964283,0.001407318,0.00016164077,0.0015743331,0.000010343339,5.818444e-7,0.0000278084,0.0054442966],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98565453,0.011153292,0.00045844374,0.00030378645,0.0017722294,0.0006577212],"domain_scores_gemma":[0.99249744,0.004035548,0.0018107663,0.0009609118,0.00049841404,0.00019692522],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.06127751,0.00020444566,0.00027628624,0.00009432635,0.020699596,0.0028958276,0.0036094196,0.00014148196,0.00013982815],"category_scores_gemma":[0.09143221,0.00010343575,0.00018343733,0.00019458814,0.0029730205,0.001714362,0.0004687363,0.0046361755,0.000016398653],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015131269,0.00008619593,0.07982871,0.000007997232,0.00014472223,0.0000072956727,0.779084,0.00074989646,0.00060816307,0.006584025,0.0031398255,0.12960786],"study_design_scores_gemma":[0.00047465778,0.00013077153,0.11258426,0.0002257979,0.000051909694,0.00003025728,0.44068038,0.0003080148,0.00020319881,0.0029921872,0.44200772,0.00031086354],"about_ca_topic_score_codex":0.0009985681,"about_ca_topic_score_gemma":0.00013620961,"teacher_disagreement_score":0.4388679,"about_ca_system_score_codex":0.00027205097,"about_ca_system_score_gemma":0.00089120027,"threshold_uncertainty_score":0.9997403},"labels":[],"label_agreement":null},{"id":"W2756771427","doi":"10.20343/teachlearninqu.5.2.8","title":"ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback","year":2017,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Peer feedback; Computer science; Grading (engineering); Judgement; Context (archaeology); Ranking (information retrieval); Set (abstract data type); Peer assessment; Mathematics education; Multimedia; Psychology; Artificial intelligence; Engineering","score_opus":0.20071591484426815,"score_gpt":0.44677908830839524,"score_spread":0.2460631734641271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2756771427","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9641713,0.00003664615,0.013074443,0.010272505,0.0010504058,0.00048996264,0.0000013751762,0.0001682566,0.01073512],"genre_scores_gemma":[0.9604234,0.000015977676,0.010866203,0.00036082938,0.0033293252,0.0000039125575,0.0000061117166,0.000047379297,0.02494686],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99483806,0.0014691318,0.0005099665,0.00041717035,0.001851316,0.00091436994],"domain_scores_gemma":[0.9974515,0.00035074007,0.0010067399,0.00038281077,0.00038894755,0.00041929772],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.005697999,0.0003753907,0.00053485046,0.00016653932,0.013174729,0.0022155293,0.0015163996,0.000106222215,0.0004920818],"category_scores_gemma":[0.0009176757,0.00024599326,0.00019462842,0.00015821328,0.0005566875,0.0009628727,0.00042050783,0.0032851277,0.00014166706],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007282533,0.00034309694,0.26622823,0.0000071490226,0.0007082631,0.000112138594,0.6286691,0.05450852,0.00041898646,0.002467649,0.021107582,0.02470103],"study_design_scores_gemma":[0.002943088,0.0021136084,0.16232151,0.00058913947,0.00036839632,0.00012641444,0.41526186,0.004833941,0.000018575562,0.00025573224,0.41007313,0.001094605],"about_ca_topic_score_codex":0.0016732151,"about_ca_topic_score_gemma":0.0005913562,"teacher_disagreement_score":0.38896555,"about_ca_system_score_codex":0.00054090034,"about_ca_system_score_gemma":0.0006963837,"threshold_uncertainty_score":0.9999992},"labels":[],"label_agreement":null},{"id":"W2759057250","doi":"10.20343/teachlearninqu.5.2.3","title":"Research Approaches in Scholarship of Teaching and Learning Publications: A Systematic Literature Review","year":2017,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"University of Queensland; University of Leeds; McMaster University; Elon University","keywords":"Scholarship of Teaching and Learning; Scholarship; Triangulation; Multimethodology; Qualitative research; Data collection; Educational research; Computer science; Mathematics education; Sociology; Management science; Psychology; Teaching method; Social science; Political science; Geography; Cartography","score_opus":0.4650375934875428,"score_gpt":0.5359628336113961,"score_spread":0.07092524012385326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2759057250","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.63063127,0.12863904,0.0008417747,0.19006819,0.0008566198,0.002452126,8.700977e-7,0.00028525045,0.046224847],"genre_scores_gemma":[0.98253477,0.00988528,0.0025722322,0.00014423038,0.0005743863,0.00004168006,0.0000023234675,0.00003556384,0.004209548],"study_design_codex":"qualitative","study_design_gemma":"systematic_review","domain_scores_codex":[0.93755704,0.058405098,0.0009948037,0.00039675037,0.0020057342,0.000640561],"domain_scores_gemma":[0.9899036,0.0066841207,0.0021235493,0.0006823183,0.00041957243,0.00018682895],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.24052751,0.00020726207,0.0005372851,0.00056952116,0.018204015,0.0034176619,0.0019231683,0.00018615338,0.000030839572],"category_scores_gemma":[0.25114003,0.00013895113,0.00013055278,0.00029305508,0.00081602635,0.0032958786,0.00038608743,0.017743697,0.000015111878],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006223705,0.00033133608,0.15203156,0.018963456,0.0002628136,0.00003513794,0.6373303,0.0011368772,0.00017038675,0.116644375,0.0012523937,0.071779154],"study_design_scores_gemma":[0.0017739785,0.00053018937,0.09173074,0.4470394,0.00053817086,0.0011230307,0.3275632,0.002875697,0.00000734072,0.009776418,0.11581999,0.0012218405],"about_ca_topic_score_codex":0.00048193915,"about_ca_topic_score_gemma":0.00009736176,"teacher_disagreement_score":0.42807594,"about_ca_system_score_codex":0.00027297463,"about_ca_system_score_gemma":0.00033976947,"threshold_uncertainty_score":0.9976169},"labels":[],"label_agreement":null},{"id":"W2759670262","doi":"10.20343/teachlearninqu.5.2.5","title":"Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines","year":2017,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Discipline; Curriculum; Massive open online course; Set (abstract data type); Learning design; Mathematics education; Pedagogy; Psychology; Computer science; Sociology","score_opus":0.21361874769748643,"score_gpt":0.47439928936212467,"score_spread":0.26078054166463827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2759670262","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.31117067,0.000081278355,0.6524073,0.035156604,0.0007449043,0.00017474103,0.0000036009624,0.00007551095,0.00018538369],"genre_scores_gemma":[0.9498268,0.00004929734,0.047366377,0.00010212037,0.0007238541,0.00000289648,0.0000031489562,0.000022216314,0.0019032848],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99674225,0.0012995593,0.0006154426,0.00034135234,0.00049773266,0.00050367817],"domain_scores_gemma":[0.99687225,0.0007774438,0.0012295323,0.00082533783,0.00016620144,0.00012923285],"candidate_categories":["sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0057790903,0.00022383465,0.0004125919,0.000119818265,0.0034478724,0.0021497172,0.004997957,0.00010350617,0.000015063761],"category_scores_gemma":[0.0035632886,0.00013612978,0.00012845447,0.00014334075,0.00029912073,0.0011825501,0.0018061688,0.002756791,0.000011659401],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010062655,0.00095879415,0.10294669,0.000021183208,0.00018557506,0.0002218778,0.087674044,0.68285036,0.0009202539,0.023700481,0.0007264138,0.099693716],"study_design_scores_gemma":[0.0017774069,0.0005418708,0.15135922,0.00064030034,0.00005979857,0.00035178784,0.0115660215,0.8149337,0.00003742562,0.013423889,0.004771878,0.000536699],"about_ca_topic_score_codex":0.00014586563,"about_ca_topic_score_gemma":0.000028487395,"teacher_disagreement_score":0.63865614,"about_ca_system_score_codex":0.000074147974,"about_ca_system_score_gemma":0.00027222995,"threshold_uncertainty_score":0.9995439},"labels":[],"label_agreement":null},{"id":"W2791280404","doi":"10.20343/teachlearninqu.6.1.3","title":"Rubric authoring tool for supporting the development an assessment of cognitive skills in higher education","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Rubric; Computer science; Reliability (semiconductor); Peer assessment; Workflow; Psychology; Mathematics education","score_opus":0.08462576306582228,"score_gpt":0.47242103475658104,"score_spread":0.3877952716907588,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791280404","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.974291,0.000026370051,0.0076074186,0.009370635,0.002337313,0.00035483728,2.2902472e-7,0.000044568864,0.005967608],"genre_scores_gemma":[0.9816257,0.000006827185,0.011967265,0.0007388319,0.0017389288,0.000040533807,0.0000046636,0.000018224642,0.0038590268],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99676,0.0014813005,0.00059363665,0.00018764005,0.0005461496,0.00043123894],"domain_scores_gemma":[0.9977534,0.0012858412,0.0004178947,0.00010888401,0.00033415237,0.00009985111],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0145058585,0.00012458605,0.00016201478,0.00012237586,0.0031339724,0.00027546842,0.00042631783,0.00007073161,0.00030508803],"category_scores_gemma":[0.0026319732,0.00007661298,0.00006126768,0.00020389906,0.00033311322,0.000289838,0.00005776316,0.0010021921,0.0000070557903],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019331053,0.00049531617,0.065352716,0.000016572862,0.000057363726,7.718229e-7,0.58342487,0.00006753215,0.000113002505,0.05307257,0.00042302543,0.29695696],"study_design_scores_gemma":[0.0006131526,0.00025720967,0.5638382,0.0010929469,0.00006868185,0.000016990372,0.2632883,0.00024623304,0.00016401925,0.014599605,0.15537713,0.00043753663],"about_ca_topic_score_codex":0.00004941099,"about_ca_topic_score_gemma":0.000038146976,"teacher_disagreement_score":0.49848548,"about_ca_system_score_codex":0.00038116242,"about_ca_system_score_gemma":0.0017573183,"threshold_uncertainty_score":0.9981638},"labels":[],"label_agreement":null},{"id":"W2791314941","doi":"10.20343/teachlearninqu.6.1.5","title":"Influence of co-teaching on undergraduate student learning: A mixed-methods study in nursing.","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of Calgary","keywords":"Co-teaching; Teaching method; Teaching and learning center; Medical education; Nurse education; Norm (philosophy); Pedagogy; Psychology; Medicine; Mathematics education; Political science","score_opus":0.034927613205429156,"score_gpt":0.47011403382621075,"score_spread":0.4351864206207816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791314941","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9807733,0.00007465181,0.002333573,0.0030912885,0.00082541694,0.0004085606,3.1684456e-7,0.00016315105,0.012329731],"genre_scores_gemma":[0.9960931,0.000040651656,0.0011408933,0.0001359599,0.0012572821,0.000008032142,0.0000010865587,0.000051025196,0.0012719524],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96607274,0.030304873,0.0009008655,0.00047437553,0.0014694683,0.0007776532],"domain_scores_gemma":[0.99590105,0.0022428797,0.0009963373,0.0003655936,0.00027849947,0.0002156477],"candidate_categories":["metaresearch","metaepi_narrow","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.03961994,0.00035417223,0.0005467606,0.00054069055,0.008139299,0.00043113143,0.0011959844,0.0001538664,0.00003346036],"category_scores_gemma":[0.008937112,0.00024720884,0.00015245922,0.000576797,0.0011117813,0.00050309685,0.00022899779,0.006897829,0.000035036694],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018735953,0.0011432463,0.16295148,0.000005090797,0.00007515721,0.000022573866,0.6856395,0.030680327,0.0017327365,0.006036981,0.00052897655,0.110996574],"study_design_scores_gemma":[0.002032832,0.005515196,0.31175986,0.0017243827,0.000114020055,0.00004719282,0.62711567,0.001377624,0.00018063899,0.0033606128,0.046025928,0.0007460611],"about_ca_topic_score_codex":0.0012387614,"about_ca_topic_score_gemma":0.00028938332,"teacher_disagreement_score":0.14880836,"about_ca_system_score_codex":0.0011370655,"about_ca_system_score_gemma":0.00039153834,"threshold_uncertainty_score":0.99999803},"labels":[],"label_agreement":null},{"id":"W2793492828","doi":"10.20343/teachlearninqu.6.1.4","title":"Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning.","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Scholarship; Scholarship of Teaching and Learning; Framing (construction); Sociology; The arts; Higher education; Pedagogy; Teaching method; Mathematics education; Teaching and learning center; Art; Psychology; Visual arts; Political science; Geography","score_opus":0.16553329004730555,"score_gpt":0.462221132806333,"score_spread":0.29668784275902743,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793492828","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9573307,0.0013696166,0.0017426823,0.035662513,0.000996465,0.00023767151,2.9780526e-7,0.00002153084,0.0026385374],"genre_scores_gemma":[0.9815259,0.0002107116,0.0019089011,0.00017677678,0.0012799926,0.000007147825,0.0000019857932,0.000015671718,0.01487291],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9957432,0.003177016,0.00036198372,0.0001601415,0.00031636402,0.00024129037],"domain_scores_gemma":[0.9976016,0.0015158169,0.0004953151,0.00014268787,0.00013941861,0.00010515121],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.010833203,0.00009471925,0.00014674632,0.00015139783,0.0036395914,0.00033013875,0.00027883035,0.00006485559,0.00013223935],"category_scores_gemma":[0.0053081396,0.00006227174,0.00004967142,0.00013200058,0.00036809873,0.0006441797,0.00006789833,0.0019809178,0.0000014772965],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000537371,0.00016499814,0.22628322,0.000025740217,0.00010109011,4.2336825e-7,0.366455,0.00043604575,0.00041389244,0.09246866,0.0046572355,0.30894],"study_design_scores_gemma":[0.00036940497,0.00015980183,0.29200992,0.000100508296,0.00006640883,0.000017593182,0.13091433,0.000101281126,0.0000042787997,0.0055640005,0.57057935,0.00011311101],"about_ca_topic_score_codex":0.0040276023,"about_ca_topic_score_gemma":0.00026518104,"teacher_disagreement_score":0.56592214,"about_ca_system_score_codex":0.00007501899,"about_ca_system_score_gemma":0.0005606168,"threshold_uncertainty_score":0.99765754},"labels":[],"label_agreement":null},{"id":"W2804458820","doi":"","title":"Rubric Authoring Tool Supporting Cognitive Skills Assessment across an Institution","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Learning Practices","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Rubric; Cognition; Institution; Computer science; Medical education; Psychology; Pedagogy; Medicine; Sociology","score_opus":0.061098874892380944,"score_gpt":0.503209216650408,"score_spread":0.442110341758027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804458820","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9669189,0.000029432367,0.015945945,0.0047829375,0.0034382986,0.00020792625,7.2866357e-7,0.0003136296,0.0083622355],"genre_scores_gemma":[0.98452604,0.000029364732,0.0029998058,0.00046204045,0.0079748565,0.000011173201,0.000006084834,0.00004341936,0.0039472403],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99072,0.0061758333,0.0006371917,0.00040221523,0.0010902758,0.00097452145],"domain_scores_gemma":[0.9962458,0.0014482038,0.001278454,0.00023971534,0.0004902902,0.00029755099],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.02579116,0.00024094478,0.00024595956,0.00011979085,0.015568473,0.0019717165,0.0007321169,0.00016581673,0.00060686795],"category_scores_gemma":[0.01110219,0.00018031917,0.00012134357,0.00038547907,0.0010633332,0.002696239,0.00014418943,0.004018063,0.00023753129],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033315304,0.00025023156,0.13956197,0.0000066973216,0.000096212934,0.000023316208,0.7213411,0.00097027485,0.00034609166,0.0043968507,0.0004538011,0.13252018],"study_design_scores_gemma":[0.0006606844,0.00051387906,0.15106066,0.00038515186,0.0001315659,0.00024245145,0.3714855,0.0008255816,0.000079670346,0.0005565269,0.47345015,0.00060816726],"about_ca_topic_score_codex":0.00058563834,"about_ca_topic_score_gemma":0.000111881,"teacher_disagreement_score":0.47299635,"about_ca_system_score_codex":0.00056912494,"about_ca_system_score_gemma":0.0009889497,"threshold_uncertainty_score":0.9990643},"labels":[],"label_agreement":null},{"id":"W2892545620","doi":"10.20343/teachlearninqu.6.2.8","title":"Enhancing Student Engagement through an Institutional Blended Learning Initiative: a Case Study","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Student engagement; Blended learning; Higher education; Mathematics education; Scale (ratio); Pedagogy; Psychology; Medical education; Sociology; Educational technology; Political science","score_opus":0.10102352459100011,"score_gpt":0.44070664344620214,"score_spread":0.339683118855202,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2892545620","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97937953,0.000099192475,0.009154845,0.0018939598,0.0015418751,0.00042648046,4.1644807e-7,0.00036427513,0.007139417],"genre_scores_gemma":[0.98617077,0.00006615918,0.0043995515,0.00029255127,0.007998262,0.000017223947,0.000004084782,0.00005576655,0.0009956349],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98333657,0.012784568,0.00079697894,0.00054511277,0.0015513834,0.0009853644],"domain_scores_gemma":[0.9974226,0.00083565764,0.00073056977,0.00031047015,0.00040065713,0.00030006075],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.019743413,0.00037768326,0.0003999408,0.00023430564,0.023448005,0.0011045018,0.00086149725,0.00014643854,0.0005734827],"category_scores_gemma":[0.0029864616,0.00026794852,0.0001750189,0.00042804753,0.00084898307,0.0020397997,0.0003419762,0.006824232,0.000112045884],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006937417,0.0008968161,0.0436705,0.000007360486,0.00031072262,0.002379486,0.8786382,0.005808154,0.00033581577,0.0035894832,0.000119449374,0.064174645],"study_design_scores_gemma":[0.0010192932,0.0016437965,0.0037425675,0.00013223695,0.00014675502,0.0016631706,0.759328,0.0003763856,0.00003102842,0.0002513875,0.23124848,0.00041692334],"about_ca_topic_score_codex":0.001268548,"about_ca_topic_score_gemma":0.0015323679,"teacher_disagreement_score":0.23112902,"about_ca_system_score_codex":0.0005594511,"about_ca_system_score_gemma":0.0012918768,"threshold_uncertainty_score":0.9999773},"labels":[],"label_agreement":null},{"id":"W2893452285","doi":"10.20343/teachlearninqu.6.2.10","title":"Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"Qatar National Research Fund; Fonds National de la Recherche Luxembourg; Qatar Foundation","keywords":"New horizons; Meaning (existential); Mathematics education; Higher education; Pedagogy; Teaching method; Sociology; Psychology; Epistemology; Philosophy; Engineering; Political science","score_opus":0.19506107830994718,"score_gpt":0.515318290553944,"score_spread":0.3202572122439968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2893452285","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8788208,0.00043400883,0.0202948,0.022735244,0.0038934976,0.00045495416,0.0000037309292,0.00039749205,0.07296547],"genre_scores_gemma":[0.97725505,0.000047875812,0.015025782,0.00034044049,0.005852058,0.000009171844,0.0000065816766,0.00008000808,0.0013830521],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98036885,0.01412373,0.0011782193,0.00052142376,0.002948048,0.0008597106],"domain_scores_gemma":[0.99328184,0.0030001614,0.002378662,0.0005593383,0.0005393317,0.00024065185],"candidate_categories":["metaresearch","metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.045950517,0.00037400273,0.0005049422,0.00041836133,0.013946919,0.0011732092,0.0018081445,0.00021281414,0.00040393637],"category_scores_gemma":[0.022553645,0.00028154888,0.0003070432,0.00027148117,0.0005360747,0.0016896691,0.000416411,0.005709947,0.00013155505],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007620756,0.000248643,0.045618292,0.000008906096,0.00051733316,0.0000151284485,0.78969795,0.0068780887,0.0031290136,0.028928243,0.005367146,0.11951508],"study_design_scores_gemma":[0.001548577,0.0007758298,0.031215413,0.0013876368,0.0010273368,0.000106983876,0.7516117,0.0077376175,0.00013625342,0.01638021,0.18702798,0.0010444698],"about_ca_topic_score_codex":0.0021869293,"about_ca_topic_score_gemma":0.00036541364,"teacher_disagreement_score":0.18166083,"about_ca_system_score_codex":0.00064411893,"about_ca_system_score_gemma":0.0006404215,"threshold_uncertainty_score":0.99996364},"labels":[],"label_agreement":null},{"id":"W2894330348","doi":"10.20343/teachlearninqu.6.2.5","title":"The 3M National Teaching Fellowship: A High Impact Community of Practice in Higher Education","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University; Concordia University; McMaster University","funders":"","keywords":"Higher education; Medical education; Pedagogy; Faculty development; Sociology; Professional development; Psychology; Political science; Medicine","score_opus":0.06241154901859614,"score_gpt":0.4377584551812833,"score_spread":0.3753469061626872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2894330348","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91983014,0.0002972654,0.0001841322,0.038906764,0.0018197463,0.00016349464,6.795408e-7,0.00007357166,0.038724195],"genre_scores_gemma":[0.9883864,0.000077222605,0.001568834,0.00048122287,0.004440578,0.0000039070555,0.0000038810617,0.000026444188,0.0050115315],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9833017,0.01448926,0.00053078827,0.00014818906,0.0010296823,0.00050036464],"domain_scores_gemma":[0.9923969,0.005872667,0.00090026495,0.00024844284,0.0004633861,0.00011835795],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.033221923,0.00017405696,0.0002099335,0.00018800686,0.009455587,0.00048089566,0.00096397696,0.00012940155,0.00018742752],"category_scores_gemma":[0.017382925,0.00009962813,0.0001401693,0.00030326363,0.0007296677,0.0009036188,0.0001385853,0.0072729792,0.00002932352],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032315965,0.0010784705,0.028419748,0.000015304558,0.00027739487,0.0000067661836,0.42053664,0.005311639,0.0008008612,0.08293674,0.012795466,0.4474978],"study_design_scores_gemma":[0.00039261256,0.0003273016,0.03748962,0.00023819861,0.000049689577,0.000056472792,0.11869132,0.00018553987,0.000009512582,0.0072581912,0.83508873,0.00021281706],"about_ca_topic_score_codex":0.006148152,"about_ca_topic_score_gemma":0.00041371022,"teacher_disagreement_score":0.8222933,"about_ca_system_score_codex":0.00056777836,"about_ca_system_score_gemma":0.0018836083,"threshold_uncertainty_score":0.99550146},"labels":[],"label_agreement":null},{"id":"W2894408825","doi":"10.20343/teachlearninqu.6.2.3","title":"Phenomenology of Surprise in a SoTL Scholars' Program","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Mount Royal University","funders":"","keywords":"Surprise; Scholarship of Teaching and Learning; Phenomenology (philosophy); Scholarship; Transformational leadership; Psychology; Pedagogy; Epistemology; Teaching method; Philosophy; Political science; Social psychology; Teaching and learning center; Law","score_opus":0.05961470747213933,"score_gpt":0.45943618429516475,"score_spread":0.39982147682302543,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2894408825","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9621158,0.00020008784,0.0006410064,0.004957565,0.0016315521,0.00023552135,8.879014e-8,0.000084399646,0.030133963],"genre_scores_gemma":[0.991293,0.000121448684,0.005462441,0.00011644803,0.0021867456,0.000011830892,4.884133e-7,0.000022383643,0.0007852272],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99334633,0.0050257477,0.00043191804,0.00020274159,0.0004971121,0.00049616914],"domain_scores_gemma":[0.9979432,0.00077936356,0.0007142824,0.0002113571,0.00025267227,0.00009908724],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.013487187,0.00012417037,0.0002064173,0.00026142917,0.001960168,0.00026137914,0.00071643793,0.00012803332,0.000204633],"category_scores_gemma":[0.009199123,0.00008796908,0.00007367479,0.00041388613,0.0011531153,0.00080951664,0.00009841473,0.0029808856,0.0000557353],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008794947,0.00035374088,0.120298654,0.000005025228,0.000054262124,0.0000057731204,0.5228274,0.00011722525,0.0010478736,0.005641805,0.00031193224,0.34924838],"study_design_scores_gemma":[0.00077496347,0.0010386654,0.074704796,0.00019173633,0.00006187818,0.0000980814,0.16356054,0.00028050345,0.0001366244,0.014593934,0.744218,0.0003402678],"about_ca_topic_score_codex":0.00071347406,"about_ca_topic_score_gemma":0.00021048487,"teacher_disagreement_score":0.7439061,"about_ca_system_score_codex":0.00039123947,"about_ca_system_score_gemma":0.0004694291,"threshold_uncertainty_score":0.99933916},"labels":[],"label_agreement":null},{"id":"W2894501583","doi":"10.20343/teachlearninqu.6.2.12","title":"Crossing the [SoTL] Bridge and Diving In","year":2018,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Semantic Web and Ontologies","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Tribute; Value (mathematics); Bridge (graph theory); Engineering; Sociology; History; Art history; Mathematics; Statistics","score_opus":0.04415787843493783,"score_gpt":0.3211883052664153,"score_spread":0.27703042683147744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2894501583","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85754615,0.0004822304,0.13297927,0.007609285,0.0008135279,0.00005692417,3.8403282e-8,0.00011845128,0.00039411458],"genre_scores_gemma":[0.99465513,0.000025802736,0.0033767691,0.0006940601,0.0010177252,0.000001342578,6.638468e-8,0.000013106461,0.00021599507],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9976886,0.0009360351,0.00031773243,0.00025452234,0.00032458775,0.0004785436],"domain_scores_gemma":[0.99857306,0.0007664219,0.00023477236,0.00031260864,0.00004800042,0.00006511296],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.005427696,0.00016148239,0.00017926848,0.00011047858,0.0035980868,0.0022570142,0.001291297,0.000057936606,0.0000075842586],"category_scores_gemma":[0.0012373591,0.00007921092,0.000061174185,0.00018297738,0.00068025716,0.00060784403,0.00058008777,0.0019533606,0.000019461713],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002786882,0.000056595665,0.17617199,0.000012251415,0.00006011346,0.00013502907,0.2983022,0.0010164104,0.0029451586,0.009979892,0.0016309161,0.50966156],"study_design_scores_gemma":[0.0006561424,0.00026415515,0.8979271,0.0003718618,0.000020606223,0.0030249052,0.0068878573,0.057236858,0.00020964823,0.0060604024,0.026950894,0.0003895476],"about_ca_topic_score_codex":0.00017069047,"about_ca_topic_score_gemma":0.000033044103,"teacher_disagreement_score":0.72175515,"about_ca_system_score_codex":0.000056960595,"about_ca_system_score_gemma":0.000084734944,"threshold_uncertainty_score":0.99877876},"labels":[],"label_agreement":null},{"id":"W2928362785","doi":"10.20343/teachlearninqu.7.1.4","title":"Mapping Assets: High Impact Practices and the First Year Experience","year":2019,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Perspective (graphical); Theme (computing); Asset (computer security); Metaphor; Sociology; Space (punctuation); Concept map; Knowledge management; Psychology; Computer science; Mathematics education; World Wide Web","score_opus":0.10106747253085459,"score_gpt":0.4468262845889261,"score_spread":0.3457588120580715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2928362785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.930714,0.00038359925,0.000509097,0.06173067,0.0012263985,0.0002930153,3.0090447e-7,0.00012068564,0.005022214],"genre_scores_gemma":[0.9941918,0.00031632523,0.00093021727,0.0005587356,0.0014293604,0.000008244863,8.7113824e-7,0.000029730858,0.0025347036],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9911786,0.006375764,0.00043263458,0.00029474145,0.0012029922,0.0005152922],"domain_scores_gemma":[0.99154943,0.0058460766,0.001992494,0.0003422632,0.00012476195,0.00014494694],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.030379638,0.00020975336,0.00027907392,0.0001280068,0.006652438,0.0018513276,0.0010224895,0.00011121068,0.00065657875],"category_scores_gemma":[0.020001395,0.000107172644,0.00014767589,0.00020739468,0.0007754661,0.0020616855,0.00021186307,0.0035795567,0.00018904007],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022082483,0.000056646328,0.2487713,0.0000121175935,0.00019887998,0.000009320211,0.71861786,0.0035769844,0.000119404256,0.016345512,0.0024653373,0.009605798],"study_design_scores_gemma":[0.0017653448,0.00016635092,0.0897869,0.00024519832,0.00008981465,0.00022880852,0.32006308,0.0014743081,0.0000046097502,0.002076445,0.58371055,0.0003886009],"about_ca_topic_score_codex":0.0035269365,"about_ca_topic_score_gemma":0.00008986382,"teacher_disagreement_score":0.5812452,"about_ca_system_score_codex":0.00024598956,"about_ca_system_score_gemma":0.00025578175,"threshold_uncertainty_score":0.99918485},"labels":[],"label_agreement":null},{"id":"W2929063013","doi":"10.20343/teachlearninqu.7.1.5","title":"Development of a New Framework to Guide, Assess, and Evaluate Student Reflections in a University Sustainability Course","year":2019,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"McMaster University","keywords":"Rubric; Experiential learning; Reflection (computer programming); Process (computing); Resource (disambiguation); Sustainability; Work (physics); Higher education; Experiential education; Psychology; Computer science; Engineering ethics; Medical education; Knowledge management; Mathematics education; Pedagogy; Engineering; Political science; Medicine","score_opus":0.07841071008975133,"score_gpt":0.5019403266952134,"score_spread":0.42352961660546207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2929063013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97605574,0.000053026888,0.009802123,0.0073303515,0.0006507459,0.00033448407,5.5365845e-8,0.000026962338,0.005746512],"genre_scores_gemma":[0.9631259,0.000039398226,0.03301851,0.00007370802,0.0002436603,0.0000014670937,2.179524e-7,0.000010148909,0.0034869944],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99575776,0.002811929,0.00031902269,0.00021788977,0.0005889851,0.00030444018],"domain_scores_gemma":[0.9981777,0.0008762285,0.00038756564,0.0001784504,0.00022500393,0.00015506698],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.013080068,0.0001043537,0.00017473644,0.00017023234,0.0014677666,0.00016365228,0.00041606702,0.00008485042,0.0000687972],"category_scores_gemma":[0.0055099265,0.000083093226,0.000040567502,0.0004230844,0.00013972237,0.00046810298,0.00015079415,0.0017090925,0.000010718733],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062085026,0.00015222146,0.3055156,0.0000066812786,0.000050857674,0.0000025165466,0.62614363,0.003324655,0.00014067748,0.0036116086,0.00020491295,0.06078457],"study_design_scores_gemma":[0.00022375492,0.00008509046,0.30578238,0.00011952165,0.000034172932,0.000009087328,0.3837274,0.000037937523,0.0000073904753,0.002960416,0.30689085,0.000122034166],"about_ca_topic_score_codex":0.0014323796,"about_ca_topic_score_gemma":0.0008605507,"teacher_disagreement_score":0.30668592,"about_ca_system_score_codex":0.0018666094,"about_ca_system_score_gemma":0.0028692835,"threshold_uncertainty_score":0.9998322},"labels":[],"label_agreement":null},{"id":"W2930795474","doi":"10.20343/teachlearninqu.7.1.9","title":"The Importance of Perceived University Life Balance, Hours per Week Engaged in Academic Activities, and Academic Resourcefulness","year":2019,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University; Trent University","funders":"","keywords":"Psychology; Academic achievement; Psychosocial; Balance (ability); Academic year; Scale (ratio); Medical education; Medicine; Developmental psychology; Mathematics education","score_opus":0.04258832071802528,"score_gpt":0.31764478807361274,"score_spread":0.2750564673555875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2930795474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.993528,0.0015945919,0.00015897393,0.002293706,0.0007321707,0.00019676524,0.0000015030653,0.000067515706,0.0014267535],"genre_scores_gemma":[0.99316573,0.0009574487,0.000034525023,0.00018531905,0.00044002978,0.000003628215,0.0000012734575,0.00003513606,0.0051769344],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9948304,0.0035365443,0.00044157985,0.0003225863,0.00037231538,0.00049654953],"domain_scores_gemma":[0.9964517,0.0024714414,0.0006692206,0.00024734458,0.000064615975,0.00009569095],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0079998365,0.00022784497,0.00033825368,0.0001784898,0.0028907047,0.00005346889,0.00058670714,0.0002328396,0.00009709302],"category_scores_gemma":[0.0015615681,0.00015199403,0.00009708508,0.00019141236,0.0005178055,0.00031589792,0.00017063666,0.011633497,0.000016911608],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003083809,0.000031191583,0.8828903,0.000012356134,0.000121084006,0.0000058897817,0.108042404,0.0006021706,0.0011952391,0.00037338893,0.0013597013,0.0050579053],"study_design_scores_gemma":[0.0009803529,0.00012273945,0.8196709,0.00013573957,0.00003949544,0.0002250555,0.15952401,0.00018345925,0.000006142811,0.0001224212,0.018813042,0.00017663917],"about_ca_topic_score_codex":0.000069681155,"about_ca_topic_score_gemma":0.000019560583,"teacher_disagreement_score":0.06321938,"about_ca_system_score_codex":0.00021859625,"about_ca_system_score_gemma":0.00011492369,"threshold_uncertainty_score":0.9984074},"labels":[],"label_agreement":null},{"id":"W2933251001","doi":"10.20343/teachlearninqu.7.1.11","title":"Phenomenology as a methodology for Scholarship of Teaching and Learning research","year":2019,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Phenomenology (philosophy); Affordance; Scholarship; Scholarship of Teaching and Learning; Lived experience; Phenomenon; Pedagogy; Sociology; Hermeneutic phenomenology; Epistemology; Psychology; Mathematics education; Teaching method; Teaching and learning center; Philosophy; Political science; Psychoanalysis; Cognitive psychology","score_opus":0.3152939623157011,"score_gpt":0.5626080158378245,"score_spread":0.24731405352212338,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2933251001","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94800717,0.00049951486,0.0049362583,0.008823984,0.0012497366,0.00041068706,1.3272256e-7,0.000057685233,0.03601482],"genre_scores_gemma":[0.96197283,0.00015785059,0.03037491,0.00014860969,0.0013508289,0.000016292137,0.0000011074775,0.00004016615,0.0059373975],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.95038366,0.047342382,0.00045535047,0.00035799318,0.0007121009,0.0007485117],"domain_scores_gemma":[0.97597724,0.022513637,0.00074241526,0.00022280695,0.0004026168,0.0001412644],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.12280748,0.0001550674,0.00034307098,0.0004331378,0.00700766,0.00037317708,0.00073968474,0.00022118309,0.00013910509],"category_scores_gemma":[0.09867706,0.00011438873,0.00010148805,0.00022349301,0.0008078212,0.00085163984,0.0002053648,0.011801775,0.0000408775],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003134864,0.00010216743,0.067151204,0.00003871639,0.00017206272,0.0000024649767,0.5476852,0.001447023,0.014545028,0.11612878,0.00014158535,0.25227225],"study_design_scores_gemma":[0.00080847327,0.0014332669,0.008422282,0.00018531705,0.00007971455,0.00021774234,0.40633008,0.0002891478,0.00012619373,0.08492991,0.49689016,0.0002877074],"about_ca_topic_score_codex":0.00087749766,"about_ca_topic_score_gemma":0.00002459805,"teacher_disagreement_score":0.49674857,"about_ca_system_score_codex":0.00036215485,"about_ca_system_score_gemma":0.000503682,"threshold_uncertainty_score":0.9942851},"labels":[],"label_agreement":null},{"id":"W2939559876","doi":"10.20343/teachlearninqu.8.1.11","title":"Jigsaw learning versus traditional lectures: Impact on student grades and learning experience","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Jigsaw; Mathematics education; Likert scale; Cooperative learning; Active learning (machine learning); Descriptive statistics; Teaching method; Psychology; Experiential learning; Computer science; Mathematics","score_opus":0.10042038935277503,"score_gpt":0.40317609369674906,"score_spread":0.30275570434397403,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2939559876","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9822456,0.0004197989,0.0008935962,0.011807706,0.0007259437,0.0001604091,6.973908e-7,0.00034401478,0.003402214],"genre_scores_gemma":[0.99320054,0.000311581,0.00057195,0.00044351714,0.004718422,0.000006880125,0.000008574313,0.0000617122,0.0006768153],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9917497,0.0049584587,0.000490838,0.00050473586,0.0014083512,0.0008878914],"domain_scores_gemma":[0.9962638,0.0024121306,0.00053197955,0.00013059162,0.0000971676,0.000564333],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0042864117,0.00040307097,0.00041327628,0.00016955308,0.009507851,0.0011513489,0.0007177536,0.00017948895,0.00045462756],"category_scores_gemma":[0.0061740777,0.000265014,0.00028397262,0.0003407581,0.0005815132,0.00063798367,0.00014379552,0.009670039,0.000054865937],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000671859,0.00016133468,0.04564951,0.000013820855,0.00029556206,0.00013770227,0.6506615,0.18350497,0.0007797001,0.003213369,0.0011534635,0.11375715],"study_design_scores_gemma":[0.0026106765,0.004246029,0.03356161,0.00032716754,0.00016148601,0.00018851359,0.4323588,0.0044468865,0.000039231796,0.0003303346,0.5207227,0.001006544],"about_ca_topic_score_codex":0.00014507434,"about_ca_topic_score_gemma":0.000013079212,"teacher_disagreement_score":0.5195693,"about_ca_system_score_codex":0.0003121094,"about_ca_system_score_gemma":0.00040664268,"threshold_uncertainty_score":0.9999802},"labels":[],"label_agreement":null},{"id":"W2973387597","doi":"10.20343/teachlearninqu.7.2.1","title":"Visions of the Possible: Engaging with Librarians in SoTL","year":2019,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University; University of Calgary","funders":"","keywords":"Vision; Scholarship of Teaching and Learning; Reflection (computer programming); Scholarship; Sociology; Critical reflection; Work (physics); Discipline; Engineering ethics; Pedagogy; Political science; Computer science; Social science; Engineering; Teaching method; Teaching and learning center","score_opus":0.02482347659945885,"score_gpt":0.36250204565790745,"score_spread":0.3376785690584486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2973387597","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.947709,0.00010272028,0.00048333436,0.012013916,0.0013579554,0.00020990487,1.2979268e-7,0.000036979924,0.038086046],"genre_scores_gemma":[0.99542826,0.000049780738,0.0010395326,0.000210959,0.0005875408,0.000003013775,2.621398e-7,0.000024433382,0.0026562237],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9945052,0.004006242,0.0003069393,0.00017136798,0.0006531605,0.00035704087],"domain_scores_gemma":[0.9975429,0.0013825574,0.0006412343,0.0002804921,0.00008541996,0.000067355126],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0077605387,0.00011799342,0.00016417002,0.00014743267,0.002237254,0.00032700197,0.00086892326,0.00007454887,0.00017512811],"category_scores_gemma":[0.0026992478,0.000059876296,0.00007677904,0.0005003837,0.0003513381,0.0010220252,0.0001109205,0.0036204145,0.000021599002],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042171312,0.000087054395,0.5317926,0.0000057737197,0.000037921942,0.0000022879094,0.43366942,0.008643027,0.00094804034,0.0062998543,0.00020405569,0.01826783],"study_design_scores_gemma":[0.0009452494,0.00028047588,0.4137979,0.0009865876,0.00008521511,0.00016068824,0.42057294,0.0013409934,0.00022568092,0.0053824973,0.15582807,0.0003937261],"about_ca_topic_score_codex":0.00064062997,"about_ca_topic_score_gemma":0.00009567348,"teacher_disagreement_score":0.15562402,"about_ca_system_score_codex":0.00023436887,"about_ca_system_score_gemma":0.0007017736,"threshold_uncertainty_score":0.9990617},"labels":[],"label_agreement":null},{"id":"W2974368751","doi":"10.20343/teachlearninqu.7.2.12","title":"The Scholarship of Teaching and Learning: A Scoping Review Protocol","year":2019,"lang":"en","type":"review","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Rollins College; University of Calgary","keywords":"Documentation; Protocol (science); Scholarship; Field (mathematics); Systematic review; Process (computing); Plan (archaeology); Computer science; Engineering ethics; Knowledge management; Engineering; Medicine; MEDLINE; Political science; Alternative medicine","score_opus":0.34516055393997824,"score_gpt":0.5729272140326978,"score_spread":0.2277666600927195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2974368751","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000015659849,0.9477031,0.00014510436,0.0045646946,0.0007941442,0.041393377,4.6938922e-7,0.00016661566,0.005216826],"genre_scores_gemma":[0.000032978034,0.9868157,0.00083214766,0.000210633,0.0016890657,0.0043163323,0.000003803776,0.00013847869,0.005960857],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9134688,0.08046429,0.0021957394,0.0006123329,0.002331211,0.00092764944],"domain_scores_gemma":[0.97210646,0.01955993,0.007079612,0.00069498795,0.00029553205,0.0002634776],"candidate_categories":["metaresearch","metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.15859531,0.00066768384,0.0019829634,0.00028897033,0.017746568,0.0018643572,0.0024809802,0.00042705782,0.000112964415],"category_scores_gemma":[0.10916697,0.00035222594,0.000804022,0.0003254027,0.00088786136,0.0012683973,0.0005732392,0.028457519,0.0000941633],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013807832,0.000036597863,0.00010371516,0.023680607,0.00022840041,0.000004958411,0.013517878,0.000056486835,3.9577452e-7,0.001892194,0.000600797,0.95986414],"study_design_scores_gemma":[0.00017554498,0.00013062936,0.000006824901,0.248789,0.0007733212,0.00018303661,0.0026815557,0.000011189952,3.1566024e-8,0.000099051984,0.7468216,0.00032824255],"about_ca_topic_score_codex":0.00022545435,"about_ca_topic_score_gemma":0.000030558684,"teacher_disagreement_score":0.9595359,"about_ca_system_score_codex":0.00045348195,"about_ca_system_score_gemma":0.0024941755,"threshold_uncertainty_score":0.99989295},"labels":[],"label_agreement":null},{"id":"W2974635538","doi":"10.20343/teachlearninqu.7.2.9","title":"Interpreting Students' Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens","year":2019,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trent University","funders":"","keywords":"Psychology; Coping (psychology); Perception; Perspective (graphical); Theme (computing); Graduate students; Medical education; Social psychology; Pedagogy; Clinical psychology; Medicine; Computer science","score_opus":0.035153167521363236,"score_gpt":0.3804258909421293,"score_spread":0.3452727234207661,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2974635538","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99093646,0.00044823202,0.0036717937,0.0005733761,0.0019292666,0.00030069202,3.3182442e-7,0.00018853735,0.0019512839],"genre_scores_gemma":[0.9952021,0.000018734567,0.00022947583,0.00039501447,0.0008910209,0.000040619834,0.0000014206211,0.00007592757,0.003145676],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9956746,0.0016257063,0.00057576434,0.00050993176,0.00091215136,0.00070182915],"domain_scores_gemma":[0.99815816,0.0005293078,0.000767872,0.00032158432,0.0001164996,0.00010659861],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.003472988,0.00036491398,0.00037466866,0.000217943,0.0029099712,0.00040559107,0.00092409836,0.00014269132,0.00045647976],"category_scores_gemma":[0.00067068735,0.00022259516,0.00013346077,0.00023058112,0.00040505233,0.0005519676,0.00032515012,0.0039303657,0.00019807201],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029925708,0.00009384442,0.51775706,0.000011867959,0.0003414504,0.000023786517,0.47284657,0.002926316,0.0004909104,0.00017183612,0.00032277725,0.0047143498],"study_design_scores_gemma":[0.0021532814,0.0013560508,0.081775784,0.0014892162,0.00020285403,0.004455961,0.8963368,0.0011800983,0.00014724248,0.00022260663,0.009896836,0.0007832568],"about_ca_topic_score_codex":0.00014800852,"about_ca_topic_score_gemma":0.0000041574763,"teacher_disagreement_score":0.43598127,"about_ca_system_score_codex":0.0002945361,"about_ca_system_score_gemma":0.00007683187,"threshold_uncertainty_score":0.9983881},"labels":[],"label_agreement":null},{"id":"W2981593363","doi":"10.20343/9.1.25","title":"The Courage to SoTL","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University; University of Northern British Columbia","funders":"","keywords":"Autoethnography; Courage; Scholarship; Sociology; Scholarship of Teaching and Learning; Context (archaeology); Power (physics); Ethnography; Identity (music); Epistemology; Pedagogy; Aesthetics; Social science; Anthropology; Teaching method; Political science; Philosophy; Law; History","score_opus":0.0499795782152831,"score_gpt":0.43685698721519234,"score_spread":0.38687740899990924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981593363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6106909,0.001111131,0.013628713,0.24201503,0.009923179,0.00026382806,2.841016e-7,0.00019556654,0.122171365],"genre_scores_gemma":[0.9749759,0.0004031111,0.0022132685,0.0013326003,0.0046086162,0.000008668079,6.830585e-7,0.000029559955,0.016427636],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9920632,0.0060623055,0.00030268147,0.00020760641,0.0008233365,0.0005408398],"domain_scores_gemma":[0.9959542,0.0028647052,0.00037396108,0.00029857288,0.000308379,0.00020019406],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.013838033,0.00012753932,0.00012867492,0.000057543264,0.012452449,0.0016368052,0.0008154766,0.00007373072,0.00019881285],"category_scores_gemma":[0.020791337,0.0000719313,0.000113267284,0.00032680895,0.000320925,0.00050951506,0.00014596003,0.0030685568,0.00021251726],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005636807,0.00011717059,0.010822838,0.0000032671924,0.00014756051,0.000051757877,0.5367007,0.004377995,0.0022532337,0.047253437,0.027591536,0.37062413],"study_design_scores_gemma":[0.00008144403,0.000036839523,0.0041078287,0.000034155935,0.000025783362,0.00012522042,0.116961546,0.000052590956,0.0000655655,0.003638102,0.874759,0.00011193292],"about_ca_topic_score_codex":0.0002140657,"about_ca_topic_score_gemma":0.0001666319,"teacher_disagreement_score":0.84716743,"about_ca_system_score_codex":0.0004635537,"about_ca_system_score_gemma":0.00075523835,"threshold_uncertainty_score":0.9993996},"labels":[],"label_agreement":null},{"id":"W3011211301","doi":"10.20343/teachlearninqu.8.1.15","title":"Participant perceptions of the faculty development Educational Research Series","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Facilitator; Focus group; Medical education; Grassroots; Scholarship; Multidisciplinary approach; Faculty development; Scholarship of Teaching and Learning; Session (web analytics); Psychology; Pedagogy; Professional development; Sociology; Teaching method; Computer science; Medicine; Political science; Teaching and learning center","score_opus":0.3912869270495966,"score_gpt":0.5281336342225149,"score_spread":0.1368467071729183,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011211301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8400406,0.00006310358,0.0003492773,0.14974937,0.000807265,0.00016411132,4.1051206e-7,0.000021828351,0.008804037],"genre_scores_gemma":[0.99162716,0.00004112096,0.002657497,0.00025322413,0.0018370065,0.000016067768,0.0000017030958,0.00001414721,0.0035520508],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9924694,0.0055063353,0.00036263777,0.00016615662,0.0011067588,0.0003887175],"domain_scores_gemma":[0.9977447,0.0011707155,0.0003863791,0.00014969385,0.00039430105,0.00015424978],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.00938994,0.00009364261,0.00012138648,0.00006232423,0.0075979303,0.00029158883,0.00081891305,0.00005938635,0.0005775381],"category_scores_gemma":[0.016299684,0.00005247458,0.00008183647,0.00040294975,0.00088884414,0.0005467255,0.00017115487,0.002764688,0.0000846352],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026633681,0.00009067408,0.07147149,0.0000065729796,0.00005575048,3.030187e-7,0.90291244,0.0015230326,0.0014757067,0.008011111,0.0046894713,0.009736835],"study_design_scores_gemma":[0.00008495928,0.00005634887,0.16574886,0.00006260449,0.00002757102,0.000020348476,0.35767767,0.000042972082,0.000100247875,0.0015382002,0.47454253,0.00009767611],"about_ca_topic_score_codex":0.00022259878,"about_ca_topic_score_gemma":0.00008131385,"teacher_disagreement_score":0.54523474,"about_ca_system_score_codex":0.00034472937,"about_ca_system_score_gemma":0.0018279866,"threshold_uncertainty_score":0.999536},"labels":[],"label_agreement":null},{"id":"W3011828942","doi":"10.20343/teachlearninqu.8.1.13","title":"Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Social Work Education and Practice","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Facilitator; Psychology; Experiential learning; Professional learning community; Qualitative research; Active learning (machine learning); Pedagogy; Work-based learning; Student engagement; Cooperative learning; Medical education; Higher education; Mathematics education; Work (physics); Teaching method; Sociology; Medicine; Computer science; Social psychology","score_opus":0.17127354554198357,"score_gpt":0.4308860518305749,"score_spread":0.25961250628859134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011828942","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6894219,0.00008350017,0.0011515396,0.30666277,0.0007279035,0.00041019786,1.3513123e-7,0.00016382101,0.0013782324],"genre_scores_gemma":[0.9921099,0.000042423115,0.0007639327,0.0039975,0.001728566,0.00003526057,0.0000029166154,0.000038252983,0.0012812517],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98915744,0.008135809,0.0004939412,0.00037617053,0.0010914856,0.0007451823],"domain_scores_gemma":[0.9977939,0.0010906335,0.0004050979,0.00009746707,0.000119740835,0.0004931397],"candidate_categories":["sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0113916965,0.0002482319,0.00030749166,0.00014176135,0.008200805,0.0011161993,0.00053131726,0.00011635708,0.00015724826],"category_scores_gemma":[0.0065868245,0.00019898433,0.00012943149,0.0011360013,0.00036237008,0.00032897497,0.00015488814,0.0045308587,0.00020012863],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014178857,0.00013170108,0.05040525,0.00000969517,0.000065510765,0.000019752964,0.856433,0.0024217952,0.000018084454,0.004105998,0.0028778245,0.08336963],"study_design_scores_gemma":[0.0005929695,0.00026724205,0.021254288,0.000066218185,0.000044833807,0.000003321134,0.44302917,0.000048692138,0.0000016373342,0.0006070282,0.53380173,0.000282841],"about_ca_topic_score_codex":0.0002419585,"about_ca_topic_score_gemma":0.00004605125,"teacher_disagreement_score":0.53092396,"about_ca_system_score_codex":0.00039971527,"about_ca_system_score_gemma":0.00045542273,"threshold_uncertainty_score":0.9999207},"labels":[],"label_agreement":null},{"id":"W3011951902","doi":"10.20343/teachlearninqu.8.1.14","title":"A self-defined professional development approach for current and aspiring educational developers","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Professionalization; Professional development; Field (mathematics); Plan (archaeology); Engineering ethics; Work (physics); Psychology; Computer science; Pedagogy; Knowledge management; Sociology; Engineering","score_opus":0.09706455383169832,"score_gpt":0.4239081199359719,"score_spread":0.32684356610427356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011951902","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7481787,0.0019869711,0.09882078,0.12414262,0.0080643045,0.0016394937,9.15887e-7,0.00037334362,0.016792845],"genre_scores_gemma":[0.82609177,0.00009872808,0.1686951,0.0005735156,0.0036139863,0.0000849962,0.000009114102,0.000033343367,0.0007994671],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9970181,0.0013748432,0.00035592064,0.00028764,0.0005740799,0.00038943475],"domain_scores_gemma":[0.9980572,0.0009853651,0.00044768452,0.000071303795,0.00020082462,0.00023761002],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005379119,0.00016175877,0.00015818383,0.00008412738,0.005299664,0.0004012437,0.00041189816,0.000070354676,0.000039012575],"category_scores_gemma":[0.005623392,0.0001117222,0.00005771821,0.00017577212,0.00016915199,0.00055356533,0.00010890685,0.0017842244,0.0000113449405],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008453133,0.00027692452,0.03077514,0.000075485324,0.00012902482,4.3106576e-7,0.7501033,0.0007907951,0.00012988012,0.00931054,0.0031250692,0.2051989],"study_design_scores_gemma":[0.00038772688,0.0000588156,0.014179497,0.00007881205,0.00004925724,0.000031566884,0.05147023,0.0018103292,0.000015235033,0.0008224937,0.93082964,0.00026640584],"about_ca_topic_score_codex":0.000012930327,"about_ca_topic_score_gemma":0.0000027662838,"teacher_disagreement_score":0.9277046,"about_ca_system_score_codex":0.00043112677,"about_ca_system_score_gemma":0.002025736,"threshold_uncertainty_score":0.9959953},"labels":[],"label_agreement":null},{"id":"W3012073698","doi":"10.20343/teachlearninqu.8.1.6","title":"The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Scholarship of Teaching and Learning; Macro; Scholarship; Sociology; Institution; Macro level; Through-the-lens metering; Pedagogy; Mathematics education; Psychology; Lens (geology); Teaching method; Computer science; Political science; Social science; Teaching and learning center; Engineering","score_opus":0.21535802768499104,"score_gpt":0.5027762825633615,"score_spread":0.28741825487837047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012073698","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92179793,0.00031128843,0.0037650035,0.071698464,0.00070644205,0.0006289298,9.559536e-7,0.00012897728,0.0009620006],"genre_scores_gemma":[0.9953943,0.000090425674,0.0010729131,0.0007637112,0.0019202948,0.000012836673,8.3990545e-7,0.000047185444,0.00069750485],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98927647,0.0075483983,0.0007132537,0.0003031009,0.0015566667,0.0006021287],"domain_scores_gemma":[0.9901454,0.0075066676,0.0014404011,0.00034142658,0.00031613902,0.00024996186],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.028083788,0.00023020526,0.00035749373,0.00010304676,0.009291451,0.001132946,0.0015260647,0.00013766074,0.00013171123],"category_scores_gemma":[0.06585144,0.000128818,0.00032369985,0.00034826464,0.00036274234,0.0010354104,0.00017255035,0.005022154,0.00004658107],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038679806,0.00029070268,0.03647419,0.000011470736,0.0007301986,0.000010052501,0.8942619,0.028990613,0.00016464757,0.0075792163,0.003915564,0.027184673],"study_design_scores_gemma":[0.0015088739,0.0030275362,0.016980475,0.00022348619,0.0006825858,0.000054184675,0.70503867,0.0045172237,0.000010780757,0.0071664373,0.26030943,0.0004802915],"about_ca_topic_score_codex":0.000869737,"about_ca_topic_score_gemma":0.00009371659,"teacher_disagreement_score":0.25639388,"about_ca_system_score_codex":0.00025722495,"about_ca_system_score_gemma":0.0006452158,"threshold_uncertainty_score":0.999904},"labels":[],"label_agreement":null},{"id":"W3091895240","doi":"10.20343/teachlearninqu.8.2.2","title":"Who Are We Citing and How? A SoTL Citation Analysis","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Citation; Multidisciplinary approach; Scholarship of Teaching and Learning; Scholarship; Citation analysis; Field (mathematics); Psychology; Sociology; Library science; Mathematics education; Social science; Computer science; Teaching method; Political science; Law; Mathematics","score_opus":0.2356396998669658,"score_gpt":0.4364195655164542,"score_spread":0.2007798656494884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3091895240","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.519517,0.00063939026,0.02489705,0.45259708,0.00029820862,0.00013231818,6.6239204e-7,0.00023023151,0.0016880418],"genre_scores_gemma":[0.9927482,0.0004253304,0.0020866492,0.0013746461,0.0020092847,0.000002971865,0.0000021719668,0.000027368751,0.0013233627],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9911007,0.0067180414,0.00033017492,0.00030903143,0.0011316102,0.0004104153],"domain_scores_gemma":[0.9961718,0.0020077596,0.001217527,0.00013928342,0.00017553598,0.0002881034],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.014340066,0.00018407486,0.00033603297,0.00026485743,0.0058795554,0.0016975668,0.00050605886,0.000106452644,0.00014701048],"category_scores_gemma":[0.01847876,0.0001334287,0.00019183072,0.0006539391,0.0003029465,0.0012259429,0.00011616867,0.0029481773,0.000019362988],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055568235,0.000034030614,0.12312364,0.000023595887,0.0008340266,0.000028088933,0.76928514,0.021714285,0.00035879598,0.005767726,0.006055441,0.07271967],"study_design_scores_gemma":[0.0007403169,0.0002025139,0.04015411,0.00028969516,0.001511248,0.00004629309,0.5156446,0.038228218,0.000012256272,0.0011973659,0.40139392,0.00057943614],"about_ca_topic_score_codex":0.00018810021,"about_ca_topic_score_gemma":0.00007561403,"teacher_disagreement_score":0.4732312,"about_ca_system_score_codex":0.00013711266,"about_ca_system_score_gemma":0.00013909808,"threshold_uncertainty_score":0.99935204},"labels":[],"label_agreement":null},{"id":"W3091908235","doi":"10.20343/teachlearninqu.8.2.13","title":"A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Context (archaeology); Student engagement; Value (mathematics); Resource (disambiguation); Process (computing); Work (physics); Learning analytics; Medical education; Pedagogy; Mathematics education; Psychology; Knowledge management; Computer science; Medicine; Engineering; Data science","score_opus":0.15165777670999045,"score_gpt":0.42954872293011803,"score_spread":0.27789094622012755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3091908235","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99024177,0.00017177139,0.000782487,0.0074172756,0.0003556526,0.00032040605,7.380859e-8,0.000040168798,0.00067036983],"genre_scores_gemma":[0.9986409,0.00008697236,0.0003298025,0.00014742775,0.00064176234,0.000022913227,4.4548747e-7,0.000020758414,0.000108993445],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98979115,0.00847832,0.0005347777,0.00022950221,0.00061823666,0.00034800675],"domain_scores_gemma":[0.99767196,0.0016489124,0.00040026545,0.00012356427,0.000033885215,0.00012139649],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.020075519,0.0001486771,0.00023510087,0.00012968334,0.003784299,0.00038929158,0.00035222346,0.000041569267,0.000038297705],"category_scores_gemma":[0.0025521773,0.000095177376,0.000056094053,0.0003057233,0.00015702537,0.00053612527,0.00012643277,0.005607785,0.000004521904],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027472262,0.00010159469,0.35266992,0.0000037331833,0.000026594167,0.00009304189,0.5884118,0.01995005,0.000015434418,0.0003936757,0.00006042529,0.03824622],"study_design_scores_gemma":[0.00048694632,0.00017374051,0.18803585,0.00011917109,0.000035618617,0.0000663311,0.7906197,0.0005556981,9.760726e-7,0.000058749152,0.019721096,0.00012613864],"about_ca_topic_score_codex":0.005506548,"about_ca_topic_score_gemma":0.0006492566,"teacher_disagreement_score":0.20220785,"about_ca_system_score_codex":0.0002038829,"about_ca_system_score_gemma":0.00011211532,"threshold_uncertainty_score":0.99751264},"labels":[],"label_agreement":null},{"id":"W3091921298","doi":"10.20343/teachlearninqu.8.2.7","title":"Between Culture and Curricula: Exploring Student and Faculty Experiences of Undergraduate Research and Inquiry","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McMaster University","funders":"","keywords":"Undergraduate research; Nexus (standard); Curriculum; Diversity (politics); Pedagogy; Higher education; Faculty development; Medical education; Perception; Professional development; Sociology; Psychology; Political science; Medicine; Engineering","score_opus":0.5274572497282817,"score_gpt":0.5388943915975933,"score_spread":0.011437141869311662,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3091921298","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96325094,0.0011692032,0.00033311555,0.03447837,0.00023828747,0.00016827484,4.5039403e-7,0.00006101934,0.00030032237],"genre_scores_gemma":[0.9963793,0.0011435924,0.000783697,0.00009604735,0.0013162238,0.000011006845,0.0000013945617,0.000018087776,0.00025062208],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99294794,0.0044392054,0.00042150606,0.000343217,0.0014343888,0.0004137717],"domain_scores_gemma":[0.99754703,0.0013616169,0.00045963452,0.00011148717,0.00019562173,0.00032462997],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.013561243,0.0001735816,0.00029468918,0.00011761123,0.0045763864,0.00072495017,0.0004718645,0.00009264425,0.000011189553],"category_scores_gemma":[0.005462187,0.000111510555,0.000044494598,0.00023886762,0.0015527571,0.0012122534,0.00041372786,0.0029578574,0.000003253934],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018138368,0.000023616794,0.07452591,0.000016974183,0.000059709702,0.0000057033853,0.90013796,0.00009724964,0.00012827577,0.0036018633,0.00037986098,0.021004736],"study_design_scores_gemma":[0.00039925735,0.00043795016,0.019146694,0.00019289712,0.000058568185,0.000028485823,0.944046,0.00011933747,0.000034100936,0.0016458258,0.033699527,0.00019131941],"about_ca_topic_score_codex":0.0002231425,"about_ca_topic_score_gemma":0.000010847522,"teacher_disagreement_score":0.055379216,"about_ca_system_score_codex":0.00006810274,"about_ca_system_score_gemma":0.000095083946,"threshold_uncertainty_score":0.9993424},"labels":[],"label_agreement":null},{"id":"W3092033979","doi":"10.20343/teachlearninqu.8.2.14","title":"Awakening (to all of our SoTL stories)","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Academic Writing and Publishing","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Psychology","score_opus":0.12860374159472746,"score_gpt":0.3232478376795065,"score_spread":0.19464409608477903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092033979","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8153416,0.00072416745,0.0057879323,0.1529852,0.0038330304,0.00022882297,0.0000073302635,0.00056444324,0.020527462],"genre_scores_gemma":[0.97873616,0.000014716136,0.0005355672,0.004822224,0.013286516,0.0000023345015,0.0000041546564,0.00006103269,0.002537292],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99731135,0.00073248165,0.00061332644,0.00024073537,0.0006018634,0.00050026434],"domain_scores_gemma":[0.9985312,0.00030717943,0.0005464832,0.0001640924,0.00015762002,0.00029341693],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0035810096,0.00023373432,0.00034884902,0.00011907308,0.0018068263,0.000801614,0.00085988315,0.00008679223,0.00021022606],"category_scores_gemma":[0.002848233,0.00015154152,0.00018364897,0.00007015771,0.00011115472,0.00062464236,0.00021433056,0.0045672674,0.00007493809],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007407391,0.000027674057,0.0020135124,0.000038886636,0.00014127966,0.000024776282,0.81621826,0.006095781,0.001037346,0.026448365,0.13496226,0.012917768],"study_design_scores_gemma":[0.00024890937,0.00020193332,0.00009597989,0.00017093215,0.000053111307,0.00007405283,0.1484611,0.0006551016,0.00003422337,0.00021013785,0.8495795,0.00021498495],"about_ca_topic_score_codex":0.00014935643,"about_ca_topic_score_gemma":0.0000069364264,"teacher_disagreement_score":0.71461725,"about_ca_system_score_codex":0.000073430325,"about_ca_system_score_gemma":0.00008459141,"threshold_uncertainty_score":0.9994927},"labels":[],"label_agreement":null},{"id":"W3092416453","doi":"10.20343/teachlearninqu.8.2.10","title":"Does it Matter Where You Teach? Insights from a Quasi-Experimental Study on Student Engagement in an Active Learning Classroom","year":2020,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Active learning (machine learning); Student engagement; Mathematics education; Psychology; Pedagogy; Experiential learning; Computer science","score_opus":0.08942993855631272,"score_gpt":0.42419631968602844,"score_spread":0.33476638112971574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092416453","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98207587,0.00006540926,0.0019044497,0.010529753,0.0012084136,0.000718384,0.0000011886847,0.00031252234,0.0031839989],"genre_scores_gemma":[0.99213064,0.000010725782,0.0022486667,0.0017514242,0.0029380172,0.000036497477,0.000005960674,0.00010356379,0.0007744895],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9598718,0.035757266,0.00091503956,0.0008394135,0.0017803361,0.0008361388],"domain_scores_gemma":[0.9969069,0.001431388,0.00083790865,0.00036325908,0.000122156,0.00033838634],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.011367184,0.0005345785,0.0006489724,0.00031006927,0.005570119,0.0010723216,0.0015257803,0.00019124287,0.00065867306],"category_scores_gemma":[0.0019840416,0.00031176588,0.0001777938,0.0004346465,0.00035697155,0.0009983332,0.00043901827,0.011963741,0.0001577953],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022694912,0.002130199,0.2361741,0.0000026332675,0.00016440949,0.00009723394,0.75072265,0.0026308126,0.0028623352,0.00030163833,0.00033751354,0.004349542],"study_design_scores_gemma":[0.0015213742,0.003017507,0.09914949,0.00017764933,0.000056870736,0.000003434328,0.8699072,0.0004163759,0.0001581064,0.00018863405,0.024877489,0.00052586576],"about_ca_topic_score_codex":0.00125662,"about_ca_topic_score_gemma":0.00041929635,"teacher_disagreement_score":0.13702463,"about_ca_system_score_codex":0.0011764799,"about_ca_system_score_gemma":0.00020547448,"threshold_uncertainty_score":0.99996465},"labels":[],"label_agreement":null},{"id":"W3109972545","doi":"10.20343/teachlearninqu.9.1.20","title":"Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"MacEwan University; Ohio State University; University of Gloucestershire; Purdue University; Monash University; Leeds Beckett University","keywords":"Psychology; Summative assessment; Peer feedback; Psychological resilience; Variety (cybernetics); Social psychology; Cognition; Negative feedback; Formative assessment; Medical education; Pedagogy","score_opus":0.17912409354407574,"score_gpt":0.44624243943902614,"score_spread":0.2671183458949504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3109972545","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93178153,0.000040293417,0.007162285,0.058161967,0.0014401588,0.00030084114,0.0000032498194,0.000048630973,0.0010610339],"genre_scores_gemma":[0.9922998,0.00016573582,0.0031905684,0.0002750478,0.0012075448,0.000046026988,0.000004714862,0.000025611045,0.002784932],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99605024,0.0018629134,0.00046876777,0.00023193334,0.0009495745,0.0004365484],"domain_scores_gemma":[0.99715513,0.0017309671,0.00036868828,0.0002589748,0.00034431435,0.00014193072],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0058633653,0.00015828332,0.00022058304,0.00012026761,0.0049663833,0.0005934593,0.0010001778,0.00004185488,0.00003917356],"category_scores_gemma":[0.0018185835,0.00009841958,0.00021278854,0.00036572025,0.00024326764,0.00038880648,0.00026202653,0.0010127528,0.000007627411],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012734573,0.00033170806,0.6802977,0.00001630673,0.00053571956,0.000005194866,0.1365667,0.0033208064,0.0039319587,0.12901285,0.003532376,0.042321347],"study_design_scores_gemma":[0.0004967331,0.00011556781,0.86937153,0.00012708262,0.00008410478,0.000024842066,0.07325613,0.000022182052,0.000044804183,0.0041815545,0.052099004,0.00017646588],"about_ca_topic_score_codex":0.00007312398,"about_ca_topic_score_gemma":0.000062208666,"teacher_disagreement_score":0.18907385,"about_ca_system_score_codex":0.00030210125,"about_ca_system_score_gemma":0.0005506782,"threshold_uncertainty_score":0.996329},"labels":[],"label_agreement":null},{"id":"W3133693152","doi":"10.20343/teachlearninqu.9.1.18","title":"Re-positioning SoTL toward the T-shaped Community","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Higher Education Research and Development Society of Australasia; University of Wollongong","keywords":"Scholarship of Teaching and Learning; Operationalization; Discipline; Higher education; Sociology; Scholarship; Teamwork; Pedagogy; Engineering ethics; Teaching method; Political science; Epistemology; Social science; Teaching and learning center; Engineering; Philosophy","score_opus":0.15188228470587106,"score_gpt":0.41215790145720616,"score_spread":0.2602756167513351,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133693152","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6682334,0.00083279674,0.009849157,0.2719392,0.004389025,0.00018910342,7.6413056e-7,0.00025824946,0.04430834],"genre_scores_gemma":[0.9886207,0.00026767259,0.0006335252,0.0022986012,0.0021399853,0.000006537314,0.000004640571,0.000022498964,0.006005811],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98514533,0.013332172,0.00032377624,0.00013113409,0.0006430146,0.00042456607],"domain_scores_gemma":[0.9970607,0.001956773,0.00033663656,0.00032285592,0.00018121632,0.00014181444],"candidate_categories":["sts","scholarly_communication","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.014576864,0.00013244069,0.00014703358,0.000045436493,0.018361337,0.001219994,0.0007486859,0.000074239426,0.0012296943],"category_scores_gemma":[0.0034878426,0.00007890265,0.00014694924,0.00022868827,0.0003189819,0.0004351445,0.0001820852,0.0060867313,0.00009948253],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015128934,0.00015613112,0.004411125,0.0000069322655,0.0001293383,0.000024945099,0.94220054,0.0020655603,0.00041276173,0.010069482,0.014855483,0.025652561],"study_design_scores_gemma":[0.00013657511,0.00003206887,0.0053418917,0.000063835425,0.00004722331,0.00005361487,0.49974227,0.00008663631,0.000015501995,0.0011483902,0.49321878,0.000113214075],"about_ca_topic_score_codex":0.0011163929,"about_ca_topic_score_gemma":0.0001765594,"teacher_disagreement_score":0.47836328,"about_ca_system_score_codex":0.0002615107,"about_ca_system_score_gemma":0.0004207168,"threshold_uncertainty_score":0.99981683},"labels":[],"label_agreement":null},{"id":"W3133743814","doi":"10.20343/teachlearninqu.9.1.26","title":"A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Mentoring and Academic Development","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; York University","funders":"","keywords":"Mentorship; Operationalization; Scholarship of Teaching and Learning; Scholarship; Order (exchange); Mathematics education; Psychology; Sociology; Teaching method; Epistemology; Medical education; Teaching and learning center; Political science; Medicine; Philosophy","score_opus":0.20935904243898046,"score_gpt":0.3813815794755191,"score_spread":0.17202253703653864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133743814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9378129,0.0011052589,0.053141925,0.002855858,0.0036654195,0.00044640386,0.000013727335,0.00008744425,0.00087102473],"genre_scores_gemma":[0.9664864,0.00010787063,0.021056212,0.00027758855,0.0011213924,0.00017566686,0.000058028018,0.00009988604,0.010616933],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99676144,0.0006784677,0.0009336122,0.00037109238,0.00041732145,0.00083806075],"domain_scores_gemma":[0.9971424,0.0017924277,0.00060094264,0.00016712611,0.00012262532,0.00017450134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062156706,0.0002967511,0.0004391053,0.0001701169,0.00075241656,0.00013939342,0.0005013279,0.00023980578,0.00025951376],"category_scores_gemma":[0.0015278102,0.00022629117,0.00015307617,0.00015079917,0.00011747541,0.00014713981,0.000107034495,0.0018101513,0.0000047718454],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013972707,0.0009937318,0.08184844,0.0003911475,0.0025334381,0.0001645947,0.43613073,0.00078701135,0.03664285,0.061077014,0.053607326,0.32442644],"study_design_scores_gemma":[0.004739661,0.00055364484,0.013034481,0.0022457282,0.00020033428,0.0004650001,0.24812382,0.00030669098,0.004193857,0.011509434,0.7135155,0.0011118482],"about_ca_topic_score_codex":0.000049086375,"about_ca_topic_score_gemma":0.0000063131015,"teacher_disagreement_score":0.6599082,"about_ca_system_score_codex":0.0003403976,"about_ca_system_score_gemma":0.0003050399,"threshold_uncertainty_score":0.9227886},"labels":[],"label_agreement":null},{"id":"W3133771533","doi":"10.20343/teachlearninqu.9.1.24","title":"Brokering Boundary Crossings through the SoTL Landscape of Practice","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Legitimacy; Narrative; Negotiation; Sociology; Meaning (existential); Multitude; Boundary (topology); Bureaucracy; Political science; Politics; Public relations; Social science; Epistemology","score_opus":0.05896389138825413,"score_gpt":0.40310007831642386,"score_spread":0.3441361869281697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133771533","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5788633,0.0061430917,0.012379166,0.22287132,0.007197827,0.00024400823,0.0000011783952,0.00020046091,0.17209965],"genre_scores_gemma":[0.981016,0.00078541087,0.0027034841,0.0016858376,0.0022586323,0.0000036834715,0.0000016785932,0.000026303225,0.011518996],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9944776,0.0037967805,0.0003930443,0.00017388558,0.00076651765,0.00039212924],"domain_scores_gemma":[0.99681944,0.0019468172,0.0006247211,0.00025794154,0.0002669259,0.000084137995],"candidate_categories":["sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.008440827,0.00012539154,0.00016645541,0.00003345475,0.008458168,0.001283437,0.000510881,0.00006928584,0.00055546855],"category_scores_gemma":[0.006261183,0.00007357611,0.00013817678,0.00025116527,0.0004821455,0.0010323606,0.00013662645,0.002702225,0.00003582005],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040105813,0.00017272486,0.00372574,0.000012650277,0.00020150549,0.00004555674,0.9043112,0.0034061603,0.0006096843,0.015634825,0.03931615,0.03252373],"study_design_scores_gemma":[0.0001390956,0.000024945788,0.001672188,0.000059813006,0.00005633085,0.0001530348,0.23532985,0.000020810074,0.000038752245,0.00050724036,0.76191354,0.00008439069],"about_ca_topic_score_codex":0.0007576924,"about_ca_topic_score_gemma":0.000034898683,"teacher_disagreement_score":0.72259736,"about_ca_system_score_codex":0.00012570314,"about_ca_system_score_gemma":0.0008098273,"threshold_uncertainty_score":0.99975336},"labels":[],"label_agreement":null},{"id":"W3134109859","doi":"10.20343/teachlearninqu.9.1.14","title":"I Suck at This Game: “Let’s Play” Videos, Think-Alouds, and the Pedagogy of Bad Feelings","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Digital Games and Media","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; University of Calgary","keywords":"Feeling; Psychology; Silence; Think aloud protocol; Emotive; Cognition; Social psychology; Aesthetics; Computer science; Art; Sociology","score_opus":0.025516726784761024,"score_gpt":0.33224742992658984,"score_spread":0.3067307031418288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134109859","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7987184,0.006233813,0.00031216472,0.030973932,0.0020253013,0.00020768102,0.0000021975818,0.00010837121,0.16141817],"genre_scores_gemma":[0.88859737,0.0021928246,0.00024303207,0.0011264791,0.0016198547,0.0000020680325,0.000003068121,0.000034226607,0.10618105],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99569607,0.0021308074,0.00049252127,0.00025598775,0.0008818001,0.0005427954],"domain_scores_gemma":[0.99707294,0.0017369393,0.00052768324,0.00026462937,0.00017965237,0.00021814328],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007644107,0.00019973877,0.0003905546,0.00006144663,0.0016938447,0.0005410614,0.00060403417,0.0001355146,0.00034975877],"category_scores_gemma":[0.005525849,0.00010864273,0.00023921912,0.0001680134,0.0013940997,0.0003479394,0.00033349067,0.002122019,0.000035013192],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016186078,0.00006407199,0.0039688437,0.000017080112,0.0001633456,0.0000613306,0.6892966,0.00046765222,0.0003975658,0.017087122,0.009154576,0.27915996],"study_design_scores_gemma":[0.0009400189,0.000069394526,0.0018645532,0.00017430323,0.000090879716,0.00033194834,0.07187211,0.00013066542,0.00005092375,0.0013828997,0.9229097,0.00018262092],"about_ca_topic_score_codex":0.00036345542,"about_ca_topic_score_gemma":0.00024585644,"teacher_disagreement_score":0.9137551,"about_ca_system_score_codex":0.00012705817,"about_ca_system_score_gemma":0.00042426027,"threshold_uncertainty_score":0.99960583},"labels":[],"label_agreement":null},{"id":"W3134213397","doi":"10.20343/teachlearninqu.9.1.19","title":"The Scholarship of Critique and Power","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia; Tennessee Tech University","keywords":"Scholarship; Sociology; Epistemology; Power (physics); Context (archaeology); Hegemony; Discipline; Episteme; Power structure; Cornerstone; Critical pedagogy; Pedagogy; Social science; Politics; Political science; Law","score_opus":0.1112854391337174,"score_gpt":0.4412733095171816,"score_spread":0.32998787038346417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134213397","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7093591,0.0055205123,0.00031019622,0.2767617,0.0012410103,0.000065044245,1.8631911e-7,0.000053361597,0.006688897],"genre_scores_gemma":[0.993473,0.00062007434,0.00020822322,0.00064593396,0.0006466769,0.0000018229431,2.1689976e-7,0.0000115474795,0.0043924917],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9953092,0.0036411656,0.00023696457,0.00011716152,0.00039688387,0.00029865437],"domain_scores_gemma":[0.99808484,0.001290835,0.00019609298,0.00013740096,0.0001946133,0.00009623645],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00846254,0.000088368346,0.00012581817,0.000035120207,0.0042444863,0.00043447074,0.00030973263,0.00006218448,0.000093034396],"category_scores_gemma":[0.007860594,0.00004912513,0.00007847632,0.00012176744,0.0007460931,0.00020956161,0.00006610137,0.00216544,0.0000072870394],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000128208785,0.000047670488,0.050638776,0.000005679149,0.00008391809,0.000007929566,0.88127697,0.000019247633,0.00028463814,0.03614932,0.0028425753,0.028630475],"study_design_scores_gemma":[0.000114659284,0.000025353494,0.0456826,0.00006540889,0.000019715597,0.000057014313,0.6498646,0.0000019987776,0.00003376097,0.002230319,0.3018253,0.00007922905],"about_ca_topic_score_codex":0.00007751761,"about_ca_topic_score_gemma":0.00008118323,"teacher_disagreement_score":0.29898274,"about_ca_system_score_codex":0.000063284766,"about_ca_system_score_gemma":0.00029770643,"threshold_uncertainty_score":0.99705184},"labels":[],"label_agreement":null},{"id":"W3134255868","doi":"10.20343/teachlearninqu.9.1.6","title":"SoTL in the Margins: Teaching-Focused Role Case Studies","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"Brock University; University of Wollongong; Kennesaw State University","keywords":"Scholarship; Excellence; Scholarship of Teaching and Learning; Sociology; Teaching and learning center; Casual; Higher education; Face (sociological concept); Pedagogy; Teaching method; Political science; Medical education; Medicine; Social science","score_opus":0.20008526636742657,"score_gpt":0.4817888717573005,"score_spread":0.28170360538987393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134255868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8566262,0.0032532604,0.0005966697,0.12451163,0.00173336,0.0002723242,7.135996e-7,0.00019491807,0.012810938],"genre_scores_gemma":[0.98856854,0.00041272867,0.0024991564,0.0019005911,0.0026242358,0.000017070064,0.0000022660452,0.000046379115,0.00392903],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9709696,0.025505656,0.00073566317,0.00040235106,0.0016092652,0.00077743025],"domain_scores_gemma":[0.9914025,0.006863039,0.0008338793,0.00050185726,0.00025295437,0.00014574126],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.05683692,0.00029927323,0.00039278177,0.0002107817,0.011191025,0.0013899499,0.0011833444,0.00015196245,0.00020009768],"category_scores_gemma":[0.039049342,0.00017500037,0.00023844573,0.0003498242,0.0005618575,0.001217018,0.0002553991,0.008409552,0.00009439193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036046767,0.00024663907,0.009464324,0.000012715578,0.00022278681,0.00293605,0.8886576,0.004629569,0.00018928575,0.024352178,0.0074444166,0.06180836],"study_design_scores_gemma":[0.0005248422,0.00008151863,0.0018787185,0.00015520742,0.00011906683,0.004544474,0.5811295,0.00042760803,0.000007797044,0.0032965154,0.40756923,0.00026554603],"about_ca_topic_score_codex":0.0015446657,"about_ca_topic_score_gemma":0.00137363,"teacher_disagreement_score":0.4001248,"about_ca_system_score_codex":0.00048760753,"about_ca_system_score_gemma":0.000575534,"threshold_uncertainty_score":0.9996467},"labels":[],"label_agreement":null},{"id":"W3134746107","doi":"10.20343/teachlearninqu.9.1.22","title":"Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Høgskolen i Innlandet; University of Adelaide; University of Derby; Mount Royal University; McMaster University; Emory University; Georgia Southern University","keywords":"Knowledge sharing; Mobilization; Knowledge creation; Sociology; Knowledge management; Psychology; Public relations; Political science; Business; Computer science; Marketing","score_opus":0.09898429506382057,"score_gpt":0.43511602059356114,"score_spread":0.3361317255297406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134746107","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9841047,0.000265174,0.0059068454,0.0025472585,0.0010709128,0.00010319322,2.6087616e-7,0.00011030482,0.0058913557],"genre_scores_gemma":[0.98524296,0.00013011612,0.0006114154,0.00016184633,0.0013354727,0.0000082213755,0.00001076482,0.000027455431,0.012471763],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99657995,0.0017508856,0.00030200227,0.00026996806,0.0007265603,0.00037062872],"domain_scores_gemma":[0.9988799,0.0002253709,0.00021746148,0.00018003577,0.00030843331,0.00018876664],"candidate_categories":["sts","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0045923004,0.00013888384,0.00013632022,0.00009167116,0.004812711,0.0015082468,0.00057425717,0.00006679279,0.001061988],"category_scores_gemma":[0.00066666014,0.000094852716,0.000069849964,0.00025478794,0.0001357,0.0010261103,0.00011665944,0.0018113884,0.00005320151],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071550334,0.0012440319,0.23156948,0.000022408802,0.00034125426,0.00007045516,0.639865,0.029654864,0.0012251035,0.05675195,0.0033900382,0.035793874],"study_design_scores_gemma":[0.0007798719,0.00029368757,0.06805408,0.0003127982,0.00012568383,0.00020558266,0.60265595,0.00056724134,0.00004913765,0.0014056403,0.32513607,0.0004142732],"about_ca_topic_score_codex":0.00015063927,"about_ca_topic_score_gemma":0.00015990123,"teacher_disagreement_score":0.32174602,"about_ca_system_score_codex":0.0003087239,"about_ca_system_score_gemma":0.00046410214,"threshold_uncertainty_score":0.99985117},"labels":[],"label_agreement":null},{"id":"W3134939774","doi":"10.20343/teachlearninqu.9.1.12","title":"What Price Excellence in Learning and Teaching? Exploring the Costs and Benefits for Diverse Academic Staff Studying for a GCHE Supporting the SoTL","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Excellence; Scholarship; Context (archaeology); Higher education; Institution; Quality (philosophy); Sociology; Certificate; Scholarship of Teaching and Learning; Learning development; Pedagogy; Public relations; Medical education; Political science; Teaching and learning center; Teaching method; Medicine; Social science; Computer science","score_opus":0.17467836371762005,"score_gpt":0.41727685076304255,"score_spread":0.2425984870454225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134939774","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96777016,0.0023670476,0.0020354453,0.025429737,0.0015225438,0.0005542733,5.966883e-7,0.000053313426,0.00026688393],"genre_scores_gemma":[0.9908701,0.0048372867,0.0007281945,0.00030323653,0.0012699271,0.00010453806,0.0000019180004,0.000035751837,0.001849024],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.994837,0.003131637,0.0004946587,0.00035075037,0.0005044701,0.0006814971],"domain_scores_gemma":[0.99297017,0.0060440884,0.0005721428,0.00015067794,0.00012399485,0.00013890177],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.023049157,0.0002001022,0.00022528303,0.0000823979,0.012053202,0.0014785423,0.00045604605,0.000081949,0.000025998444],"category_scores_gemma":[0.008854901,0.0001177876,0.00009223067,0.00013473902,0.00024105964,0.0014117819,0.00028706857,0.004400675,0.0000015869008],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004648065,0.00005601481,0.025803857,0.000028717439,0.00007364119,0.0000058481373,0.6754337,0.004157202,0.00027782086,0.0059662727,0.0004021848,0.28774825],"study_design_scores_gemma":[0.0004322965,0.00008547446,0.0040151053,0.00035731122,0.00006611306,0.000040625026,0.77183443,0.0007261264,0.000017168266,0.00032110303,0.22193415,0.00017008607],"about_ca_topic_score_codex":0.00020057648,"about_ca_topic_score_gemma":0.0001031603,"teacher_disagreement_score":0.28757817,"about_ca_system_score_codex":0.00024158359,"about_ca_system_score_gemma":0.00022125884,"threshold_uncertainty_score":0.99955803},"labels":[],"label_agreement":null},{"id":"W3135160225","doi":"10.20343/teachlearninqu.9.1.21","title":"Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of Calgary","keywords":"Lament; Value (mathematics); Critical reflection; Perception; Psychology; Pedagogy; Qualitative research; Reflection (computer programming); Higher education; Mathematics education; Sociology; Computer science; Political science","score_opus":0.10000100058925676,"score_gpt":0.468710463867093,"score_spread":0.3687094632778362,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135160225","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97313803,0.00039763795,0.0021883522,0.009064827,0.0018708413,0.000087725966,3.2253894e-8,0.00005019534,0.013202341],"genre_scores_gemma":[0.9953384,0.00009365521,0.002002595,0.00018121827,0.0018722306,0.000013208582,3.3655303e-7,0.000016365453,0.0004819977],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99461144,0.0037795042,0.00025481006,0.00023873142,0.00074479345,0.00037073068],"domain_scores_gemma":[0.99760896,0.0016450855,0.00028567767,0.00015535316,0.00018783873,0.000117090065],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.005346759,0.00013076593,0.00015453617,0.00006813312,0.008134558,0.0015173043,0.00037378512,0.000059039663,0.00008545404],"category_scores_gemma":[0.004842427,0.000070496506,0.000044577864,0.0002544778,0.0009019266,0.00085263065,0.000111292364,0.0022314691,0.000005062882],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032313583,0.000055435514,0.073811874,0.0000039528286,0.0000524461,0.000015153426,0.9009712,0.00026984533,0.00036548325,0.0056282114,0.00009503656,0.018699056],"study_design_scores_gemma":[0.00016190518,0.000092128896,0.018897256,0.00010494757,0.000055951146,0.00061298907,0.95339644,0.0001506493,0.00009630135,0.0007077453,0.025586765,0.00013690944],"about_ca_topic_score_codex":0.00017129528,"about_ca_topic_score_gemma":0.00015854595,"teacher_disagreement_score":0.05491462,"about_ca_system_score_codex":0.0003025723,"about_ca_system_score_gemma":0.00030648935,"threshold_uncertainty_score":0.9995192},"labels":[],"label_agreement":null},{"id":"W3135449824","doi":"10.20343/teachlearninqu.9.1.25","title":"The Courage to SoTL","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University; University of Northern British Columbia","funders":"","keywords":"Autoethnography; Courage; Sociology; Scholarship; Scholarship of Teaching and Learning; Context (archaeology); Power (physics); Ethnography; Identity (music); Epistemology; Pedagogy; Aesthetics; Social science; Anthropology; Teaching method; Philosophy; Political science; History; Law","score_opus":0.0499795782152831,"score_gpt":0.43685698721519234,"score_spread":0.38687740899990924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135449824","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6106909,0.001111131,0.013628713,0.24201503,0.009923179,0.00026382806,2.841016e-7,0.00019556654,0.122171365],"genre_scores_gemma":[0.9749759,0.0004031111,0.0022132685,0.0013326003,0.0046086162,0.000008668079,6.830585e-7,0.000029559955,0.016427636],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9920632,0.0060623055,0.00030268147,0.00020760641,0.0008233365,0.0005408398],"domain_scores_gemma":[0.9959542,0.0028647052,0.00037396108,0.00029857288,0.000308379,0.00020019406],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.013838033,0.00012753932,0.00012867492,0.000057543264,0.012452449,0.0016368052,0.0008154766,0.00007373072,0.00019881285],"category_scores_gemma":[0.020791337,0.0000719313,0.000113267284,0.00032680895,0.000320925,0.00050951506,0.00014596003,0.0030685568,0.00021251726],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005636807,0.00011717059,0.010822838,0.0000032671924,0.00014756051,0.000051757877,0.5367007,0.004377995,0.0022532337,0.047253437,0.027591536,0.37062413],"study_design_scores_gemma":[0.00008144403,0.000036839523,0.0041078287,0.000034155935,0.000025783362,0.00012522042,0.116961546,0.000052590956,0.0000655655,0.003638102,0.874759,0.00011193292],"about_ca_topic_score_codex":0.0002140657,"about_ca_topic_score_gemma":0.0001666319,"teacher_disagreement_score":0.84716743,"about_ca_system_score_codex":0.0004635537,"about_ca_system_score_gemma":0.00075523835,"threshold_uncertainty_score":0.9993996},"labels":[],"label_agreement":null},{"id":"W3135566024","doi":"10.20343/teachlearninqu.9.1.9","title":"Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Educational Games and Gamification","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Jerome's University; University of Waterloo","funders":"University of Waterloo","keywords":"Narrative; Course (navigation); Task (project management); Computer science; Instructional design; Mathematics education; Knowledge management; Psychology; Multimedia; Engineering","score_opus":0.09255599765667434,"score_gpt":0.3753106888640996,"score_spread":0.28275469120742525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135566024","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25165865,0.007794978,0.7307896,0.005792168,0.0022133985,0.00020808885,3.944599e-7,0.00022874825,0.001313987],"genre_scores_gemma":[0.95267344,0.0000726722,0.039963607,0.0010051689,0.00154563,0.000027697271,0.0000131564,0.000096487245,0.004602133],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9937364,0.0039051657,0.00060994696,0.0005010298,0.0004750342,0.0007724077],"domain_scores_gemma":[0.9961609,0.0022781843,0.0007951351,0.00035028064,0.00021296652,0.00020249806],"candidate_categories":["metaepi_narrow","sts","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0074252766,0.00030849926,0.00032090434,0.00016024521,0.0017996875,0.00037434296,0.0003465022,0.00018512008,0.0011800415],"category_scores_gemma":[0.002226577,0.00024600822,0.00015709677,0.00018355646,0.0001906064,0.00021489896,0.00009669908,0.004713533,0.000059784383],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031892353,0.0006799394,0.14588061,0.00009004079,0.0009437945,0.00038587349,0.3960514,0.069175,0.014617599,0.026511347,0.015974348,0.32937112],"study_design_scores_gemma":[0.0021477728,0.0005903693,0.07346053,0.0012516689,0.0005505203,0.002763976,0.14755717,0.013662551,0.0003265076,0.00309228,0.7533233,0.0012733277],"about_ca_topic_score_codex":0.00003346095,"about_ca_topic_score_gemma":0.0000013061334,"teacher_disagreement_score":0.737349,"about_ca_system_score_codex":0.00037678776,"about_ca_system_score_gemma":0.00050615374,"threshold_uncertainty_score":0.9999992},"labels":[],"label_agreement":null},{"id":"W3135748878","doi":"10.20343/teachlearninqu.9.1.23","title":"Examining the Focus of SoTL Literature—Teaching and Learning?","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Scholarship of Teaching and Learning; Scholarship; Scope (computer science); Teaching and learning center; Focus (optics); Field (mathematics); Pedagogy; Sociology; Teaching method; Mathematics education; Psychology; Computer science; Political science","score_opus":0.11863715847460839,"score_gpt":0.4118511101564981,"score_spread":0.29321395168188974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135748878","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9348968,0.004621081,0.0028811428,0.041883595,0.0012742785,0.00017142761,5.937581e-7,0.0001902866,0.014080759],"genre_scores_gemma":[0.98588973,0.00048648444,0.003711965,0.0004622203,0.0019230748,0.0000044229782,0.0000028966163,0.00004892741,0.00747026],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9690649,0.027947659,0.00066762674,0.0003712376,0.0013625443,0.0005860454],"domain_scores_gemma":[0.9895705,0.008315951,0.0012521262,0.0003544772,0.0003236053,0.00018331787],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.049720716,0.00026676248,0.0003624383,0.00016374442,0.012838524,0.0015879199,0.0008352786,0.0001815866,0.00014566156],"category_scores_gemma":[0.04927594,0.00016083074,0.00017241009,0.0002942247,0.00067369704,0.00110207,0.00032668927,0.012139753,0.000015806212],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004931676,0.00009533207,0.022456558,0.000024046645,0.0002318498,0.00006762312,0.7158428,0.004492241,0.0025223666,0.024393948,0.0015042651,0.22831966],"study_design_scores_gemma":[0.00084073364,0.00031728784,0.018072965,0.0009172041,0.00029860673,0.0009822916,0.33967713,0.00126546,0.00012339403,0.0038866138,0.6330932,0.0005251309],"about_ca_topic_score_codex":0.0005928606,"about_ca_topic_score_gemma":0.00007866107,"teacher_disagreement_score":0.63158894,"about_ca_system_score_codex":0.00014786306,"about_ca_system_score_gemma":0.0004239443,"threshold_uncertainty_score":0.99944854},"labels":[],"label_agreement":null},{"id":"W3191913029","doi":"10.20343/teachlearninqu.9.2.18","title":"Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Psychology; Thematic analysis; Rubric; Cognition; Qualitative research; Medical education; Pedagogy","score_opus":0.04183766046924296,"score_gpt":0.41995587850686356,"score_spread":0.3781182180376206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3191913029","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97318333,0.00017550065,0.0038400393,0.013883931,0.00081208895,0.00024376113,0.0000023972286,0.000076237244,0.0077826893],"genre_scores_gemma":[0.983549,0.00014532516,0.001241016,0.0006956871,0.0012543396,0.000013966275,0.000005024452,0.000025815167,0.013069851],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.993638,0.0038821655,0.0003091843,0.00034269004,0.001330618,0.0004973373],"domain_scores_gemma":[0.9966996,0.0023555944,0.00027656794,0.00011641666,0.00029702683,0.0002548514],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0065467255,0.00019952668,0.0002556574,0.0001369657,0.0047743325,0.00093654764,0.00039555033,0.00009664582,0.00023242824],"category_scores_gemma":[0.0035907154,0.0001498389,0.00011026405,0.0002973021,0.00031901538,0.0003813319,0.00029710034,0.002053977,0.000030388164],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015404439,0.00014872442,0.7500564,0.0000043907353,0.00031463822,0.00009229093,0.22494608,0.00012992909,0.00069723354,0.006102548,0.0013413903,0.016012358],"study_design_scores_gemma":[0.0006606859,0.00021467997,0.79298276,0.00024316445,0.00011596286,0.00006863777,0.18455239,0.000025357436,0.00004402659,0.0008735427,0.019923646,0.00029513068],"about_ca_topic_score_codex":0.0001616173,"about_ca_topic_score_gemma":0.00019279763,"teacher_disagreement_score":0.04292641,"about_ca_system_score_codex":0.00036293457,"about_ca_system_score_gemma":0.0005545235,"threshold_uncertainty_score":0.9965213},"labels":[],"label_agreement":null},{"id":"W3194580860","doi":"10.20343/teachlearninqu.9.2.19","title":"Capstone Experience Purposes","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Guelph","funders":"University of Gloucestershire; Pennsylvania State University; Elon University; Penn State Harrisburg, Pennsylvania State University; University of Pennsylvania; Boston College","keywords":"Syllabus; Capstone; Accreditation; Inclusion (mineral); Variety (cybernetics); Medical education; Higher education; Liberal arts education; Capstone course; Public relations; Pedagogy; Sociology; Political science; Curriculum; Medicine; Computer science; Social science","score_opus":0.06450898338980687,"score_gpt":0.39937686308216835,"score_spread":0.3348678796923615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3194580860","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89295787,0.0007292694,0.0041645113,0.06571648,0.004217408,0.000084202075,1.5814676e-7,0.00020847266,0.031921607],"genre_scores_gemma":[0.9723015,0.00023508898,0.003009843,0.0024486375,0.0016959538,0.000005738849,0.0000014371157,0.000016274531,0.020285528],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965321,0.001829539,0.00028484495,0.00018751535,0.00071603735,0.0004499886],"domain_scores_gemma":[0.9988375,0.00046094865,0.00012925589,0.00016124516,0.00019110652,0.00021995243],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0036747332,0.00011318975,0.00014079057,0.00005022649,0.005170864,0.00065709685,0.00045802764,0.00007136543,0.001236543],"category_scores_gemma":[0.0047742655,0.00007676102,0.000093806106,0.00019750901,0.0004458801,0.00026731292,0.00008686629,0.0017576112,0.00012101872],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000072310536,0.00012420845,0.00822516,0.00000463842,0.000039215676,0.00008805924,0.8553392,0.00014844531,0.00068032154,0.07122688,0.0062177423,0.057898846],"study_design_scores_gemma":[0.00011245021,0.00001678826,0.00380328,0.000083378414,0.000012843296,0.00017372097,0.22475706,0.000013378668,0.00015253498,0.005060007,0.7656594,0.00015516786],"about_ca_topic_score_codex":0.000108902306,"about_ca_topic_score_gemma":0.000025451694,"teacher_disagreement_score":0.7594416,"about_ca_system_score_codex":0.00021050732,"about_ca_system_score_gemma":0.0006479813,"threshold_uncertainty_score":0.99967647},"labels":[],"label_agreement":null},{"id":"W3200015986","doi":"10.20343/teachlearninqu.9.2.8","title":"Authentic learning across disciplines and borders with scholarly digital storytelling","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Queen's University; Agence Nationale de la Recherche; Queen's University Belfast","keywords":"Digital storytelling; Storytelling; Discipline; Digital content; Sociology; Pedagogy; Narrative; Multimedia; Engineering ethics; Computer science; Engineering; Social science; Art; Literature","score_opus":0.05118323950934963,"score_gpt":0.4049177328967964,"score_spread":0.3537344933874468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200015986","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98261595,0.0011167701,0.009615073,0.0030426714,0.0013843481,0.0001250766,0.0000013433367,0.0002077898,0.0018909845],"genre_scores_gemma":[0.9798573,0.00011401772,0.00047325465,0.00023080187,0.0015754959,0.0000086761465,0.000018968654,0.00008147602,0.017639998],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9962178,0.0015036202,0.0005506668,0.000378124,0.000524654,0.0008251477],"domain_scores_gemma":[0.9973134,0.0012978755,0.00055419974,0.00024673337,0.00031836887,0.0002694405],"candidate_categories":["sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0042555663,0.00027563723,0.00030973807,0.00008982891,0.00923099,0.0015324465,0.00028564085,0.00015250438,0.00006348815],"category_scores_gemma":[0.0030884186,0.00016979358,0.000094824936,0.00021191376,0.00022709505,0.0017349011,0.00021052355,0.0073573254,0.000101305464],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019195557,0.00016152774,0.48318005,0.00013228017,0.00027228968,0.00008478958,0.36469683,0.014774625,0.00040174878,0.0003945042,0.0010315587,0.13467784],"study_design_scores_gemma":[0.0014775327,0.00037178298,0.042055674,0.0021098806,0.00014956921,0.0007764417,0.4728524,0.0022086902,0.000022669794,0.0009456797,0.4763035,0.00072618487],"about_ca_topic_score_codex":0.000036830803,"about_ca_topic_score_gemma":0.00001698614,"teacher_disagreement_score":0.47527194,"about_ca_system_score_codex":0.00021165959,"about_ca_system_score_gemma":0.000448207,"threshold_uncertainty_score":0.999504},"labels":[],"label_agreement":null},{"id":"W3200514222","doi":"10.20343/teachlearninqu.9.2.16","title":"What Skills are Learned at College?","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education and Employability","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Psychology; Skills management; Teamwork; Medical education; Perception; Communication skills; Study skills; Mathematics education; Pedagogy; Medicine; Management","score_opus":0.05801632089727619,"score_gpt":0.38823310937324174,"score_spread":0.33021678847596553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200514222","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90888005,0.00067770726,0.00016253452,0.07974228,0.005632648,0.00010215391,7.1046736e-7,0.00016023582,0.004641671],"genre_scores_gemma":[0.8857148,0.0005828589,0.00039018312,0.0015205536,0.0025265787,0.0000043568334,0.000003293309,0.000029254295,0.109228104],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9931651,0.004823039,0.00037590665,0.00029701364,0.0007713609,0.0005675886],"domain_scores_gemma":[0.9978845,0.00086265354,0.0003656009,0.00031723268,0.00025928646,0.0003107244],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.006663507,0.00016606468,0.0002445635,0.00006771211,0.007013875,0.00096567126,0.00051846856,0.00013896833,0.002652905],"category_scores_gemma":[0.0043137292,0.00011636547,0.00020324379,0.00029777086,0.00045170033,0.00065377826,0.00015263133,0.0021965252,0.00039019718],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005471997,0.0005349083,0.25465837,0.000017824472,0.00015771514,0.0001581332,0.624086,0.0019204835,0.00045959372,0.0072936434,0.07380816,0.036850415],"study_design_scores_gemma":[0.0002651012,0.00002572602,0.034847744,0.00013371666,0.000028126287,0.00013726979,0.13225086,0.000010013519,0.00004457002,0.0019099617,0.83015233,0.00019457821],"about_ca_topic_score_codex":0.00014009641,"about_ca_topic_score_gemma":0.00039553258,"teacher_disagreement_score":0.7563442,"about_ca_system_score_codex":0.0006427791,"about_ca_system_score_gemma":0.00060312316,"threshold_uncertainty_score":0.9982588},"labels":[],"label_agreement":null},{"id":"W3200594160","doi":"10.20343/teachlearninqu.9.2.9","title":"From Assistants to Partners","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University; University of Calgary","funders":"University of Melbourne; Mount Royal University; Queen's University; University of Cambridge; St Mary's University","keywords":"General partnership; Scholarship of Teaching and Learning; Scholarship; Graduate students; Sociology; Pedagogy; Medical education; Political science; Teaching method; Teaching and learning center; Medicine","score_opus":0.12144048061348488,"score_gpt":0.4521640463981186,"score_spread":0.3307235657846337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200594160","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8630908,0.00028820214,0.0054618767,0.090935566,0.005464566,0.000086253545,0.0000011178246,0.000131676,0.03453994],"genre_scores_gemma":[0.96951056,0.00009795003,0.0021556765,0.0017132461,0.0038297565,0.0000039011566,0.0000032564312,0.000018894712,0.02266678],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99570453,0.002881982,0.0002476147,0.00018905092,0.0006001146,0.0003767241],"domain_scores_gemma":[0.99865115,0.00060862454,0.00017458365,0.00018814212,0.00010729919,0.00027020913],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00440046,0.000101629725,0.00012892326,0.00004877785,0.0040487037,0.00076752226,0.0003707488,0.000054677206,0.0021608295],"category_scores_gemma":[0.0027255726,0.00007131233,0.00008858341,0.00019259812,0.00008826054,0.00028294968,0.00008445885,0.001689471,0.0003025753],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030243355,0.000155662,0.016884789,0.0000023781486,0.0001726261,0.00011017323,0.70100594,0.0037377442,0.000984121,0.0075039202,0.15208597,0.117326416],"study_design_scores_gemma":[0.00010261072,0.000017348815,0.010284899,0.000040372983,0.000024309766,0.00001122597,0.13808693,0.00001144082,0.00001949594,0.00066352775,0.8506334,0.000104443745],"about_ca_topic_score_codex":0.00084438775,"about_ca_topic_score_gemma":0.00011489874,"teacher_disagreement_score":0.6985474,"about_ca_system_score_codex":0.00023809184,"about_ca_system_score_gemma":0.0004161836,"threshold_uncertainty_score":0.99875134},"labels":[],"label_agreement":null},{"id":"W3200732173","doi":"10.20343/teachlearninqu.9.2.17","title":"Course-Based Versus Field Undergraduate Research Experiences","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovations in Educational Methods","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Experiential learning; Field (mathematics); Undergraduate research; Curriculum; Course (navigation); Task (project management); Mathematics education; Psychology; Pedagogy; Medical education; Engineering","score_opus":0.22774654612056805,"score_gpt":0.5471958145914722,"score_spread":0.3194492684709041,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200732173","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.59959716,0.0005744204,0.019495223,0.31585598,0.015996046,0.00017705372,3.3607702e-7,0.00017482955,0.04812893],"genre_scores_gemma":[0.9748406,0.000043712484,0.013909687,0.00071566965,0.0043227817,0.00002106125,0.0000023653406,0.000021313923,0.0061227987],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9886901,0.008674613,0.0003392887,0.0002447186,0.001440386,0.00061093],"domain_scores_gemma":[0.99137795,0.0071527036,0.00022038193,0.0002871696,0.0008306574,0.00013116219],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.020783572,0.00012049348,0.00014499993,0.00016816125,0.009113744,0.0007582127,0.0007714795,0.00011865067,0.0005296568],"category_scores_gemma":[0.024626661,0.00008823503,0.00009944672,0.00086341816,0.0007916553,0.0003007921,0.00009121855,0.003796582,0.000053454314],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017272343,0.00036737448,0.005778315,0.000009986176,0.00014438154,0.00008692772,0.49937806,0.004679648,0.0005462045,0.30927253,0.05935581,0.12020806],"study_design_scores_gemma":[0.00038992308,0.00014714069,0.00055835285,0.000098734046,0.00002089857,0.00003504901,0.48102582,0.00028954027,0.00042062608,0.012359534,0.50446314,0.00019123543],"about_ca_topic_score_codex":0.00022333607,"about_ca_topic_score_gemma":0.00006391015,"teacher_disagreement_score":0.44510734,"about_ca_system_score_codex":0.00037230772,"about_ca_system_score_gemma":0.0025970484,"threshold_uncertainty_score":0.9985017},"labels":[],"label_agreement":null},{"id":"W3201203201","doi":"10.20343/teachlearninqu.9.2.2","title":"Naming is Power","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Citation; Negotiation; Scholarship; Sociology; Identity (music); Power (physics); Silence; Politics; Space (punctuation); Field (mathematics); Scholarship of Teaching and Learning; Perspective (graphical); Social science; Computer science; Pedagogy; Political science; Library science; Teaching method; Law","score_opus":0.1356908292469766,"score_gpt":0.45754831820937675,"score_spread":0.3218574889624002,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3201203201","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.70195293,0.0011452319,0.0065452033,0.19028853,0.0043956107,0.00014250269,6.0052236e-7,0.00038349596,0.09514588],"genre_scores_gemma":[0.96485966,0.00017378596,0.0031115778,0.0028282083,0.0019729747,0.0000023237765,0.0000015319239,0.000039551433,0.027010394],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99000436,0.0073027536,0.00043922273,0.00028605474,0.0014001358,0.0005674772],"domain_scores_gemma":[0.99682754,0.001746702,0.00062233023,0.00030463235,0.00029352095,0.00020526671],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.019374957,0.00017820092,0.00021332651,0.00011254239,0.008170956,0.0012681383,0.0007269209,0.00013132677,0.0027180286],"category_scores_gemma":[0.015905749,0.00012684685,0.00020342357,0.00023499748,0.0003072859,0.0010482309,0.00016931431,0.0042991685,0.00032487776],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003545782,0.00017629084,0.021719607,0.000008604439,0.00026517807,0.00020987126,0.8142546,0.0025205754,0.0014597768,0.028507784,0.04148762,0.089354634],"study_design_scores_gemma":[0.00025592762,0.00004768267,0.003693209,0.00010693332,0.00006290631,0.0003122461,0.094700016,0.00021606851,0.000056746707,0.0016893521,0.8986361,0.00022278461],"about_ca_topic_score_codex":0.00028962945,"about_ca_topic_score_gemma":0.000049170183,"teacher_disagreement_score":0.8571485,"about_ca_system_score_codex":0.00029890143,"about_ca_system_score_gemma":0.00067635585,"threshold_uncertainty_score":0.9997686},"labels":[],"label_agreement":null},{"id":"W4205625260","doi":"10.20343/teachlearninqu.10.3","title":"Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Capilano University; University of Calgary","funders":"Social Sciences and Humanities Research Council of Canada; Killam Trusts","keywords":"Context (archaeology); Thematic analysis; Workload; Class (philosophy); Focus group; Medical education; Coronavirus disease 2019 (COVID-19); Process (computing); Psychology; Computer science; Qualitative research; Medicine; Sociology","score_opus":0.031140960563814667,"score_gpt":0.34022756603078774,"score_spread":0.3090866054669731,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205625260","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98465836,0.0016731285,0.000072096416,0.0060625677,0.0007423395,0.00034269158,6.054491e-7,0.000061349245,0.0063868864],"genre_scores_gemma":[0.99786854,0.00039268524,0.00028193995,0.00008207141,0.0007474587,0.000020501671,2.8303333e-7,0.000023095154,0.0005834123],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99547964,0.002835938,0.00024307254,0.00024797488,0.00080576824,0.00038760845],"domain_scores_gemma":[0.9986375,0.0006163563,0.00030464292,0.000117947435,0.00007812657,0.00024545245],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0062517626,0.00015373265,0.00024813958,0.00019254515,0.0055681225,0.00016254731,0.0005350014,0.00004268315,0.00021299848],"category_scores_gemma":[0.001936366,0.00011242407,0.000102846934,0.00018338846,0.0003623595,0.0002767863,0.00036682998,0.0017543553,0.0000028643758],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000073624,0.000031067142,0.020895097,0.000007201536,0.00010509365,0.0000055423607,0.92416084,0.00050890003,0.00056333473,0.010253624,0.00020604672,0.04318962],"study_design_scores_gemma":[0.00036581978,0.00039999443,0.034901783,0.000047320722,0.000037549296,0.000031668027,0.9311816,0.000030608735,0.000014175932,0.0006009058,0.032221597,0.00016694097],"about_ca_topic_score_codex":0.00015474946,"about_ca_topic_score_gemma":0.000024250961,"teacher_disagreement_score":0.043022677,"about_ca_system_score_codex":0.00035960504,"about_ca_system_score_gemma":0.00018734296,"threshold_uncertainty_score":0.99572647},"labels":[],"label_agreement":null},{"id":"W4210352546","doi":"10.20343/teachlearninqu.10.9","title":"Examining Course-Level Conceptual Connections Using a Card Sort Task: A Case Study in a First-Year, Interdisciplinary, Earth Science Laboratory Course","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"sort; Card sorting; Course (navigation); Computer science; Sorting; Mathematics education; Task (project management); Concept learning; Conceptual framework; Concept map; Conceptual change; Data science; Artificial intelligence; Psychology; Engineering; Epistemology; Information retrieval","score_opus":0.17961931076740625,"score_gpt":0.4471914054037541,"score_spread":0.2675720946363479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210352546","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98200166,0.00020760126,0.0115857525,0.0005503135,0.004042985,0.00049404474,0.000013178281,0.00023085784,0.00087360345],"genre_scores_gemma":[0.994906,9.703979e-7,0.002853894,0.00019419267,0.00093913,0.00007033958,0.0000041127746,0.0001210279,0.0009103139],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98057216,0.015024653,0.0010498222,0.00092554867,0.0011767764,0.0012510602],"domain_scores_gemma":[0.99614286,0.0015593007,0.0010035905,0.0007454586,0.0003080049,0.00024078717],"candidate_categories":["metaresearch","metaepi_narrow","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.041594997,0.00049834826,0.00065826235,0.00088375685,0.0143150855,0.00043997774,0.0011791633,0.0001169541,0.00060630403],"category_scores_gemma":[0.0015538081,0.00040680336,0.00015506655,0.001818377,0.0015218228,0.00046681485,0.0012527797,0.012802182,0.00002499173],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022649173,0.0012168728,0.3024157,0.000005599505,0.00030435537,0.0061357664,0.61922497,0.062679894,0.0009351763,0.00092513167,0.0006804545,0.0052495715],"study_design_scores_gemma":[0.0025455488,0.0018568183,0.06956506,0.00011479878,0.0001823948,0.021744175,0.8937606,0.0037034494,0.0000042134966,0.0000632751,0.0058649653,0.00059469044],"about_ca_topic_score_codex":0.0008810185,"about_ca_topic_score_gemma":0.00010911557,"teacher_disagreement_score":0.27453563,"about_ca_system_score_codex":0.00078142213,"about_ca_system_score_gemma":0.0010559729,"threshold_uncertainty_score":0.9998384},"labels":[],"label_agreement":null},{"id":"W4210529526","doi":"10.20343/teachlearninqu.10.10","title":"Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Communication in Education and Healthcare","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"University of Exeter; Deakin University; University of Alabama; University of Calgary; Portland State University","keywords":"Operationalization; Inclusion (mineral); Equity (law); Diversity (politics); Higher education; Public relations; Sociology; Political science; Library science; Pedagogy; Social science; Law","score_opus":0.10374817030852905,"score_gpt":0.44925717945597715,"score_spread":0.3455090091474481,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210529526","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9955022,0.00034603509,0.0018854144,0.0013838471,0.00018596771,0.00007293392,0.000008086255,0.000010259164,0.0006052868],"genre_scores_gemma":[0.9994635,0.00006172987,0.00030298144,0.000047855883,0.00001175509,0.0000014187425,0.000015105486,0.0000028687286,0.00009276358],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99769574,0.0010935429,0.00037148976,0.00016703864,0.0005464113,0.00012577475],"domain_scores_gemma":[0.9986925,0.00038334657,0.00055959367,0.000160536,0.00014210626,0.00006187553],"candidate_categories":["sts","open_science"],"consensus_categories":[],"category_scores_codex":[0.0024932039,0.00008963822,0.00024230998,0.00061937753,0.010840896,0.000021628679,0.0007057676,0.00003658415,0.0001610847],"category_scores_gemma":[0.0001496514,0.00007908323,0.00009003282,0.00050719123,0.00075589394,0.00021412305,0.024177892,0.00085640466,1.8349036e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005507904,0.00012929508,0.5223211,0.000010788876,0.00017084448,0.0000021930205,0.4536987,0.011483799,0.000033414934,0.010804474,0.000010361009,0.0012799522],"study_design_scores_gemma":[0.00045289937,0.00007623687,0.70398927,0.000047669473,0.0001450618,0.000023915649,0.29188815,0.0018669247,0.0000024732992,0.0011456441,0.00028962144,0.00007216251],"about_ca_topic_score_codex":0.0017097421,"about_ca_topic_score_gemma":0.00019601645,"teacher_disagreement_score":0.18166813,"about_ca_system_score_codex":0.00029221672,"about_ca_system_score_gemma":0.0001391656,"threshold_uncertainty_score":0.99044687},"labels":[],"label_agreement":null},{"id":"W4213094065","doi":"10.20343/9.1.23","title":"Examining the Focus of SoTL Literature—Teaching and Learning?","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Scholarship of Teaching and Learning; Scholarship; Scope (computer science); Teaching and learning center; Focus (optics); Pedagogy; Field (mathematics); Mathematics education; Sociology; Teaching method; Psychology; Computer science; Political science","score_opus":0.11863715847460839,"score_gpt":0.4118511101564981,"score_spread":0.29321395168188974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213094065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9348968,0.004621081,0.0028811428,0.041883595,0.0012742785,0.00017142761,5.937581e-7,0.0001902866,0.014080759],"genre_scores_gemma":[0.98588973,0.00048648444,0.003711965,0.0004622203,0.0019230748,0.0000044229782,0.0000028966163,0.00004892741,0.00747026],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9690649,0.027947659,0.00066762674,0.0003712376,0.0013625443,0.0005860454],"domain_scores_gemma":[0.9895705,0.008315951,0.0012521262,0.0003544772,0.0003236053,0.00018331787],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.049720716,0.00026676248,0.0003624383,0.00016374442,0.012838524,0.0015879199,0.0008352786,0.0001815866,0.00014566156],"category_scores_gemma":[0.04927594,0.00016083074,0.00017241009,0.0002942247,0.00067369704,0.00110207,0.00032668927,0.012139753,0.000015806212],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004931676,0.00009533207,0.022456558,0.000024046645,0.0002318498,0.00006762312,0.7158428,0.004492241,0.0025223666,0.024393948,0.0015042651,0.22831966],"study_design_scores_gemma":[0.00084073364,0.00031728784,0.018072965,0.0009172041,0.00029860673,0.0009822916,0.33967713,0.00126546,0.00012339403,0.0038866138,0.6330932,0.0005251309],"about_ca_topic_score_codex":0.0005928606,"about_ca_topic_score_gemma":0.00007866107,"teacher_disagreement_score":0.63158894,"about_ca_system_score_codex":0.00014786306,"about_ca_system_score_gemma":0.0004239443,"threshold_uncertainty_score":0.99944854},"labels":[],"label_agreement":null},{"id":"W4225680085","doi":"10.20343/teachlearninqu.10.14","title":"Using Digital Storytelling and Game-Based Learning to Increase Student Engagement and Connect Theory with Practice","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"Wilfrid Laurier University","keywords":"Bespoke; Adventure; Student engagement; Class (philosophy); Digital storytelling; Storytelling; Customer engagement; Mathematics education; Scale (ratio); Multimedia; Psychology; Computer science; World Wide Web; Advertising; Art; Social media; Narrative","score_opus":0.09107506988689013,"score_gpt":0.4198521531110569,"score_spread":0.32877708322416677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225680085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.973215,0.0005628676,0.02215175,0.0013888011,0.00062872126,0.00041029032,0.0000014819765,0.00013061792,0.0015105119],"genre_scores_gemma":[0.99485236,0.000021076325,0.0016745593,0.0013543953,0.0006351896,0.000033405122,0.00000704475,0.000072554416,0.0013494178],"study_design_codex":"simulation_or_modeling","study_design_gemma":"qualitative","domain_scores_codex":[0.991544,0.0063973432,0.00046790892,0.00035511164,0.0006689222,0.00056671683],"domain_scores_gemma":[0.99449104,0.004241893,0.00064003305,0.00019244818,0.00013003807,0.0003045511],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.013673779,0.00025034827,0.00026842376,0.00022568532,0.009362359,0.0004139687,0.00025578548,0.000051682106,0.00009733845],"category_scores_gemma":[0.0032605056,0.00017296821,0.00004724937,0.00016486712,0.00012885638,0.0005270996,0.00035309023,0.006059838,0.000013220952],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015992455,0.00038329433,0.09078019,0.00008008606,0.00029604655,0.00009075588,0.38339487,0.45538187,0.00024917137,0.0010878314,0.0004522507,0.06620439],"study_design_scores_gemma":[0.0014780888,0.0014194982,0.00513315,0.00056080415,0.00026557216,0.0005031464,0.5185857,0.005270201,0.000003839697,0.00021629661,0.46603706,0.0005266299],"about_ca_topic_score_codex":0.00009980278,"about_ca_topic_score_gemma":0.0000017051353,"teacher_disagreement_score":0.4655848,"about_ca_system_score_codex":0.00057108596,"about_ca_system_score_gemma":0.00040157055,"threshold_uncertainty_score":0.9962332},"labels":[],"label_agreement":null},{"id":"W4231090536","doi":"10.2979/teachlearninqu.3.2.37","title":"Conceptualizing and Communicating SoTL: A Framework for the Field","year":2015,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Wikis in Education and Collaboration","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Mount Royal University","keywords":"Field (mathematics); Sociology; Pedagogy; Mathematics","score_opus":0.13265406075763517,"score_gpt":0.4603320435476537,"score_spread":0.3276779827900186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231090536","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2779733,0.0063090124,0.28556508,0.41271165,0.006233201,0.00081354554,7.920851e-7,0.0003060724,0.0100873355],"genre_scores_gemma":[0.98470724,0.00019996485,0.00854486,0.0031283721,0.002514933,0.000016091637,6.8275773e-7,0.0000149262705,0.0008729291],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99753076,0.0015899246,0.00022368901,0.00009958878,0.00030781308,0.00024823763],"domain_scores_gemma":[0.9932542,0.0059497557,0.00029471717,0.00019989113,0.00018640037,0.00011505604],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.008883494,0.00008456783,0.000102652484,0.000025862588,0.0057863845,0.0007173844,0.0005420651,0.00008820649,0.000029344517],"category_scores_gemma":[0.019257525,0.00004824508,0.0000468496,0.0001311142,0.00034543304,0.0002377595,0.000078916535,0.0015666735,0.0000050083318],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002709249,0.00002088183,0.0032626959,0.0000024282344,0.0000343704,3.8741197e-7,0.68882895,0.0008968306,0.000015347783,0.21397544,0.017993772,0.0749418],"study_design_scores_gemma":[0.0001543415,0.00006153218,0.0001981697,0.00006392662,0.00002309552,0.000010209384,0.42730883,0.0010547565,0.0000047740996,0.016171899,0.55486923,0.00007924143],"about_ca_topic_score_codex":0.00023276087,"about_ca_topic_score_gemma":0.00005411501,"teacher_disagreement_score":0.70673394,"about_ca_system_score_codex":0.000097115764,"about_ca_system_score_gemma":0.0003056952,"threshold_uncertainty_score":0.99550796},"labels":[],"label_agreement":null},{"id":"W4232399799","doi":"10.20343/9.1.22","title":"Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Høgskolen i Innlandet; University of Adelaide; University of Derby; Mount Royal University; McMaster University; Emory University; Georgia Southern University","keywords":"Knowledge sharing; Mobilization; Scholarship of Teaching and Learning; Sociology; Psychology; Pedagogy; Political science; Knowledge management; Teaching method; Computer science","score_opus":0.09898429506382057,"score_gpt":0.43511602059356114,"score_spread":0.3361317255297406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232399799","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9841047,0.000265174,0.0059068454,0.0025472585,0.0010709128,0.00010319322,2.6087616e-7,0.00011030482,0.0058913557],"genre_scores_gemma":[0.98524296,0.00013011612,0.0006114154,0.00016184633,0.0013354727,0.0000082213755,0.00001076482,0.000027455431,0.012471763],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99657995,0.0017508856,0.00030200227,0.00026996806,0.0007265603,0.00037062872],"domain_scores_gemma":[0.9988799,0.0002253709,0.00021746148,0.00018003577,0.00030843331,0.00018876664],"candidate_categories":["sts","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0045923004,0.00013888384,0.00013632022,0.00009167116,0.004812711,0.0015082468,0.00057425717,0.00006679279,0.001061988],"category_scores_gemma":[0.00066666014,0.000094852716,0.000069849964,0.00025478794,0.0001357,0.0010261103,0.00011665944,0.0018113884,0.00005320151],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071550334,0.0012440319,0.23156948,0.000022408802,0.00034125426,0.00007045516,0.639865,0.029654864,0.0012251035,0.05675195,0.0033900382,0.035793874],"study_design_scores_gemma":[0.0007798719,0.00029368757,0.06805408,0.0003127982,0.00012568383,0.00020558266,0.60265595,0.00056724134,0.00004913765,0.0014056403,0.32513607,0.0004142732],"about_ca_topic_score_codex":0.00015063927,"about_ca_topic_score_gemma":0.00015990123,"teacher_disagreement_score":0.32174602,"about_ca_system_score_codex":0.0003087239,"about_ca_system_score_gemma":0.00046410214,"threshold_uncertainty_score":0.99985117},"labels":[],"label_agreement":null},{"id":"W4232585292","doi":"10.20343/9.1.24","title":"Brokering Boundary Crossings through the SoTL Landscape of Practice","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociology; Narrative; Legitimacy; Meaning (existential); Boundary (topology); Negotiation; Multitude; Politics; Pedagogy; Public relations; Political science; Social science; Epistemology","score_opus":0.05896389138825413,"score_gpt":0.40310007831642386,"score_spread":0.3441361869281697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232585292","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5788633,0.0061430917,0.012379166,0.22287132,0.007197827,0.00024400823,0.0000011783952,0.00020046091,0.17209965],"genre_scores_gemma":[0.981016,0.00078541087,0.0027034841,0.0016858376,0.0022586323,0.0000036834715,0.0000016785932,0.000026303225,0.011518996],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9944776,0.0037967805,0.0003930443,0.00017388558,0.00076651765,0.00039212924],"domain_scores_gemma":[0.99681944,0.0019468172,0.0006247211,0.00025794154,0.0002669259,0.000084137995],"candidate_categories":["sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.008440827,0.00012539154,0.00016645541,0.00003345475,0.008458168,0.001283437,0.000510881,0.00006928584,0.00055546855],"category_scores_gemma":[0.006261183,0.00007357611,0.00013817678,0.00025116527,0.0004821455,0.0010323606,0.00013662645,0.002702225,0.00003582005],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040105813,0.00017272486,0.00372574,0.000012650277,0.00020150549,0.00004555674,0.9043112,0.0034061603,0.0006096843,0.015634825,0.03931615,0.03252373],"study_design_scores_gemma":[0.0001390956,0.000024945788,0.001672188,0.000059813006,0.00005633085,0.0001530348,0.23532985,0.000020810074,0.000038752245,0.00050724036,0.76191354,0.00008439069],"about_ca_topic_score_codex":0.0007576924,"about_ca_topic_score_gemma":0.000034898683,"teacher_disagreement_score":0.72259736,"about_ca_system_score_codex":0.00012570314,"about_ca_system_score_gemma":0.0008098273,"threshold_uncertainty_score":0.99975336},"labels":[],"label_agreement":null},{"id":"W4232726283","doi":"10.2979/teachlearninqu.1.2.49","title":"The Power of Social Networks: A Model for Weaving the Scholarship of Teaching and Learning into Institutional Culture","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia; McMaster University; University of Toronto","funders":"","keywords":"Scholarship of Teaching and Learning; Scholarship; Incentive; Sociology; Weaving; Higher education; Organizational culture; Power (physics); Public relations; Pedagogy; Teaching method; Political science; Engineering; Teaching and learning center","score_opus":0.0856652995967375,"score_gpt":0.41306622583596486,"score_spread":0.32740092623922734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232726283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8766363,0.0015714096,0.0819688,0.035529617,0.000758741,0.00063081057,5.6997067e-7,0.00009960223,0.002804092],"genre_scores_gemma":[0.992007,0.00011484694,0.004495908,0.0002836177,0.0009826412,0.000021946802,0.000001955776,0.000029435334,0.002062605],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98887736,0.008666202,0.00067128526,0.00022429386,0.0010730013,0.0004878779],"domain_scores_gemma":[0.99290806,0.0049198726,0.0014650129,0.0001796986,0.00040770398,0.000119632314],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.04102518,0.00020840601,0.00027101111,0.000087526074,0.0258402,0.00091794634,0.0010124797,0.00017646782,0.000025122501],"category_scores_gemma":[0.03175082,0.00010645991,0.00021580231,0.000129938,0.0012532682,0.0013561673,0.00021713063,0.007108224,0.0000031822174],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009144099,0.00005681646,0.005351513,0.00001769783,0.00018878811,4.3793148e-7,0.7213588,0.13791381,0.0005604058,0.06583449,0.0014871389,0.067138664],"study_design_scores_gemma":[0.0011150345,0.00037064558,0.0066711702,0.0004848527,0.00026358117,0.00007096695,0.48754537,0.30980727,0.000009667712,0.022034267,0.17111902,0.0005081536],"about_ca_topic_score_codex":0.0006159143,"about_ca_topic_score_gemma":0.000070497124,"teacher_disagreement_score":0.2338134,"about_ca_system_score_codex":0.00017302667,"about_ca_system_score_gemma":0.00040387808,"threshold_uncertainty_score":0.9951824},"labels":[],"label_agreement":null},{"id":"W4233260757","doi":"10.2979/teachlearninqu.3.1.15","title":"Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course","year":2015,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Course (navigation); Scholarship of Teaching and Learning; Higher education; Mathematics education; Engineering ethics; Teaching method; Biology; Psychology; Engineering; Political science; Teaching and learning center","score_opus":0.461253873398132,"score_gpt":0.5343988017208627,"score_spread":0.07314492832273073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233260757","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91881615,0.0006161031,0.043308973,0.03158338,0.0018347632,0.00036465403,0.0000011592053,0.00015724456,0.003317597],"genre_scores_gemma":[0.97516966,0.000024364968,0.02188833,0.00036272028,0.0015157077,0.0000048276643,0.000001942762,0.00003000455,0.0010024416],"study_design_codex":"simulation_or_modeling","study_design_gemma":"not_applicable","domain_scores_codex":[0.98541677,0.012374065,0.00053496985,0.00024751862,0.00095354434,0.0004731474],"domain_scores_gemma":[0.9964417,0.0014763982,0.0010140387,0.0003663998,0.00041225037,0.0002891698],"candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.033202305,0.00017325251,0.00024229032,0.0001345893,0.004053998,0.0002220418,0.0011951593,0.00011572246,0.00006555317],"category_scores_gemma":[0.014763242,0.00010176646,0.000102250495,0.00023690493,0.0006622178,0.00091626804,0.00017352108,0.0020368143,0.000018635805],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026899166,0.000249985,0.028539458,0.0000051382503,0.00014966789,0.000008056967,0.38249108,0.4751718,0.0055416273,0.070479736,0.0017616994,0.035332765],"study_design_scores_gemma":[0.000920165,0.0009930185,0.009676774,0.00023963617,0.0002407304,0.00024546369,0.32681352,0.015822155,0.00009126504,0.007010379,0.6374292,0.0005177353],"about_ca_topic_score_codex":0.00096453034,"about_ca_topic_score_gemma":0.0000639886,"teacher_disagreement_score":0.63566744,"about_ca_system_score_codex":0.00036999668,"about_ca_system_score_gemma":0.0011139506,"threshold_uncertainty_score":0.99724257},"labels":[],"label_agreement":null},{"id":"W4233323783","doi":"10.2979/teachlearninqu.1.2.9","title":"Conflicts and Configurations in a Liminal Space: SoTL Scholars' Identity Development","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia; Mount Royal University; Brock University","funders":"","keywords":"Liminality; Identity (music); Sociology; Transformational leadership; Scholarship; Discipline; Space (punctuation); Narrative; Epistemology; Psychology; Aesthetics; Social psychology; Anthropology; Social science; Political science; Linguistics; Literature; Art; Philosophy","score_opus":0.13306521639370048,"score_gpt":0.43469127682496617,"score_spread":0.3016260604312657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233323783","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94304115,0.00026352025,0.0021561263,0.04969234,0.0005331103,0.00028349477,1.1506071e-7,0.00009884466,0.0039312746],"genre_scores_gemma":[0.99172825,0.000111985864,0.0040045045,0.00047043624,0.00054745795,0.0000177527,0.0000015920441,0.000021155754,0.003096878],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933293,0.0044309585,0.0005101973,0.00024139044,0.0010082198,0.00047996663],"domain_scores_gemma":[0.99762523,0.0012151786,0.0005752082,0.00015556037,0.00020363324,0.00022520215],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.018201323,0.00017362613,0.0002039695,0.00024493717,0.005357775,0.0021472382,0.000533707,0.0001223128,0.0005605912],"category_scores_gemma":[0.010541532,0.00012804192,0.00005352464,0.0001862405,0.0003889849,0.0034719387,0.00012654836,0.0035339345,0.00023077472],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003330143,0.00019592403,0.10406427,0.000017174138,0.00012317157,0.000027037086,0.7500662,0.00183241,0.002348972,0.059057023,0.0021402752,0.08009423],"study_design_scores_gemma":[0.0007769823,0.00009082761,0.3264827,0.00025277858,0.000051334624,0.0001521261,0.104556404,0.0008023391,0.000039614803,0.002026801,0.5643766,0.00039149655],"about_ca_topic_score_codex":0.0021439658,"about_ca_topic_score_gemma":0.0006449952,"teacher_disagreement_score":0.6455098,"about_ca_system_score_codex":0.00030878224,"about_ca_system_score_gemma":0.00046714957,"threshold_uncertainty_score":0.9988886},"labels":[],"label_agreement":null},{"id":"W4234705573","doi":"10.2979/teachlearninqu.1.2.35","title":"The Scholarship of Teaching and Learning in an Age of Accountability: Building Bridges","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University; Toronto Metropolitan University","funders":"","keywords":"Accountability; Scholarship; Higher education; Mathematics education; Scholarship of Teaching and Learning; Pedagogy; Sociology; Faculty development; Teaching method; Engineering ethics; Psychology; Professional development; Political science; Teaching and learning center; Engineering; Law","score_opus":0.13213559416969517,"score_gpt":0.4475291016246818,"score_spread":0.3153935074549866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234705573","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9886962,0.00046595745,0.0007067837,0.008262128,0.00034710698,0.00024996602,1.6116313e-7,0.00007619451,0.0011955055],"genre_scores_gemma":[0.99588484,0.0001388173,0.0028918644,0.00009821937,0.00048831804,0.000006972346,0.0000010050355,0.000033155695,0.00045681972],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97455615,0.022556767,0.000858587,0.00028738964,0.0011930933,0.0005480449],"domain_scores_gemma":[0.98998463,0.007983006,0.0013441426,0.00030548393,0.0002300598,0.00015268425],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.07910315,0.00020479648,0.00034906287,0.00022858445,0.006897886,0.0011340942,0.0010619493,0.00014081941,0.000051842406],"category_scores_gemma":[0.041797884,0.0001285922,0.00011032389,0.0001748801,0.0009312861,0.002720157,0.00021937233,0.0085444115,0.000005213361],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052295545,0.00011428187,0.46552646,0.000024917237,0.00006030033,0.0000039773126,0.2875447,0.008449242,0.009822739,0.00912994,0.00004552724,0.2192256],"study_design_scores_gemma":[0.0008463663,0.0004695802,0.57497746,0.0007308404,0.00011034524,0.000078077974,0.37291706,0.0045742798,0.00010050756,0.008051669,0.036665544,0.00047826694],"about_ca_topic_score_codex":0.0068599624,"about_ca_topic_score_gemma":0.000555522,"teacher_disagreement_score":0.21874733,"about_ca_system_score_codex":0.0002132919,"about_ca_system_score_gemma":0.0002255135,"threshold_uncertainty_score":0.99990284},"labels":[],"label_agreement":null},{"id":"W4236618435","doi":"10.2979/teachlearninqu.3.1.63","title":"Threshold Concepts in the Development of Problem-solving Skills","year":2015,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Educational Games and Gamification","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Mathematics education; Key (lock); Component (thermodynamics); Development (topology); Psychology; Computer science; Mathematics; Physics","score_opus":0.07635213915526368,"score_gpt":0.39583194569490304,"score_spread":0.31947980653963937,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4236618435","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9784256,0.00054412836,0.0027438723,0.0037748977,0.0008927781,0.00018494987,2.0818726e-7,0.000024938807,0.013408608],"genre_scores_gemma":[0.9936967,0.0000059630934,0.0033765947,0.00031956256,0.00056839746,0.000015774043,0.0000047384583,0.00001978011,0.0019924927],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99735785,0.0011296791,0.0005924694,0.00016860434,0.00045128455,0.0003001436],"domain_scores_gemma":[0.99861646,0.00045683663,0.00049427943,0.00025356098,0.00010931405,0.0000695328],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008686814,0.00013598973,0.00016560017,0.00011280937,0.00043063637,0.00009813317,0.0006273523,0.000072997376,0.00010754062],"category_scores_gemma":[0.00043242594,0.00007133618,0.000062699095,0.00015518039,0.00013700804,0.00012533263,0.00005130812,0.001721154,0.0000619791],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034296172,0.0003211863,0.054430865,0.000006626476,0.00006263776,0.0000049703076,0.88360846,0.0027743557,0.00023152388,0.009144462,0.005020268,0.04436034],"study_design_scores_gemma":[0.0012977696,0.00024057065,0.38577265,0.00034741574,0.00003925392,0.00051894924,0.39368993,0.00018029091,0.000055213623,0.004345452,0.2131775,0.0003350042],"about_ca_topic_score_codex":0.000029550305,"about_ca_topic_score_gemma":0.000009704043,"teacher_disagreement_score":0.48991853,"about_ca_system_score_codex":0.00011867232,"about_ca_system_score_gemma":0.00022961332,"threshold_uncertainty_score":0.74776536},"labels":[],"label_agreement":null},{"id":"W4239888506","doi":"10.2979/teachlearninqu.1.1.41","title":"SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Expansive; Curriculum; Discipline; Political science; Quality (philosophy); Sociology; Transdisciplinarity; Graduate students; Order (exchange); Engineering ethics; Pedagogy; Social science; Engineering; Business; Epistemology","score_opus":0.035784911353056004,"score_gpt":0.36398041886496485,"score_spread":0.32819550751190885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239888506","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95475984,0.00089217984,0.0024507006,0.036631644,0.0008570129,0.000113145405,1.6064723e-7,0.00006033013,0.0042349915],"genre_scores_gemma":[0.99646235,0.00041316025,0.000521282,0.00076877646,0.0009496464,0.000011894248,0.0000016068586,0.000016532698,0.00085476035],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967825,0.0017321489,0.0003508342,0.00023342094,0.00046204537,0.0004390705],"domain_scores_gemma":[0.99895024,0.00047184413,0.00019745743,0.000102725586,0.000064504566,0.00021320401],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004627595,0.00016096259,0.0001827064,0.00021442331,0.003190555,0.000694243,0.00023182151,0.000098963945,0.00094862847],"category_scores_gemma":[0.0010077534,0.00010893571,0.00005273613,0.00020116643,0.0012655365,0.0008522479,0.00011008126,0.0021263794,0.000022929607],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017079854,0.000117334734,0.057498775,0.000009976297,0.00007352159,0.000020639498,0.38241014,0.0010557096,0.00014059317,0.31474817,0.0049465317,0.23896155],"study_design_scores_gemma":[0.001193966,0.0001322968,0.22783604,0.00031767957,0.00006704809,0.000278735,0.25343332,0.0016179794,0.0000032809596,0.013923066,0.5006738,0.00052282383],"about_ca_topic_score_codex":0.0007342216,"about_ca_topic_score_gemma":0.000019616069,"teacher_disagreement_score":0.49572724,"about_ca_system_score_codex":0.00016680863,"about_ca_system_score_gemma":0.00012602637,"threshold_uncertainty_score":0.99996465},"labels":[],"label_agreement":null},{"id":"W4240478195","doi":"10.20343/9.1.18","title":"Re-positioning SoTL toward the T-shaped Community","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Higher Education Research and Development Society of Australasia; University of Wollongong","keywords":"Scholarship of Teaching and Learning; Operationalization; Higher education; Discipline; Sociology; Scholarship; Teamwork; Pedagogy; Engineering ethics; Teaching method; Political science; Epistemology; Social science; Teaching and learning center; Engineering","score_opus":0.15188228470587106,"score_gpt":0.41215790145720616,"score_spread":0.2602756167513351,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4240478195","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6682334,0.00083279674,0.009849157,0.2719392,0.004389025,0.00018910342,7.6413056e-7,0.00025824946,0.04430834],"genre_scores_gemma":[0.9886207,0.00026767259,0.0006335252,0.0022986012,0.0021399853,0.000006537314,0.000004640571,0.000022498964,0.006005811],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98514533,0.013332172,0.00032377624,0.00013113409,0.0006430146,0.00042456607],"domain_scores_gemma":[0.9970607,0.001956773,0.00033663656,0.00032285592,0.00018121632,0.00014181444],"candidate_categories":["sts","scholarly_communication","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.014576864,0.00013244069,0.00014703358,0.000045436493,0.018361337,0.001219994,0.0007486859,0.000074239426,0.0012296943],"category_scores_gemma":[0.0034878426,0.00007890265,0.00014694924,0.00022868827,0.0003189819,0.0004351445,0.0001820852,0.0060867313,0.00009948253],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015128934,0.00015613112,0.004411125,0.0000069322655,0.0001293383,0.000024945099,0.94220054,0.0020655603,0.00041276173,0.010069482,0.014855483,0.025652561],"study_design_scores_gemma":[0.00013657511,0.00003206887,0.0053418917,0.000063835425,0.00004722331,0.00005361487,0.49974227,0.00008663631,0.000015501995,0.0011483902,0.49321878,0.000113214075],"about_ca_topic_score_codex":0.0011163929,"about_ca_topic_score_gemma":0.0001765594,"teacher_disagreement_score":0.47836328,"about_ca_system_score_codex":0.0002615107,"about_ca_system_score_gemma":0.0004207168,"threshold_uncertainty_score":0.99981683},"labels":[],"label_agreement":null},{"id":"W4241504973","doi":"10.20343/9.1.6","title":"SoTL in the Margins: Teaching-Focused Role Case Studies","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"Brock University; University of Wollongong; Kennesaw State University","keywords":"Scholarship; Excellence; Scholarship of Teaching and Learning; Sociology; Casual; Teaching and learning center; Higher education; Pedagogy; Teaching method; Political science; Medical education; Medicine","score_opus":0.20008526636742657,"score_gpt":0.4817888717573005,"score_spread":0.28170360538987393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241504973","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8566262,0.0032532604,0.0005966697,0.12451163,0.00173336,0.0002723242,7.135996e-7,0.00019491807,0.012810938],"genre_scores_gemma":[0.98856854,0.00041272867,0.0024991564,0.0019005911,0.0026242358,0.000017070064,0.0000022660452,0.000046379115,0.00392903],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9709696,0.025505656,0.00073566317,0.00040235106,0.0016092652,0.00077743025],"domain_scores_gemma":[0.9914025,0.006863039,0.0008338793,0.00050185726,0.00025295437,0.00014574126],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.05683692,0.00029927323,0.00039278177,0.0002107817,0.011191025,0.0013899499,0.0011833444,0.00015196245,0.00020009768],"category_scores_gemma":[0.039049342,0.00017500037,0.00023844573,0.0003498242,0.0005618575,0.001217018,0.0002553991,0.008409552,0.00009439193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036046767,0.00024663907,0.009464324,0.000012715578,0.00022278681,0.00293605,0.8886576,0.004629569,0.00018928575,0.024352178,0.0074444166,0.06180836],"study_design_scores_gemma":[0.0005248422,0.00008151863,0.0018787185,0.00015520742,0.00011906683,0.004544474,0.5811295,0.00042760803,0.000007797044,0.0032965154,0.40756923,0.00026554603],"about_ca_topic_score_codex":0.0015446657,"about_ca_topic_score_gemma":0.00137363,"teacher_disagreement_score":0.4001248,"about_ca_system_score_codex":0.00048760753,"about_ca_system_score_gemma":0.000575534,"threshold_uncertainty_score":0.9996467},"labels":[],"label_agreement":null},{"id":"W4241560357","doi":"10.2979/teachlearninqu.3.1.75","title":"Academic Continuity: Staying True to Teaching Values and Objectives in the Face of Course Interruptions","year":2015,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Okanagan College","funders":"","keywords":"Course (navigation); Face (sociological concept); Mathematics education; Psychology; Medical education; Computer science; Sociology; Engineering; Medicine; Social science","score_opus":0.07059065484616368,"score_gpt":0.42052215741818405,"score_spread":0.3499315025720204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241560357","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9775709,0.00052102515,0.003034421,0.015001092,0.00040529793,0.00021414211,8.096108e-7,0.0000635184,0.003188829],"genre_scores_gemma":[0.99649733,0.00008150922,0.001130482,0.00029489282,0.0010890549,0.0000046730765,9.088579e-7,0.000021941592,0.0008792274],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9917426,0.0062918393,0.00048510265,0.00022569568,0.00075107644,0.00050368096],"domain_scores_gemma":[0.9978469,0.0012684832,0.00042029808,0.00017268129,0.00010036744,0.00019126931],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.023641197,0.00017950498,0.00029644644,0.0002100614,0.002146474,0.0002995529,0.00076572096,0.00012826068,0.000010137353],"category_scores_gemma":[0.007163564,0.0001069741,0.00009013796,0.00023926012,0.0004128797,0.0005661126,0.00017026458,0.005849362,0.0000071517907],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043270094,0.000060990515,0.061335362,0.0000050961926,0.000039554438,0.000009808367,0.82481986,0.005016742,0.00032436024,0.002759594,0.00061422767,0.10497111],"study_design_scores_gemma":[0.00044954935,0.00022946487,0.016225846,0.0003424759,0.000058628397,0.0000913462,0.9162837,0.00049597345,0.000009150901,0.002112529,0.063506804,0.00019448012],"about_ca_topic_score_codex":0.00052820734,"about_ca_topic_score_gemma":0.00015057318,"teacher_disagreement_score":0.10477663,"about_ca_system_score_codex":0.0001639471,"about_ca_system_score_gemma":0.00039431054,"threshold_uncertainty_score":0.9991526},"labels":[],"label_agreement":null},{"id":"W4242046364","doi":"10.2979/teachlearninqu.1.1.81","title":"Faculty Learning Processes: A Model for Moving from Scholarly Teaching to the Scholarship of Teaching and Learning","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Douglas College; Vancouver Island University","funders":"","keywords":"Scholarship; Scholarship of Teaching and Learning; Teaching and learning center; Faculty development; Psychology; Mathematics education; Pedagogy; Relation (database); Teaching method; Sociology; Professional development; Computer science; Political science","score_opus":0.17979619181459477,"score_gpt":0.43806422108170523,"score_spread":0.25826802926711045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4242046364","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85899264,0.0004653433,0.10858219,0.028535994,0.00043025438,0.00095495366,0.000003324335,0.00034029808,0.0016950176],"genre_scores_gemma":[0.94773537,0.00005264848,0.044296093,0.0008309664,0.0016761746,0.00008363504,0.00001539914,0.00012065778,0.005189066],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97816366,0.016830644,0.0011408373,0.00072577846,0.0020251113,0.0011139545],"domain_scores_gemma":[0.9862726,0.010076854,0.0019789783,0.00041304843,0.00080189673,0.0004566248],"candidate_categories":["metaresearch","metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06622857,0.0005041922,0.00060238276,0.00037139124,0.025940416,0.005386127,0.0019577832,0.00029637598,0.00006707552],"category_scores_gemma":[0.15275536,0.00032917914,0.00025744032,0.00027599468,0.00039080856,0.006573845,0.0005335213,0.020418422,0.00005023066],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008618684,0.0000950721,0.026500784,0.00005292541,0.00022190611,0.000001938839,0.6020364,0.22867657,0.002458065,0.0027516887,0.0008493748,0.13626906],"study_design_scores_gemma":[0.0018372845,0.00074539596,0.011599583,0.0019135522,0.00056927284,0.000087875465,0.51178795,0.22461775,0.00005631731,0.009005093,0.23637839,0.0014015454],"about_ca_topic_score_codex":0.0063451394,"about_ca_topic_score_gemma":0.00027541257,"teacher_disagreement_score":0.235529,"about_ca_system_score_codex":0.00039212516,"about_ca_system_score_gemma":0.0006820181,"threshold_uncertainty_score":0.999916},"labels":[],"label_agreement":null},{"id":"W4244910485","doi":"10.20343/9.1.14","title":"I Suck at This Game: “Let’s Play” Videos, Think-Alouds, and the Pedagogy of Bad Feelings","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Digital Games and Media","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; University of Calgary","keywords":"Feeling; Psychology; Think aloud protocol; Silence; Emotive; Cognition; Social psychology; Pedagogy; Aesthetics; Sociology; Computer science; Art","score_opus":0.025516726784761024,"score_gpt":0.33224742992658984,"score_spread":0.3067307031418288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244910485","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7987184,0.006233813,0.00031216472,0.030973932,0.0020253013,0.00020768102,0.0000021975818,0.00010837121,0.16141817],"genre_scores_gemma":[0.88859737,0.0021928246,0.00024303207,0.0011264791,0.0016198547,0.0000020680325,0.000003068121,0.000034226607,0.10618105],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99569607,0.0021308074,0.00049252127,0.00025598775,0.0008818001,0.0005427954],"domain_scores_gemma":[0.99707294,0.0017369393,0.00052768324,0.00026462937,0.00017965237,0.00021814328],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007644107,0.00019973877,0.0003905546,0.00006144663,0.0016938447,0.0005410614,0.00060403417,0.0001355146,0.00034975877],"category_scores_gemma":[0.005525849,0.00010864273,0.00023921912,0.0001680134,0.0013940997,0.0003479394,0.00033349067,0.002122019,0.000035013192],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016186078,0.00006407199,0.0039688437,0.000017080112,0.0001633456,0.0000613306,0.6892966,0.00046765222,0.0003975658,0.017087122,0.009154576,0.27915996],"study_design_scores_gemma":[0.0009400189,0.000069394526,0.0018645532,0.00017430323,0.000090879716,0.00033194834,0.07187211,0.00013066542,0.00005092375,0.0013828997,0.9229097,0.00018262092],"about_ca_topic_score_codex":0.00036345542,"about_ca_topic_score_gemma":0.00024585644,"teacher_disagreement_score":0.9137551,"about_ca_system_score_codex":0.00012705817,"about_ca_system_score_gemma":0.00042426027,"threshold_uncertainty_score":0.99960583},"labels":[],"label_agreement":null},{"id":"W4248768289","doi":"10.2979/teachlearninqu.1.2.105","title":"Completing the Research Cycle: A Framework for Promoting Dissemination of Undergraduate Research and Inquiry","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University; McMaster University","funders":"","keywords":"Dissemination; Undergraduate research; Promotion (chess); Curriculum; Information Dissemination; Autonomy; Public relations; Medical education; Political science; Psychology; Pedagogy; Computer science; Medicine; World Wide Web","score_opus":0.3336241745171827,"score_gpt":0.5590805826726595,"score_spread":0.2254564081554768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4248768289","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7552188,0.00032326693,0.010111931,0.23154652,0.0005310244,0.0010188753,4.384328e-7,0.00007744801,0.0011716667],"genre_scores_gemma":[0.98921996,0.00012757613,0.007368269,0.000072479386,0.002000767,0.00006546949,0.0000017217732,0.00004266756,0.0011010807],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97745025,0.018219702,0.0006351772,0.00033267518,0.0024659303,0.00089624536],"domain_scores_gemma":[0.9515717,0.045665447,0.0008208912,0.00033674523,0.0014333959,0.00017184134],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.12708491,0.00015811744,0.00023779935,0.00033954892,0.015842225,0.0015967232,0.001144749,0.0001622369,0.00006248489],"category_scores_gemma":[0.11660097,0.00009392733,0.00009011447,0.00055155205,0.002211978,0.00095018157,0.00036114638,0.0070449403,0.000025153064],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055035176,0.00014372384,0.008609396,0.00006342967,0.00009701676,0.0000017229343,0.61974806,0.0006559874,0.0013579848,0.23185007,0.0055088033,0.13190879],"study_design_scores_gemma":[0.00036050673,0.0006410091,0.011130482,0.0018348257,0.000054680786,0.000062638275,0.42943197,0.010600101,0.00009201555,0.5052987,0.040186565,0.00030655405],"about_ca_topic_score_codex":0.0013650242,"about_ca_topic_score_gemma":0.00005469573,"teacher_disagreement_score":0.2734486,"about_ca_system_score_codex":0.0002638948,"about_ca_system_score_gemma":0.00027943007,"threshold_uncertainty_score":0.9994397},"labels":[],"label_agreement":null},{"id":"W4249463597","doi":"10.2979/teachlearninqu.2.2.59","title":"Curriculum Analytics: Application of Social Network Analysis for Improving Strategic Curriculum Decision-Making in a Research-Intensive University","year":2014,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Analytics; Social network analysis; Learning analytics; Higher education; Curriculum development; Sociology; Engineering ethics; Computer science; Pedagogy; Data science; Political science; Engineering; Social science","score_opus":0.04327072017184106,"score_gpt":0.3631718109543041,"score_spread":0.31990109078246304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249463597","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30639583,0.00003397199,0.6919217,0.0012653791,0.00013925899,0.00010526818,3.8636315e-7,0.000050979914,0.00008722002],"genre_scores_gemma":[0.9741417,0.0000069902503,0.024878329,0.00005191929,0.00083719066,0.0000015462928,0.0000034677137,0.000017851218,0.000060974577],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9955524,0.0020056623,0.0005891898,0.00046094877,0.00070713216,0.00068465114],"domain_scores_gemma":[0.9962055,0.0015137804,0.00085790176,0.00040707167,0.0009127802,0.00010296067],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.011963838,0.00020328407,0.0004895999,0.00084717147,0.001994091,0.00035399268,0.001547683,0.00013397596,0.0000033529],"category_scores_gemma":[0.0024159285,0.00015028928,0.00038619488,0.0022249667,0.00019581213,0.00035252798,0.00038988396,0.0028926563,0.000004776855],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029571436,0.00012871984,0.09829031,0.00002643038,0.00025813663,0.000013530801,0.007058073,0.773259,0.000059610556,0.05918556,0.0001969111,0.061494138],"study_design_scores_gemma":[0.00035143548,0.00017202942,0.0051326267,0.00011205613,0.00016419955,0.000020382216,0.013303324,0.964725,7.9908733e-7,0.014603897,0.0012294941,0.00018476734],"about_ca_topic_score_codex":0.00021928884,"about_ca_topic_score_gemma":0.0000800328,"teacher_disagreement_score":0.6677459,"about_ca_system_score_codex":0.00025544316,"about_ca_system_score_gemma":0.00016276208,"threshold_uncertainty_score":0.9994077},"labels":[],"label_agreement":null},{"id":"W4250409896","doi":"10.2979/teachlearninqu.1.2.23","title":"Being Ethically Minded: Practising the Scholarship of Teaching and Learning in an Ethical Manner","year":2013,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University; Brock University","funders":"","keywords":"Scholarship of Teaching and Learning; Formative assessment; Scholarship; Engineering ethics; Ethical issues; Sociology; Pedagogy; Teaching method; Political science; Engineering; Law; Teaching and learning center","score_opus":0.059558588898299215,"score_gpt":0.4352322401264776,"score_spread":0.37567365122817836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250409896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93721765,0.00014430845,0.0014552979,0.053343896,0.0006372727,0.00026691673,4.1092804e-8,0.00007154097,0.006863063],"genre_scores_gemma":[0.9888481,0.00008164435,0.008003318,0.0010713191,0.0013114138,0.000012150072,8.554981e-7,0.000044329416,0.0006268686],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9624898,0.03472747,0.00066607445,0.00035398707,0.001120715,0.0006419471],"domain_scores_gemma":[0.9886053,0.00959025,0.0010345546,0.00027353346,0.00028837493,0.00020797734],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06476446,0.00022666193,0.00028957412,0.00025199188,0.008439954,0.001645775,0.0008699132,0.00046991857,0.000095727],"category_scores_gemma":[0.06271925,0.00014091856,0.00009323736,0.0002573881,0.0009010531,0.0027355428,0.00019375292,0.0369843,0.000016816102],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000436747,0.00010243822,0.2246188,0.000011844896,0.00004714565,0.00000720953,0.5271626,0.0029128126,0.003704685,0.013005018,0.00006425704,0.22831951],"study_design_scores_gemma":[0.0007465581,0.0005096622,0.5601277,0.0008599354,0.000142156,0.00041560165,0.33572727,0.0032126473,0.000071705006,0.0323018,0.065217,0.0006679888],"about_ca_topic_score_codex":0.0026067996,"about_ca_topic_score_gemma":0.000238462,"teacher_disagreement_score":0.33550888,"about_ca_system_score_codex":0.00033540287,"about_ca_system_score_gemma":0.0003916067,"threshold_uncertainty_score":0.9993906},"labels":[],"label_agreement":null},{"id":"W4250510271","doi":"10.20343/9.1.21","title":"Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of Calgary","keywords":"Lament; Value (mathematics); Higher education; Pedagogy; Psychology; Perception; Critical reflection; Reflection (computer programming); Qualitative research; Mathematics education; Sociology; Computer science","score_opus":0.10000100058925676,"score_gpt":0.468710463867093,"score_spread":0.3687094632778362,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250510271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97313803,0.00039763795,0.0021883522,0.009064827,0.0018708413,0.000087725966,3.2253894e-8,0.00005019534,0.013202341],"genre_scores_gemma":[0.9953384,0.00009365521,0.002002595,0.00018121827,0.0018722306,0.000013208582,3.3655303e-7,0.000016365453,0.0004819977],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99461144,0.0037795042,0.00025481006,0.00023873142,0.00074479345,0.00037073068],"domain_scores_gemma":[0.99760896,0.0016450855,0.00028567767,0.00015535316,0.00018783873,0.000117090065],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.005346759,0.00013076593,0.00015453617,0.00006813312,0.008134558,0.0015173043,0.00037378512,0.000059039663,0.00008545404],"category_scores_gemma":[0.004842427,0.000070496506,0.000044577864,0.0002544778,0.0009019266,0.00085263065,0.000111292364,0.0022314691,0.000005062882],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032313583,0.000055435514,0.073811874,0.0000039528286,0.0000524461,0.000015153426,0.9009712,0.00026984533,0.00036548325,0.0056282114,0.00009503656,0.018699056],"study_design_scores_gemma":[0.00016190518,0.000092128896,0.018897256,0.00010494757,0.000055951146,0.00061298907,0.95339644,0.0001506493,0.00009630135,0.0007077453,0.025586765,0.00013690944],"about_ca_topic_score_codex":0.00017129528,"about_ca_topic_score_gemma":0.00015854595,"teacher_disagreement_score":0.05491462,"about_ca_system_score_codex":0.0003025723,"about_ca_system_score_gemma":0.00030648935,"threshold_uncertainty_score":0.9995192},"labels":[],"label_agreement":null},{"id":"W4251473839","doi":"10.20343/9.1.26","title":"A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; York University","funders":"","keywords":"Mentorship; Operationalization; Scholarship of Teaching and Learning; Scholarship; Order (exchange); Mathematics education; Psychology; Computer science; Sociology; Teaching method; Epistemology; Medical education; Teaching and learning center; Political science; Philosophy; Medicine","score_opus":0.2394453499490152,"score_gpt":0.4364159618063351,"score_spread":0.19697061185731987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4251473839","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9252314,0.0005005436,0.060844366,0.008887298,0.0014037837,0.00046959336,0.0000041723083,0.0000534592,0.0026053803],"genre_scores_gemma":[0.96527135,0.00018246242,0.031685457,0.00012383582,0.0009329378,0.0000584014,0.000012911853,0.00003493244,0.001697714],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99676585,0.0015476034,0.0005003081,0.00021894049,0.00047462896,0.0004926497],"domain_scores_gemma":[0.99547714,0.0034114486,0.00065354834,0.000096750955,0.0002511468,0.00010998681],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.009334084,0.00015398659,0.00023829157,0.000121758734,0.0018754526,0.00033231004,0.0004144459,0.00013688765,0.00008556595],"category_scores_gemma":[0.009727724,0.00012420112,0.000104519604,0.00020058689,0.00024718215,0.00057011127,0.00005704885,0.0011690946,0.0000010579948],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029456182,0.00038427598,0.057609145,0.00007838594,0.00037724673,0.000009188136,0.71809536,0.00064449606,0.012845681,0.060709074,0.002376976,0.14657563],"study_design_scores_gemma":[0.0007562078,0.00018620351,0.005182529,0.0004949579,0.00009197573,0.000036667494,0.61062694,0.0002589814,0.0014940668,0.03978919,0.34072372,0.0003585952],"about_ca_topic_score_codex":0.00035759754,"about_ca_topic_score_gemma":0.00024010622,"teacher_disagreement_score":0.33834675,"about_ca_system_score_codex":0.00065333286,"about_ca_system_score_gemma":0.0010008557,"threshold_uncertainty_score":0.999424},"labels":[],"label_agreement":null},{"id":"W4253163618","doi":"10.2979/teachlearninqu.3.2.fm","title":"Front Matter","year":2015,"lang":"en","type":"paratext","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Front (military); Physics; Meteorology","score_opus":0.05371779362193293,"score_gpt":0.3400501718518618,"score_spread":0.2863323782299289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253163618","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029508995,0.015695732,0.0067850132,0.0072380956,0.048651986,0.0011501625,0.00011184448,0.00097601535,0.88988215],"genre_scores_gemma":[0.029445864,0.00018564003,0.001126429,0.0015262341,0.02781186,0.000028507937,0.0002793654,0.0014319285,0.9381642],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.98373336,0.00880191,0.001700273,0.000986662,0.0027637128,0.0020140803],"domain_scores_gemma":[0.9932607,0.0006661742,0.0033042314,0.0014216561,0.0005375131,0.0008097708],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity","insufficient_payload"],"consensus_categories":["metaepi_narrow","insufficient_payload"],"category_scores_codex":[0.017071608,0.0014799944,0.0016008487,0.0008891406,0.0037509857,0.0022700792,0.0034555548,0.0009664192,0.06033443],"category_scores_gemma":[0.0016124784,0.0008827475,0.00086102274,0.0002305165,0.0006784874,0.00071802665,0.0009145684,0.032696877,0.7425182],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018527369,0.00010537435,0.00050329027,0.00004253594,0.000631693,0.00013068873,0.020832751,0.022783782,0.00026191454,0.000010576436,0.95082504,0.0036870858],"study_design_scores_gemma":[0.0009775829,0.00023692958,0.00032485355,0.0011529328,0.00041172726,0.0046031913,0.003764176,0.00039002698,0.000010614643,0.00016948706,0.98672086,0.0012376073],"about_ca_topic_score_codex":0.0002077373,"about_ca_topic_score_gemma":0.0000062129675,"teacher_disagreement_score":0.68218374,"about_ca_system_score_codex":0.002182268,"about_ca_system_score_gemma":0.0011208528,"threshold_uncertainty_score":0.99979496},"labels":[],"label_agreement":null},{"id":"W4253820099","doi":"10.20343/teachlearningqu.5.2.10","title":"Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach","year":2017,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Problem and Project Based Learning","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia, Okanagan Campus; University of British Columbia","funders":"East Carolina University","keywords":"Psychology; Teamwork; Team-based learning; Student engagement; Cooperative learning; Active learning (machine learning); Exploratory factor analysis; Mathematics education; Feeling; Teaching method; Medical education; Computer science; Social psychology; Psychometrics","score_opus":0.11999279695685683,"score_gpt":0.4556448540159834,"score_spread":0.3356520570591266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253820099","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889552,0.00020135207,0.00391183,0.0013993839,0.0006748863,0.00070056785,5.1042537e-7,0.00010115966,0.0040551075],"genre_scores_gemma":[0.9931527,0.00006391654,0.0054854015,0.00010054786,0.00075485936,0.000034247023,0.0000041209087,0.00006378839,0.00034046223],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98466426,0.010617664,0.0011735201,0.0006946188,0.0018708961,0.0009790697],"domain_scores_gemma":[0.9943885,0.0012596662,0.0034711352,0.00033980186,0.00028501952,0.00025586985],"candidate_categories":["metaresearch","metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.039005965,0.00043129717,0.0006560873,0.000946514,0.00957494,0.0018939201,0.0014609967,0.0002176346,0.000037507194],"category_scores_gemma":[0.012767497,0.00035481984,0.00012416532,0.0005439271,0.0006478769,0.0016958625,0.0007239129,0.010018903,0.0000038636604],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011660772,0.00025290935,0.6399889,0.000037982572,0.00010308842,0.000029944917,0.20479941,0.14215077,0.00048625344,0.0012422933,0.000010079763,0.010781747],"study_design_scores_gemma":[0.0025579764,0.0006314957,0.66978896,0.0016496422,0.00012686763,0.00008619954,0.3037449,0.009296821,0.000036370446,0.00016112237,0.011232591,0.0006870535],"about_ca_topic_score_codex":0.005536434,"about_ca_topic_score_gemma":0.0002830539,"teacher_disagreement_score":0.13285394,"about_ca_system_score_codex":0.00076641154,"about_ca_system_score_gemma":0.0011312742,"threshold_uncertainty_score":0.9998904},"labels":[],"label_agreement":null},{"id":"W4255235667","doi":"10.20343/9.1.20","title":"Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"MacEwan University; Ohio State University; University of Gloucestershire; Purdue University; Monash University; Leeds Beckett University","keywords":"Psychology; Summative assessment; Peer feedback; Psychological resilience; Variety (cybernetics); Social psychology; Cognition; Negative feedback; Formative assessment; Medical education; Pedagogy","score_opus":0.17912409354407574,"score_gpt":0.44624243943902614,"score_spread":0.2671183458949504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255235667","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93178153,0.000040293417,0.007162285,0.058161967,0.0014401588,0.00030084114,0.0000032498194,0.000048630973,0.0010610339],"genre_scores_gemma":[0.9922998,0.00016573582,0.0031905684,0.0002750478,0.0012075448,0.000046026988,0.000004714862,0.000025611045,0.002784932],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99605024,0.0018629134,0.00046876777,0.00023193334,0.0009495745,0.0004365484],"domain_scores_gemma":[0.99715513,0.0017309671,0.00036868828,0.0002589748,0.00034431435,0.00014193072],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0058633653,0.00015828332,0.00022058304,0.00012026761,0.0049663833,0.0005934593,0.0010001778,0.00004185488,0.00003917356],"category_scores_gemma":[0.0018185835,0.00009841958,0.00021278854,0.00036572025,0.00024326764,0.00038880648,0.00026202653,0.0010127528,0.000007627411],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012734573,0.00033170806,0.6802977,0.00001630673,0.00053571956,0.000005194866,0.1365667,0.0033208064,0.0039319587,0.12901285,0.003532376,0.042321347],"study_design_scores_gemma":[0.0004967331,0.00011556781,0.86937153,0.00012708262,0.00008410478,0.000024842066,0.07325613,0.000022182052,0.000044804183,0.0041815545,0.052099004,0.00017646588],"about_ca_topic_score_codex":0.00007312398,"about_ca_topic_score_gemma":0.000062208666,"teacher_disagreement_score":0.18907385,"about_ca_system_score_codex":0.00030210125,"about_ca_system_score_gemma":0.0005506782,"threshold_uncertainty_score":0.996329},"labels":[],"label_agreement":null},{"id":"W4255908794","doi":"10.20343/9.1.9","title":"Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework","year":2021,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Educational Games and Gamification","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Jerome's University; University of Waterloo","funders":"","keywords":"Narrative; Task (project management); Course (navigation); Instructional design; Mathematics education; Computer science; Game design; Psychology; Multimedia; Engineering","score_opus":0.09255599765667434,"score_gpt":0.3753106888640996,"score_spread":0.28275469120742525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255908794","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25165865,0.007794978,0.7307896,0.005792168,0.0022133985,0.00020808885,3.944599e-7,0.00022874825,0.001313987],"genre_scores_gemma":[0.95267344,0.0000726722,0.039963607,0.0010051689,0.00154563,0.000027697271,0.0000131564,0.000096487245,0.004602133],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9937364,0.0039051657,0.00060994696,0.0005010298,0.0004750342,0.0007724077],"domain_scores_gemma":[0.9961609,0.0022781843,0.0007951351,0.00035028064,0.00021296652,0.00020249806],"candidate_categories":["metaepi_narrow","sts","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0074252766,0.00030849926,0.00032090434,0.00016024521,0.0017996875,0.00037434296,0.0003465022,0.00018512008,0.0011800415],"category_scores_gemma":[0.002226577,0.00024600822,0.00015709677,0.00018355646,0.0001906064,0.00021489896,0.00009669908,0.004713533,0.000059784383],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031892353,0.0006799394,0.14588061,0.00009004079,0.0009437945,0.00038587349,0.3960514,0.069175,0.014617599,0.026511347,0.015974348,0.32937112],"study_design_scores_gemma":[0.0021477728,0.0005903693,0.07346053,0.0012516689,0.0005505203,0.002763976,0.14755717,0.013662551,0.0003265076,0.00309228,0.7533233,0.0012733277],"about_ca_topic_score_codex":0.00003346095,"about_ca_topic_score_gemma":0.0000013061334,"teacher_disagreement_score":0.737349,"about_ca_system_score_codex":0.00037678776,"about_ca_system_score_gemma":0.00050615374,"threshold_uncertainty_score":0.9999992},"labels":[],"label_agreement":null},{"id":"W4281745631","doi":"10.20343/teachlearninqu.10.18","title":"Great Introspections: How and Why SoTL Looks Inward","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Introspection; Pillar; Scholarship; Epistemology; Taxonomy (biology); Psychology; Computer science; Sociology; Philosophy; Political science; Engineering; Law","score_opus":0.04224046247133593,"score_gpt":0.3335321891700694,"score_spread":0.29129172669873343,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281745631","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5812629,0.0009188966,0.0069841896,0.39225328,0.0062471894,0.00029671282,0.0000011169204,0.00044994726,0.011585791],"genre_scores_gemma":[0.9822065,0.0001444581,0.0011854647,0.0034384762,0.0015515136,0.000018067825,0.0000017201821,0.00002216637,0.011431618],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9961959,0.0022585944,0.00020936826,0.00019500683,0.0007434551,0.00039767774],"domain_scores_gemma":[0.9990571,0.0004043537,0.00015707375,0.00012170579,0.00007343062,0.0001863325],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.006278677,0.00012356252,0.00014742647,0.00012445681,0.012463698,0.00079223636,0.00040969913,0.00004617196,0.0008153954],"category_scores_gemma":[0.001658945,0.00008981689,0.00007554117,0.00017995067,0.0004068698,0.00023365552,0.00019664846,0.0029665905,0.000013909504],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003700327,0.0001552641,0.033094544,0.000009645022,0.00013368616,0.000037249138,0.63374996,0.0007313897,0.000111466376,0.17752607,0.06679382,0.0876199],"study_design_scores_gemma":[0.00018298274,0.00007402471,0.0020558117,0.000023474373,0.00002357693,0.00019413485,0.13230675,0.00005912178,0.000002684639,0.01330154,0.85162634,0.00014957735],"about_ca_topic_score_codex":0.00016451403,"about_ca_topic_score_gemma":0.000019530175,"teacher_disagreement_score":0.7848325,"about_ca_system_score_codex":0.00042533688,"about_ca_system_score_gemma":0.00025937203,"threshold_uncertainty_score":0.9993336},"labels":[],"label_agreement":null},{"id":"W4285014373","doi":"10.20343/teachlearninqu.10.26","title":"Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Management and Marketing Education","field":"Business, Management and Accounting","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"NorQuest College; MacEwan University","funders":"MacEwan University","keywords":"Procrastination; Student engagement; Computer science; Teamwork; Power (physics); Work (physics); Mathematics education; Psychology; Public relations; Knowledge management; Political science; Engineering; Social psychology","score_opus":0.01545063427957499,"score_gpt":0.28875019046398187,"score_spread":0.2732995561844069,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4285014373","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9837073,0.00008446561,0.0034778805,0.003020938,0.0024207956,0.00044088298,3.5257293e-7,0.00045185885,0.006395499],"genre_scores_gemma":[0.9874385,0.0000029667724,0.00089744304,0.0016948638,0.003060562,0.00009174229,0.000017679282,0.00009352388,0.0067027286],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99621356,0.00042902713,0.0006513339,0.00058046146,0.0011955842,0.00093006133],"domain_scores_gemma":[0.9981567,0.00020510318,0.0010530173,0.00036130214,0.00016849423,0.00005535827],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00735955,0.00038881446,0.0003241548,0.000597174,0.008176905,0.0021340556,0.0010185016,0.000039715113,0.001779317],"category_scores_gemma":[0.0007606043,0.00026480426,0.00012748127,0.0007002893,0.000072540024,0.0011688486,0.0013306518,0.0025717414,0.000030286667],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011445982,0.00043591374,0.4201748,0.00023877247,0.0006611702,0.00009971743,0.21059537,0.22977597,0.008247665,0.0075060152,0.038760573,0.082359426],"study_design_scores_gemma":[0.00079005375,0.00027584395,0.00852868,0.00012225275,0.00014254899,0.00010392933,0.33619824,0.0019121121,0.00009006024,0.00026423924,0.6509315,0.00064054044],"about_ca_topic_score_codex":0.00022116532,"about_ca_topic_score_gemma":0.000012713249,"teacher_disagreement_score":0.61217093,"about_ca_system_score_codex":0.00022463815,"about_ca_system_score_gemma":0.00007847946,"threshold_uncertainty_score":0.9999804},"labels":[],"label_agreement":null},{"id":"W4290659724","doi":"10.20343/teachlearninqu.10.27","title":"Metacognition in Teaching: Using A “Rapid Responses to Learning” Process to Reflect on and Improve Pedagogy","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Metacognition; Class (philosophy); Psychology; Process (computing); Set (abstract data type); Context (archaeology); Mathematics education; Pedagogy; Salient; Student engagement; Computer science; Cognition","score_opus":0.12267507141490996,"score_gpt":0.49194258243981814,"score_spread":0.3692675110249082,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4290659724","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97348034,0.0001776337,0.015597167,0.004576559,0.0016472606,0.0005061446,0.0000027842132,0.00025964293,0.0037524737],"genre_scores_gemma":[0.9859265,0.000003144538,0.0043546837,0.0026000543,0.0011054357,0.00010005639,0.00000646537,0.00016516949,0.005738489],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.96371955,0.03238903,0.0009239192,0.00093569496,0.000901147,0.0011306792],"domain_scores_gemma":[0.996125,0.002306448,0.00071944157,0.0004342956,0.00013025057,0.00028460668],"candidate_categories":["metaresearch","metaepi_narrow","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.03759666,0.0005338614,0.0006542319,0.0016911484,0.0058912537,0.0003610106,0.00077040785,0.0001519265,0.00045888766],"category_scores_gemma":[0.009948203,0.00041416884,0.00016270342,0.0007854447,0.00013614343,0.00021708361,0.00041488206,0.017157668,0.000056234487],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0052843294,0.0005716715,0.022355596,0.000031030377,0.00029936296,0.00031294025,0.48975623,0.10253995,0.028862337,0.002085558,0.00087278464,0.3470282],"study_design_scores_gemma":[0.0066497405,0.024034904,0.11589826,0.0010007588,0.0004517044,0.008166448,0.3172447,0.0076282537,0.00046697786,0.0027336983,0.5122787,0.0034458786],"about_ca_topic_score_codex":0.000291582,"about_ca_topic_score_gemma":0.0000044852195,"teacher_disagreement_score":0.5114059,"about_ca_system_score_codex":0.0005896773,"about_ca_system_score_gemma":0.00021784661,"threshold_uncertainty_score":0.999831},"labels":[],"label_agreement":null},{"id":"W4290659726","doi":"10.20343/teachlearninqu.10.28","title":"The Importance of Ending Well: A Virtual Last Class Workshop for Course Evaluation and Evolution","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary; University of Toronto","funders":"","keywords":"Facilitator; Class (philosophy); Session (web analytics); Whiteboard; Computer science; Impromptu; Course (navigation); Adaptation (eye); Virtual learning environment; Perception; Mathematics education; Multimedia; Psychology; World Wide Web; Engineering; Artificial intelligence","score_opus":0.03058385815750811,"score_gpt":0.33987806348763117,"score_spread":0.3092942053301231,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4290659726","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.59311044,0.0014078169,0.38599187,0.017222404,0.0016184157,0.00029756266,0.0000012282117,0.00011845045,0.00023181412],"genre_scores_gemma":[0.99631023,0.000033941298,0.0020403964,0.00011461369,0.0005506513,0.000014454035,0.0000027050773,0.00001950942,0.0009134768],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9965668,0.0016177878,0.0004260633,0.00024315945,0.00080075837,0.00034543485],"domain_scores_gemma":[0.99737227,0.0013631016,0.0007471786,0.00030557133,0.00014408979,0.00006781464],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.013859882,0.00014168248,0.00017193292,0.00009830083,0.0044593327,0.00034798248,0.0008615847,0.000038441154,0.000007334594],"category_scores_gemma":[0.0014661859,0.00008794562,0.000119098,0.0001983905,0.000144222,0.000287984,0.00036863936,0.0021395474,0.0000010022786],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000104667,0.0001428728,0.030556636,0.000013423285,0.00018761856,0.000009360122,0.021134103,0.6295591,0.00067678903,0.11723712,0.0038774156,0.19650088],"study_design_scores_gemma":[0.00062669,0.00038542098,0.004872457,0.00006589941,0.00008851652,0.00030029507,0.012030733,0.9431907,0.0000055352452,0.003990265,0.034282763,0.00016071777],"about_ca_topic_score_codex":0.000004410565,"about_ca_topic_score_gemma":0.0000041560706,"teacher_disagreement_score":0.4031998,"about_ca_system_score_codex":0.00019893602,"about_ca_system_score_gemma":0.00021816063,"threshold_uncertainty_score":0.9968367},"labels":[],"label_agreement":null},{"id":"W4295309486","doi":"10.20343/teachlearninqu.10.32","title":"Student Perception of a Visual Novel for Fostering Science Process Skills","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa; University of Toronto; McMaster University","funders":"McMaster University","keywords":"Anticipation (artificial intelligence); Perception; Flexibility (engineering); Process (computing); Mathematics education; Psychology; Science education; Subject matter; Computer science; Pedagogy; Curriculum","score_opus":0.09403396539944495,"score_gpt":0.4839524758078026,"score_spread":0.3899185104083577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4295309486","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98152244,0.000026588348,0.01390788,0.00062530406,0.0024436237,0.00035424,0.0000016847285,0.00005881587,0.0010594373],"genre_scores_gemma":[0.9968825,0.000005553225,0.0005538746,0.00022636326,0.00093318074,0.00007623418,0.0000044183325,0.000029627943,0.0012882358],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975911,0.0004837852,0.00051458523,0.00021229555,0.0007211733,0.0004770835],"domain_scores_gemma":[0.9983796,0.0005065019,0.00065744255,0.00013522652,0.00022169322,0.00009957657],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00914433,0.00011870808,0.0001794716,0.00022733342,0.00844072,0.000079691454,0.0005615054,0.000035325163,0.00010292997],"category_scores_gemma":[0.0010005692,0.00008244188,0.00008493401,0.00023721867,0.00016924372,0.00034008006,0.00031955968,0.0022268174,0.00000895574],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021505923,0.0008388804,0.044393145,0.00017538804,0.00005729036,0.0000012240487,0.7608936,0.046909716,0.025724517,0.0004696723,0.0007988393,0.11952268],"study_design_scores_gemma":[0.0017905931,0.001744384,0.06676582,0.0007165461,0.000091833776,0.00017459587,0.86636627,0.00762808,0.00009994399,0.0007213432,0.053455666,0.00044492361],"about_ca_topic_score_codex":0.00002810966,"about_ca_topic_score_gemma":8.189102e-7,"teacher_disagreement_score":0.11907776,"about_ca_system_score_codex":0.00059575035,"about_ca_system_score_gemma":0.00059052283,"threshold_uncertainty_score":0.9928502},"labels":[],"label_agreement":null},{"id":"W4304080905","doi":"10.20343/teachlearninqu.10.33","title":"Faculty and Student Partnerships in the Scholarship of Teaching and Learning: Evaluation of an Institutional Model","year":2022,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Scholarship of Teaching and Learning; Scholarship; General partnership; Graduate students; Institution; Sociology; Pedagogy; Higher education; Medical education; Mathematics education; Psychology; Teaching method; Political science; Teaching and learning center; Social science; Medicine","score_opus":0.4301217596702026,"score_gpt":0.51751634640689,"score_spread":0.08739458673668743,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4304080905","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9903065,0.00029938246,0.00037747456,0.006985344,0.00014774247,0.00027005156,0.0000011878826,0.000026377427,0.0015859571],"genre_scores_gemma":[0.9981473,0.0000216357,0.0013121741,0.00013905036,0.00018853479,0.000017336612,0.00000830706,0.000013630708,0.00015204558],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.94688475,0.048402566,0.0006324516,0.00027884947,0.003481116,0.00032027252],"domain_scores_gemma":[0.9968474,0.001775186,0.00094959646,0.00016705638,0.0001760095,0.0000847616],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.16226317,0.00014305468,0.00021591855,0.00022356135,0.008242107,0.00030409647,0.0007110313,0.00006318825,0.000042265976],"category_scores_gemma":[0.015950836,0.00009631793,0.000062469335,0.0001594806,0.00049032824,0.0011652729,0.00022126694,0.006966086,5.427274e-7],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055197903,0.00019431858,0.08477321,0.0000073610186,0.000040515275,0.000002227826,0.44983345,0.4148712,0.00019325803,0.016317777,0.000024327162,0.033687163],"study_design_scores_gemma":[0.0017203373,0.0005487882,0.21278559,0.00013145024,0.0003007099,0.00019292382,0.60649943,0.1577686,0.000005676146,0.008094541,0.0116473455,0.00030459132],"about_ca_topic_score_codex":0.00048476344,"about_ca_topic_score_gemma":0.00011219881,"teacher_disagreement_score":0.25710258,"about_ca_system_score_codex":0.00028323455,"about_ca_system_score_gemma":0.000522348,"threshold_uncertainty_score":0.9953249},"labels":[],"label_agreement":null},{"id":"W4316511365","doi":"10.20343/teachlearninqu.11.6","title":"Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Communication in Education and Healthcare","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Dialogic; Summative assessment; Thematic analysis; Psychology; Qualitative research; Qualitative property; Pedagogy; Semi-structured interview; Medical education; Transformational leadership; Mathematics education; Formative assessment; Social psychology; Medicine; Sociology; Computer science","score_opus":0.062182921339674214,"score_gpt":0.38949280002609693,"score_spread":0.3273098786864227,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4316511365","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9809851,0.0004384527,0.0006389168,0.012494199,0.002001023,0.00012528493,0.0000019094691,0.00029283366,0.0030222686],"genre_scores_gemma":[0.9940707,0.00035580804,0.00038358965,0.00060004543,0.00061047607,0.000024384086,0.00001820685,0.000038490627,0.0038983186],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9972911,0.0012851321,0.00045784932,0.00024981966,0.00025966138,0.00045647382],"domain_scores_gemma":[0.99849826,0.00047450615,0.00031200922,0.00041984295,0.000080864666,0.00021450043],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0018854192,0.00017965335,0.00020076799,0.00022289422,0.003001117,0.00025003275,0.0005802959,0.000117371186,0.0007272024],"category_scores_gemma":[0.00049210666,0.00012973904,0.000086093525,0.00031299895,0.00026529882,0.00019254278,0.00019757725,0.0023817376,0.00024834264],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054645967,0.00011615079,0.096227154,0.000021029799,0.00014414791,0.000012123702,0.607367,0.0006165731,0.0015119028,0.0054503363,0.050840523,0.23763843],"study_design_scores_gemma":[0.0008041541,0.0001855589,0.44921917,0.00012526939,0.000035314617,0.00061205373,0.2898722,0.0005515151,0.000007854967,0.0008881236,0.25732026,0.00037852398],"about_ca_topic_score_codex":0.0002349405,"about_ca_topic_score_gemma":0.000009764173,"teacher_disagreement_score":0.352992,"about_ca_system_score_codex":0.000120442346,"about_ca_system_score_gemma":0.000064145985,"threshold_uncertainty_score":0.99991983},"labels":[],"label_agreement":null},{"id":"W4320726662","doi":"10.20343/teachlearninqu.11.8","title":"The Morphology of the SoTL Article: New Possibilities for the Stories that SoTL Scholars Tell About Teaching and Learning","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Narrative; Phenomenon; Variety (cybernetics); Ethos; Folkloristics; Field (mathematics); Sociology; Skepticism; Epistemology; Literature; Philosophy; Computer science; Art; Linguistics; Anthropology; Artificial intelligence","score_opus":0.13818213841583835,"score_gpt":0.40818436802954317,"score_spread":0.2700022296137048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4320726662","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.954707,0.003435584,0.0006546607,0.036071703,0.003765784,0.00029470638,0.0000011286186,0.00019675838,0.0008726426],"genre_scores_gemma":[0.9704511,0.00055388873,0.0002716083,0.00031558695,0.002795775,0.000013790631,7.799986e-7,0.000052782503,0.025544688],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9920818,0.005385874,0.0005256858,0.00031262948,0.0007909909,0.0009030193],"domain_scores_gemma":[0.98586607,0.012752214,0.00067082123,0.00039545668,0.00011975187,0.00019569547],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.022989271,0.0002489517,0.00032004208,0.00010017546,0.027253004,0.0008577447,0.0013126055,0.0001712942,0.000027657312],"category_scores_gemma":[0.021121388,0.000114132265,0.00027863486,0.00028029963,0.002082425,0.00035155678,0.00024903053,0.0066410033,0.000011830797],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008621157,0.00003404053,0.037167393,0.00001613642,0.00016093765,0.000003314579,0.8335765,0.0031554997,0.0005571035,0.02101866,0.01300339,0.09122081],"study_design_scores_gemma":[0.0003265988,0.00013189479,0.015306147,0.00009640114,0.00009893482,0.000050275823,0.4761862,0.0003395517,0.000020671325,0.0034380385,0.5038294,0.00017590534],"about_ca_topic_score_codex":0.0028445097,"about_ca_topic_score_gemma":0.0003178973,"teacher_disagreement_score":0.490826,"about_ca_system_score_codex":0.00025619927,"about_ca_system_score_gemma":0.00068004197,"threshold_uncertainty_score":0.9956507},"labels":[],"label_agreement":null},{"id":"W4324133772","doi":"10.20343/teachlearninqu.11.11","title":"“A Group of People to Lean On and Learn From”: Graduate Teaching Assistant Experiences in a Pedagogy-Focused Community of Practice","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of Cambridge; Directorate for STEM Education; University of Calgary","keywords":"Autonomy; Pedagogy; Psychology; Teaching method; Community of practice; Medical education; Medicine","score_opus":0.16203246246553546,"score_gpt":0.46153388254471583,"score_spread":0.29950142007918035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4324133772","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9866039,0.000040782405,0.004200159,0.0053571165,0.0005606992,0.00022783327,0.0000017878333,0.00012845313,0.0028792515],"genre_scores_gemma":[0.9888018,0.000036718335,0.01029135,0.0002433137,0.00033858122,0.0000120870045,0.000003068955,0.000041560088,0.00023152943],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9722906,0.0247109,0.0008684108,0.00029684076,0.0012142302,0.00061906857],"domain_scores_gemma":[0.98831505,0.009943689,0.0010469574,0.00037344525,0.00016756942,0.00015331828],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.060850263,0.00025822571,0.0005689429,0.0006070065,0.003927015,0.00020836678,0.0009906844,0.00012906473,0.000026640517],"category_scores_gemma":[0.03860442,0.00018845088,0.00011406923,0.0008738386,0.0005297929,0.0005711666,0.0003444583,0.0074614766,0.000008358238],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020876403,0.00018571985,0.01668291,0.000012310316,0.00005536366,0.000013729352,0.927965,0.00084184104,0.0044976543,0.0076043415,0.0001925019,0.041739874],"study_design_scores_gemma":[0.00057390775,0.0006467167,0.08324975,0.00045557544,0.000036530964,0.000017028195,0.90544504,0.00029081164,0.00014608621,0.0023870096,0.006475195,0.00027634812],"about_ca_topic_score_codex":0.021039879,"about_ca_topic_score_gemma":0.0013587725,"teacher_disagreement_score":0.06656684,"about_ca_system_score_codex":0.00023863776,"about_ca_system_score_gemma":0.00019840576,"threshold_uncertainty_score":0.99736977},"labels":[],"label_agreement":null},{"id":"W4324133902","doi":"10.20343/teachlearninqu.11.10","title":"Students’ Views on the Nature of Science in an Interdisciplinary First-Year Science Program: Content Analysis of a Weekly Reflection Activity","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University; University of British Columbia","funders":"","keywords":"Nature of Science; Comprehension; Science education; Reflection (computer programming); Mathematics education; Pedagogy; Critical thinking; Scientific literacy; Psychology; Computer science","score_opus":0.15919440806340857,"score_gpt":0.49817858479347016,"score_spread":0.3389841767300616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4324133902","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98648703,0.000010357037,0.00008178036,0.011548054,0.0007383353,0.00021117504,2.6629712e-7,0.000052524814,0.00087049574],"genre_scores_gemma":[0.9991472,0.000027764601,0.00024612417,0.000111512694,0.00011788695,0.000012176717,5.7825144e-7,0.0000068598133,0.0003298991],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99587816,0.0012481974,0.00037329298,0.00027159663,0.0018144663,0.00041430685],"domain_scores_gemma":[0.9983952,0.0005674682,0.00035582494,0.00025376995,0.00030436568,0.00012336043],"candidate_categories":["sts"],"consensus_categories":["sts"],"category_scores_codex":[0.027854288,0.00010666133,0.00023105467,0.00089939416,0.0045378827,0.00037783608,0.0014959658,0.000066764456,0.00003963146],"category_scores_gemma":[0.0033764238,0.000058988535,0.00011761052,0.004588109,0.0028600928,0.00045172818,0.00033439102,0.0019662322,0.0000050637755],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011249727,0.0009123203,0.2220638,0.000013070966,0.00012129372,0.0000048082447,0.7142943,0.0025994962,0.0041852547,0.017150039,0.00018431502,0.038358767],"study_design_scores_gemma":[0.00015279635,0.00034395402,0.75730777,0.00025986077,0.00007665369,0.0000025737527,0.2371164,0.0013602761,0.00021506583,0.0015421677,0.0014944226,0.00012806956],"about_ca_topic_score_codex":0.000113264345,"about_ca_topic_score_gemma":0.00026205785,"teacher_disagreement_score":0.535244,"about_ca_system_score_codex":0.00045578324,"about_ca_system_score_gemma":0.00051182875,"threshold_uncertainty_score":0.99985355},"labels":[],"label_agreement":null},{"id":"W4363676051","doi":"10.20343/teachlearninqu.11.14","title":"Reimagining the 4M Framework in Educational Development for SoTL","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"E-Learning and Knowledge Management","field":"Computer Science","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan; York University","funders":"","keywords":"Vision; Situated; Work (physics); Sociology; Pedagogy; Computer science; Engineering","score_opus":0.05619853700323173,"score_gpt":0.3406651106840431,"score_spread":0.28446657368081135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4363676051","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.064283185,0.00035365575,0.79417753,0.13286816,0.004956688,0.00040460876,1.8563267e-7,0.0005144183,0.0024415504],"genre_scores_gemma":[0.9158348,0.00004063329,0.06901257,0.0010085433,0.002184299,0.0000879908,0.0000051695797,0.000053179814,0.011772809],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99705696,0.0008968868,0.0005032198,0.00036284374,0.0005250826,0.00065499113],"domain_scores_gemma":[0.99678206,0.0022771368,0.00032565952,0.00043111254,0.00009134322,0.000092705995],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.009962909,0.00021454821,0.00019458683,0.00032090076,0.0028791693,0.00087713316,0.001949759,0.00006899404,0.0000230139],"category_scores_gemma":[0.0024955096,0.00011225471,0.00011961195,0.0006001056,0.00013291159,0.00032625295,0.00060152577,0.0033157733,0.00024713745],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029682567,0.0001354467,0.018633708,0.000044929075,0.00016333513,0.000029018947,0.19088404,0.07059356,0.00006554601,0.16900977,0.03282422,0.51758677],"study_design_scores_gemma":[0.0006377011,0.00013078442,0.043786936,0.00072123116,0.00002497811,0.00016779965,0.014152481,0.109592184,0.00002921822,0.03197117,0.79825795,0.0005275914],"about_ca_topic_score_codex":0.00001200432,"about_ca_topic_score_gemma":0.000004686668,"teacher_disagreement_score":0.85155165,"about_ca_system_score_codex":0.00020763479,"about_ca_system_score_gemma":0.0003347208,"threshold_uncertainty_score":0.9989836},"labels":[],"label_agreement":null},{"id":"W4381334650","doi":"10.20343/teachlearninqu.11.19","title":"Participation in Higher Education Classroom Discussions: How Students’ Identities Influence Perspective Taking and Engagement","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Communication in Education and Healthcare","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Perspective (graphical); Pedagogy; Student engagement; Psychology; Mathematics education","score_opus":0.17453415940665354,"score_gpt":0.5056289638542346,"score_spread":0.3310948044475811,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4381334650","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93990356,0.0006437592,0.000072712224,0.05535243,0.0019151907,0.00020247602,3.686828e-7,0.000108611865,0.001800881],"genre_scores_gemma":[0.9810987,0.00024245695,0.00011074361,0.00059212034,0.00054864195,0.00010494332,0.0000062591184,0.000024402581,0.017271714],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9959859,0.0027661931,0.00035550416,0.00022160314,0.00035690566,0.00031388082],"domain_scores_gemma":[0.99845666,0.000533979,0.00045681995,0.00032302763,0.0001326471,0.00009686921],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0033666196,0.00013566726,0.0001444625,0.00037170397,0.0015719625,0.0004430678,0.00043790988,0.00007240759,0.00045826723],"category_scores_gemma":[0.00091130123,0.00009374122,0.000044908247,0.0003117108,0.00012595869,0.00035142983,0.00018943773,0.0021679,0.00007456716],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029712844,0.00025076725,0.5062677,0.00001567683,0.000058614885,0.0000042897836,0.40805596,0.0007683704,0.000087868975,0.04464807,0.005326421,0.03448652],"study_design_scores_gemma":[0.00021772178,0.000039914397,0.73566425,0.00014528653,0.000015654206,0.000015562091,0.24493149,0.000039399012,3.9855195e-7,0.0025840579,0.016254377,0.00009187169],"about_ca_topic_score_codex":0.00018278405,"about_ca_topic_score_gemma":0.000029258938,"teacher_disagreement_score":0.22939655,"about_ca_system_score_codex":0.00036100054,"about_ca_system_score_gemma":0.00011182328,"threshold_uncertainty_score":0.99972785},"labels":[],"label_agreement":null},{"id":"W4386958750","doi":"10.20343/teachlearninqu.11.26","title":"Using Scenarios to Explore the Complexity of Student-Faculty Partnership","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Transformative learning; Scholarship of Teaching and Learning; General partnership; Scholarship; Work (physics); Value (mathematics); Democracy; Engineering ethics; Pedagogy; Sociology; Public relations; Political science; Teaching method; Computer science; Teaching and learning center; Engineering","score_opus":0.6304605139712167,"score_gpt":0.5269237589350318,"score_spread":0.10353675503618487,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386958750","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.959993,0.0000326826,0.0008230964,0.03567192,0.0011126751,0.0001905246,4.7119036e-7,0.00010602974,0.002069587],"genre_scores_gemma":[0.9951894,0.000034523408,0.0005470154,0.0004388542,0.0013405677,0.0000062628933,0.000002369394,0.000019493817,0.0024214995],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950212,0.0031302825,0.0003472698,0.00015524929,0.0008932372,0.00045274638],"domain_scores_gemma":[0.9986366,0.00052101933,0.00034215106,0.00021883503,0.00011561277,0.00016579035],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011143618,0.0001207152,0.00016484145,0.0001052847,0.0056949425,0.00038211176,0.00079888204,0.000046331304,0.00023764979],"category_scores_gemma":[0.0013213825,0.000067628665,0.000117083226,0.00045114936,0.00048100285,0.00024890975,0.00018345239,0.0016231986,0.0001041387],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020140073,0.00007602388,0.027883796,0.000005802358,0.00009138935,0.0000069620155,0.8982301,0.040315237,0.0002404756,0.008132204,0.018524243,0.0064736507],"study_design_scores_gemma":[0.0001653134,0.00005598046,0.0559879,0.00008709714,0.000048669677,0.000012476929,0.55808836,0.0003617369,0.000009471368,0.0009832281,0.38406163,0.00013813918],"about_ca_topic_score_codex":0.0006466417,"about_ca_topic_score_gemma":0.000052316413,"teacher_disagreement_score":0.36553738,"about_ca_system_score_codex":0.00019318248,"about_ca_system_score_gemma":0.00020948135,"threshold_uncertainty_score":0.9955995},"labels":[],"label_agreement":null},{"id":"W4387668189","doi":"10.20343/teachlearninqu.11.28","title":"Navigating between Scylla and Charybdis: SoTL as its Own Kind of Inquiry","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Lunds Universitet; Medical Library Association","keywords":"Epistemology; Normative; Discipline; Context (archaeology); Sociology; Narrative; Engineering ethics; Social science; Philosophy; Engineering","score_opus":0.09257176243139983,"score_gpt":0.4311718761372223,"score_spread":0.33860011370582244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387668189","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9731856,0.00023711135,0.00015660905,0.023339136,0.0011612438,0.00012070865,6.039397e-7,0.00018295407,0.001616019],"genre_scores_gemma":[0.9946628,0.00026846063,0.00050111563,0.000459501,0.0022798677,0.000004691741,0.0000054101693,0.00003015064,0.0017879936],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961924,0.0016076068,0.00051958114,0.00023639415,0.00087809877,0.00056590163],"domain_scores_gemma":[0.9978608,0.0012289393,0.00035167867,0.00014109415,0.00014695364,0.0002705379],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0101060085,0.0001702018,0.00027653662,0.00010106149,0.0036326437,0.00035675487,0.00050675235,0.00013388907,0.00018579751],"category_scores_gemma":[0.004776258,0.00012065662,0.00009643154,0.0004014074,0.0005938593,0.00030648004,0.00017864926,0.0026704178,0.00014171065],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011229061,0.00003963568,0.050205532,0.00003525177,0.00010128825,0.00001786408,0.79478264,0.00012495126,0.00045386425,0.015003974,0.0015889689,0.13763477],"study_design_scores_gemma":[0.0008935751,0.00027676285,0.109876096,0.0022505918,0.00015512058,0.00012950115,0.6313546,0.00019927202,0.00041993684,0.023711285,0.22990863,0.00082467607],"about_ca_topic_score_codex":0.00015042965,"about_ca_topic_score_gemma":0.000004980704,"teacher_disagreement_score":0.22831967,"about_ca_system_score_codex":0.00011513126,"about_ca_system_score_gemma":0.0003239164,"threshold_uncertainty_score":0.99963045},"labels":[],"label_agreement":null},{"id":"W4388826475","doi":"10.20343/teachlearninqu.11.30","title":"Journal Club: An Innovative Teaching Practice to Foster Peer Connection and Enhance Information Literacy Skills","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Health Sciences Research and Education","field":"Health Professions","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Graduation (instrument); Information literacy; Context (archaeology); Journal club; Reading (process); Medical education; Psychology; Nurse education; Pedagogy; Nursing; Medicine; Political science","score_opus":0.0887720492346253,"score_gpt":0.5310199496703217,"score_spread":0.44224790043569645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388826475","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89413863,0.000027092394,0.015674943,0.08380721,0.0036837119,0.00047410972,0.0000014874238,0.00014417042,0.0020486666],"genre_scores_gemma":[0.9738894,0.00011102717,0.004496402,0.012898863,0.004770566,0.000039201892,0.000025939667,0.000033161945,0.0037354175],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9890775,0.007386161,0.0010476256,0.00023226914,0.0012104772,0.0010459829],"domain_scores_gemma":[0.9929573,0.003407148,0.0010416557,0.0002309936,0.0017355733,0.0006273148],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.04496792,0.00019977192,0.00023296177,0.0007894967,0.012016315,0.0009706251,0.00045353253,0.0001500214,0.00011870582],"category_scores_gemma":[0.045184545,0.00012641102,0.000042382995,0.00083374506,0.000100769845,0.0068859034,0.00022930054,0.009926901,0.0005564415],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015890638,0.000057378,0.0072944215,0.000046475416,0.00002766055,0.0000085502525,0.70798105,0.00091577816,0.00048849377,0.00027548388,0.07137359,0.21137221],"study_design_scores_gemma":[0.00046668175,0.0006621234,0.03577042,0.0005332065,0.000012688556,0.0004756327,0.22145052,0.0026980608,0.000014058681,0.0005258019,0.7371831,0.0002076984],"about_ca_topic_score_codex":0.00012812436,"about_ca_topic_score_gemma":0.000008684717,"teacher_disagreement_score":0.6658095,"about_ca_system_score_codex":0.0005450198,"about_ca_system_score_gemma":0.0010101426,"threshold_uncertainty_score":0.99235725},"labels":[],"label_agreement":null},{"id":"W4388826758","doi":"10.20343/teachlearninqu.11.32","title":"I Appreciate You: A Spectral Reading of SoTL during COVID-19","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Humber Polytechnic","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Generosity; Scholarship of Teaching and Learning; Reading (process); Scholarship; Sociology; Pandemic; Discipline; Psychology; Pedagogy; Medical education; Political science; Medicine; Social science; Teaching method; Philosophy; Theology; Teaching and learning center","score_opus":0.10432052497842466,"score_gpt":0.4157000001621927,"score_spread":0.3113794751837681,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388826758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96983975,0.00007918112,0.0010152765,0.019928483,0.0018287179,0.00012887323,6.916747e-7,0.00029475114,0.006884254],"genre_scores_gemma":[0.9840526,0.00038057382,0.00030360156,0.00020526207,0.0020735394,0.000005654776,0.0000023934228,0.000029161461,0.012947208],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9957915,0.0022978813,0.00042276923,0.00020198358,0.000701509,0.0005843347],"domain_scores_gemma":[0.99816024,0.0007843869,0.000502656,0.00019118727,0.000055177614,0.00030634238],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011456812,0.000138045,0.0002027971,0.0002446033,0.005890653,0.00030816512,0.00054923573,0.00007445175,0.00054750044],"category_scores_gemma":[0.0043546907,0.00010053731,0.00015423438,0.00045236826,0.00024533525,0.0003947639,0.00010869833,0.0019935872,0.00012297314],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000756907,0.00010645674,0.043808118,0.00005122238,0.00019554778,0.00007028979,0.86608696,0.046028517,0.0026953963,0.014230173,0.015808532,0.010843095],"study_design_scores_gemma":[0.00056526676,0.00007825938,0.031232143,0.00012661646,0.00007029763,0.00008727261,0.25946328,0.00027628985,0.0000728274,0.0021072915,0.70562536,0.00029509453],"about_ca_topic_score_codex":0.0008458508,"about_ca_topic_score_gemma":0.000027986127,"teacher_disagreement_score":0.68981683,"about_ca_system_score_codex":0.00043049565,"about_ca_system_score_gemma":0.0004189863,"threshold_uncertainty_score":0.9954035},"labels":[],"label_agreement":null},{"id":"W4389890041","doi":"10.20343/teachlearninqu.11.34","title":"A Case Study on the Value of Humanities-Based Analysis, Modes of Presentation, and Study Designs for SoTL: Close Reading Students’ Pre-Surveys on Gender-Inclusive Language","year":2023,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Gender Studies in Language","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"MacEwan University","keywords":"Reading (process); Value (mathematics); Presentation (obstetrics); Narrative; Humanities; Sociology; Mathematics education; Pedagogy; Misrepresentation; Psychology; Computer science; Linguistics; Art; Political science; Philosophy","score_opus":0.16784694817536333,"score_gpt":0.4614483037568219,"score_spread":0.29360135558145856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389890041","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9939365,0.000056297875,0.003844144,0.00022073304,0.0001808638,0.0014074668,0.0000072491757,0.00007576364,0.0002710322],"genre_scores_gemma":[0.999111,0.00000837929,0.0001072666,0.000059837326,0.00029477934,0.00006146961,0.0000029699463,0.000036017413,0.00031828298],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.986267,0.011086737,0.0005893227,0.00032953045,0.0013112775,0.00041615],"domain_scores_gemma":[0.99296534,0.005641244,0.0007345103,0.00039650052,0.00019536042,0.000067041234],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.025634069,0.00023227205,0.00045501813,0.00043525954,0.0044964915,0.00023192659,0.0007635521,0.000054364005,0.000015874795],"category_scores_gemma":[0.0037258614,0.00014034289,0.00020034541,0.0006047983,0.00037998645,0.00011988852,0.00026723318,0.0009427193,0.0000011958206],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008343332,0.00056331634,0.14769396,0.000015091672,0.0015216084,0.0001886951,0.8132067,0.03483387,0.000120493605,0.00081817864,0.000095528994,0.0008591192],"study_design_scores_gemma":[0.000888309,0.0011898987,0.074950084,0.000039890518,0.0007710544,0.000014472209,0.9198618,0.0018945165,0.00004922014,0.000176855,0.000017507671,0.00014639106],"about_ca_topic_score_codex":0.0026207026,"about_ca_topic_score_gemma":0.0007893487,"teacher_disagreement_score":0.106655106,"about_ca_system_score_codex":0.0001608812,"about_ca_system_score_gemma":0.000113054964,"threshold_uncertainty_score":0.9967995},"labels":[],"label_agreement":null},{"id":"W4393309538","doi":"10.20343/teachlearninqu.12.9","title":"Defining Immersive Learning","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Adult and Continuing Education Topics","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lambton College; University of Calgary","funders":"Division of Undergraduate Education; Higher Education Research and Development Society of Australasia; University of Wollongong; University of Wyoming; Purdue University","keywords":"Computer science; Human–computer interaction","score_opus":0.02097068056370989,"score_gpt":0.3621395355351712,"score_spread":0.3411688549714613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393309538","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7883712,0.008302566,0.02303655,0.061305102,0.015142565,0.00027069068,5.644236e-7,0.001148933,0.10242185],"genre_scores_gemma":[0.9573895,0.00024881752,0.00040571444,0.00026842614,0.003974035,0.000003918571,0.0000024751657,0.000036931116,0.03767021],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99669796,0.0017052814,0.00030276075,0.00022534346,0.0005449531,0.00052368775],"domain_scores_gemma":[0.9984922,0.000946511,0.00018963068,0.00011675423,0.000096981996,0.00015791555],"candidate_categories":["sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0056987135,0.00015655236,0.00015871898,0.000159561,0.0050853407,0.0012335468,0.00048238414,0.00011118034,0.00036235125],"category_scores_gemma":[0.0027348741,0.00010592518,0.00017708595,0.00025665254,0.00027460267,0.0004526704,0.00006988847,0.0041414876,0.00035013087],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000100947,0.000020699656,0.007762687,0.000011544449,0.00009692745,0.000044934943,0.6584892,0.0016310352,0.00013890544,0.08356442,0.010182027,0.23804751],"study_design_scores_gemma":[0.0000812348,0.000046310215,0.0008162971,0.00022250507,0.00004333558,0.0000768672,0.17410657,0.00055177475,0.000008481854,0.0013062313,0.8225741,0.00016633324],"about_ca_topic_score_codex":0.0003143336,"about_ca_topic_score_gemma":0.000024850324,"teacher_disagreement_score":0.81239206,"about_ca_system_score_codex":0.00023962528,"about_ca_system_score_gemma":0.00043072822,"threshold_uncertainty_score":0.99980325},"labels":[],"label_agreement":null},{"id":"W4393309602","doi":"10.20343/teachlearninqu.12.10","title":"Using Infographics to Go Public with SoTL","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Data Visualization and Analytics","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia; MacEwan University; University of Calgary","funders":"University of British Columbia; University of South Dakota","keywords":"Infographic; Computer science; Data mining","score_opus":0.09414059842398834,"score_gpt":0.37049279762981757,"score_spread":0.2763521992058292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393309602","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.024542471,0.00017652285,0.9651016,0.008226299,0.0008534327,0.00006489372,5.618668e-7,0.0004223527,0.0006118535],"genre_scores_gemma":[0.9544759,0.00004389976,0.040808577,0.002150562,0.0009812644,0.0000018063556,0.0000043266014,0.00005345624,0.0014802562],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977272,0.00052167417,0.00033660122,0.0003033091,0.00065578683,0.0004553921],"domain_scores_gemma":[0.9988621,0.00021017407,0.00014779963,0.0004056031,0.00012010542,0.00025421372],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0030590603,0.00019866838,0.00016943824,0.00052351714,0.0013557657,0.004472146,0.0013435764,0.000055628963,0.000022944198],"category_scores_gemma":[0.0004189264,0.00011237035,0.00010037956,0.0010975964,0.00010073945,0.0013766788,0.00036693746,0.0019416672,0.00010697828],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022803284,0.0001623817,0.009728945,0.00007903172,0.00055169675,0.00051124534,0.0621685,0.10776005,0.0013691485,0.5649705,0.028963646,0.22371207],"study_design_scores_gemma":[0.00015318544,0.00017445417,0.00028194423,0.00032722604,0.000036474452,0.0013330852,0.001016739,0.441715,0.000019376977,0.00073701114,0.5539102,0.00029528307],"about_ca_topic_score_codex":0.0000091366355,"about_ca_topic_score_gemma":0.0000032020248,"teacher_disagreement_score":0.92993337,"about_ca_system_score_codex":0.000097538425,"about_ca_system_score_gemma":0.00028044882,"threshold_uncertainty_score":0.9999443},"labels":[],"label_agreement":null},{"id":"W4399055409","doi":"10.20343/teachlearninqu.13","title":"Exploring Social Justice Through Art in a Community Health Nursing Course","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Art Therapy and Mental Health","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Course (navigation); Social justice; Sociology; Nursing; Life course approach; Medicine; Psychology; Criminology; Social psychology; Engineering","score_opus":0.2838419744206691,"score_gpt":0.41803247517428416,"score_spread":0.13419050075361505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399055409","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91012126,0.0036669776,0.00229564,0.03578259,0.009351496,0.00032202224,0.0000047024364,0.00053063355,0.03792465],"genre_scores_gemma":[0.98921645,0.00044236262,0.00011571695,0.0018265222,0.0052751917,0.000009959263,0.00000808236,0.00005759971,0.0030481443],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99578685,0.002583707,0.0005070806,0.00016465219,0.00034715392,0.0006105596],"domain_scores_gemma":[0.99906707,0.000459966,0.00019339283,0.00015074352,0.000028971697,0.00009983433],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0055366578,0.0002155363,0.0002845222,0.00011798648,0.009008602,0.0006389452,0.00033556076,0.00003992981,0.00022775363],"category_scores_gemma":[0.00006339244,0.00014489317,0.00013587397,0.00006890825,0.00040464627,0.0010550226,0.00005735137,0.006430833,0.00011085246],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051578336,0.00018620097,0.000036374226,0.00011313572,0.000040803945,0.000028556507,0.828428,0.00026886564,0.000012137414,0.07021394,0.011460274,0.08916018],"study_design_scores_gemma":[0.00032664364,0.00033454548,0.00031209268,0.0019103149,0.00005055832,0.00023766815,0.4054219,0.0005083961,0.0000026690818,0.0036048067,0.5870948,0.0001956325],"about_ca_topic_score_codex":0.0005070328,"about_ca_topic_score_gemma":0.00032951112,"teacher_disagreement_score":0.5756345,"about_ca_system_score_codex":0.0006023616,"about_ca_system_score_gemma":0.00025052333,"threshold_uncertainty_score":0.99586135},"labels":[],"label_agreement":null},{"id":"W4399975562","doi":"10.20343/teachlearninqu.12.16","title":"Preparing Educators and Students at Higher Education Institutions for an AI-Driven World","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Artificial Intelligence in Healthcare and Education","field":"Medicine","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Capilano University; McGill University","funders":"","keywords":"Mathematics education; Higher education; Engineering ethics; Medical education; Political science; Pedagogy; Sociology; Psychology; Engineering; Medicine; Law","score_opus":0.22734383729698499,"score_gpt":0.522425936123421,"score_spread":0.29508209882643605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399975562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9787555,0.001137017,0.000968865,0.011980327,0.0056457645,0.00037480355,5.2025e-7,0.00013142198,0.0010058039],"genre_scores_gemma":[0.97983134,0.00007886472,0.00064453454,0.001083785,0.0047079697,0.000045900633,0.000018763772,0.000036148325,0.013552673],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.998545,0.00023711417,0.00038951926,0.00026048213,0.00027924828,0.00028863313],"domain_scores_gemma":[0.99907625,0.00026410568,0.00011544464,0.00018805028,0.0001124821,0.00024364691],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0014611201,0.00014634446,0.00016331632,0.00028440618,0.0017617582,0.00041187258,0.00016648408,0.00007164956,0.0000777026],"category_scores_gemma":[0.00029775623,0.000097345524,0.00008356631,0.00016667559,0.00012540711,0.00041047265,0.00006140964,0.0013942169,0.000032604265],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030017004,0.00073442864,0.31063592,0.00039032812,0.00030934397,0.000008422961,0.112425126,0.0027472218,0.001922416,0.0142453825,0.056744184,0.49953705],"study_design_scores_gemma":[0.00011257894,0.0006013264,0.038028218,0.0015465852,0.00034705488,0.0008294499,0.012472961,0.0028559654,0.0002385331,0.002669642,0.9400181,0.00027959544],"about_ca_topic_score_codex":0.0001749385,"about_ca_topic_score_gemma":0.00006706692,"teacher_disagreement_score":0.8832739,"about_ca_system_score_codex":0.00051351014,"about_ca_system_score_gemma":0.0007852,"threshold_uncertainty_score":0.9995378},"labels":[],"label_agreement":null},{"id":"W4399975684","doi":"10.20343/teachlearninqu.12.17","title":"University Students’ Perceptions of a 30-Minute Break During Class: A Realistic Practice for Wellness?","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Educational Environments and Student Outcomes","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Class (philosophy); Perception; Psychology; Mathematics education; Medical education; Pedagogy; Medicine; Computer science; Artificial intelligence","score_opus":0.029796919486149855,"score_gpt":0.38494311867822123,"score_spread":0.35514619919207135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399975684","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9734695,0.00019330335,0.0038967798,0.01671118,0.0011782688,0.00023220801,0.0000050849726,0.00008170649,0.00423196],"genre_scores_gemma":[0.9772699,0.0003916842,0.00037874887,0.00007613675,0.0009778552,0.0000026553082,0.000002914468,0.000018356226,0.020881768],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975741,0.0010332415,0.0002421204,0.00017967408,0.0006948208,0.0002760325],"domain_scores_gemma":[0.99807024,0.0014424615,0.00021331478,0.00011931789,0.000053807045,0.00010087855],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00385002,0.00011118439,0.00015167207,0.00011751175,0.00316964,0.00033659136,0.00054242753,0.00006151453,0.00022250586],"category_scores_gemma":[0.0012732702,0.000080432656,0.00016098675,0.00012568425,0.00028680396,0.00044480525,0.00010139047,0.0009745744,0.000026434524],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018452751,0.0007918217,0.07917418,0.0001320801,0.00095856196,0.00008838873,0.79651767,0.007977698,0.0005773547,0.09152732,0.008408055,0.013662324],"study_design_scores_gemma":[0.00035758453,0.00009021398,0.052224126,0.00022199992,0.0002865922,0.000072944546,0.39081603,0.00015503747,0.0000017955513,0.00045648986,0.55514866,0.00016850424],"about_ca_topic_score_codex":0.00036070927,"about_ca_topic_score_gemma":0.000029118813,"teacher_disagreement_score":0.5467406,"about_ca_system_score_codex":0.00044323778,"about_ca_system_score_gemma":0.00020567872,"threshold_uncertainty_score":0.9981281},"labels":[],"label_agreement":null},{"id":"W4401916406","doi":"10.20343/teachlearninqu.12.22","title":"Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Lunds Universitet; Elon University","keywords":"Higher education; Faculty development; Pedagogy; Mathematics education; Psychology; Professional development; Sociology; Engineering ethics; Political science; Engineering","score_opus":0.05803035072265432,"score_gpt":0.3286549014720484,"score_spread":0.27062455074939407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401916406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9772312,0.00096766604,0.0010071847,0.010862993,0.0007978627,0.00014209539,0.0000018485656,0.0000668807,0.008922282],"genre_scores_gemma":[0.99255735,0.000231483,0.00026927513,0.00003416248,0.00045513886,0.0000014782003,8.36253e-7,0.000020098118,0.006430195],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99364525,0.005065462,0.0002937476,0.00017871005,0.00047831214,0.00033852182],"domain_scores_gemma":[0.9980912,0.0012181099,0.00032763727,0.00021790533,0.000046329995,0.000098783275],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.010180405,0.0001418345,0.00020354966,0.00018917173,0.002487435,0.00026510094,0.0007664772,0.00008880694,0.00013175241],"category_scores_gemma":[0.00064627285,0.00008077611,0.00017165746,0.00026127242,0.00035341675,0.0005830173,0.00012225947,0.003548263,0.0000045161614],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021926831,0.0000933983,0.014616322,0.000010941264,0.000096719596,0.000008177781,0.8532311,0.0023941416,0.0018110316,0.016881676,0.0017625003,0.10907211],"study_design_scores_gemma":[0.00009798476,0.00003102693,0.0026114737,0.00023019454,0.000034405704,0.000009299691,0.5669867,0.0004486715,0.000042866595,0.00034929797,0.429081,0.000077098885],"about_ca_topic_score_codex":0.0011110606,"about_ca_topic_score_gemma":0.000059393835,"teacher_disagreement_score":0.42731848,"about_ca_system_score_codex":0.00029583974,"about_ca_system_score_gemma":0.00033406133,"threshold_uncertainty_score":0.9988112},"labels":[],"label_agreement":null},{"id":"W4402761417","doi":"10.20343/teachlearninqu.12.24","title":"Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Critical and Liberation Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"University of Toronto","keywords":"Pedagogy; Post truth; Faculty development; Psychology; Higher education; Sociology; Professional development; Mathematics education; Political science; Politics","score_opus":0.14493962038489244,"score_gpt":0.49016685173106506,"score_spread":0.3452272313461726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402761417","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49538806,0.0026920564,0.010711407,0.4214839,0.0053505995,0.00026975237,0.0000032950206,0.00043735898,0.06366355],"genre_scores_gemma":[0.9904788,0.000067136585,0.00035342734,0.0018600525,0.0050261347,0.000007635688,0.0000024378821,0.000028031809,0.0021763542],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9937558,0.0038988572,0.0004558931,0.00026838252,0.00092007854,0.00070098584],"domain_scores_gemma":[0.9958141,0.0036773297,0.00006117995,0.00016978326,0.00011193808,0.00016571161],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.010150553,0.00017853967,0.00020547712,0.00017748191,0.0034310743,0.0023514486,0.0007136676,0.00015087496,0.00083579496],"category_scores_gemma":[0.008594316,0.000094308416,0.00018564015,0.00028531908,0.000797689,0.000617832,0.00008977584,0.0047459523,0.00012061435],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002764306,0.00008921534,0.00037257833,0.000025307092,0.000026397505,0.00040387537,0.32664862,0.00020215049,0.00018678227,0.5464406,0.0032175619,0.12235925],"study_design_scores_gemma":[0.00020452899,0.00016588283,0.0025658326,0.00036628946,0.00006597766,0.0008414461,0.2169823,0.0015471089,0.0000058682745,0.02000131,0.75698197,0.0002714914],"about_ca_topic_score_codex":0.0007254203,"about_ca_topic_score_gemma":0.00015101694,"teacher_disagreement_score":0.7537644,"about_ca_system_score_codex":0.00017398283,"about_ca_system_score_gemma":0.00070825935,"threshold_uncertainty_score":0.9997567},"labels":[],"label_agreement":null},{"id":"W4404670208","doi":"10.20343/teachlearninqu.12.31","title":"Moving From “Good” to “Great” SoTL: The Importance of Describing Your Research Epistemological and Ontological Traditions in Your SoTL Scholarship","year":2024,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University; University of Saskatchewan","funders":"","keywords":"Scholarship of Teaching and Learning; Metaphor; Transformative learning; Scholarship; Sociology; Epistemology; Context (archaeology); Transparency (behavior); Discipline; Strengths and weaknesses; Order (exchange); Diversity (politics); Pedagogy; Engineering ethics; Teaching method; Social science; Computer science; Philosophy; Political science; Teaching and learning center","score_opus":0.5762881358992609,"score_gpt":0.5291175044849363,"score_spread":0.04717063141432454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404670208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9104415,0.0016733571,0.001275718,0.08424316,0.00056034507,0.0002910345,0.0000025717582,0.00013518948,0.0013771269],"genre_scores_gemma":[0.994896,0.00022689988,0.0025233207,0.00039190284,0.001217808,0.000018076924,0.0000023328057,0.000031539,0.00069211354],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9812887,0.015096716,0.0007612001,0.0004928439,0.0016149178,0.0007456415],"domain_scores_gemma":[0.98969084,0.009230963,0.00034665933,0.00031104332,0.00016967214,0.00025079318],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.057221983,0.000218643,0.0003437965,0.0002999425,0.0047812783,0.0014761203,0.0011573485,0.00022258703,0.00022433487],"category_scores_gemma":[0.022751117,0.00012637346,0.000150525,0.00058579916,0.000915947,0.0010725799,0.00018543344,0.008491784,0.00003597188],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012846888,0.00016391711,0.42715764,0.00002200197,0.0001538313,0.0002627092,0.46500197,0.0031571223,0.0025921697,0.06390834,0.0010425403,0.036409285],"study_design_scores_gemma":[0.0007670542,0.00070433,0.62561464,0.0024442459,0.00020531315,0.00053758215,0.25387588,0.0048810714,0.000061647035,0.041299216,0.06887778,0.0007312511],"about_ca_topic_score_codex":0.0017162348,"about_ca_topic_score_gemma":0.00084594736,"teacher_disagreement_score":0.2111261,"about_ca_system_score_codex":0.0004995831,"about_ca_system_score_gemma":0.0003847615,"threshold_uncertainty_score":0.9995604},"labels":[],"label_agreement":null},{"id":"W4406928806","doi":"10.20343/teachlearninqu.13.2","title":"Reimagining Student Success through Engagement and Soft Outcomes: Learning from a Capstone Course in a Canadian Polytechnic","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education and Employability","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Northern Alberta Institute of Technology","funders":"Natural Sciences and Engineering Research Council of Canada; Alberta Innovates","keywords":"Student engagement; Capstone; Scholarship of Teaching and Learning; Pedagogy; Higher education; Mathematics education; Experiential learning; Medical education; Soft skills; Psychology; Teaching method; Political science; Medicine; Computer science; Teaching and learning center","score_opus":0.054043782942095504,"score_gpt":0.42013605082248356,"score_spread":0.36609226788038807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406928806","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9506162,0.00060042157,0.001143366,0.04275668,0.0013137792,0.00023756888,6.1529005e-7,0.0001251017,0.0032063085],"genre_scores_gemma":[0.9943598,0.00012868669,0.000534916,0.0011665444,0.00037281227,0.000015139228,0.0000030303086,0.000021143971,0.0033979297],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9941158,0.0037479638,0.00049715274,0.00034559282,0.0005292415,0.00076420984],"domain_scores_gemma":[0.9981931,0.00097050355,0.00024402577,0.00023215741,0.00008060624,0.00027959983],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.01032472,0.00021249359,0.00032367223,0.00022904642,0.004529524,0.000658647,0.0006449932,0.00012182061,0.00023551621],"category_scores_gemma":[0.0023295498,0.00014582928,0.000088893175,0.00034448842,0.00043501615,0.00038623132,0.00014056473,0.004614517,0.000016342083],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000068386535,0.000061215316,0.74502003,0.0000035492815,0.000056580408,0.000012929802,0.24429806,0.001240698,0.000013310015,0.0014465008,0.00041289028,0.0074273804],"study_design_scores_gemma":[0.00047151092,0.000031646156,0.7005957,0.00021162961,0.00006267516,0.0000056806107,0.12442812,0.00011935989,0.0000015666775,0.0014867841,0.17236494,0.0002204098],"about_ca_topic_score_codex":0.5427188,"about_ca_topic_score_gemma":0.19382526,"teacher_disagreement_score":0.34889355,"about_ca_system_score_codex":0.0010530276,"about_ca_system_score_gemma":0.0015836351,"threshold_uncertainty_score":0.99768186},"labels":[],"label_agreement":null},{"id":"W4407974203","doi":"10.20343/teachlearninqu.13.11","title":"[Podcast Review]: The 3QTL Podcast by Derritt Mason","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Radio, Podcasts, and Digital Media","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Higher education; Political science","score_opus":0.02234842975868817,"score_gpt":0.35573901227237,"score_spread":0.3333905825136818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407974203","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15858547,0.12633009,0.005621979,0.3349249,0.014157338,0.0016399221,0.000014145867,0.0008803081,0.3578458],"genre_scores_gemma":[0.9345501,0.012456939,0.00014635593,0.011458712,0.0040408135,0.000021628433,0.0000116840665,0.000060144605,0.037253607],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9940676,0.0030865052,0.0006381068,0.00033086084,0.0009979755,0.0008789179],"domain_scores_gemma":[0.99730945,0.0013484748,0.0004871117,0.00042039063,0.00017239542,0.0002621862],"candidate_categories":["sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.00922319,0.00030625393,0.00040851027,0.00011886268,0.006174095,0.0010905785,0.0015147049,0.00014980609,0.000240997],"category_scores_gemma":[0.007287,0.00016764458,0.00025563195,0.0005606269,0.0009285997,0.0005825535,0.00017230252,0.0036362817,0.0001250015],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031177042,0.00007863969,0.0039566224,0.000059651004,0.00012397648,0.00003405687,0.047340784,0.000116251824,0.00007618733,0.0062389574,0.62564063,0.31630307],"study_design_scores_gemma":[0.00025375272,0.0000666273,0.0007086258,0.0011731501,0.00009916182,0.0001345644,0.022042293,0.000088125904,0.000006484747,0.00085361,0.97434944,0.00022415568],"about_ca_topic_score_codex":0.0005188983,"about_ca_topic_score_gemma":0.00008342818,"teacher_disagreement_score":0.7759646,"about_ca_system_score_codex":0.0003119286,"about_ca_system_score_gemma":0.0004882478,"threshold_uncertainty_score":0.99994636},"labels":[],"label_agreement":null},{"id":"W4409987605","doi":"10.20343/teachlearninqu.13.22","title":"Incorporating Equity, Diversity, Inclusion and Intersectionality in First-Year Engineering: An Exploration of Students’ Application to Teamwork","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Engineering Education and Curriculum Development","field":"Engineering","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Mount Royal University","funders":"University of Alberta","keywords":"Teamwork; Intersectionality; Equity (law); Inclusion (mineral); Diversity (politics); Gender equity; Sociology; Engineering ethics; Pedagogy; Psychology; Mathematics education; Engineering; Political science; Gender studies; Law","score_opus":0.027413540892667926,"score_gpt":0.3224906853027697,"score_spread":0.2950771444101018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409987605","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.74079424,0.000039350038,0.25783798,0.00049612427,0.0004811661,0.00013447707,2.3224815e-7,0.000109418696,0.00010697604],"genre_scores_gemma":[0.99635744,0.000022432796,0.003394357,0.000041531668,0.00012109949,0.000014031868,0.0000043214736,0.000015673813,0.000029130933],"study_design_codex":"simulation_or_modeling","study_design_gemma":"observational","domain_scores_codex":[0.9989504,0.00010100974,0.00034041386,0.00014036175,0.000307944,0.00015986711],"domain_scores_gemma":[0.99957263,0.00008760627,0.0000831939,0.00012827494,0.000050951567,0.00007736346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020163045,0.00013322345,0.00014938234,0.00030829143,0.000643126,0.00009426478,0.00035852517,0.000059344657,0.0000046672903],"category_scores_gemma":[0.00020791897,0.00011224281,0.00002794957,0.00031168055,0.000020994694,0.00049508136,0.0011157542,0.0008144346,0.00000208717],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013656864,0.00007611075,0.09989559,0.000076332224,0.000038161328,9.347457e-7,0.035902027,0.8506902,0.0011382374,0.0025995194,0.00015045376,0.009418785],"study_design_scores_gemma":[0.0020957896,0.00037337773,0.68419254,0.0025784625,0.00010203897,0.00006064793,0.037996475,0.24799305,0.0008868047,0.011897153,0.010653851,0.0011697992],"about_ca_topic_score_codex":0.000038792823,"about_ca_topic_score_gemma":0.000027426036,"teacher_disagreement_score":0.60269713,"about_ca_system_score_codex":0.00032386376,"about_ca_system_score_gemma":0.000025245441,"threshold_uncertainty_score":0.49464703},"labels":[],"label_agreement":null},{"id":"W4409991012","doi":"10.20343/teachlearninqu.13.18","title":"Establishing and Sustaining SoTL: The Role of Brokering and Strategic Leadership","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Strategic leadership; Higher education; Strategic planning; Process management; Public relations; Business; Management; Sociology; Knowledge management; Pedagogy; Political science; Marketing; Computer science; Economics","score_opus":0.08888738846962851,"score_gpt":0.3802437672034135,"score_spread":0.291356378733785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409991012","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95181775,0.0053682243,0.011537622,0.004225104,0.000933232,0.00015786634,4.105298e-7,0.00014495089,0.025814842],"genre_scores_gemma":[0.9944269,0.000031313513,0.0015151055,0.00040976956,0.000558296,0.0000056947106,0.0000011751822,0.000046831745,0.0030048874],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99158925,0.0064605344,0.0006157441,0.00036608957,0.00030880494,0.0006595595],"domain_scores_gemma":[0.9955173,0.0033349025,0.00059951114,0.00034884992,0.00011982867,0.00007957674],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.01899007,0.00030005988,0.00039685544,0.0003415951,0.002759371,0.0005730133,0.00057165354,0.00017178677,0.000047080943],"category_scores_gemma":[0.002560557,0.00017511922,0.00009839562,0.0003550543,0.00066824455,0.00024192681,0.00023720793,0.006835407,0.000002893644],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002473182,0.00007693783,0.10171638,0.00008638043,0.0005592007,0.000031475975,0.26636997,0.0021008877,0.0071454677,0.21698898,0.00043793308,0.4042391],"study_design_scores_gemma":[0.0014867327,0.00043794778,0.08333789,0.0009784464,0.00024271545,0.001060149,0.8358854,0.0032896088,0.00023335902,0.025445966,0.047039926,0.0005618311],"about_ca_topic_score_codex":0.00026228413,"about_ca_topic_score_gemma":0.000003180299,"teacher_disagreement_score":0.56951547,"about_ca_system_score_codex":0.00006995707,"about_ca_system_score_gemma":0.00011124394,"threshold_uncertainty_score":0.9985389},"labels":[],"label_agreement":null},{"id":"W4410890386","doi":"10.20343/teachlearninqu.13.27","title":"Enhancing Engagement in a Learning Management System through a Raffle Ticket System","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Ticket; Management system; Learning Management; Higher education; Business; Mathematics education; Computer science; Engineering; Psychology; Operations management; Computer security; Economics; Economic growth","score_opus":0.029597215208301438,"score_gpt":0.35233436794992534,"score_spread":0.3227371527416239,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410890386","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22460073,0.0015338038,0.071718976,0.0062970947,0.005473339,0.0008597243,4.1351234e-7,0.0013502301,0.68816566],"genre_scores_gemma":[0.9747328,0.00011799934,0.004144542,0.00008796636,0.001039043,0.000014941556,0.0000017373134,0.000030401701,0.019830557],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99346906,0.0044172145,0.00056182046,0.0002915113,0.00060896017,0.0006514614],"domain_scores_gemma":[0.9988326,0.00049897924,0.00033775702,0.00019437652,0.000059932423,0.00007637473],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0114927115,0.00020573169,0.0003065742,0.00028704258,0.0036417965,0.00043845645,0.0005662018,0.00011617435,0.00008144071],"category_scores_gemma":[0.0006209339,0.00015073101,0.00014446769,0.0004526888,0.00011771551,0.0002754923,0.00019467127,0.0036509607,0.00016336858],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011025089,0.00019489239,0.012409986,0.0008847477,0.000587682,0.0006379479,0.23177545,0.046918254,0.00036145834,0.38581124,0.0054176166,0.31489047],"study_design_scores_gemma":[0.00037543863,0.000038158803,0.000235125,0.0018009086,0.00007101266,0.000031029616,0.3213054,0.0014539062,0.000014398762,0.00011284059,0.6743884,0.00017339463],"about_ca_topic_score_codex":0.00016659827,"about_ca_topic_score_gemma":0.00003783128,"teacher_disagreement_score":0.7501321,"about_ca_system_score_codex":0.00093531824,"about_ca_system_score_gemma":0.0002761538,"threshold_uncertainty_score":0.99864763},"labels":[],"label_agreement":null},{"id":"W4410890498","doi":"10.20343/teachlearninqu.13.29","title":"Is the Course Working? An Account of Our Development of an Instrument to Measure the Science Attitudes and Skills of Undergraduate Students Outside of Science Disciplines","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Brandon University","funders":"","keywords":"Measure (data warehouse); Mathematics education; Course (navigation); Psychology; Higher education; Pedagogy; Medical education; Computer science; Engineering; Medicine; Political science","score_opus":0.09230696337016245,"score_gpt":0.4680574897302678,"score_spread":0.3757505263601053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410890498","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9839709,0.000068587935,0.00042193112,0.014221244,0.00085726887,0.00020533221,4.5359332e-7,0.000008547999,0.00024575836],"genre_scores_gemma":[0.9982907,0.000026380332,0.0011714067,0.00018270634,0.000119381846,0.0000032299906,1.14859866e-7,0.000005095365,0.00020097135],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9958056,0.0008379185,0.00057066587,0.0002607998,0.002162054,0.0003629233],"domain_scores_gemma":[0.9979639,0.0003049666,0.00070676504,0.00035044673,0.00053036696,0.00014355022],"candidate_categories":["sts"],"consensus_categories":["sts"],"category_scores_codex":[0.028036203,0.00012383964,0.00022205334,0.00027910803,0.00479026,0.00032656887,0.0026966068,0.000033102315,0.000005755314],"category_scores_gemma":[0.0018626266,0.000060851766,0.00004901204,0.0012109777,0.0041031423,0.00052012334,0.00040169622,0.0005799666,5.432444e-7],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023784234,0.00030212535,0.32731745,0.000010935857,0.000036336307,1.752695e-7,0.60582614,0.0015128693,0.0059712306,0.0038865022,0.000037782982,0.055074703],"study_design_scores_gemma":[0.00017602292,0.0001039113,0.6175885,0.00042022404,0.000033384054,0.0000045574466,0.3770064,0.0001083163,0.0029223817,0.0008718317,0.0006664539,0.00009800156],"about_ca_topic_score_codex":0.0004202078,"about_ca_topic_score_gemma":0.000425468,"teacher_disagreement_score":0.29027107,"about_ca_system_score_codex":0.00014463397,"about_ca_system_score_gemma":0.0031201234,"threshold_uncertainty_score":0.9986071},"labels":[],"label_agreement":null},{"id":"W4410890690","doi":"10.20343/teachlearninqu.13.23","title":"Context Matters: Enhancing SoTL by Exploring Interpersonal Relationship Building in Higher Education","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University; University of British Columbia; University of Calgary","funders":"University of Wyoming","keywords":"Context (archaeology); Higher education; Interpersonal communication; Interpersonal relationship; Psychology; Pedagogy; Scholarship of Teaching and Learning; Sociology; Faculty development; Engineering ethics; Professional development; Social psychology; Teaching method; Political science; Engineering; Geography; Teaching and learning center","score_opus":0.08277582031458892,"score_gpt":0.3810774780030889,"score_spread":0.2983016576885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410890690","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9074531,0.0010547154,0.0049295872,0.07784172,0.0038597325,0.00016217775,4.419338e-7,0.00017149582,0.0045270245],"genre_scores_gemma":[0.97891724,0.00005934138,0.001532871,0.0016060054,0.0016531138,0.000018378172,0.0000044504172,0.000028546307,0.016180066],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9958152,0.0023014608,0.0005862616,0.00027837278,0.00045641686,0.0005622609],"domain_scores_gemma":[0.99806595,0.0012245409,0.0003663739,0.00014906962,0.000081117134,0.00011296758],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0064136395,0.00019526946,0.00023383705,0.0003926696,0.003038225,0.0005930395,0.0005277665,0.00012909231,0.00027754263],"category_scores_gemma":[0.0017963279,0.00015476254,0.00012497407,0.00042374374,0.00019010786,0.0010015477,0.00009823492,0.0039627757,0.00003216706],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010474018,0.00029407322,0.17130677,0.000055254604,0.00013619271,0.000019036848,0.19544888,0.0021863477,0.0039810585,0.07742805,0.031540465,0.51749915],"study_design_scores_gemma":[0.0003662315,0.00003734792,0.005943852,0.0012471569,0.000037603175,0.000015359776,0.14811715,0.00013190391,0.00007846542,0.0018016342,0.84196854,0.0002547458],"about_ca_topic_score_codex":0.00046047766,"about_ca_topic_score_gemma":0.0001051593,"teacher_disagreement_score":0.8104281,"about_ca_system_score_codex":0.00068294775,"about_ca_system_score_gemma":0.0007348323,"threshold_uncertainty_score":0.9983351},"labels":[],"label_agreement":null},{"id":"W4410891438","doi":"10.20343/teachlearninqu.13.30","title":"Exploring Immediate and Sustained Changes in Teaching Practices Following Midterm Student Feedback","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Douglas College; University of Waterloo; McMaster University","funders":"","keywords":"Higher education; Psychology; Mathematics education; Medical education; Pedagogy; Medicine; Economics; Economic growth","score_opus":0.22873673268474726,"score_gpt":0.47578233316461627,"score_spread":0.247045600479869,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410891438","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9126851,0.0007919539,0.0003878867,0.0774045,0.002359484,0.00032396382,1.627396e-7,0.00018275136,0.005864227],"genre_scores_gemma":[0.9924307,0.0008749808,0.0011429602,0.00064268196,0.0013598091,0.00003406245,0.0000014758889,0.00003902726,0.0034743329],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9870192,0.009841849,0.00064841175,0.00045749,0.001204724,0.000828365],"domain_scores_gemma":[0.99319154,0.00484077,0.0014157048,0.00027644067,0.00009476402,0.00018079802],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.04278665,0.00030706753,0.00040688392,0.000623692,0.0065747667,0.0016815267,0.00094656175,0.00012826288,0.00003598403],"category_scores_gemma":[0.02865691,0.00023053173,0.00013866299,0.0003118966,0.0002566278,0.0028510648,0.0003845725,0.005679192,0.000008639017],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011914517,0.00020542869,0.2181368,0.000045572935,0.00030447802,0.000117895666,0.6006427,0.0016717287,0.00080966915,0.008483958,0.00042946928,0.16903318],"study_design_scores_gemma":[0.0018425491,0.00019790408,0.10491117,0.0012472112,0.0003141087,0.0000517825,0.67291886,0.0006448852,0.00003202241,0.0013844667,0.21585576,0.00059930177],"about_ca_topic_score_codex":0.001819633,"about_ca_topic_score_gemma":0.0009098784,"teacher_disagreement_score":0.2154263,"about_ca_system_score_codex":0.00063405844,"about_ca_system_score_gemma":0.00036286423,"threshold_uncertainty_score":0.99935484},"labels":[],"label_agreement":null},{"id":"W4410891493","doi":"10.20343/teachlearninqu.13.25","title":"The Transformative Potential of Inquiry: Engaging With and Navigating Complex “Worlds”","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Transformative learning; Sociology; Pedagogy; Engineering ethics; Psychology; Mathematics education; Engineering","score_opus":0.03464170795229087,"score_gpt":0.37311643890496843,"score_spread":0.33847473095267755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410891493","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.900818,0.00039654574,0.02396598,0.06595211,0.0010919091,0.00021808784,3.1947334e-7,0.00008902533,0.0074680285],"genre_scores_gemma":[0.9962981,0.00014450554,0.0019065748,0.00064341375,0.00035040258,0.000004179556,0.0000010429069,0.000009890581,0.00064190716],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99670583,0.001946319,0.00037259894,0.00012611164,0.0004907346,0.00035842523],"domain_scores_gemma":[0.9984233,0.0010215504,0.00021910376,0.0001001569,0.00014721531,0.00008872255],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0075188116,0.00012308804,0.00017061277,0.000055276367,0.008335346,0.00045342278,0.00039322863,0.000047231555,0.000028271103],"category_scores_gemma":[0.00094585895,0.000063955325,0.000057888436,0.00021408088,0.0012088225,0.00021553555,0.00005725446,0.0022847697,0.000001940402],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005352614,0.000039677427,0.005153028,0.000020212532,0.00013607119,0.0000029463158,0.7315194,0.0005825788,0.00021701738,0.06334722,0.0006005313,0.19832781],"study_design_scores_gemma":[0.00064094726,0.00009606674,0.016284706,0.0010122024,0.000092024056,0.000057967758,0.8511225,0.00067157956,0.00007181366,0.013115937,0.11659999,0.0002342753],"about_ca_topic_score_codex":0.000112267146,"about_ca_topic_score_gemma":0.00002799003,"teacher_disagreement_score":0.19809353,"about_ca_system_score_codex":0.00010519894,"about_ca_system_score_gemma":0.00031092524,"threshold_uncertainty_score":0.9929557},"labels":[],"label_agreement":null},{"id":"W4410891652","doi":"10.20343/teachlearninqu.13.28","title":"Tenurable Teaching-Focused Faculty Streams and Ranks in Canadian Universities: A Review of Collective Agreements","year":2025,"lang":"en","type":"review","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Windsor; MacEwan University; University of British Columbia","funders":"Center for Substance Abuse Prevention; Queen's University; Dalhousie University; Victoria University; York University; University of Toronto; Université de Sherbrooke; Brock University; Concordia University; McMaster University; Université du Québec à Montréal; Université de Montréal; University of Victoria; Simon Fraser University; University of Ottawa; McGill University; University of Windsor; University of Regina; University of Waterloo; Wilfrid Laurier University; Université Laval","keywords":"Faculty development; Higher education; STREAMS; Sociology; Mathematics education; Pedagogy; Professional development; Medical education; Political science; Psychology; Computer science; Medicine","score_opus":0.14798519650358039,"score_gpt":0.48125020462286194,"score_spread":0.33326500811928156,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410891652","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00017084528,0.9634841,0.000044127803,0.004027784,0.0006190401,0.0010341891,0.000021144619,0.000051489995,0.030547293],"genre_scores_gemma":[0.00029555938,0.98067683,0.0005040447,0.00024170088,0.00029705017,0.00001687899,0.000032864693,0.00003900512,0.017896088],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9808127,0.015703611,0.0011335303,0.00045072509,0.0011085203,0.000790902],"domain_scores_gemma":[0.9931206,0.003796835,0.002176436,0.0003323132,0.00022442697,0.00034938462],"candidate_categories":["metaresearch","metaepi_narrow","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.031926952,0.0004682318,0.0016177623,0.0009876954,0.0044197193,0.00035929875,0.0012993432,0.00035619154,0.00022570734],"category_scores_gemma":[0.015275517,0.000328361,0.00040364935,0.000634573,0.0004406946,0.00068837823,0.0001881225,0.007440178,0.00001217933],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.000013214686,0.000065807704,0.0003914765,0.009742925,0.00042745637,0.000035496974,0.079516806,0.00006939106,5.6091924e-8,0.0017111718,0.007666541,0.90035963],"study_design_scores_gemma":[0.00030910276,0.00007102568,0.000038537586,0.12224254,0.00079222425,0.00003493446,0.01973338,0.000018429946,1.4767893e-8,0.00009788662,0.8563743,0.0002876102],"about_ca_topic_score_codex":0.21846357,"about_ca_topic_score_gemma":0.039386522,"teacher_disagreement_score":0.90007204,"about_ca_system_score_codex":0.004032139,"about_ca_system_score_gemma":0.012415688,"threshold_uncertainty_score":0.99991685},"labels":[],"label_agreement":null},{"id":"W4412738219","doi":"10.20343/teachlearninqu.13.35","title":"Best Practice for Online Tests: How Long Do Students Actually Need?","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Durham College","funders":"","keywords":"Best practice; Higher education; Medical education; Psychology; Mathematics education; Computer science; Medicine; Political science; Economics; Management","score_opus":0.041649066652411,"score_gpt":0.43224887573448817,"score_spread":0.39059980908207714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412738219","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7927983,0.0013439747,0.024918947,0.16860904,0.0035004362,0.0007336782,0.0000042116126,0.00038006,0.0077113993],"genre_scores_gemma":[0.9216034,0.00067879003,0.017128915,0.0016878861,0.0071190526,0.00001693336,0.000015770971,0.00007698816,0.051672287],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99462944,0.0026275066,0.0004661595,0.00035738546,0.0010969928,0.00082249846],"domain_scores_gemma":[0.99480456,0.003585128,0.0006857295,0.00027956127,0.0004459659,0.00019906402],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.010706618,0.00027955786,0.00034498805,0.00027833597,0.006156177,0.002123808,0.0014115581,0.00020392577,0.000059467027],"category_scores_gemma":[0.0219584,0.00019285396,0.00024318186,0.00041025347,0.00031725698,0.001117643,0.00024269879,0.0042867684,0.000024218512],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037756673,0.0019750183,0.051009655,0.0000625967,0.00085424236,0.0001188748,0.109233625,0.0048679463,0.0003580919,0.008826165,0.024872964,0.7974433],"study_design_scores_gemma":[0.0007473617,0.0003178504,0.001341276,0.0004013442,0.00022721267,0.00005667065,0.18769182,0.00015587018,0.000004397067,0.00044497367,0.8083806,0.00023063998],"about_ca_topic_score_codex":0.00013139806,"about_ca_topic_score_gemma":0.00014226403,"teacher_disagreement_score":0.7972126,"about_ca_system_score_codex":0.0003707205,"about_ca_system_score_gemma":0.0009475204,"threshold_uncertainty_score":0.9989121},"labels":[],"label_agreement":null},{"id":"W4413780279","doi":"10.20343/teachlearninqu.13.40","title":"Asking “How” and “Why” and “Under What Conditions” Questions: Using Critical Realism to Study Learning and Teaching","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Educational Theory and Curriculum Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Realism; Mathematics education; Higher education; Teaching method; Critical realism (philosophy of perception); Psychology; Pedagogy; Epistemology; Philosophy; Political science","score_opus":0.05236591517052152,"score_gpt":0.4505077815086871,"score_spread":0.39814186633816556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413780279","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95742905,0.002220282,0.0052841036,0.03305725,0.0007921188,0.00022096439,3.449379e-7,0.00008778189,0.0009080813],"genre_scores_gemma":[0.9961143,0.00042493455,0.0010673037,0.0008958357,0.0007453898,0.000011687717,7.8174605e-7,0.000017121078,0.0007226551],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99287766,0.0057425196,0.0002898197,0.00032453443,0.00036503174,0.000400443],"domain_scores_gemma":[0.9962852,0.0031540298,0.00015142448,0.000093651215,0.00012816337,0.00018756009],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0101176,0.00019745693,0.00025519595,0.00021510581,0.017961312,0.0020630702,0.0001808224,0.0000820224,0.000020502106],"category_scores_gemma":[0.008718333,0.00014848831,0.000043740074,0.00013721238,0.00067842135,0.0009965305,0.00023441079,0.0027101848,0.0000011129284],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032379638,0.00021355141,0.071953066,0.000026191405,0.00024379532,0.000018782837,0.5057862,0.0011056776,0.00033815354,0.38778502,0.00037907687,0.032118097],"study_design_scores_gemma":[0.00028859611,0.00013736376,0.019581927,0.0007899613,0.00018611323,0.00015414042,0.9316375,0.00026525874,0.0000016863213,0.029043254,0.017663352,0.00025080013],"about_ca_topic_score_codex":0.0003724464,"about_ca_topic_score_gemma":0.000048987516,"teacher_disagreement_score":0.42585135,"about_ca_system_score_codex":0.00013127254,"about_ca_system_score_gemma":0.0001047715,"threshold_uncertainty_score":0.99963164},"labels":[],"label_agreement":null},{"id":"W4413780301","doi":"10.20343/teachlearninqu.13.38","title":"Large Online Courses: A Constraint on Instructor Presence and Higher-Level Thinking","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"York University","keywords":"Mathematics education; Higher education; Constraint (computer-aided design); Computer science; Psychology; Pedagogy; Chemistry; Multimedia; Mathematics; Political science","score_opus":0.04985975890717813,"score_gpt":0.37879015482148826,"score_spread":0.3289303959143101,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413780301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93953234,0.00043093727,0.00304428,0.04156592,0.0023795422,0.00021338454,0.000006858581,0.0002574829,0.012569282],"genre_scores_gemma":[0.9849406,0.0002140766,0.0032781346,0.0015136475,0.0020008818,0.0000024503822,0.0000047383155,0.000024827033,0.008020627],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9956789,0.002165018,0.0004162264,0.0003184992,0.00073696283,0.00068439374],"domain_scores_gemma":[0.99785775,0.0012348234,0.0003669543,0.00020532403,0.000119483026,0.00021568844],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.00604745,0.00023485522,0.00029459584,0.00022116976,0.0059271655,0.0006918906,0.0006892218,0.00016897202,0.00015914219],"category_scores_gemma":[0.00415786,0.00015561667,0.00011672693,0.00025477487,0.0006164951,0.0003676463,0.00020098932,0.0044976235,0.000011707054],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014636137,0.00038604837,0.031449426,0.00004119267,0.0002976705,0.000116919044,0.1687461,0.0016599599,0.0002978395,0.28743285,0.0069282213,0.50249743],"study_design_scores_gemma":[0.0009834958,0.00017460632,0.011641664,0.0008892354,0.00008048511,0.000068035675,0.1573758,0.0005634303,0.0000087299395,0.006319833,0.8215825,0.0003121945],"about_ca_topic_score_codex":0.00013572504,"about_ca_topic_score_gemma":0.00011041008,"teacher_disagreement_score":0.8146543,"about_ca_system_score_codex":0.00017963776,"about_ca_system_score_gemma":0.0008790611,"threshold_uncertainty_score":0.99779904},"labels":[],"label_agreement":null},{"id":"W4414663961","doi":"10.20343/teachlearninqu.13.43","title":"“I’m Not Worried about Robots Taking Over the World. I Guess I’m Worried about People”: Emoting, Teaching, and Learning with Generative AI","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Emotions and Moral Behavior","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Generative grammar; Context (archaeology); Ambivalence; Discipline; Frame (networking); Multidisciplinary approach","score_opus":0.03141570957641839,"score_gpt":0.36514505275260567,"score_spread":0.3337293431761873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414663961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95619905,0.0009568676,0.022972206,0.006101424,0.0022287464,0.00048385697,0.0000019745469,0.00033512505,0.010720725],"genre_scores_gemma":[0.9382537,0.000033826218,0.0022026221,0.0030819923,0.0014701282,0.00004651492,0.000011973989,0.00013236169,0.054766905],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98949736,0.006890766,0.00094058,0.00081293605,0.00068322103,0.0011751408],"domain_scores_gemma":[0.9960808,0.0014830262,0.0013070132,0.0007044753,0.00018384414,0.00024081657],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.007849501,0.0007034939,0.0007254428,0.00056298525,0.010670227,0.0014797495,0.0009802595,0.00024254354,0.00071219483],"category_scores_gemma":[0.0012842048,0.0003969104,0.00026821787,0.0005644006,0.00057802413,0.00047418464,0.00039072154,0.016410884,0.000039859584],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00076588965,0.0004505637,0.4149663,0.00005014048,0.0011650707,0.00023271255,0.25519213,0.039746266,0.0018961483,0.03606296,0.015139418,0.23433241],"study_design_scores_gemma":[0.003200611,0.00055718503,0.85082865,0.0017713822,0.0007734871,0.0010919668,0.03867938,0.0033252311,0.000059669546,0.00020601986,0.09843213,0.0010742918],"about_ca_topic_score_codex":0.0006973101,"about_ca_topic_score_gemma":0.0004977971,"teacher_disagreement_score":0.43586236,"about_ca_system_score_codex":0.00024827436,"about_ca_system_score_gemma":0.00017929757,"threshold_uncertainty_score":0.9998483},"labels":[],"label_agreement":null},{"id":"W4415733870","doi":"10.20343/teachlearninqu.13.48","title":"Context Matters—Advancing SoTL through Collaborative Inquiry","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Context (archaeology); Scholarship of Teaching and Learning; Higher education; Professional development; Faculty development; Teaching method","score_opus":0.04710187660017529,"score_gpt":0.4196186399643693,"score_spread":0.37251676336419404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415733870","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.468226,0.0025428988,0.4402315,0.036607217,0.017063286,0.00055305666,0.0000030679957,0.00087052275,0.033902444],"genre_scores_gemma":[0.945502,0.00003722233,0.012556892,0.015770381,0.0029978363,0.000039692957,0.000011805036,0.00014442804,0.022939749],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9813265,0.014868114,0.0011668763,0.0007378892,0.0006012383,0.0012993783],"domain_scores_gemma":[0.9941292,0.003093499,0.0014562898,0.00077456364,0.00040281523,0.00014365248],"candidate_categories":["metaepi_narrow","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.01674408,0.0006355131,0.00080785004,0.00050094613,0.0047748624,0.00057976163,0.0011989559,0.0003359684,0.0008713095],"category_scores_gemma":[0.004594201,0.00043006276,0.00030922517,0.0009980648,0.00079585833,0.00053798774,0.00030034236,0.011074305,0.00036600768],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00059039757,0.00030143166,0.015369828,0.00004317019,0.001225009,0.00018175167,0.514952,0.004229321,0.0038081727,0.06374236,0.22803396,0.16752256],"study_design_scores_gemma":[0.0018661857,0.0003768451,0.012130807,0.00060756266,0.00016548352,0.0005090041,0.17922485,0.00018081807,0.00016748415,0.003691038,0.80046326,0.00061669544],"about_ca_topic_score_codex":0.00016420906,"about_ca_topic_score_gemma":0.000004961324,"teacher_disagreement_score":0.5724293,"about_ca_system_score_codex":0.00048687652,"about_ca_system_score_gemma":0.0003321625,"threshold_uncertainty_score":0.9998151},"labels":[],"label_agreement":null},{"id":"W4415734390","doi":"10.20343/teachlearninqu.13.49","title":"Re-thinking SoTL for the Age of GenAI","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Transformative learning; Scholarship of Teaching and Learning; Scholarship; Multidisciplinary approach; Generative grammar; Higher education; Field (mathematics)","score_opus":0.08948180669984332,"score_gpt":0.4202012007533186,"score_spread":0.3307193940534753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415734390","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2856168,0.004100245,0.27107027,0.3499483,0.017270306,0.0013384128,0.0000018997101,0.00033699826,0.07031679],"genre_scores_gemma":[0.9806593,0.00032204227,0.0014989577,0.0012896969,0.0014091408,0.000013185732,0.00000126219,0.0000146507045,0.01479175],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972862,0.001502544,0.00033628673,0.00012564517,0.00043104068,0.00031826267],"domain_scores_gemma":[0.9967768,0.0025275538,0.0003460803,0.00019904629,0.00010501969,0.00004547971],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.012798098,0.0000990335,0.00014399065,0.00008332001,0.007076197,0.0004011624,0.00075625913,0.00006137922,0.00016270916],"category_scores_gemma":[0.002818719,0.000053967553,0.0001576189,0.00017257086,0.00027168234,0.00020817966,0.00008532723,0.0015961757,0.000007091173],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007036305,0.00013782235,0.008786559,0.00005326498,0.00040303264,0.000005739634,0.6435159,0.00654508,0.0004887862,0.14301838,0.08250352,0.11447156],"study_design_scores_gemma":[0.00017913358,0.000032480202,0.002942045,0.00011206166,0.00008069899,0.0000023380496,0.12423538,0.00011639504,0.000015634365,0.004399262,0.86781335,0.00007125537],"about_ca_topic_score_codex":0.00045413105,"about_ca_topic_score_gemma":0.000069345966,"teacher_disagreement_score":0.7853098,"about_ca_system_score_codex":0.0001431019,"about_ca_system_score_gemma":0.00028154845,"threshold_uncertainty_score":0.99421644},"labels":[],"label_agreement":null},{"id":"W4416773300","doi":"10.20343/teachlearninqu.13.55","title":"A Systems-Inspired Taxonomy of SoTL Research: Increasing the Accessibility and Visibility of this Heterogeneous Field","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of Alberta","funders":"University of Manitoba","keywords":"Taxonomy (biology); Discoverability; Scholarship; Visibility; Field (mathematics); Coding (social sciences); Process (computing); Standardization","score_opus":0.28210390203554236,"score_gpt":0.4976461909355394,"score_spread":0.21554228889999705,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416773300","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9783369,0.0012842304,0.0016290414,0.012366589,0.000734646,0.00051551795,7.811668e-7,0.00005338327,0.00507894],"genre_scores_gemma":[0.99813753,0.00012216976,0.00057917315,0.00012576,0.00038730935,0.000013566675,4.038561e-7,0.000011788818,0.00062231097],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9694289,0.027682783,0.00090402254,0.00031377352,0.0012408082,0.00042969713],"domain_scores_gemma":[0.98233664,0.015198929,0.0011473765,0.000531565,0.00068575377,0.00009976343],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.09512391,0.00015244936,0.0003555769,0.00023264273,0.004821273,0.00052936585,0.0011621119,0.00014882405,0.00007838815],"category_scores_gemma":[0.06886557,0.000088894965,0.00014040284,0.00037166444,0.001287282,0.00057857635,0.0003988484,0.0032853764,0.00000257811],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010126983,0.0005096974,0.5223988,0.0004014448,0.00069095456,0.000011943673,0.275722,0.007030645,0.0031720556,0.021132233,0.004396374,0.16352114],"study_design_scores_gemma":[0.0027473117,0.0015073854,0.15833645,0.004391897,0.0008280529,0.00023575478,0.35834026,0.015867628,0.0018989418,0.014034677,0.4407875,0.0010241516],"about_ca_topic_score_codex":0.01130065,"about_ca_topic_score_gemma":0.00019160277,"teacher_disagreement_score":0.43639112,"about_ca_system_score_codex":0.00024460937,"about_ca_system_score_gemma":0.00068402255,"threshold_uncertainty_score":0.9990141},"labels":[],"label_agreement":null},{"id":"W4417498788","doi":"10.20343/teachlearninqu.13.56","title":"[Podcast Review] 60-Second SoTL, produced by Jessie L. Moore at the Center for Engaged Learning at Elon University","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Innovations in Educational Methods","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Center (category theory); Higher education; Experiential learning; Scholarship of Teaching and Learning; Professional development; Faculty development","score_opus":0.052828981007576555,"score_gpt":0.3985853238698455,"score_spread":0.345756342862269,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417498788","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83041686,0.004548788,0.008078439,0.13221975,0.006689911,0.0015006096,0.000015721453,0.00027602722,0.016253894],"genre_scores_gemma":[0.69753903,0.001552175,0.004621177,0.0038144968,0.003324976,0.000033697186,0.00007245116,0.00007820644,0.2889638],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9866458,0.011399954,0.00046162098,0.00036449218,0.0005492094,0.0005788766],"domain_scores_gemma":[0.9947252,0.0037727223,0.0006882089,0.00032750083,0.00039786578,0.00008846222],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.028547304,0.00022250989,0.00028298,0.00015516467,0.024478817,0.0002264237,0.000997326,0.00012947689,0.00058000593],"category_scores_gemma":[0.017340038,0.00014748263,0.00020485604,0.00054780627,0.00057319144,0.00033413948,0.00029062218,0.0047923164,0.000032652406],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025406323,0.00024473443,0.023332661,0.0002549783,0.0004037282,0.000009206671,0.14976221,0.0014873396,0.0077786273,0.012267985,0.7149603,0.08924417],"study_design_scores_gemma":[0.00035264553,0.00003959317,0.0013993501,0.00051272433,0.00008007588,0.000023372528,0.02734067,0.000083242965,0.00018429587,0.0002980659,0.9695028,0.00018312912],"about_ca_topic_score_codex":0.000051016938,"about_ca_topic_score_gemma":0.000051764957,"teacher_disagreement_score":0.2727099,"about_ca_system_score_codex":0.0014716337,"about_ca_system_score_gemma":0.00048226325,"threshold_uncertainty_score":0.99750364},"labels":[],"label_agreement":null},{"id":"W7116078021","doi":"10.20343/teachlearninqu.13.61","title":"Structured Flexibility in Assessment: Students’ Perceptions of the Impact of Different Elements of Choice on Their Decision Making, Engagement, and Learning Experiences","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Flexibility (engineering); Autonomy; Perception; Quality (philosophy); Process (computing); Scholarship; Higher education","score_opus":0.051035545615166655,"score_gpt":0.4602103792120843,"score_spread":0.40917483359691764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116078021","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99750376,0.00006136646,0.00045398372,0.00012669325,0.00038072764,0.0003032694,9.322584e-7,0.000014033571,0.0011552557],"genre_scores_gemma":[0.9993923,0.00009059451,0.00020088584,0.000016507902,0.00009568109,0.0000072386642,7.1902434e-7,0.000009373891,0.00018670059],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9937253,0.0040798057,0.00071095064,0.00022506097,0.0009498542,0.00030901897],"domain_scores_gemma":[0.99714077,0.0016427876,0.000847449,0.00023098353,0.0000939263,0.00004408609],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.006682818,0.00019279608,0.0003713368,0.00022355371,0.0017862783,0.00015405353,0.00096237735,0.00007825408,0.00019011405],"category_scores_gemma":[0.0016730593,0.000097107346,0.00022576404,0.00033027696,0.0005164294,0.00018556947,0.00039067765,0.0019890617,1.9374228e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053299205,0.00018543535,0.8037802,0.00000851552,0.00009775221,2.0537581e-7,0.17929971,0.0020875474,0.00096605235,0.00034005777,0.000029097491,0.013152151],"study_design_scores_gemma":[0.0004983262,0.00019290925,0.7901393,0.00043246362,0.000028835531,5.310353e-7,0.20763612,0.00033085106,0.000022194883,0.0005672,0.00008082527,0.0000704061],"about_ca_topic_score_codex":0.00036271702,"about_ca_topic_score_gemma":0.00012665,"teacher_disagreement_score":0.028336411,"about_ca_system_score_codex":0.00029826173,"about_ca_system_score_gemma":0.00015790931,"threshold_uncertainty_score":0.99951327},"labels":[],"label_agreement":null}]}