Notice bibliographique
Résumé
Over the last several years, we have explored ways to deliver distance developmental education. One lynchpin in the success of any distance education effort is access. In this column, we'll discuss how access is improving for developmental students. Once the issue of student access is addressed, the remaining two columns will address specific strategies for teaching developmental math, reading, and writing online. Access for Students Definitions of Access Access to technology is often defined by what students don't have: what is called a divide. Today, although over 429 million people are online, this represents only 6% of the world's population, with 41% of those online living in the U.S. and Canada (Benton Foundation, 2002). The U.S. Department of Commerce (2002) reports a digital divide for individuals online exists by ethnicity (Whites, 61%; Asian Americans, 73%; African American, 37%; Hispanics, 40%); by income (over $75,000, 90%; less than $15,000, 27%), by ethnicity and income (less than $15,000 and White, 21%; Asian American, 45%; African American, 9%; Hispanic, 13%), by education level (college graduates, 65%; less than high school, 12%), and by age (18-49 years of age, 63%; 50 or older, 37%). With the disproportionate number of minority, lower income, first-generation, and older students in developmental education (National Center for Educational Statistics, 2000), they are less likely to have online access. Some institutions collect a computer users' fee to expand access. This provides hardware, software, printer paper, and personnel to provide computer and online access for all students. Characteristics of Access Access can also be defined by what is available: for example, assistive technology for those with cognitive or physical disabilities. PEAT (Planning and Execution Assistant and Training system), through a personal digital assistant (PDA), helps developmental students with brain injury, Attention Deficit Disorder, Alzheimer's, or cognitive disorders plan daily tasks, maintain a schedule, remember directions or personal information, and remember tasks at a specific time (Attention Control Systems, 2002). iCommunicator (Interactive Solutions, 2002) provides the deaf or hearing impaired real-time translation allowing for speech-to-text, speech-to-video sign language, speech-to-- computer-generated voice, and text-to-computer-generated voice or video sign language. Wynn Wizard (Freedom Scientific, 2002) or Kurzweil 1000 (Kurzweil Educational Systems, 2002) provides screen readers for the blind or visually impaired. Other technology can provide assistive technology for the physically handicapped through devices for voice activation, switch access (controlling computers by breath puffs or pressing pads), and speech recognition; keyboards with large keys, overlays, eye or one-hand controls; and eye, foot, joystick, trackball, and touchpad mouse alternatives. For the learning disabled, text-to-speech and handheld spelling checkers are available (Ability Hub, 2002). The potential for developmental students with cognitive or physical handicaps using this technology is unlimited. Access also is defined by the speed of Internet connections. Highspeed access is available at a reasonable cost through cable TV modems and DSL (digital subscriber line), allowing connection speeds up to 3000 kps (kilobytes per second). Third generation wireless networks emerging over the next few years will allow our students to connect to the Internet with similar speeds through their cell phones or PDAs (Redman, 2002) and significantly reduce the costs of access. Faster access allows developmental distance educators to move from static webpages (that simply deliver handouts and samples) to dynamic webpages (webpages actually created for students as they enter information into a form). Faster access allows videoconferencing through one-way audio and video delivered to the desktop via programs like Blackboard (Blackboard, 2002), WebCT (WebCT, 2002), HorizonLive (HorizonLive, 2002 or Tegrity (Tegrity, 2002). …
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 | 0,000 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,004 | 0,005 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,493 | 0,241 |
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 ».