Bibliographic record
Abstract
This paper delves into the personal teaching journey of the author, focusing on the challenges and transformations encountered while teaching courses in Media Arts. It aims to explore strategies to facilitate active student participation and promote transformative learning experiences, particularly within a diverse classroom environment. Drawing from the educational philosophy of Paulo Freire, particularly his emphasis on dialogic education and the role of students as active participants in the learning process, this study is grounded in constructivist and social constructivist theories. It also incorporates concepts from performance studies, including Augusto Boal's "Theater of the Oppressed," to inform teaching methods that encourage critical engagement and creative expression. The author's teaching approach is examined through a qualitative lens, utilizing reflective analysis and classroom observations to document experiences and outcomes. Interviews with students and thematic analysis of classroom activities provide insight into the effectiveness of strategies aimed at fostering openness, inclusivity, and critical thinking. Through innovative teaching methods, such as project-based assessments and creative exercises, students were empowered to explore diverse perspectives and engage in meaningful dialogue. These approaches facilitated deeper learning and challenged students to confront biases and societal norms, ultimately leading to transformative growth and increased empathy.
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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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.368 | 0.225 |
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".