Exploring the role of design for organizational learning in community interactions
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 paper explores the lessons learned from the COVID-19 pandemic regarding organizational learning between communities and public bodies by reviewing current literature and research studies. Public institutions interacted with a number of different communities, demographics and cultures during the pandemic. What used to be considered inclusive approaches to engagement fell short of reaching those communities most exposed to the health risks associated with working in a pandemic. This working paper presents research into different thematic spaces that explore organizational learning between institutions and communities, and the role design might play in stimulating or inhibiting trans-formation in these relationships. Informed by two pilot studies, this paper presents ongoing research into the concepts and theories of organizational learning in the context of institution-community engagement. The paper concludes by identifying potential foci for further exploration and highlights possible future directions for design research and organizational practice that span interdisciplinary frameworks.
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 | 0.000 |
| 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