Transformative educational development scholarship: beginning with ourselves
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
Self‐study is a process of examining our beliefs and actions and exploring questions of practice that arise in particular contexts; the provisional answers we formulate present implications for practice. If we approach self‐study guided by an ethic of authenticity, it can be an effective approach to the scholarship of teaching and learning, and has the potential to counter the performative culture of our institutions and transform higher education. The paper provides an introduction to self‐study for educational developers who are interested in this challenging yet rewarding approach to scholarly inquiry. Educational developers are encouraged to use self‐study to explore, improve – and perhaps transform – their own practice, and to contribute to the growth of academic development as a field of study and practice. Le scholarship du développement pédagogique visant la transformation : débuter avec nous‐mêmes L’étude de soi (self‐study) est un processus nous permettant d’examiner nos croyances et nos actions, et d’explorer des questions pratiques qui surviennent dans des contextes particuliers. Les réponses provisoires que nous formulons nous fournissent des pistes pour la pratique. Si nous approchons l’étude de soi en étant guidé par une éthique de l’authenticité, il peut s’agir d’une approche efficace de scholarship de l’enseignement et de l’apprentissage, et avoir le potentiel de faire obstacle à la culture de la performance présente dans nos institutions. Cette approche peut même transformer l’enseignement supérieur. Cet article fournit une introduction à la notion d’étude de soi pour les conseillers pédagogiques qui sont intéressés par cette approche de l’enquête académique se voulant à la fois gratifiante mais pleine de défi. Les conseillers pédagogiques sont encouragés à utiliser l’étude de soi pour explorer, améliorer – et peut‐être transformer – leur propre pratique, et contribuer à la croissance du développement pédagogique en tant que champ d’étude et de pratique.
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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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