Viewing Learning Through a New Lens: The Quantum Perspective of Learing
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
We are living in a quantum world where virtuality allows us to transcend time and space. Boundaries, which were considered to be predetermined, are no longer absolute. This has important implications for the field of education as educators advance e-learning. However, education theory has been outpaced by practice. In this paper the authors propose a new learning perspective— the quantum perspective of learning which moves beyond current popular educational theories of constructivism (Siemens, 2005) and connectivism (Vygotsky, 1978). The five assumptions of the quantum perspective of learning are explored. Specifically, learning is multi-dimensional, occurs in various planes simultaneously, consists of potentialities which exist infinitely, is holistic/holographic in nature and is patterned within holographic realities, and learning environments are living systems. Implications that arise from this perspective are discussed.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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