Notice bibliographique
Résumé
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Hong Kong Educational Publishing Co, Hong Kong Bloom, D (ed) (1956) Taxonomy of Educational Objectives-Book 1, The Cognitive Domain, Longman, London Borger, R and Seaborne, A (1966) The Psychology of Learning, Penguin, Harmondsworth Botkin, J, Elmandjra, M and Malitza, M (1979) No Limits to Learning: Bridging the Human Gap, Pergamon, Oxford Boud, D (1986) Implementing Student Self-Assessment, Higher Education Research and Development Society of Australia, Kensington, NSW Boud, D (1995) Enhancing Learning through Self Assessment, Kogan Page, London Boud, D and Feletti, G (eds) (1991) The Challenge of Problem Based Learning, Kogan Page, London Boud, D, Keogh, R and Walker, D (eds) (1985) Reflection: Turning Experience into Learning, Kogan Page, London Bourdieu, P and Passeron, J-C (1977) Reproduction in Education, Society and Culture, Sage, London Brah, 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, Buckingham Brockett, 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 Francisco Brockett, R G and Hiemstra, R (1991) Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice, Routledge, London Brookfield, S (ed) (1985) Self-Directed Learning: from Theory to Practice. New Directions for Continuing Education, Jossey-Bass, San Francisco Brookfield, S (1986) Understanding and Facilitating Adult Learning, JosseyBass, San Francisco Brookfield, S (1987) Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting, Jossey-Bass, San Francisco Brookfield, S (1996) Helping people learn what they do, in Working with Experience, ed D Boud and N Miller, Routledge, London Bruner, J (1968) Toward a Theory of Instruction, W W Norton and Co, New York Burgoyne, J, Pedler, M and Boydell, T (eds) (1994) Towards the Learning Company , McGraw-Hill, London Burns, T and Stalker, G M (1961) The Management of Innovation, Tavistock, London Casey, D (1993) Managing Learning in Organizations, Open University Press, Buckingham Cell, E (1984) Learning to Learn from Experience, Albany, NY Coffield, F (ed) (2000) Differing Visions of the Learning Society, 2 vols, Policy Press in association with ESRC, Bristol Coffield, F (2002) Breaking the consensus: lifelong learning as social control, in Supporting Lifelong Learning. Vol 3: Making Policy Work, ed R Edwards et al, Routledge Falmer, London Collins (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 and Training in Europe, Office for Official Publications of the European Communities, Luxembourg Coopey, J (1995) The learning organization, power, politics and ideology, Management Learning, 26(2), pp 193-213 Corden, J and Preston-Shoot, M (1987) Contracts in Social Work, Gower, Aldershot Delanty, G (2001) Challenging Knowledge: The University in the Knowledge Society, Open University Press, Buckingham Department for Education and Employment (DfEE) (1996) Lifetime Learning: A Policy Framework, DfEE, London Dewey, 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 Learning Organization, 6(5), pp 212-16 Dovey, K (1997) The learning organization and the organization of learning: power, transformation and the search for form in learning organizations, Management Learning, 28(3), September, pp 331-49 Dovey, K (1997a) Reconstruction and Development in Post-Apartheid South Africa, unpublished PhD thesis, University of Technology, Sydney, Australia Durkheim, D (1964) The Division of Labour in Society, Free Press, New York Easterby-Smith, M, Burgoyne, J and Araujo, L (eds) (1999) Organizational Learning and the Learning Organization, Sage, London Edwards, R and Usher, R (2000) Globalisation and Pedagogy: Space, Place and Identity, Routledge, London Edwards, R et al (eds) (2002) Supporting Lifelong Learning. Vol 3: Making Policy 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 of Problem Based Learning, Kogan Page, London Engestrom, Y (1987) Learning by Expanding, Orienta-Konsultit Oy, Helsinki Engestrom, Y (1990) Learning, Working and Imaging, Orienta-Konsultit Oy, Helsinki Erikson, E (1965) Childhood and Society, Penguin (rev edn), Harmondsworth European Commission (1995) Teaching and Learning: Towards the Learning Society, 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 a Reality, 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 and the Global Economy, Jessica Kingsley, London Featherstone, M (1990) Consumer Culture and Postmodernism, Sage Publications, London Fisher, D, Rooke, D and Torbert, W R (2001) Personal and Organizational Transformations Through Action Inquiry, Edge\Work Press, Boston Flesher, J W (1995) The first Motorola worldwide learning, training and education research conference, Journal of Industrial Teacher Education, 33 (1), pp 83-85 Foucault, M (1972) Archaeology of Knowledge, Routledge, London Foucault, M (1986) What is enlightenment?, in The Foucault Reader, ed P Rainbow, 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 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 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,005 | 0,004 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,003 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,560 | 0,353 |
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 ».