WeberWeb: Creation of an OER on Sociological Theory in Collaboration with Undergraduate Students
Notice bibliographique
Résumé
Open educational resources (OER) have the potential to provide a wide audience with open access to quality educational content.It is not only a matter of offering access without direct charge to the end user; but fundamentally, that such resources are distributed under open licenses that allow access, reuse, adaptation, and redistribution.In this paper we describe the development of the website "Marianne & Max Weber: a digital project" (hereafter WeberWeb), an OER created in collaboration with students of the bachelor's degree in sociology at the faculty of political and social sciences of the Autonomous University of the State of Mexico. 1 This resource was created with the aim of supporting the teaching and learning tasks of a classical sociological theory course.The main characteristic of social sciences courses whose contents are completely theoretical is that the pedagogical strategies are focused exclusively on the reading and analysis of texts, either those written by prominent figures or by authors who analyze or apply them in their research.The project described here aimed to link the teaching of sociological theory with the creation of a digital project to produce an OER in Spanish that compiled, in one place, the main theoretical proposals of the sociologist Max Weber, as well as those of Marianne Weber, sociologist, pioneer of feminist studies, who also served as editor and posthumous compiler of her husband's work.In addition to promoting the development of digital skills among students, the collaborative creation of OER can contribute to making visible the work of people whose scholarly contributions have received less recognition because of their gender, race, or geographic location.To combat this absence and promote the acquisition of digital skills among undergraduate social science students, the WeberWeb project was born. Open Educational Resources as Part of the Open MovementWhat have traditionally been known as educational materials-understood as the media and resources that promote the acquisition of concepts, skills, attitudes, and abilities in support of the teaching-learning processare now not only physical, but also digital.However, not all materials available in digital formats are open for use by teachers and students.In most cases, it is necessary to pay either to have access to the resources or to the platforms from which they are available.In contrast, those learning, teaching, and research materialsavailable in any format and digital medium-that are in the public domain or whose copyrights have been released under open licenses are considered OER.
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 | 0,006 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,003 |
| Communication savante | 0,004 | 0,005 |
| Science ouverte | 0,001 | 0,013 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,016 | 0,003 |
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 ».