Notes from the Field: Student Perspectives on Digital Pedagogy
Bibliographic record
Abstract
This special collection on digital pedagogy features essays by student researchers within the Digital Pedagogy Network (DPN). DPN is an informal interdisciplinary training network formed to foster the transfer of Digital Humanities (DH) knowledge and skills and to build connections between Simon Fraser University (SFU) and University of Victoria (UVic) faculty, students, librarians, educational partners, and the public. Central to the network has been the participation and experience of students, who have shared their digitally-focused work in a series of showcases and symposia that have alternated between SFU and UVic. What emerged during these events were student perspectives on current pedagogical practices in Digital Humanities, both inside and outside the classroom, as well as for the degree and beyond. Our special collection builds on these perspectives, featuring student authors addressing issues that over the past five years have been central to their DH learning and training. These student perspectives gather into four topic clusters, namely 1) Collaboration with Galleries, Libraries, Archives, & Museums (GLAM); 2) Digital Doctorates; 3) Major Research Projects; and 4) Transforming DH Pedagogy. <strong>Résumé</strong> Cette collection spéciale portant sur la pédagogie numérique consiste en des dissertations écrites par des chercheurs-étudiants dans le cadre du Digital Pedagogy Network (DPN – Réseau de pédagogie numérique). Le DPN est un réseau informel d’entraînement interdisciplinaire créé pour favoriser le transfert de connaissances et d’habilités liées aux humanités numériques et pour développer des liens entre les effectifs, les étudiants, les bibliothécaires, les partenaires éducatifs de l’Université Simon Fraser (SFU) et l’Université de Victoria (UVic) et le public. La participation et les expériences d’étudiants, qui ont partagé leur travail concernant la numérique dans une série de présentations et symposiums qui ont alterné entre SFU et UVic, ont joué un rôle primordial dans ce réseau. Ce qui est ressorti durant ces évènements étaient les perspectives d’étudiants envers les pratiques pédagogiques actuelles dans les humanités numériques, tant à l’intérieur qu’à l’extérieur des salles de classe, pour les programmes universitaires et au-delà. Notre collection spéciale tire parti de ces perspectives, incluant des auteurs-étudiants qui abordent les enjeux essentiels à leurs études et entraînement dans les humanités numériques. Ces perspectives d’étudiants présentent quatre thèmes regroupés, notamment 1) la collaboration avec des institutions GLAM ; 2) des doctorats numériques ; 3) des projets de recherche majeurs ; et 4) la transformation de la pédagogie des humanités numériques. <strong>Mots-clés:</strong> humanités numériques (HN); pédagogie numérique; institutions GLAM; projets numériques; labeur d’étudiants; activisme numérique
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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".