Participatory tensions in developing a community learning network
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
This short paper reports on a study of St Christopher House (SCH), a community and social services agency that undertook an ambitious project to create a community learning network (CLN) based on a 'home-cooked' free/open source software (FOSS) content management system (CMS). The primary purpose of the CLN project was to provide adult learners with digital skills needed to secure employment in the knowledge-based economy. SCH also wanted to streamline administrative practices within the organization, reflecting an attempt to be inclusive and participatory. At the outset of the project there was an enormous investment of organizational energy, enthusiasm and participation. While this approach matched the various stakeholder expectations, the reality of transforming the CLN as an abstract ideal into practice produced internal tensions and stretched organizational capacities. This study examines the design and use of the CLN from the perspective of SCH staff in an effort to learn about how to reconcile conflicting organizational values and structures in the voluntary sector when undertaking ambitious participatory system development projects.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 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 it