From a social digital identity to an academic digital identity: Introducing ePortfolios in English language enhancement courses
Bibliographic record
Abstract
Abstract: Social digital networking is a facet of living that recognizes no national borders or social boundaries and has become a way of life. This paper investigates the social networking habits of students at Lingnan University and considers how these habits can be channelled for academic purposes by introducing an ePortfolio system into their language enhancement courses. The investigation analyzed the purpose and usage of these social profiles thus forming the basis of the need for academic profiles. After considering the attitudes and motivations of students, this paper reports on the adoption of an ePortfolio platform which best suits the academic needs of students by introducing it into two important language enhancement courses. The paper thus explores students’ attitudes towards two forms of digital identities: social and academic. This process has led to arriving at an ePortfolio system that is in synch with the other digitized aspects of students’ lives. Résumé : Le réseautage social numérique est l’une des facettes de la vie qui ne connaît ni les frontières nationales, ni les démarcations sociales; cette pratique est devenue un mode de vie. Le présent article examine les habitudes de réseautage social des étudiants de l’Université Lingnan et étudie la façon dont ces habitudes peuvent être canalisées à des fins universitaires par l’introduction d’un système de portfolios électroniques dans les cours de perfectionnement des langues. L’enquête a analysé quelles fonctions ces profils sociaux remplissent et quelle est l’utilisation qui en est faite, ce qui constitue la base du besoin de profils universitaires. Après avoir examiné la réponse et la motivation des étudiants, cet article présente les résultats de l’adoption d’une plateforme de portfolios électroniques qui répond bien aux besoins des étudiants universitaires à la suite de son introduction dans deux cours importants de perfectionnement des langues. L’article utilise ainsi la réponse des étudiants à l’égard des deux formes d’identités numériques : sociale et universitaire. Ce processus a permis d’obtenir un système de portfolios électroniques qui est en phase avec les autres aspects numériques de la vie des étudiants.
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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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| 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 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".