Bibliographic record
Abstract
Cet article présente les étapes de l'évolution du campus virtuel développé par la Télé-université de l'université du Québec à partir de 1997, les choix qui ont été faits, la nature des services développés et les problèmes rencontrés.Il en situe la naissance dans le contexte de la société québécoise de l'époque et examine parallèlement l'évolution de l'enseignement en ligne dans les autres universités québécoises et le projet de société de développement du multimédia universitaire.Le bilan de cette évolution met en lumière des facteurs propres à l'implantation de l'enseignement en ligne et à la modification des pratiques pédagogiques, ainsi que des facteurs particuliers à la Télé-université, notamment la définition de la stratégie de changement et le pilotage du changement.Il propose également une réflexion sur la nature des attentes qui accompagnent l'investissement public dans la modernisation technologique.AbsTRACT.This article relates the different stages in the development of the "virtual campus" of the Télé-université of the university of Québec from 1997 on, the choices that were made, the kind of services that were developed and the difficulties that were met.The Téléuniversité beginnings, in the social background of Quebec of that time, are described in parallel with the evolution of online teaching in the other universities in Quebec, and with the social project for developing university multimedia.The assessment of that evolution shows both specific elements, characteristic of the setting up of online teaching and of the modifications of pedagogical practices, as well as elements characteristic of Télé-Université.In particular the definition of the strategy for change and running that change.The article also proposes remarks on the nature of the expectations going with public investment in technical modernization.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.001 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.145 | 0.019 |
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".