Notice bibliographique
Résumé
The context: All the students at Edward Waters College have to take “Introduction to Biblical Studies” irrespective of their majors. This has often presented me with challenges but the greatest challenge has been to engage students who are not religion majors. Many of these students feel that this course is not necessary and that it delays their progress in their major fields. I realized that even though class participation accounted for a quarter of the final grade quite a number of students were coming to class unprepared and their participation levels were very low. Discussions with a number of students revealed that they spent most of their time preparing for classes in their major fields and gave minimal attention to biblical studies because they did not see its use in their field of study and their career goals. After trying a number of strategies with minimal success, I decided to involve students more in the teaching process. The pedagogical purpose: I use this strategy: to engage and motivate students; to enable students to explore the connections between biblical studies and other academic fields; to build the relationship between teacher and students as we work together in preparation to teach; and to encourage students to use their skills and talents in and outside of the class environment. Description of the strategy: After every class I choose two or three students to serve as teaching assistants for my next class. I try to select students from different majors. I meet with these students a day before the class and we discuss how we will present the material. Although I provide needed leadership for the discussion, I allow enough flexibility for the students to express their views. We always discuss the connection between the topic and their major fields. I request that these students explain this connection in class. After making a decision on how we will present the material, we distribute the duties among ourselves. Teaching assistants arrive early for class and are expected to behave and dress like teachers. Why it is effective: Since I started using this strategy, I have seen a tremendous increase in students' engagement and interest in the class. Having different “teachers” in every class gives students something to look forward to. My relationship with students is enriched by this experience. Some students are not willing to participate and it takes time to encourage them. For such students I give them a small part to play even if it is distributing papers or cleaning the board. Another challenge is ensuring that subject matter presented in class is current and correct.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,027 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,006 | 0,001 |
| Communication savante | 0,007 | 0,003 |
| Science ouverte | 0,003 | 0,008 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,261 | 0,147 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».