Elements, Principles, and Critical Inquiry for Identity-Centered Designs of Online Environments
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
Within higher education, we are in need of learning designs that facilitate and support students in sharing, examining, and refining their own critical identities as learners and professionals. In the past, technology mediated identity work has focused on individual tool use or learning setting. As professional learning designers, we felt that we are in need of designs to explore and support critical identity processes across various learning contexts, medias and tools. Based on our literature review and our own professional practice, we have identified the recurring and intertwining themes of visibility, agency, community, competencies, and narrative. We also present a design framework that encompasses a set of identity-centered design elements and principles, and we offer self-reflective critical questions to aid in design, development, and implementation of online collaborative learning environments. We then apply the framework to two case studies to demonstrate how the elements, principles, and critique can be used to understand and evaluate new and preexisting designs. Environnements, principes et enquete critique pour une conception des environnements en ligne centree sur l’identite Resume Dans l’enseignement superieur existe un besoin de conceptions de l’apprentissage qui facilitent l’education et soutiennent les etudiants dans le partage, l’examen et l’affinement de leurs identites en tant qu’apprenants et professionnels, identites definies comme critiques car prises en compte selon une approche de la sociologie critique. Dans le passe, le travail de mediation technologique de l’identite s’est centre sur l’usage individuel d’outil ou le cadre d’apprentissage. Cependant, en tant que professionnels de l’ingenierie pedagogique, nous cherchons a explorer des conceptions qui soutiennent les processus d’identite critique dans differents contextes d’apprentissage, medias et outils. En nous fondant sur une revue de litterature et sur la pratique professionnelle, nous avons identifie differents themes qui apparaissent de maniere recurrente et sont souvent entrecroises tels que ceux de visibilite, organisation, communaute, competences, et recit. L’exploration de ces themes s’accompagne d’un modele d’ingenierie pedagogique englobant un ensemble d’elements de conception centree sur l’identite et de principes allant de pair avec un questionnement reflexif critique visant a favoriser la conception, le developpement et l’implementation d’environnements collaboratifs d’apprentissage en ligne. Ce cadre est ensuite applique a une etude de cas pour montrer comment les elements, principes et l’approche critique peuvent etre utilises pour comprendre et evaluer les conceptions nouvelles et preexistantes. Mots-cles : identite, analyse de l’apprenant, ingenierie pedagogique, conception inclusive, identite communautaire, etude de cas
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 | 0.001 | 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 | 0.001 |
| 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