Bibliographic record
Abstract
Le developpement de la technologie hypermedia sur le Web, particulierement dans les ressources pedagogiques, a fait de la navigation une pratique incontournable en formation a distance. Malgre cette omnipresence, la navigation reste plus problematique que reellement facilitante dans le rapport a l’information. Des solutions existent, sous la forme de guides ou de representations graphiques des sites ou domaines, mais elles ne sont valables que pour des espaces hypermedias fermes. Prenant en compte les difficultes reperees dans l’espace ouvert qu’est le Web, les recherches se sont orientees vers des navigateurs permettant une representation graphique de la navigation en cours. Une approche constructiviste de la navigation a pu ainsi etre mise en œuvre avec Nestor, un navigateur qui permet la visualisation synchrone et la restructuration, sous la forme de cartes graphiques interactives, de l’experience personnelle de navigation dans un contexte d’apprentissage. La navigation devient alors une activite de meta-lecture facilitant une maitrise reflexive de l’information. The development of hypermedia technology on the Web, and specifically in the field of learning resources, has made navigation an essential practice in distance education. Despite its pervasiveness, in terms of dealing with information, navigation remains more of a problem than a true enhancement. Existing solutions in the form of guided tours or graphic representations of sites or information domains can only work in closed hypermedia corpuses. Taking into account the problems of open information spaces such as the Web, research is now focused on navigators providing graphical representations of ongoing navigational activity. Proposed here is a constructivist approach to navigation implemented with Nestor, a navigator that allows synchronous visualization and restructuring in the form of interactive graphical maps of personal navigational experience in a learning context. Navigation then becomes an activity of meta-reading, thus facilitating reflexive mastery of information.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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 teacher head, 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".