A Seminar for Real‐time Interactive Simulation of Engineering Projects: An Innovative Use of Video‐conferencing and IT‐based Educational Tools
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
Abstract Graduate‐level programs in project management continue to attract many engineers looking for tools and methods to help them deal with the complexity of their activities. In order to meet this demand, many universities are experimenting with new teaching methods, based on information and communications technologies. This article presents a teaching approach which consists in recreating the organizational context in which engineers generally have to manage their projects. In practical terms, it is a full‐day seminar that involves simulating a project from its launch until product delivery. Like most real projects, the activity takes place at more than one location simultaneously and relies on the intensive use of communications technologies, including video‐conferencing, to coordinate the work teams. Although the primary client base is graduate students, this method is just as relevant for professional engineers and undergraduate students. Over 400 participants have taken part in this seminar to date.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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