The relevance of situating the integration of information and communication
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
T generated by new technologies, the redefinition of the economy, the role of the state, and the hegemonic articulation of the concept of an information-and-knowledge society have all placed formal education once more at the centre of a political and socio-economic crucible.In this sixth issue of Encounters/Encuentros/Rencontres authors from Spain, Canada, and Latin America explore from their intellectual and existential standpoints issues pertaining to the integration of new technologies in relation to teaching-and-learning and to institutional policies and practices.The papers in this issue mainly address integration in relation to higher education.They reflect a concern with the ethical dimensions of teaching and learning and with the need to embed the process of integration of information and communication technologies in critical research.Here the educator emerges as a protagonist in a transformative process, as one who questions, analyses, argues and as one who advocates educational aims based upon an ideal notion of an authentic, inclusive, and just education in a high tech environment.This collection of essays is divided in two main parts: Part I, Rethinking Teaching and Learning and Part II, Contrasting Analytical Approaches to the Integration of Information and Communication Technologies in Higher Education.Part I shows the authors' commitment to collaborative learning, to assorted dimensions of technologically-mediated learning, and to the always pertinent concern with reflective practice.Prominent in this context are issues of accessibility for students with disabilities in the mediated educational world (info-exclusion) and important or desirable individual goals of learners, such as self-regulation and self-sustainable alternative development in a projected new educational scene.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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 it