Bibliographic record
Abstract
This paper overviews an Open Educational Resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled (redacted), modelled and enacted three core digital learning principles – produsage, presence, and authentic audiences – for a broad audience of faculty and educators through the creation of videos and podcasts about educational technology tools. Designed to enable Bachelor of Education students to work towards authentic assignments and open practice, while leading professional development for faculty and practicing teachers, (redacted) also developed student literacies in assessing and evaluating educational technology platforms. The project’s video and podcast outputs, showcased on a sub-page of the official Faculty of Education website, reflect intensive student research into the classroom uses, data implications, and differentiated learning possibilities of digital classroom tools. The paper will introduce readers to the principles and pedagogy that shaped the design of (redacted), and examine its efforts to create a common conversation about digital learning between educators at all levels.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.146 | 0.067 |
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 source (direct Gemma or distilled Codex), 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".