The Role of Open Resources for Education (ORE) in Current Education System and its Contribution to Education
Bibliographic record
Abstract
The 21st century is an era along with a high developing speed in information science, extremely active flourish in the education thought and more complex enrichment in the education resources. The renewal and breakthrough of the education thought theory and the education resources undoubtedly will give birth to a new profile in education. The modern distance education is just a new education form produced in this situation, which is the main means for people to study all the life in the knowledge economy times, which is also the platform for constructing the knowledge internationalization. The modern distance education not only can conform to the new education idea for life-long studies in the 21st century, but also provide more advanced technical support for educational individuality along with the education popularity process. Key words: open resources for education( ORE), education resources, traditional education Resume: Le 21e siecle est une epoque caracterisee par le developpement a grande vitesse de la science informatique, l’epanouissement extremement actif de la pensee d’education et l’enrichissement complexe des ressources educatives. Le renouvellement et la percee de la theorie educative et des ressources educatives ouvriront sans aucun doute une nouvelle perspective pour l’education. L’education a distance moderne est justement une nouvelle forme d’education apparue dans cette situation, qui est le moyen principal d’etudier toute la vie a l’heure de l’economie du savoir, qui sert aussi de la plate-forme pour construire la savoir d’internationalisation. L’education a distance moderne non seulement repond a la nouvelle idee d’etudier toute la vie au 21e siecle, mais aussi fournit plus de support technique pour l’individualite educative et le processus de la democratisation de l’education. Mots-Cles: ressources ouvertes pour l’education, ressources educatives, education traditionnelle
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".