Transformative educational development scholarship: beginning with ourselves
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.
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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 | 0.017 | 0.026 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.013 | 0.090 |
| Scholarly communication | 0.019 | 0.031 |
| Open science | 0.003 | 0.018 |
| Research integrity | 0.006 | 0.014 |
| Insufficient payload (model declined to judge) | 0.007 | 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".