Notice bibliographique
Résumé
This study examines some of the fundamental issues concerning the role of television in adult education. The nature of adult education is examined using existing theory as a basis for establishing key concepts about the processes which go into making an educational experience for adults. These criteria are then related to existing knowledge about educational television with a view towards establishing definitions to describe the nature of ETV in adult education. The study draws a distinction between two different functions of television: first, its use in the formal instructional setting, which is defined as educational, and, secondly, its role in the natural societal setting, which is defined as educative. The study shows that both educative and educational television have a part to play in adult education, the latter as an integral part of the process, the former as a device for information and enrichment which at times may be associated with adult education. Educational television is further defined as a method of adult education, a way to organize individuals for purposes of instruction. ETV is also defined as a device where it performs one or more of the following functions: it extends educational experiences outside the boundaries of an institution or it acts as a source of information or enrichment within the formal instructional setting. A conceptual scheme of seven categories is proposed to describe types of educative programs which under certain conditions may be of use in adult education but which are not really an integral part of the discipline because they are created for reasons other than education and do not display the characteristics necessary to be recognized as educational television. Some issues concerning television's role in instruction are discussed and anomalies in the research are examined which have affected the development of theory in instructional television. An alternate approach to the study of ITV is proposed based on the recognition that television has a role to play in instruction as a communication device but is not, in itself, a complete instructional process. Finally, the study examines the work of various agencies concerned with educational and educative programming. The particular focus is directed towards Canadian contributions, specifically the work of the Canadian Broadcasting Corporation. Some examples from outside the Canadian scene are considered as well, particularly the work of Britain's Open University. The contributions made by the CBC to educational television are found to be marginal, due largely to constitutional constraints imposed by the nature of Canadian federalism which restrict the CBC's role to that of advisor and resource agency to other educational institutions. On the other hand, CBC contributions to educative programming are significant. As an agency for mass communication it provides a wide range of programming which serve to support its mandate to provide information and enrichment programs for Canadian viewers.
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 | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,005 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
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 ».