The ‘Progressive Design Method’ Development to promote Students’ Participation in Blended University Courses: Design-Based Research
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 case study, we employed the Design-Based Research (DBR) approach to explore the evolution of a teaching method, the Progressive Design Method (PDM), centered around peer feedback, specifically crafted to enhance student engagement within blended university courses. We examined the three successive iterations of the PDM, involving respectively 17 students, 29 students and 28 students, enrolled in a university course. The task for the students was to develop a project as a team and give feedback on their colleagues’ projects. The iterations were elucidated via Conjecture Mapping, while they were assessed through Productive Participation and Informative Participation within the online learning environment. The outcomes reveal that the iterative refinement of the design led to the identification of optimal PDM implementations, facilitating increased student participation and paving the way for innovative enhancements. Implications for the design of learning environments based on the PDM approach are discussed. Keywords: Peer Feedback, Project-Based Learning, Knowledge Building, Design-Based Research, Students’ Participation
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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 | 0.026 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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