Bibliographic record
Abstract
Geological (Engineering) Field Methods (GEOE/L 221) is a core course for two programs at Queen’s University in Kingston, Ontario, Canada where students learn foundational knowledge, skills, and methods to conduct field work that is used to investigate geological and geological engineering aspects of the Earth. Typically, this fall-term course involves weekly field trips in the Kingston area to visit a variety of rock outcrops to learn and practice methods of field navigation, observation, and measurement. Remote delivery of this course in fall 2020 due to COVID-19 without in-person field trips required a significant transformation, which included creating field and demonstration instructional videos, using 3D digital photogrammetry models of rock samples and outcrops, developing independent outdoor activities for pace and compass navigation, manual sketching and graphical measurements on paper, and utilizing a culminating immersive 3D video game style geological field mapping exercise. This paper examines these new course elements, how well the course learning objectives were achieved in a remote setting, and the successes and limitations of remote delivery. Although many new virtual elements enhance the course and should be incorporated to future offerings, a return to in-person field methods teaching for geological sciences and geological engineering courses is strongly recommended.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.327 | 0.006 |
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".