Technology-supported Education Innovation and Collaborative Development——Review of the 13th International Forum of Educational Technology
Bibliographic record
Abstract
The 13 th International Forum of Educational Technology was held on Oct18 th to 19 th,2014 in Jiangnan University in Wuxi,China. More than 500 experts,young and middle- aged researchers,graduate students and Ph D students from Canada,Japan and other countries and districts attended the forum. Many outstanding research findings were showed in 13 keynote reports and 64 sub forum reports involving the following subjects: technology enhanced teaching and learning change,construction of educational informatization resources and environments,development of educational technology,instructional design and faculty development in digital environment. For the subject of technology enhanced teaching and learning changing,participants discussed the way in which technology changed learning and teaching. Investment performance has been taken seriously when researchers talking about the construction of educational informatization resources and environments. For the development of educational technology,the service properties of this subject and its interaction with the society have been discussed. The popularization of digital instructional design model and the sustainable development of teachers' professional development have been focused on.
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.
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 | 0.009 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.007 | 0.010 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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".