WeberWeb: Creation of an OER on Sociological Theory in Collaboration with Undergraduate Students
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
In this paper we describe the development of the website "Marianne & Max Weber: a digital project" (hereafter WeberWeb), an OER created in collaboration with students of the bachelor's degree in sociology at the faculty of political and social sciences of the Autonomous University of the State of Mexico. 1 This resource was created with the aim of supporting the teaching and learning tasks of a classical sociological theory course.The main characteristic of social sciences courses whose contents are completely theoretical is that the pedagogical strategies are focused exclusively on the reading and analysis of texts, either those written by prominent figures or by authors who analyze or apply them in their research.The project described here aimed to link the teaching of sociological theory with the creation of a digital project to produce an OER in Spanish that compiled, in one place, the main theoretical proposals of the sociologist Max Weber, as well as those of Marianne Weber, sociologist, pioneer of feminist studies, who also served as editor and posthumous compiler of her husband's work.In addition to promoting the development of digital skills among students, the collaborative creation of OER can contribute to making visible the work of people whose scholarly contributions have received less recognition because of their gender, race, or geographic location.To combat this absence and promote the acquisition of digital skills among undergraduate social science students, the WeberWeb project was born. Open Educational Resources as Part of the Open MovementWhat have traditionally been known as educational materials-understood as the media and resources that promote the acquisition of concepts, skills, attitudes, and abilities in support of the teaching-learning processare now not only physical, but also digital.However, not all materials available in digital formats are open for use by teachers and students.In most cases, it is necessary to pay either to have access to the resources or to the platforms from which they are available.In contrast, those learning, teaching, and research materialsavailable in any format and digital medium-that are in the public domain or whose
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 | 0.000 |
| 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) | 0.000 | 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