Pandemic as a Catalyst For More Inclusive Pedagogy in Field-Based Disciplines
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
The rapid switch to alternative modes of delivery at the onset of the Covid pandemic in 2020 left Ontario college faculty scrambling to engage students and provide experiential learning opportunities to satisfy course and vocational learning outcomes. This paper presents case studies from Fleming College that illustrate the ways in which curriculum developed for remote, emergency delivery was situated within the framework of Universal Design for Learning (UDL). Using case studies from Fleming College, we demonstrate that efforts to embrace the culturally responsive and inclusive pedagogy that UDL models during the pandemic will remain relevant after the Covid-19 pandemic has subsided. What follows is a description and analysis of the pedagogical strategies and technology-enhanced techniques employed by Fleming faculty to adapt their curriculum and teaching practice to meet the needs of variant learners by incorporating the guidelines of UDL, including multiple means of engagement, representation, and action and expression (Wakefield, 2018). We suggest that these examples from the pandemic supported alternative learning and can continue to do so in ways that enrich the educational culture in Ontario’s post-secondary system.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.004 |
| 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