Bibliographic record
Abstract
In the years since the inception of the Open University, UK (OU, UK), project-based work has been established as a component of many courses in the faculties of Arts, Social Sciences, Science, and Technology. Results from an early study of the desirability and feasibility of using project-based learning (Macmillan, 1975) indicated that this teaching methodology has a useful role to play in distance learning. There has, however, been no comparable use of it within the OU, UK, Mathematics Faculty. In its discussion of the first evaluation of a newly introduced project-based computing course within the Mathematics Faculty this paper considers how valid this methodology has proved to be within the different context of computer science. This discussion concludes that for a number of reasons it has proved more difficult to implement project-based work in the domain of computer science. The paper ends by considering the likely advantages and disadvantages associated with introducing electronic tutoring and conferencing to deliver this distance course and overcome the difficulties discussed. Depuis la création de la Open University du Royaume-Uni, de nombreux cours offerts dans les facultés des arts, des sciences sociales, des sciences de même que de la technologie, comprennent des travaux axés autour d'un projet. Les résultats issus d'une étude antérieure portant sur le bien-fondé et la faisabilité de l'apprentissage par projet (Macmillan, 1975) indiquent que cette méthode d'enseignement peut jouer un rôle utile dans l'apprentissage à distance. Toutefois, il n'y a eu jusqu'ici aucune utilisation comparable de la sorte au sein de la Faculté des mathématiques de la Open University. En plus de présenter une première évaluation d'un nouveau cours d'informatique développé autour de la réalisation d'un projet au sein de la Faculté des mathématiques, cette étude examine dans quelle mesure cette méthodologie s'est révélée valable dans le contexte spécifique de l'informatique. On en conclut que, pour plusieurs raisons, il s'est avéré plus problématique d'implanter une approche de travail par projet dans le domaine de l'informatique. L'article termine en considérant les avantages et les désavantages les plus susceptibles d'être associés à l'introduction d'un tutorat et de conférences électroniques dans la livraison de ce cours à distance et dans l'aplanissement des difficultés énumérées.
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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 | 0.151 | 0.240 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.011 | 0.023 |
| Scholarly communication | 0.028 | 0.022 |
| Open science | 0.006 | 0.017 |
| Research integrity | 0.010 | 0.009 |
| Insufficient payload (model declined to judge) | 0.009 | 0.003 |
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".