Notice bibliographique
Résumé
Building Learning Communities in RENA A. PALLOFF AND KEITH PRATT Jossey-Bass Publishers, San Francisco 1999 Paperback: $33.00 ISBN 0-7879-4460-2 The authors of Building Learning Communities in Cyberspace, Rena Palloff and Keith Pratt, describe the book as Effective Strategies for the Online Classroom. For me, it was the end of a three-year quest into research, journals, books, conferences, workshops, and list serves for a body of wisdom on this topic. It clearly and succinctly encapsulates both a solid research-based theoretical foundation and direct application of those theories through a step-by-step guidance process. Palloff is an assistant professor at John F. Kennedy University and has been working extensively in health care, academic settings and addition treatment for over twenty years. Pratt is chair of the Management Information Systems Program, main campus and overseas at Ottawa University in Ottawa, Kansas. Since 1994, PaIIoff and Pratt have been pursuing their own individual career paths and have collaboratively conducted research and training in electronic distance education. Right from the beginning, the authors build a strong case for saying that the successful course does not just modify and present the face-to-face course in a new form. After discussion of how the new paradigm for involves a more active collaborative, constructivist approach, the authors explain that the learning community is the vehicle through which occurs online (p.29). Most contemporary leaders in the field of education agree that the success or failure of an course is largely based on the degree to which the participants sense connectivity and community that allows participants to feel, when they enter a discussion forum in a course site, that they have entered a lively, active conversation. (p.11) What makes this book stand out is that although the authors are in agreement with the significance of this pillar of distance education, they present a well-reasoned, logically sequenced case of theory based upon research and experience so that the reader will share in their depth of understanding. However, just when the reader might agree but be ready to say, That's too much work or That's not my teaching style; the authors offer easily adoptable suggestions, examples and 'doable' tips which any conscientious instructor would find enticing. The book is divided into two parts. Part One: The Learning Community in Cyberspace is an extremely thorough overview of the issues involved at all levels of teaching and outside the classroom. As this section explores definitions, concerns, psychological issues relating to responsibilities, rules, norms, vulnerability, ethics, even time factors, group size, and managing the technology; the authors' teaching area helps add a refreshing dimension by interspersing relevant comments from their students who are analyzing organizational behavior and their community experiences. …
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 | 0,004 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,010 |
| Communication savante | 0,010 | 0,019 |
| Science ouverte | 0,001 | 0,012 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,002 |
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 ».