Aprendizaje reflexivo en la educación superior. Madrid: Ediciones Morata. Colección: Manuales de PedagogÃa' Brockbank, Anne e Ian McGill
Bibliographic record
Abstract
T his book offers hope and the practical means for university and college teachers seeking a new experience of leaming, for their students and themselves.The book deals with leaming which is real, genuine, relevant to leamers now and for the future which is significant for their lives.Such leaming embraces their relationships, work and careers, community, society and their world.Anne Brockbank and Ian McGill provide direct support for teachers who wish to move from teaching toward facilitating leaming, thereby transforming the relationship between teacher and leamer and between leamers.Information technology, whilst useful, is not a substitute for the learning advocated here; facilitation enables leamers to use technology complementarily as a part ofthe learningprocess.This book enables teachers to acquire an understanding of facilitation and to enhance their ability to facilitate rather than teach in the traditional way.The authors emphasize the centrality of engaging Uni-pluri/versidad, Vol. 2, No. 2, 2002 in reflective dialogue with both colleagues and students.They explore the significance of emotion and action as well as cognition in leaming.In addition they examine how teachers can best create the conditions for reflective leaming. ResumenEl libro ofrece instrumentos prácticos para aquellos profesores de educación superior que busquen una nueva experiencia de aprendizaje, tanto para sus estudiantes como para ellos mismos.El libro trata un tipo de aprendizaje real, genuino, relevante para el que aprende, ahora y en el futuro.Este tipo de aprendizaje se extiende a las relaciones, trabajo y carrera, comunidad, sociedad y, en general, al mundo del que aprende.Anne Brockbank e Ian McGill proporcionan un apoyo directo a los profesores que desean moverse de la enseñanza tradicional a la facilitación del aprendizaje, transformando, de esta forma, las relaciones entre profesor y alumnos o entre los propios alumnos.Las tecnologías de la información, aunque útiles, no son un sustituto del método de aprendizaje propuesto en el libro; la facilitación permite a los que aprenden usar la tecnología de forma complementaria, como parte del proceso de aprendizaje.El libro permite a los profesores adquirir • Weick, K. (1995).
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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 | 0.006 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.005 | 0.009 |
| Scholarly communication | 0.012 | 0.007 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.032 | 0.011 |
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".