Muéstrame Málaga: un recorrido por la historia de la arquitectura guiado por el alumnado
Bibliographic record
Abstract
Dentro del estudio de la aportación y beneficios de la enseñanza de historia de la arquitectura a los estudiantes de Diseño de Interiores, este artículo muestra una experiencia educativa aplicada en Málaga. Se propone al alumnado realizar en equipo una investigación durante todo un semestre sobre un edificio de la ciudad. Al final del mismo, los estudiantes asumen el liderazgo y se convierten en guías de una visita al edificio realizada en grupo. Los propios estudiantes autoevalúan su aprendizaje y evalúan las intervenciones de los compañeros. Los resultados muestran altos índices de percepción de aprendizaje: se confirma que el alumnado reconoce un buen aprendizaje de los conceptos históricos, muestra un mayor conocimiento de los valores de la arquitectura local, es capaz de transmitir su conocimiento al resto reforzando su propio aprendizaje y se produce aprendizaje en grupo, lo que favorece la integración social. La experiencia es exportable a otras ciudades. Focused on the research into the contribution and benefits of teaching History of Architecture to Interior Design students, this paper exhibits an educational experience conducted in Malaga. During a semester, the class is divided into teams and they are each proposed to investigate a building. At the end of the semester, the students take the lead and become tour guides in a visit to the building along with their schoolmates. They self-evaluate their learning while they also assess the performances of their colleagues. The results show a high rate of learning perception: it is confirmed that the students acknowledge a good learning of historical concepts, there is a better expertise about local architecture values, and they are capable of transmitting their knowledge to the class improving their own learning. Hence, group learning is present, which improves social integration. The experience can be exported to other towns.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.006 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".