Bibliographic record
Abstract
This chapter produces a socio-cultural critique of the ‘social integration’ workplace e-learning scenario to homogenize the workforce through organizational communications; workplace design and organizational development; recruitment, rewards, and retention; and, learning and knowledge management. Workplace e-learning for workplace adult education and training, as a result of the normalization of skills and competencies and the commodification of knowledges, becomes progressively more homogenized. This leads to an increasingly socially integrated workplace. The socio-cultural impacts are understood through the homogenization of the modes and media of workplace e-learning. An exploratory case study considers some of the socially integrationist repercussions of this homogenizing trend in workplace e-learning for workplace adult education and training. The modes of learning are becoming more homogenized through policies, value chains, and business processes. The media of learning are becoming more homogenized through workplace e-learning artefactual foci. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their socio-cultural flaws and inferiorities; and, need to be homogenized by workplace e-learning, through communications, design, recruitment, and learning, to meet the expectations of the infallible and commodified workplace. Social integration by workplace e-learning happens through the application of homogenizing modes and media towards organizational communications; workplace design and organizational development; recruitment and retention; and, learning and knowledge-building, to socially integrate the workforce for a knowledge-based workplace. Social integration, as an analytical metaphor for workplace e-learning, also reveals and exposes some of the unseen, conformist, and persuasive, outcomes that inexorably lead towards pedagogies of workforce alienation and contingency.
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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 | 0.009 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.009 | 0.062 |
| Scholarly communication | 0.011 | 0.016 |
| Open science | 0.002 | 0.019 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.013 | 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".