Bibliographic record
Abstract
This chapter is concerned with how individuals may examine the potential for social change arising from interactions in an e-learning environment. We explore continuing education as the site for e-learning in the context of developing a civil society. Referring to Anderson’s (1991) work on nationalism, and Wenger, McDermott, and Snyder’s (2002) discussion of communities of practice, we argue that the transition from face-to-face teaching to e-learning has the potential to appeal to those learners, and their instructors, who are interested in the capacity of a community to contribute to social change. We are particularly interested in the potential of e-learning to be socially transformative in its power to be inclusive, that is, to support diverse cultures, languages, work contexts, learning needs and styles, prior experiences, generations, economic circumstances, social contexts, and geographic location. We have suggested that the metaphor of an e-learning nation supports the reflective and progressive development of learning communities in which identity is consciously and critically examined.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.007 | 0.009 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.012 | 0.002 |
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".