Teaching-learning online strategies: conceptual change and negotiation
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
The paper defines a learning design methodology and the related strategies in which the activities are planned in order to move the discursive interactions to the center of the process and to adjust and transform the educative methods according to the online educational context.Peer discussion and negotiation are the core activities proposed to obtein conceptual change in online learning.We aim to investigate the methodology's effectiveness in different knowledge domains.We show the results of the experiences conducted adopting this methodology in the following courses at the University of Macerata: Child Observation in School Context Workshop (academic years 2006-07); Developmental Psychology Course (academic years 2005-06); Educational Psychology Course (academic years 2006-07).As general outcomes, the experiences allow us to outline a set of guidelines and a model useful to plan and organize online learning activities.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.005 |
| 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