Sharing the Passion for Learning Around the World
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
This paper reports the positive impact of international collaboration, utilization of technology and the Independent Learning Centre Program (ILCP) on student confidence and personal achievement. During 2008-2009, Concordia Lutheran College (CLC), an Australian K-12 school and Patrick County High School (PCHS), an American secondary school worked together to deliver the Independent Learning Centre Program (ILCP) as developed by Carmichael (2008). This project utilized the Learning Activity Management System (LAMS) as a support system for delivery. The purpose of the online delivery was to make available to Patrick County High School, the teaching and learning strategies enhancing independent learning skills for information literacy and differentiated instruction (Tomlinson, 2003) via the Internet. The program gave students in both schools the opportunity to collaborate internationally and engage in a research topic of personal interest. It was anticipated this program would foster a sense of learner autonomy (Confessore & Confessore, 1994) enhancing students’ faith in their ability to accomplish an individual project contributing to cognitive development and furthering their journey in learning for the duration of their formal schooling.
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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 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 it