Bibliographic record
Abstract
When reading Gray Felton and Aline Nardo's significant work on memory and failure, there is a notion of memory which has been influential for my teaching practice.1 There is a large rock on the University of British Columbia's campus where I teach courses in teacher education and adult education that reads first in the Indigenous language hən̓ q̓ əmin̓ əm̓ and then in English: "Remember your teachings / Welcome to the ancestral homeland of the hən̓ q̓ əmin̓ əm̓ speaking Musqueam people." 2 At the beginning of a new term, I share stories about my teachers and foundational teachings.Students are often surprised or perhaps delighted to hear that my teachings are not solely derived from formal, institutional schooling.I tell stories of being guided by my upbringing on rural lands, of working with my hands and heart, of watching crickets traverse tall grasses, and dreaming within my overdue books from the public library.Through later education in coastal cities in the United States and Canada, I realize how much nourishment and life these places and communities offer me.And yet, I tell the students how I remain unsettled in what it means to be here-to be an uninvited settler on these lands.I do not seek to resolve this struggle, but I intend to live and learn within it and to work alongside efforts for Indigenous sovereignty.I then invite students to introduce themselves and to reflect on the teachings that have been foundational to them.As the term unfolds, we tinker with the notion of remembering.However, I recognize that my rendering here of memory is not exactly what Felton and Nardo point to in their paper.They write of memory through moments of teaching when "our planned trajectory wanders off course and we go 'off-topic' during teaching and learning, a departure that can open up possibilities" wherein there is a "splitting off from the regular pattern of memory, attention and response to create paths connecting aberrant or elusive recollections."Perhaps beginning with a practice of remembering one's teachings
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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 | 0.010 | 0.025 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.024 | 0.081 |
| Scholarly communication | 0.030 | 0.029 |
| Open science | 0.002 | 0.025 |
| Research integrity | 0.008 | 0.023 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
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".