Bibliographic record
Abstract
The general lyricism brought about by the development of the Information Society is also having an affect on the field of education. Because of the important ramifications that new information and communication technologies have upon the whole of the social organization, one must reflect upon the fundamental mission of educational institutions in a context marked by a growing infiltration of new technologies that are promoted as being educational. On that front, two oppositional discourses clash. On the one hand, there is the position of governments and industrial groups that offers a utilitarian view of education while conceiving of technological appropriation as one of the cornerstones of the educational project. On the other hand, the "techno-skeptics" discourse calls for the implementation of learning strategies oriented toward the development of critical skills via media and new technologies literacy programs. The preponderance of media as well as the abundance of information that characterize the "cyberschool" impose an evaluation of the intellectual benefits likely to be generated by media literacy programs. Le lyrisme général que suscite l'avènement de la société de l'information n'est pas sans avoir d'incidences sur le domaine de l'éducation. En raison des mutations importantes que provoquent les nouvelles technologies d'information et de communication (NTIC) sur l'ensemble de l'organisation sociale, il importe de s'interroger sur la vocation fondamentale des institutions d'enseignement dans un contexte marqué par l'infiltration croissante de nouvelles technologies dites éducatives. Sur ce plan, deux discours s'affrontent. D'un côté, celui des gouvernements et groupes industriels qui repose sur une vision utilitariste de l'éducation et fait de l'appropriation de la technique l'une des pièces maîtresses du projet éducatif. De l'autre, le discours des « techno-sceptiques » revendique la mise en oeuvre de stratégies d'apprentissage axées sur le développement d'habiletés critiques par le biais de programmes de littératie des médias et des NTIC. La prépondérance des médias et l'abondance d'information qui caractérisent la « cyberécole » imposent une évaluation des bénéfices intellectuels susceptibles d'être générés par des programmes d'éducation aux grammaires et aux logiques de fonctionnement de ces nouveaux outils du savoir.
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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 | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.007 | 0.039 |
| Scholarly communication | 0.017 | 0.019 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.006 | 0.013 |
| Insufficient payload (model declined to judge) | 0.013 | 0.004 |
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".