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 fundamental for first-year design students is to express ideas by drawing and creating volumetric models. Traditionally, this education includes spatial geometry and generation of forms whereby students learn to appreciate intersections of volumes and projections to describe three-dimensional (3D) forms in two dimensions. However, given the aptitude of today’s students to operate 3D-modelling software and the general accessibility of current technology, spatial geometry as a core subject may seem less relevant. Our goal is to re-engage students in learning required basic knowledge and skills through a complex multifaceted design process. We have designed a first-semester course of four project-based learning activities that apply learning-by-doing methodology. For each of the past three years, 65 to 75 students have participated in our 3D Expression studio course, in which they develop understanding of design process, vocabulary, and skills to create 3D models with precision, refinements, and high-level visual impact. This paper reports on the successful results of activities conducted during the 14 full days of this studio course.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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