A Symbiosis Between Instructional Systems Design and Project Management / Une symbiose de la conception de matériel pédagogique et de la gestion de projet
Bibliographic record
Abstract
This study is intended to explore a complementary relationship between instructional systems design (ISD) and project management in an attempt to build a plausible case for integrating project management as a distinct course in the core of the graduate instructional systems design programs. It is argued that ISD and project management should form a symbiosis from a curriculum perspective, in a hope for the prepared instructional designers to create values for customers. An integrated view of ISD and project management is proposed, using three concepts of project management as a reasonable bridge for the integration. Challenges for the proposed view in this position paper are also stated. Cette étude explore la complémentarité de la conception de matériel pédagogique et de la gestion de projets en vue de justifier l’intégration de la gestion de projets à titre de cours distinct au cœur des programmes des cycles supérieurs en conception de matériel pédagogique. L’étude fait valoir l’intérêt d’une symbiose de la conception de matériel pédagogique et de la gestion de projets du point de vue du programme d’études, afin de préparer les concepteurs pédagogiques formés à créer une plus-value pour les clients. Elle propose une vision intégrée de la conception de matériel pédagogique et de la gestion de projets fondée sur trois concepts de la gestion de projets favorisant une telle intégration. Les défis de la vision proposée dans cet exposé de position sont également énoncés.
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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 | 0.009 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".