Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In recent years, college-level online has emerged as a useful adjunct to on-site training without presenting any threat to traditional brick-and-mortar universities. But fall 2012 saw arrival of a new approach to remote higher education--pioneered, ironically, by traditional centers of higher education. Over I00,000 students started half a dozen free courses offered on an open source platform by edX, a nonprofit organization founded by Harvard University and MIT and recently joined by University of California, Berkeley, and University of Texas system. At same time, more than 1,750,000 individuals began online lessons presented by Coursera, a for-profit company founded by two Stanford University professors. The two groups offer similar approaches to their massive open online courses (MOOCs). The courses are open to any student anywhere in world with access to an Internet connection. Both organizations offer certificates of completion to students who can prove their understanding of subject matter in any course. For present, those certificates come without charge. However, that might change as courses become more established Also in works: possibility that online students can obtain academic credit from some of universities involved in projects and chance to take proctored examinations at brick-and-mortar testing centers. The impact of these new approaches on traditional higher education remains to be seen. But prestige of universities offering online courses and students' initial response indicate that would-be employers, particularly in industry, should prepare to deal with a new channel for potential recruits. Improved Understanding of Learning Process In addition to possible future revenue, two groups see their courses as sources for improved understanding of process of learning. It's possible, officials say, that they can apply insights from their experiments in online to traditional academic teaching. Long term, says Harvard provost Alan Garber, the payoff is going to come from a better understanding about how people learn. The surge of MOOCs stems in large measure from technical improvements in platforms that deliver courses. Coursera, edX, and smaller start-ups deliver their pedagogic material in multimedia fashion that enables personalized instruction. According to edX website, its platform's features include self-paced learning, online discussion groups, wiki-based collaborative learning, assessment of as a student progresses through a course, and online laboratories and other interactive tools.... Because it is open source, platform will be continuously improved by a worldwide community of collaborators, with new features added as needs arise. Coursera emphasizes that its process enables mastery learning by giving students immediate feedback on homework assignments and allowing them to rework assignments. Coursera executives estimate that this process can increase percentage of students who reach a median level of performance from 50 percent to over 80 percent. Two Business Models While they both target same broad spectrum of potential students and seek fresh academic partners, Coursera and edX have different business models. Stanford computer scientists Andrew Ng and Daphne Koller founded Coursera soon after another Stanford professor, Sebastian Thrum, formed Audacity, a smaller online-education firm. Shortly after its foundation, Coursera received $16 million in venture capital. Having started operations with Stanford, Princeton, and Universities of Pennsylvania and Michigan as its academic partners, company moved fast to bring in additional elite universities to host classes on company's online platforms and eventually receive percentages of Coursera's revenue and profits. An initial effort increased number of participants to 17, including Caltech, Duke University, Georgia Tech, Johns Hopkins and Rice Universities, University of California, San Francisco, Universities of Washington and Virginia, and such overseas institutions as University of Toronto, Scotland's Edinburgh University, and Federal Technical Institute of Lausanne, Switzerland. …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it