Design Strategy Plus Pandemic Serendipity: Technology-Enhanced Entrepreneurship Education Using Open Learning and Micro-Credentials
Bibliographic record
Abstract
In a recent pilot for a redesign of an undergraduate entrepreneurship course, factors for consideration included: materials and resource costs, ability for work-integrated learning, and responding to the contemporary needs of the workplace outside of the post-secondary institution. The utilization of an industry leader’s open learning platform and the implementation of micro-credential certificates supported students’ learning experiences that bridged theory to experience and work-integrated learning. The use of multiple credentials (in addition to course grading) provided additional dimensions of learning and experience. This redesign was developed through 2019 and launched in January prior to the impact of the COVID-19 pandemic on the 2020 winter semester. The intentional strategy in this course design was to build student competencies through theory and content, developing an application with micro-credential certificates, and utilizing work-integrated learning with students creating an ecommerce website to service an existing business or start-up plan. Serendipitously, as businesses and the ecommerce platform were forced to quickly adjust in response to the impacts of the pandemic, undergraduate students were able to learn and design in authentic circumstances and applications. Critical questions are raised concerning equitable access to technology and the reciprocity of gains in the open learning platform between students, institutions, and profitable businesses.
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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 | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".