Becoming Real: Using the Artistic Pedagogical Technology of Photovoice as a Medium to Becoming Real to One Another in the Online Educative Environment
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
Over the past decade, online education has become common place. Critics of online education point to the possible loss of social interaction and interpersonal connections in this educational medium. Broadly, our research focus is how human to human interactions can be sustained and even enhanced in online classrooms. Specifically, this paper focuses on how one Artistic Pedagogical Technology called Photovoice (Perry & Edwards, 2010) may support these valued social interactions. Using a purposive sample of 46 graduate students in a large online university, online interactions resulting from the teaching strategy of Photovoice were analyzed for presence of authentic voice and authentic interaction. Lincoln and Guba’s (1985) authenticity criteria were adapted to evaluate Photovoice as an authentic medium. The results of this study show support for the use of Photovoice as a medium for becoming “real” or authentic to one another and as a modality of sustaining authentic interaction in the online environment.
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 | 0.002 | 0.001 |
| 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 | 0.000 |
| 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