Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Workers today are faced with possibilities of wider networks of knowledge generation. Learning in and through work is one of the many spaces in which pedagogy may unfold. Web technologies amplify this fluidity and networked learning now encompasses a plethora of practices. New technologies are believed to contribute to more mobile and connected professional learning and knowing practices. Yet, objects do not act by themselves, and it is the relations around these technologies—the sociomateriality of the configurations assembled—which potentially reconfigure ways of knowing. In this paper, the negotiation of relational and material aspects of online pedagogical practices is explored. I focus on the delete button and deleting practices of self-employed workers engaged in informal work-related learning in online communities. Exploring a pervasive everyday practice, such as deleting, affords glimpses into the sociomaterial entanglements energizing enactments of online pedagogy and knowledge production. Understanding the delete button as a fluid object in fluid space begins to illuminate its complexity. Deleting practices which work to stem the tide of information pushing itself onto screens, as well as those practices that attempt to delete traces left behind on screens and “in the cloud”, are examined. Constantly negotiating absence and presence, deleting practices mobilize both digital inclusion and exclusion. Such sociomaterial practices around the delete button shape interactions with information and knowing possibilities and enact networked learning practices in particular ways. Although disarmingly straightforward at first glance, by unravelling some of the complex human-object assemblages associated with deleting, opportunities for interruption and innovation in online learning practices emerge. Actor Network Theory (ANT) provides the theoretical and conceptual tools for this exploration. ANT is well suited for studying complex and mobile practices which take the pervasive role and energy of objects into account. Emphasizing more critical understandings of the co-constitutive and performative relationship between people and web technologies, and how these relations both smooth and complicate work-learning practices online, enables adult educators to keep Latour’s (2005) “matters of concern” open. I conclude with observations on the politics of the delete button and implications for more sophisticated digital fluency in everyday pedagogy.
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.
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 | 0,002 | 0,002 |
| 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 | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 découle