Synopsis of "Architecture of the Unexpected"
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 keynote approached the question of how the Scholarship of Teaching and Learning (SoTL) might play a role in the continued progress of “the learning paradigm,” post-pandemic and into the future. I assert that it was primarily the progress of the learning paradigm—the growth of the multi-layered practices related to good pedagogy and educational caretaking—that provided the essence of higher education’s capacity to survive the pandemic. Given that the future will likely be filled with such disruptions, we need to keep building this “architecture of the unexpected” if we are to positively transform higher education in the midst of these disruptions to be more impactful, relevant, equitable and inclusive. Using a framework known as “Three Horizons,” I explore the potentially disruptive role that SoTL might serve in this transformation. This summary is a synthesis of the keynote at the Banff Symposium and a written piece by the same name, forthcoming in the volume Recentering Learning (Debelius, Kim, and Maloney, JHU Press, 2024).
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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) | 0.000 | 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