Bibliographic record
Abstract
Throughout the 1950s and 1960s experimental research played a major role in audio-visual research and development (Reiser, 1987, 2002). Experiments were published on the effects of slide-tape presentations, educational television, programmed learning, teaching machines, and audio-tutorial instruction. During the 1970s and 1980s, the experimental focus shifted from audio-visual research to instructional technology research on whole programs, such as PLATO, CAL, microworlds and Internet Hunts. It seems that today we have returned to the experimental investigations of audio-visual communication. Over the years, experimental evidence of audio-visual communication has become the basis of current models and theories, including: Baddaley’s (1992) model of working memory, Paivio’s (1986) dual coding theory, Penney’s (1989)separate streams hypothesis, Chandler and Sweller’s (1991) split-attention theory, Mayer and Moreno’s (1998) dual processing theory of working memory, Mayer’s (1997) theory of multimedia learning, and Mann’s Structured Sound Function (SSF) Model (Mann, 1992, 1995a, 1997a), and others. This chapter will discuss these models as a platform for conducting experimental research of online teaching and learning.
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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 | 0.019 | 0.048 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.002 | 0.008 |
| Scholarly communication | 0.004 | 0.008 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.027 | 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".