Engaging Post-Secondary Students And Older Adults In An Intergenerational Digital Storytelling Course
Bibliographic record
Abstract
A five day Digital Storytelling course was offered to Social Work students, integrating a three day workshop with older adult storytellers who shared storied related to the theme stories of home. A course evaluation was conducted exploring the Digital Storytelling experience and learning in an intergenerational setting. Findings from surveys distributed at the end of the course to students and storytellers revealed that students’ knowledge of and interest in Digital Storytelling and its application was enhanced. The intergenerational component was positive for students and older adults. Students identified the intergenerational component as a highlight of the course which improved their awareness of older adult issues and knowledge of working with aging populations. Older adult participants enjoyed working with the students which increased their understanding of younger generations. This innovative course enhanced students’ learning experiences, meriting consideration for the incorporation of intergenerational learning opportunities and Digital Storytelling into future social service and aging related courses to better prepare students for gerontological practice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".