Bibliographic record
Abstract
Welcome to Volume 2, Issue 4 of the International Journal of and Development using Information and Communication Technology (IJEDICT). This issue contains articles concerned with using information and communication technologies (ICT) in educational settings so as to empower local communities. It brings articles from and/or about Australia, Barbados, Canada, Eritrea, India, Nigeria, South Africa and the Sultanate of Oman. A major focus of this journal is on the utilisation of responsive and localised ICT for the socioeconomic empowerment of rural communities. This is also the focus Ganga Prasad GL, Amitav Nath and Rakesh Mishra in their article Community content sharing: Towards telecentre's Lab to Land approach. They explain the methodology of lab to land adopted by the ICT RT and the second stage evaluated the diagnostic value of data that CAA produces. While results confirmed earlier findings about the advantages of CAA, the diagnostic and remediation potential of CAA data depended upon teachers' capacity to set diagnostic test items particularly in a multiple-choice format, teachers' ability to interpret data produced by CAA, teachers' skills in remedying their classroom as well as learners' problems, the quality of the test items, and the learning as well as the teaching strategies. Ravinder Rena, in Education and human resource development in post-independent Eritrea: An explanatory note describes how the Government of Eritrea is offering both formal and informal training programmes at different levels in order to develop human resources in the country. The author analyses the educational and human resource development after independence, and also provides a detailed account of technical and vocation education with special reference to skill development programme. In Impact of WebCT on learning: An Oman experience, Syed Naqvi describes a study that investigated the impact of WebCT on students learning taking a course Introduction to Computers in Business offered at the College of Commerce and Economics, Sultan Qaboos University in the Sultanate of Oman. …
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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 | 0.004 | 0.020 |
| Meta-epidemiology (narrow) | 0.005 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.003 |
| Bibliometrics | 0.005 | 0.002 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.016 | 0.021 |
| Insufficient payload (model declined to judge) | 0.048 | 0.034 |
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".