Shifting Design Values: A Playful Approach to Serious Content
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
This article documents the design and development of an online tutorial for student and practising teachers at York University, Canada, that familiarizes them with the ethical and legal aspects of teaching. In particular, it focuses on the key design decisions that were made, emphasizing how these were also deeply pedagogical considerations, including: (1) a modular menu and content structure which, in combination with a user-enabled progress tracking system, allows for non-linear, entirely student-directed progress through the site; (2) accessible and engaging, rather than dense and jargonistic content, redesigned around the spatial economy of the site; and (3) a series of animated legal case stories that moves content delivery from a narrowly propositional mode to one driven by narrative and play. The article concludes with a discussion of how these attempts at enacting ‘pedagogic interactivity’ – a unity of pedagogy and design – were undermined by the introduction of an evaluative component requiring students to achieve and submit a score. The ‘ELSE’ (Ethics and Legal Studies in Education) tutorial site illustrates what types of innovations in instructional design in what has been broadly termed ‘e-learning’ are made possible by subverting the conventional dichotomy between content and delivery.
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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