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
As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers’ needs. Seeking to enhance teachers’ professional learning opportunities, this paper presents a model of learning as a connected professional. The model draws upon the findings of a qualitative case study of 13 teachers who interact with others through a personal learning network (PLN). Theories of connectivism, networked learning, and connected learning underpin the model, which conceptualises the whole experience of learning as a connected professional. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Key characteristics of the experience are practices described as linking, stretching, and amplifying. These practices recur in various ways across all three elements of the model. The model promotes professional learning that is active, interest-driven, and autonomous, meeting personal learning needs while being socially connected. As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers’ needs. Seeking to enhance teachers’ professional learning opportunities, this paper presents a model of learning as a connected professional. The model draws upon the findings of a qualitative case study of 13 teachers who interact with others through a personal learning network (PLN). Theories of connectivism, networked learning, and connected learning underpin the model, which conceptualises the whole experience of learning as a connected professional. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Key characteristics of the experience are practices described as linking, stretching, and amplifying. These practices recur in various ways across all three elements of the model. The model promotes professional learning that is active, interest-driven, and autonomous, meeting personal learning needs while being socially connected.
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 | 0.021 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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