Lifelong learning, the arts and community cultural engagement in the contemporary university: International perspectives
Bibliographic record
Abstract
Introduction: Darlene E. Clover and Kathy Sanford Section One: Arts-based teaching and learning 1. Embodied learning through story and dramatic play: Shifting values in university settings - Kathy Sanford and Kristin Mimick, University of Victoria 2. Dream, believe, lead: Learning citizenship playfully at the University of Cape Town - Astrid von Kotze and Janet Small, University of the Western Cape 3. Crossing a cultural divide: Transgressing the margins into public spaces fosters adult learning - Tara Hyland-Russell, St. Mary's University College and Janet Groen, University of Calgary 4. University teacher education and the Pop-up Art School - Christine Jarvis and Sarah Williamson, University of Huddersfield 5. Fear of glue, fear of thread: Teaching arts-based practice in the adult education classroom - Shauna Butterwick, University of British Columbia and Darlene E. Clover, University of Victoria Section Two: Arts-based Research and Enquiry 6. Mentoring arts-based research in the academy: A tale of two professors - Randee Lipson Lawrence, National-Louis University and Patricia Cranton, Penn State University 7. Collage-making for interdisciplinary research skills training in Northern Ireland - Shelley Tracey and Joe Allen, Queens University 8. Theatre-based action research for health in Denmark - Mia Husted and Ditte Tofteng, Roskilde University Section Three: Community Cultural Engagement 9. Weaving tales of hope and challenge: Exploring diversity through Metissage - Catherine Etmanski, Will Weigler, Grace Wong-Sneddon, University of Victoria 10. A new 'Age of Enlightenment': Challenges and opportunities for lifelong learning, museums and cultural engagement at the University of Glasgow - Maureen Park, University of Glasgow, Scotland 11. Empowering literary educators and learners in Northern Ireland: University-community engagements for peace - Rob Mark, University of Strathclyde 12. Creative pathways: Developing lifelong learning for community dance practitioners - Victoria Hunter, University of Leeds Overlay: Messages, Tension and Threads - Darlene E. Clover and Kathy Sanford
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How this classification was reachedexpand
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 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".