Persistent Artefacts in an Online Classroom: The Value of a Dynamic Learning Archive | Artefacts persistants dans une salle de classe en ligne : la valeur d’une archive dynamique de l’apprentissage
Bibliographic record
Abstract
This paper summarizes a multi-year research project that examines the use and value of visible and persistent artefacts within an online learning environment. This study is framed within elements of a business management theory. Changes to an online learning environment are documented as well as an examination of the impact of these changes on the learning process. The study also shows the impact of learner engagement with artefacts over the life of multiple iterations of a course within this socially networked online learning space. Two significant outcomes emerged: 1. How the use of a socially networked online learning environment can offer a rich and supportive place for teaching and learning; and 2. That students in this study support the inclusion of an archive containing artefacts from learners in prior iterations of a course. The connection between the inclusion of this archive and the impact of a socially networked online learning environment will be demonstrated throughout. Cet article résume un projet de recherche sur plusieurs années, examinant l’utilisation et la valeur des artefacts visibles et persistants au sein d’un environnement d’apprentissage en ligne. Cette étude a été structurée selon des éléments d’une théorie de la gestion des affaires. Les modifications à l’environnement d’apprentissage en ligne sont documentées, ainsi que l’examen de l’incidence de ces modifications sur le processus d’apprentissage. L’étude montre aussi l’impact de l’engagement de l’apprenant avec les artefacts sur plusieurs itérations d’un cours dans un espace d’apprentissage en ligne doté de réseaux sociaux. Deux résultats importants ont émergé : 1. un espace d’apprentissage en ligne doté de réseaux sociaux peut offrir un endroit riche et soutenant pour l’enseignement et l’apprentissage; et 2. les étudiants dans cette étude sont favorables à l’inclusion d’une archive rassemblant les artefacts d’apprenants des itérations préalables d’un cours. Le lien entre l’inclusion de cette archive et l’impact d’un espace d’apprentissage en ligne doté de réseaux sociaux sera démontré tout au long.
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How this classification was reachedexpand
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".