Course Design using an Authentic Studio Model / Restructuration de cours au moyen d’un authentique modèle de studio de design
Bibliographic record
Abstract
Educational Technology and Design 879 is a graduate course that introduces students to the basics of video design and production. In an attempt to improve the learning experience for students a redesign of the course was implemented for the summer of 2011 that incorporated an authentic design studio model. The design studio approach is based on the idea of working and learning in a shared space. Offering a course that employs a studio design model provides the opportunity for exchanging ideas, sharing artifacts, and developing community more deeply and more quickly. What makes this course offering different is the combination of authentic tasks incorporating both online and face-to-face design studio environments. This paper will describe how a studio design approach combined with an authentic learning design was implemented and what was learned. Educational Technology and Design 879 est un cours d'études supérieures initiant les étudiants aux rudiments de la conception et de la production vidéo. Pour améliorer l’expérience d'apprentissage, une refonte du cours a été entreprise à l'été 2011 en intégrant un authentique modèle de studio de design. L'approche « studio de design » repose sur l'idée d’un travail et d'un apprentissage réalisés dans un espace partagé. Un cours utilisant un modèle de studio de design offre la possibilité d'échanger des idées, de partager des artefacts et de développer une communauté plus en profondeur et plus rapidement. Ce qui rend ce cours unique est la combinaison de tâches authentiques qui incorporent des environnements de studio de design à la fois en ligne et en face à face. Cet article décrit comment une approche « studio de design » combinée à une conception d'apprentissage authentique a été mise en œuvre et ce qu’on en a appris.
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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 | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 0.003 |
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".