Bibliographic record
Abstract
Distance education is the use of one or more forms of delivery processes for the acquisition of new information into a learner's pre-existing schemata. The delivery process is via a systematic modality(ies) that is sponsored by an educational institution in which the instructional environment is separated geographically from that of the learners' environments. A two-way communication provision(s) is established for the duration of the instructional/learning interval for feedback by the instructor(s) to the individual student and/or group of students. Policies are being developed to define and regulate distance education. Since technology can be utilized in the delivery processes of distance education, the Federal Communications Commission (FCC) has adopted several policies governing technology usage. The Telecommunication Act of 1996, Section 706, requires that the FCC conduct regular investigations to determine that advanced communication tools, including the computer, are becoming accessible for all Americans, particularly for students in elementary and secondary schools. The FCC must remove any barriers to invest and to promote competition of advanced telecommunications that encourage the deployment of advanced telecommunications. (Other, 2/27/99, p. 3) The FCC is currently establishing their policies concerning the best implementation of Section 706 of the Telecommunications Act of 1996. The FCC has also established criteria for a technology plan that ensures educators and librarians who are implementing telecommunication networks and Internet access receive 20-90% discounts for their purchased services under the Universal Service Program. (American, 2/27/99, p. 1) To qualify for the discount services provided under this program, applicants must submit an approved technology plan. There are three criterion which must be included in an approved technology plan: (a) establish explicit connections between the proposed physical infrastructure of the information technology and professional development strategies that will lead to specific curriculum reforms or library service improvements, (b) develop a technology plan that ensures applicants have secured the resources they need to make effective use of their telecommunications services and Internet access, including: computers and peripheral equipment, staff training, software, a budget for operating costs and maintenance, and (c) the technology plan must include an evaluation process to help schools and libraries monitor their progress toward their goals. (Technology, 2/27/99, p.1) The technology plan must be submitted for approval. Contacting the Client Service Help Disk via telephone at 1-888-203-8100 can do this. A referral will be given to the applicant for the appropriate state or region certified approver. A listing of certified approvers can also be accessed on the World Wide Web: http://www.slcfund.org and http://www.neca.org. (SLC, 2/27/99, p. 4) Another FCC policy ruling resulted when Apple Computer, Inc. and WINForum filed petitions on May 6, 1996 seeking a FCC ruling concerning spectrum, wireless Internet linkage On January 9, 1997, the FCC amended their rulings to include the 300 megahertz of spectrum for usage under a new category of unlicensed equipment, Unlicensed National Information Infrastructure (UNII) devices. It is claimed this new wireless infrastructure would allow classroom linkage to the Internet much easier for schools, especially schools that are asbestos-laden. (Others, 2/27/99, p.3) This linkage would allow students in the formal classroom to participate in distance education, via the Internet. The classroom teacher would then act as a facilitator in this form of distance education delivery. In addition to policies governing elementary and secondary schools, universities are developing their own policies for their distance education programs. Purdue University's Distance Education and Information Technology Unit's primary mission is to enhance the university's outreach using available distance education technologies and methodologies. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.006 | 0.003 |
| Insufficient payload (model declined to judge) | 0.102 | 0.027 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".