Post-COVID-19 rooms of our own: lessons learned from virtual professional development projects designed for early childhood educators in Ontario
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper reflects and explores lessons learned during two professional learning series related to the pedagogical practices of early childhood educators (ECEs) in Ontario, Canada.Drawing on a comparative analysis of our observations, collaborative inquiries, and discussions, we underline post-COVID-19 conditions that change how we think, engage, and envision possibilities in professional learning.We discuss the way the use of technology at the intersection of time and space and carefully chosen pedagogical approaches pushed us to reconsider current practices used in the design of professional learning activities, the implementation, and the responses to educators' learning.We focus on the way technology helped us envision and plan for virtual rooms as environments as third teachers.Trading the traditional professional workshop-like activities with fixed time boundaries for virtual caf-style learning, introducing design thinking, distributed leadership, indigenous world views, and rhizomatic wonderings, we discuss our decisions to change the directions of professional learning from focusing on skill development and transmission of knowledge to enhancing dispositions needed to become lifelong learners, innovators,
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 it