Bibliographic record
Abstract
The use of group oriented software, or groupware, encourages students to generate their own content (McGill et al, 2005) and can foster supportive and dynamic communities of learning (Shaikh & Macauley, 2001). One form of open architecture groupware known as the Wiki is freely available online in several versions, and enables tutors to quickly set up online spaces which can be edited by students, at any time and from any location. Online social spaces of this nature can be used to encourage creative writing and to engage students in critical discourse through focused discussion, but Wikis also have disruptive potential and can cause dissent and disharmony within the group. This chapter aims to highlight some uses of the wiki as a social writing tool, reporting on student perceptions of the limitations and benefits. The chapter also focuses on the tension between creative and destructive uses of wikis and concludes by offering recommendations on the effective use of wikis in mainstream higher education. The use of interview data gathered from a study conducted with a group of student teachers in 2007 is included to support the key messages of this chapter.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.009 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".