Traditional instruction reformed with flipped classroom techniques
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
A flipped classroom moves away from a lecture-then-homework model by assigning “content” before the class, and then engaging students with the content or concepts during the class. This poster describes the redesign of a series of information literacy sessions in a first-year inquiry-based learning class, by employing flipped classroom techniques. It also reflects on the collaborative process of session redesign and lessons learned about executing a flipped classroom. The redesign came about as a result of the course instructor providing librarians with additional time, and an assessment component. The instructor, librarians, and a writing support coordinator worked together to revamp what was originally traditional lecture-style sessions. The pre-assigned content also included short quizzes administered through a course management system to ensure students understood content before class. Facilitated classroom activities allowed students to practice concepts with feedback. A final assessment component was also administered through the course management system and will be compared to quiz marks.
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| 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