Innover socialement par le design et développer des compétences transformatives au lycée professionnel
Bibliographic record
Abstract
Cet article questionne l’intégration de pratiques d’innovation sociale par le design dans l’enseignement des arts appliqués dans le second degré. Ces pratiques, souvent qualifiées de design social, s’attachent à la résolution de problèmes sociaux et environnementaux par des approches centrées sur l’humain et la collaboration. De ce point de vue elles constituent une opportunité pour le développement de compétences transformatives. Ces compétences définies par l’OCDE pour le 21e siècle incluent en effet la créativité, la pensée critique, la résolution de problèmes, et la collaboration. Cet article étudie la transposition au lycée professionnel d’un dispositif pédagogique de master en design et innovation sociale à l’Université de Nîmes, explorant l’évolution de l’enseignement des arts appliqués pour mieux préparer les élèves à advenir au monde.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.023 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.018 |
| Scholarly communication | 0.012 | 0.008 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.015 | 0.003 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".