Opening Up the Continuing Professional Development Imagination: Bringing the Clinical Workplace Into View
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
ABSTRACT: This Foundations paper introduces the "Working as Learning Framework (WALF)" to the continuing professional development community. Developed by researchers in the domain of workplace learning, the WALF draws upon theories and concepts from economics, sociology of work, and sociocultural theories of learning. The Framework provides conceptual tools to analyze interconnections between workplaces, the organization of work tasks, and learning. Through these interconnections, the Framework introduces the concepts of "expansive learning environments" and "restrictive learning environments." This paper provides an overview of the WALF before discussing possible implications for continuing professional development educators and researchers. Ultimately, this Foundations paper invites readers to engage with the rich scholarship on workplace learning informed by sociocultural concepts of learning and complemented by research on work and workplaces.
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 | 0.045 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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