Video, Art, and Dialogue: Using the Internet to Create Individual and Social Change
Bibliographic record
Abstract
This paper demonstrates that arts-based learning, when combined with digital technology, can foster community development and identity construction. By using the internet to build artistic dialogues that transcend time and distance, relationships are undertaken with people we might not otherwise encounter and supportive online communities can be established. The internet has provided a forum for marginalized individuals to find their voices, a place where identities can be fluid and words can be witnessed. Therefore, when integrated into a structured arts-based learning environment, digital technologies can lead to greater understanding and acceptance of one's own identities. Using the innovative model established in the pilot project Queer Connections as the primary example this paper offers insight into how levels and layers of communication in human interactions may influence societal change, how collective creation can be used to access deeper levels of understanding and critical consciousness, and how arts-based interpersonal learning can be used as a catalyst to foster community development and identity construction.
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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 | 0.003 | 0.005 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 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".