Innovative Practices for Innovators: Walking the Talk Online Training for Online Teaching
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
When e-learning companies initiate changes to learning opportunities for students, it is incumbent upon them to also change the learning opportunities for those expected to teach with their products. In other words, e-learning companies must learn to ‘walk the talk’ and rethink the traditional training format for site-based inservice, training and conference presentation. It is imperative that the teachers and instructors providing online learning be afforded the same learning experiences they are expected to provide students. This paper reports on inservice opportunities provided by Odyssey Learning Systems Inc. (Odyssey) and critically assesses how that training mirrored the learning environment created through use of its product in educational settings with students (Odyssey Learning Systems is a privately owned Canadian company that develops computer-managed learning solutions, supports development and distribution of content for its software Nautikos™ and provides technical and professional support for customers and learning sites. There are currently over 200 sites operating around the world serving educational, corporate and non-profit organizations. Odyssey is headquartered in Vancouver, British Columbia, Canada with subsidiary offices in Saskatchewan and Ontario.). In short, did the company model what it preached about its own software? In the case study presented, it is the thesis of the paper that Odyssey functioned as a learning organization and modeled the type of learning experiences for its clients it intends its clients to provide for their students. It is a further thesis of the paper that changes to a learning environment provided through technology will not occur until teachers and instructors are provided the same opportunities to learn with technology they are expected to offer their students.
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 | 0.006 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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