Lost in the lifeworld: Technology help seeking and giving on diverse, post-secondary campuses / Perdu dans le monde vécu: solliciter et fournir une aide technologique dans les institutions postsecondaires marquées par la diversité
Bibliographic record
Abstract
Information and communications technology (ICT) is integrated throughout a student’s lived experience in their post-secondary learning environment. In order for students with limited or no background with ICT to achieve their academic goals, a central part of their adaptation involves an intensive period of ICT help seeking. Using anecdotes from phenomenological research, this paper explores what we can learn about our practice as help givers through reflecting upon the lived experience of cross-cultural ICT help seeking and giving on diverse, post-secondary campuses. What surfaces from this investigation is the importance of developing an ICT support and training structure that appreciates the inter-subjective, activity-embedded nature of ICT help seeking and giving. An phenomenological educational approach to ICT help giving would be thoughtfully interwoven into a post-secondary learning environment, not as a remedial construct, but as an integral part of the learning, and help seeking, experience itself. Solliciter et fournir une aide technologique font de toute évidence partie intégrante de l’expérience étudiante, et ce, tout au long de la formation postsecondaire. Pour permettre aux étudiants avec peu ou pas d’expérience en TIC d’atteindre leurs objectifs universitaires, on doit présumer qu’une composante cruciale de leur adaptation consiste en une phase intensive de demandes d’aide technologique. À partir d’anecdotes tirées de la recherche phénoménologique, cet article explore ce que l’on peut apprendre sur nos pratiques d’assistance grâce à une réflexion sur l’expérience de demande d’aide technologique en contexte interculturel dans les institutions d’enseignement supérieur marquées par la diversité. Les résultats de cette enquête mettent en évidence l’importance de développer une structure d’aide et de formation en TIC qui prend en considération la nature intersubjective et active de la demande d’aide technologique. Une approche éducative délibérément phénoménologique de l’assistance technologique devrait être soigneusement intégrée dans un environnement d’éducation supérieure non pas comme un correctif, mais comme une partie intégrante de l'expérience d'apprentissage et de recherche d’aide.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 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".