Notice bibliographique
Résumé
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Hong Kong Educational Publishing Co, Hong KongBloom, D (ed) (1956) Taxonomy of Educational Objectives-Book 1, The Cognitive Domain, Longman, LondonBorger, R and Seaborne, A (1966) The Psychology of Learning, Penguin, HarmondsworthBotkin, J, Elmandjra, M and Malitza, M (1979) No Limits to Learning: Bridging the Human Gap, Pergamon, OxfordBoud, D (1986) Implementing Student Self-Assessment, Higher Education Research and Development Society of Australia, Kensington, NSWBoud, D (1995) Enhancing Learning through Self Assessment, Kogan Page, LondonBoud, D and Feletti, G (eds) (1991) The Challenge of Problem Based Learning, Kogan Page, LondonBoud, D, Keogh, R and Walker, D (eds) (1985) Reflection: Turning Experience into Learning, Kogan Page, LondonBourdieu, P and Passeron, J-C (1977) Reproduction in Education, Society and Culture, Sage, LondonBrah, A and Hoy, J (1989) Experiential learning: a new orthodoxy?, in Making Sense of Experiential Learning, ed S Weil and I McGill, Society for Research into Higher Education and the Open University Press, BuckinghamBrockett, R G and Hiemstra, R (1985) Bridging the theory-practice gap in self-directed learning, in Self-Directed Learning: From Theory to Practice, ed S Brookfield, Jossey-Bass, San FranciscoBrockett, R G and Hiemstra, R (1991) Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice, Routledge, LondonBrookfield, S (ed) (1985) Self-Directed Learning: from Theory to Practice. 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Vol 3: Making Policy Work, ed R Edwards et al, Routledge Falmer, LondonCollins (1979) Dictionary of the English Language, Collins, Glasgow Collins, M (1991) Adult Education as Vocation, Routledge, London Commission of the European Communities (CEC) (2002) E-learning andTraining in Europe, Office for Official Publications of the European Communities, LuxembourgCoopey, J (1995) The learning organization, power, politics and ideology, Management Learning, 26(2), pp 193-213Corden, J and Preston-Shoot, M (1987) Contracts in Social Work, Gower, AldershotDelanty, G (2001) Challenging Knowledge: The University in the Knowledge Society, Open University Press, BuckinghamDepartment for Education and Employment (DfEE) (1996) Lifetime Learning: A Policy Framework, DfEE, LondonDewey, J (1916) Democracy and Education, Free Press, New York Dewey, J (1938) Experience and Education, Macmillan, New York Dixon, N (1999) The changing face of knowledge, The LearningOrganization, 6(5), pp 212-16 Dovey, K (1997) The learning organization and the organization oflearning: power, transformation and the search for form in learning organizations, Management Learning, 28(3), September, pp 331-49Dovey, K (1997a) Reconstruction and Development in Post-Apartheid South Africa, unpublished PhD thesis, University of Technology, Sydney, AustraliaDurkheim, D (1964) The Division of Labour in Society, Free Press, New York Easterby-Smith, M, Burgoyne, J and Araujo, L (eds) (1999) OrganizationalLearning and the Learning Organization, Sage, London Edwards, R and Usher, R (2000) Globalisation and Pedagogy: Space, Place andIdentity, Routledge, London Edwards, R et al (eds) (2002) Supporting Lifelong Learning. Vol 3: MakingPolicy Work, Routledge Falmer/Open University, London Elias, J (1979) Andragogy revisited, Adult Education, 26, pp 252-56,Washington Engel, C (1991) in D Boud and G Feletti (eds) (1991) The Challenge ofProblem Based Learning, Kogan Page, London Engestrom, Y (1987) Learning by Expanding, Orienta-Konsultit Oy, HelsinkiEngestrom, Y (1990) Learning, Working and Imaging, Orienta-Konsultit Oy, HelsinkiErikson, E (1965) Childhood and Society, Penguin (rev edn), Harmondsworth European Commission (1995) Teaching and Learning: Towards the LearningSociety, European Commission, Brussels European Commission (2000) A Memorandum on Lifelong Learning,European Commission SEC (2000), Brussels, p 1832 European Commission (2001) Making a European Area of Lifelong Learning aReality, European Commission COM (2001), Brussels, p 678 final Evans, N (1985) Post-Education Society: Recognising Adults as Learners,Croom Helm, London Evans, N (1987) Assessing Experiential Learning, Longman, London Evans, N (1992) Experiential Learning: Assessment and Accreditation,Routledge, London Evans, N (2000) Experiential Learning Around the World: Employability andthe Global Economy, Jessica Kingsley, London Featherstone, M (1990) Consumer Culture and Postmodernism, SagePublications, London Fisher, D, Rooke, D and Torbert, W R (2001) Personal and OrganizationalTransformations Through Action Inquiry, Edge\Work Press, Boston Flesher, J W (1995) The first Motorola worldwide learning, training andeducation research conference, Journal of Industrial Teacher Education, 33 (1), pp 83-85Foucault, M (1972) Archaeology of Knowledge, Routledge, London Foucault, M (1986) What is enlightenment?, in The Foucault Reader, ed PRainbow, Peregrine Books, Harmondsworth Fowler, J (1981) Stages of Faith, Harper and Row, San Francisco Fraser, W (1995) Learning from Experience: Empowerment of Incorporation?
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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,074 | 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; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».