Bibliographic record
Abstract
The technological advances and ubiquitous use of Internet-access devices in recent years are changing the trajectory of language learning. Combining technology and project-based learning as a teaching method can help students gain knowledge and develop skills that help them solve problems and become responsible and autonomous in their learning. The development and sharing of project-based activities for classroom use is now becoming an important issue. In response to the need, this paper introduces the phases of planning and implementing a book trailer activity as an instruction model as part of the curriculum for use in an advanced Korean language class. A book trailer is a video that introduces a book and used in the classroom can help students exercise language, interaction, and complex thinking skills. Through the project learners highlight the story using their imaginations in a persuasive manner. The paper also discusses the results of implementation of the activity with learner responses on the benefits of the project. The results of the learners'' responses suggest that after this activity they better understood the content of the books, felt more confident in reading Korean literature, and were able to understand new vocabulary and grammar in the context. (University of Toronto)
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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.019 |
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; both teacher heads agree on what is shown here.
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".