Learning Community Research Articles

Enhancing doctoral learning through virtual communities of practice: an autoethnographic perspective

This article explores the role of virtual communities of practice in enhancing the doctoral experience, particularly in the contemporary digital era. The author emphasizes the multifaceted benefits, including elevating academic networking, optimizing knowledge management, and supporting the mental well-being of remote learners. The establishment of clear shared objectives, dynamic leadership, and a conducive environment for collaborative innovation are identified as key prerequisites for building successful virtual communities of practice. As remote doctoral education becomes more prevalent, virtual communities of practice not only facilitate academic engagement but also foster mutual support and advocacy among doctoral students. The researcher, as a final year PhD student employed autoethnography as a research method to offer an intimate and reflective exploration of her personal experiences within virtual communities of practice. This unique insider perspective adds depth to the discussion on elevating academic networking, optimizing knowledge management, and supporting the mental well-being of remote learners. Furthermore, her ongoing doctoral research focuses on the socialization process and the development of a sense of belonging among doctoral students. Motivated by her research topics, she commenced her doctoral studies during the epidemic and cultivated the practice of consistently maintaining a researcher’s reflection diary. This perspective article examines her diary, elucidating her experiences, opinions, and feelings. The researcher utilized a thematic approach to thoroughly analyze the author’s research diaries covering the period from December 2020 to August 2023. The article concludes by calling for further research into the professional identity development of doctoral students within virtual learning communities, exploring potential challenges and effective coping mechanisms to achieve inclusive practices in the complex and diverse digital era of academia.

Schools that learn to improve student learning: the effectiveness of schools as PLCs

ABSTRACT This paper studies the effectiveness of schools as Professional Learning Communities (PLCs). Specifically, it explores whether schools, as perceived by principals to meet the defining characteristics of a PLC, are associated with enhanced student learning outcomes. To answer the research question, the paper integrates two different databases: the data on schools as PLCs are collected by a questionnaire from the lower secondary school principals of the Emilia Romagna Region, Italy. The data on the student’s learning, economic, social, and cultural status and other students’ background characteristics were taken from the INVALSI (the National Agency that administers the standardised tests). After integrating these two databases, we obtained original data from about 6.000 3rd graders students of 61 schools. In this context, a two-level linear model (HLM) was applied to study the relationship between PLC and student learning. The analysis integrates predictors from both within-school and between-school levels. Within-school models account for the effects of student characteristics. Meanwhile, between-school models, which incorporate within-school controls, assess the impact of school characteristics – including PLC – on student learning outcomes. The results show that PLC understood by school principals as a multidimensional construct that integrates personal, interpersonal, and organisational capacities, improves student learning in Maths and English.

Node-Level Community Detection within Edge Exchangeable Models for Interaction Processes

Scientists are increasingly interested in discovering community structure from modern relational data arising on large-scale social networks. While many methods have been proposed for learning community structure, few account for the fact that these modern networks arise from processes of interactions in the population. We introduce block edge exchangeable models (BEEM) for the study of interaction networks with latent node-level community structure. The block vertex components model (B-VCM) is derived as a canonical example. Several theoretical and practical advantages over traditional vertex-centric approaches are highlighted. In particular, BEEMs allow for sparse degree structure and power-law degree distributions within communities. Our theoretical analysis bounds the misspecification rate of block assignments while supporting simulations show the properties of the network can be recovered. A computationally tractable Gibbs algorithm is derived. We demonstrate the proposed model using post-comment interaction data from Talklife, a large-scale online peer-to-peer support network, and contrast the learned communities from those using standard algorithms including degree-corrected stochastic block models, popularity-adjusted block models, and weighted stochastic block models. Supplementary materials for this article are available online, including a standardized description of the materials available for reproducing the work.

Research on the Construction of Teacher Professional Learning. Community in the Web 3.0 Era

China’s teacher education reform has always advocated the establishment of a teacher-professional learning community to promote teacher professional development and school progress. In the Web 3.0 era, the increasingly open, secure, and fair network has created conditions for the teacher professional learning community to conduct data confirmation. However, in China, the phenomenon of a “silent spiral” has emerged in the professional learning community of teachers, that is, the inferior opinions of teachers in the professional learning community turn to “silent”, and the superior opinions shout, which to a certain extent hinders the creation, protection, and sharing of teacher metadata, affects the development of data right confirmation in the field of education, and slows down the pace of teacher education practice. This study mainly focuses on the value of building a Chinese teacher professional learning community in the Web 3.0 era, the specific difficulties and reasons, and how to develop a Chinese teacher professional learning community in the future. This study mainly adopts the method of documentary review and draws on the “spiral of silence” theory, which regards the expression of opinions and the spread of “silence” as a spiral process of social communication, and influences and restricts public opinion by creating an “opinion environment”. It is found that under the background of the Web 3.0 era, there is an information cocoon in the professional learning community of teachers, and teachers are affected by the diversity of information. Teachers fear independence and generally produce a herd mentality. It is easy to ignore the disadvantageous climate in the professional learning community of teachers, resulting in the continuous silence of teachers. In addition, teacher groups tend to be too stressed and unable to resist the opinion environment. Therefore, the research draws the following conclusions, the construction of teacher professional learning community should adhere to positive guidance, cultivate the correct learning concept, and build the core value concept; Strengthen teachers’ group consciousness, establish a common vision, and make teachers have a sense of belonging to the community; Coordinate the “online + offline”, build a learning mechanism, and salvage the silent voice of the group in the professional learning community of teachers; Provide supporting conditions around the key development issues of the community to promote the growth of opinion climate.

Important Factors in the Development of Young Entrepreneurial Groups in Forest Honeybee Cultivation and Products

The younger generation emerges as a pivotal subject in perpetuating sustainable development, with an expectation to also play a role in rural areas to optimize the potential of local resources, thereby mitigating the negative impacts of urbanization and reducing labor migration. Thus, the research aims to analyze the crucial factors supporting the role of youth in the development of socio-economic institutions in rural areas. The study employs the Participatory Learning and Action method to construct community learning experiences through interviews, Focus Group Discussions, documentation analysis, and observation. The research informants consist of the Young Farmer Group "Prawita Garden", which has successfully cultivated forest honeybees and developed rural tourism destinations. Interactive research analysis is utilized for data reduction, verification, and triangulation, complemented by modeling using the Vensin application. The research findings indicate that the "Prawita Garden" young farmer group has emerged as a pioneer and inspirator in honeybee cultivation and production, particularly of unique honey types such as Klanceng Honeybee, imported European Honeybee, and local Honeybee. Crucial factors in the development of young farmer institutionalization include entrepreneurial motivation and group formation, local indigenous practices passed down through generations or integrated into traditions intertwined with the social capital prevalent in rural communities.

A Global Measure of Professional Learning Communities

ABSTRACT The concept of professional learning communities (PLCs) has received considerable attention in research as well as in school practice since the late 1990s. PLCs have been positively associated with a variety of outcomes for both teachers and students, but differences in the way the concept is operationalised, and the fact that most of the research is related to specific national contexts, make it difficult to accumulate and compare research related to PLCs. In order to give PLC research an international scope, the aim of this paper is to develop a global measure of PLCs. The paper includes an overview of the literature on PLCs, as well as an examination of existing measures. Informed by these findings, multi-level confirmatory factor analysis is applied to develop a measure of PLCs in the Teaching and Learning International Survey 2018. This measure includes three distinct dimensions and an overall measure of PLCs at school level in 42 countries/economies, and is available for researchers interested in the concept of PLCs and international perspectives. The measure is applied in an example which investigates the relationship between PLCs and teacher job satisfaction in the Nordic countries. Strengths, limitations, international comparability and possibilities for future developments are discussed.

Hurdles and Straightaways: Building a Cross-School Community of Practice

ABSTRACT Research shows that building teacher expertise can be enhanced through collaboration among colleagues, potentially through communities of practice (CoP) and professional learning communities. However, much of this research primarily investigates student and teacher outcomes. Therefore, our collaborative case study explored the critical aspects of the process behind forming a multimembership CoP consisting of high school teachers from two different schools: one school in the Southeast and one school in the Southwest U.S. We wanted to understand their successes and challenges as they navigated the beginning stages of their work together. As noted in current research, this process was complicated; however, teachers noted success and challenges regarding collaboration, time, and communication. Notably, ample time was required to develop relationships and trust before participants could openly share their thinking and demonstrate a willingness to shift their perspectives about instructional planning. While more research is needed, our findings share initial teacher-reported information about moving past the potential power imbalance between CoP teams and navigating the ebbs and flows of the early stages of partnerships.

EFL students’ critical thinking in asynchronous online discussions: A perspective of peer facilitation

With the widespread application of technology in various learning communities, asynchronous online discussions (AODs) have been repeatedly reported as important for exchanging and constructing knowledge and fostering critical thinking (CT). Nevertheless, the specific conducive processes in AODs are yet to be further identified. This study explored the effects of peer facilitation on enhancing CT by tracking the peer facilitation strategies and the corresponding CT episodes in AODs. Forty-five Chinese college students in an English for Academic Purposes (EAP) course participated in a three-phase online discussion task: Stating, Commenting, and Responding. Upon completion of the discussion, all interactive postings were retrieved verbatim and coded for peer facilitation instances and CT episodes in MAXQDA 2022. Seven peer facilitation strategies emerged from 105 peer facilitation instances at the Commenting phase and revealed a frequency-based three-tier peer facilitation pattern, with the bottom-tier, middle-tier and top-tier peer facilitation strategies correspondingly playing the bonding, engaging and monitoring functions in AODs. Such peer facilitation effectively triggered 78 CT episodes, with higher-level CT episodes aggregating on Analyze and Evaluate along an ascending CT level scale from Recognize, Understand, Analyze, Evaluate to Create. This study further identified stem and branch peer facilitation strategies that students employed in AODs, among which the single-strategy and double-strategy structures were more effective in triggering higher-level CT such as Analyze and Evaluate. In light of these findings, pedagogical implications are discussed for employing AODs as a learning community to foster CT in EFL classes.

P-660 Finding the optimal starting dose of gonadotropins for an ovarian stimulation treatment through Machine Learning

Abstract Study question Can machine learning algorithms provide an individualized starting dose of gonadotropins to maximize the number of oocytes retrieved in patients undergoing ovarian stimulation ? Summary answer Methods of Policy Learning based on Causal Inference and Machine Learning optimize starting doses of gonadotropins with a substantial gain of oocytes under appropriate treatment. What is known already Despite attempts toward standardization, there has been no consensus about establishing the optimal starting dose of gonadotropins to be used in ovarian stimulation. In the real world, medical practice differs considerably across countries and even among fertility clinics nationally. The machine learning community has proposed a variety of models for doing this, but with limited comparisons, causal inference can provide the statistical tools to enable the best model to be chosen and allow its explicability. Study design, size, duration In a retrospective single-center study, we reviewed the data of 11,436 cycles of ovarian stimulation for IVF between 2012 and 2023. In order to estimate the causal effect of the starting dose of gonadotropins on the number of oocytes retrieved, we selected a relevant subset of confounding covariates – including age, Antral Follicle Count (AFC), Anti-Müllerian Hormone (AMH) and oestradiol (E2) rates. Participants/materials, setting, methods We used five different Machine Learning models : Linear Regression, Regression Forest, Super Learner (SL), Multi-Arm Causal Forest (MACF) and a model based on the Targeted Maximum Likelihood Estimation (TMLE). We employed these models for Policy Learning through an Outcome Regression Modeling approach. We compared the gain of oocytes obtained through the optimal policy of our different models and analyzed the variables which played a crucial role in determining the optimal dose. Main results and the role of chance We use two approaches to compare our models, the first one gives the expected average gain of oocytes under the optimal policy : in this case, the Linear Regression is the best with an average gain of 0.90 oocytes, followed by the MACF (0.80), the SL (0.58), the TMLE (0.44) and the Regression Forest (0.18). Considering the lack of heterogeneity of our database we use a second approach, an Augmented Inverse Propensity Score based value, to compare with more robustness the performance of the optimal policy of each model. In this case the MACF (an explainable model specifically designed for causal inference) is the best with a gain of 0.50 oocytes, followed by the SL (0.42), the Linear Regression (0.37), the TMLE (0.23) and the Regression Forest (0.18). In general, our models recommend lower doses, for instance 20% of the patients are recommended by the MACF to reduce their initial doses of gonadotropins by on average 100 IU. The most significant covariates in the models are the AFC, the BMI, and the rate of AMH, with p-values < 0.001 in the Linear Regression that has a R-squared of 0.418. Limitations, reasons for caution Full IVF history was not included in patients who had previous IVF attempts, but only data from the last previous attempt was considered. Also, the study is monocentric and more heterogeneity will be present considering other centers. Wider implications of the findings This study needs to be completed by data from different centers in France and around the world to bring diversity to the patients’ data and to the treatment prescriptions in order to improve external validity. Algorithm recommendations and their adherence need to be tested prospectively. Trial registration number not applicable

Exploring teachers’ experiences of a professional learning community

ABSTRACT Our ability to structure professional learning opportunities in ways that teachers value and that support the implementation of the strategies and ideas contained therein are important considerations for improving teachers’ practice. Professional learning opportunities can be structured in many ways, including through the use of professional learning communities. This study explores a professional learning community focused on the teaching of mathematics for social justice in which seven New York City public high school teachers participated. Relying on survey and interview data, the study explores teachers’ beliefs and opinions about the professional development. The study examines those characteristics teachers valued such as working with peers, engaging in the opportunity voluntarily, and working over an extended period of time. Also considered are suggestions for improvement including the need for support through the implementation stage.

Knowledge, Attitudes, and Practices of Health Sciences Faculty Towards Scholarly Open Access and Predatory Publishing

Health sciences librarians often lack knowledge of the motivations behind faculty publishing behavior. This study establishes some understanding of their choices through interviews with academic health sciences faculty members. Knowledge of the concepts of open access was lacking, as was the differences between open access and predatory publishing. Faculty had varied opinions on publication without robust peer review, its ethical implications, manuscript quality, and trust in scientific publishing. Evidence from this study suggests that librarians must take an active role in shaping the future of scholarly communication through education, advocacy, and a commitment to moving science forward equitably and ethically.

Editorial Vol.16(1)

It is with great pleasure that we present to you Volume 16, Number 1, 2024, of "Voice: Biannual and Bilingual Journal” published by Autar Dei Chaudharain Research Centre (ADCRC) at Mahendra Multiple Campus, Nepalgunj, Banke, Nepal. Our journal continues to uphold its primary aim of facilitating the exchange of expertise among scholars on a global scale, fostering a dynamic platform for intellectual discourse across various disciplines. In this edition, we proudly present a multidisciplinary collection of 13 articles, with eight contributions in English and five in Nepali. This diversity reflects our commitment to linguistic inclusivity and our effort to bridge scholarly communities across different languages.The range of topics covered in this issue underscores the breadth and depth of academic inquiry being pursued by our contributors. Highlights include an in-depth analysis of the socio-economic impacts of policy changes in Nepal during the crucial decade of the 1990s, examining realism and societal dynamics in selected novels of Shashi Deshpande, and a stability evaluation of the Lanedada Twin Tunnel in KTFT, focusing on the structural stability and safety measures of a significant infrastructural project. Additionally, we have an exploration of alcohol use and its socio-economic and health effects in the Tharu community of Raptisonari Rural Municipality. There is also an analysis of historical and literary perspectives on trauma and displacement in Khushwant Singh's "Train to Pakistan." An exploratory study on how economic changes affect consumer behavior in the jewelry market of Nepalgunj adds a practical economic perspective. A comparative study on the reading comprehension abilities of Tharu and non-Tharu students’ sheds light on educational performance influenced by cultural and linguistic factors. Finally, a contemporary assessment of Nepal’s food sovereignty status and related policies offers valuable insights into current agricultural and food security challenges.For our Nepali readers, we offer a detailed exploration of classical Sanskrit poetics and theories of rasa, along with an analysis of the purpose and cultural significance of traditional songs in the Ribdikot area. There is a historical overview and critical examination of trends in Nepali short stories, a comprehensive look at the fifth part of the Vedapurana's gems, and an analysis of the ideologies presented in the novel "Basai."

Manajemen Komunitas Belajar dalam Meningkatkan Motivasi Belajar Murid SMAN 1 Sukanagara

This research discusses how Learning Community Management motivates student learning at SMAN 1 Sukanagara. This research aims to find out how the learning community is managed and to what extent it influences the competence of educators who will implement it in learning so that it will bring positive changes in the classroom which will increase student learning motivation. The type of research used is qualitative descriptive research using the case study method. Data collection techniques through interviews, questionnaires, observation, and document study. The research results show that learning communities that are carried out regularly provide positive changes to the competence of educators which have an impact on the student learning process. Active and fun learning will certainly influence student motivation to participate in learning. The learning community is also a place for developing personal character for educators to become more active, creative, and confident.

Deployment of AI Tools and Technologies on Academic Integrity and Research

Academic integrity is a set of ethical ideals and values that guide the behavior of individuals in academic and educational settings. It encompasses honesty, trustworthiness, fairness, and a commitment to upholding the highest standards of ethical conduct in the quest for knowledge, learning, and research. Academic integrity is essential in maintaining the trustworthiness, reputation, and effectiveness of educational institutions and scholarly communities. Whereas, AI, or Artificial Intelligence, is a broad field of computer science that focuses on creating frameworks, software, or machines that can perform tasks that would typically require human intelligence. These tasks include problem-solving, learning from experience, understanding natural language, recognizing patterns, and making choices. AI systems aim to mimic or replicate human cognitive functions, and they can range from simple rule-based systems to highly complex, autodidactic neural networks. AI can significantly impact academic integrity and research in both positive and potentially challenging ways.

Experiences and lessons learned from a patient-engagement service established by a national research consortium in the U.S. Veterans Health Administration.

Meaningful engagement of patients in the research process has increased over the past 20 years. Few accounts are available of engagement infrastructure and processes used by large research organizations. The Pain/Opioid Consortium of Research (Consortium) is a U.S. Department of Veterans Affairs (VA) research network that provides infrastructure to accelerate health research and implementation of evidence-based health care. The Consortium's key activities include facilitating Veteran-engaged research and building community between Veterans and VA researchers. This report sought to describe experiences and lessons learned from the first 3 years of a national research engagement service, featuring a Veteran Engagement (VE) Panel, established by the Consortium. We gathered authors' experiences to describe development and operation of the Consortium's VE Panel. Engagement staff collected program evaluation data about partners (Veterans and researchers), projects about which the VE Panel consulted, and meeting attendance during operation of the engagement service. We created a 12-member VE Panel; all of whom had lived experience with chronic pain, prescription opioid medication use, or opioid use disorder. Engagement staff and VE Panel members implemented an engagement service operational model designed to continuously learn and adapt. The panel consulted on 48 projects spanning the research process. Seventy-eight percent of panel members, on average, attended each monthly meeting. VE Panel members and participating researchers reported high satisfaction with the quality, ease, and outcomes of their engagement service experiences. This work provides an illustrative example of how a national research consortium facilitated Veteran-engaged research and built community between Veterans and VA researchers by developing and operating an ongoing engagement consulting service, featuring a VE Panel. The service, designed as a learning community, relied on skilled engagement staff to cultivate high quality experiences and outcomes for all partners.

All hands on deck during the COVID-19 pandemic. Maintaining face-to-face medical education and clinical placements.

Medical students must have robust educational experiences, graduate and commence timely employment. Here, we describe how the Royal College of Surgeons in Ireland (RCSI) delivered clinical placements in medical programmes over the first three waves of the COVID-19 pandemic in Ireland, including a student-centred, holistic approach to students' educational, social and health needs with strong student involvement, re-organising the university's primary care team, developing COVID-19 PCR testing on site and re-focusing communications and student services. This resulted in re-arranging the students into learning communities, and students and staff electronically recorded their COVID-19 symptom status daily. In-person observed structured clinical examination and other clinical exams progressed. No lockdown of any campus occurred. Over the two senior years, 693 students completed 15,000 weeks of clinical and experiential learning across 104 sites, similar to previous years, including anatomy practicals, procedural skills training, simulated ward rounds and patient encounters, case-based presentations and small group tutorials. The compliance rate with the daily symptom tracker was 91%. The percentage response rate and the number of students providing feedback from October 2020 to April 2021 was as high as 50%. The overall response rate was 33%. By mid-May, 93-95% of students in the two senior years had had at least one dose of the SARS-CoV-2 vaccine, with 99% fully vaccinated by the start of the next academic year in autumn 2021. Over the period of testing for SARS-CoV-2, just over 22,000 samples were processed, of which 0.79% were positive; no medical student acquired COVID-19 or was associated with nosocomial transmission. The total investment by the RCSI in Dublin, was €9.3m (€1.2 in capital expenditure and €8.1 in operational expenses). Continuing face-to-face clinical placements during a pandemic was possible through a multi-model approach that prioritised two-way communication, compliance with national public health advice and student screening.

Accounting Careers of Tomorrow: A Comprehensive and Accessible Professional Development Program

ABSTRACT This paper describes the Accounting Careers of Tomorrow (ACT) professional development program offered at a large, urban university. ACT is an experiential learning activity hosted at a public accounting firm, where students engage with employees from firms and corporations while immersed in a natural business environment. It provides a free event accessible to working and otherwise underserved students. The six-hour event was developed using experiential learning theory and community stakeholder feedback. It focuses on three key areas: (1) career exploration, (2) professional development, and (3) knowledge of personal and professional ethics. Results indicate that ACT improves students’ knowledge and confidence in these areas, with students especially learning from the mock interview session. This learning strategy discusses current challenges in accounting education, reviews the literature on experiential learning, and documents ACT’s development, implementation, and efficacy. It also provides guidance on how it can be adopted face-to-face, online synchronously, and online asynchronously. Data Availability: Data are available from the authors upon request.

Factor structure of FUNDES-Child-SE measuring the participation and independence of children with disabilities.

FUNDES-Child-SE is a proxy rating questionnaire for measuring participation and independence in children with disabilities in a Swedish context. It includes the components of frequency of attendance, engagement and independence. The original, Taiwanese FUNDES-Child 7.0, has previously been found to have a four-factor structure for frequency of participation and a two-factor structure for independence. The aim of this study was to test the factor structure in FUNDES-Child-SE. The factor structure is an important part of construct validity. Caregivers of 163 children with disabilities aged 6-18 years participated in this cross-sectional study. Exploratory factor analysis was used to find the factor structure for Engagement. Confirmatory factor analysis was used to test the factor structure for all three components. The proposed factor structure for frequency of participation (daily living participation frequency, mobility participation frequency, learning participation frequency and community participation frequency) and independence (daily living independence and social participation independence) fit with data from FUNDES-Child-SE after excluding three to five items and adding two to five covariances of residuals. In the engagement component, two factors, named engagement in informal activities and engagement in formal activities, were found. After excluding one item and adding 10 covariances of residuals, the factor structure had an acceptable fit to data. Differences in components' factor structure indicate that attendance and engagement are separate aspects of participation. Before using numeric scores from FUNDES-Child-SE in clinical settings, responsiveness and interpretability should be evaluated.

Perceptions of a Youth-Serving Training Program: A case study

Capturing the voices of individuals working in youth-serving systems is invaluable to understanding what makes for a meaningful and beneficial training experience. One such training program, Youth Thrive, was developed by the Center for the Study of Social Policy (CSSP) to promote the health and well-being of youth (ages 9-26) by introducing research on youth development, neuroscience, trauma, and resilience to youth-serving agencies. The culmination of these components inspired Youth Thrive’s use of protective and promotive factors to understand and advocate with and for youths. These factors included youth resilience, social connections, knowledge of adolescent development, concrete support in times of need, and cognitive and socialemotional competence. Recognizing that the effectiveness of youth-based trainings is contingent upon the perceptions and experiences it offers participants. This qualitative and illustrative case study sought to answer the following questions: (1) How do participants perceive the training? and (2) How has the experience helped participants in their youth-serving roles? In turn, these responses can provide us with greater understanding of what successful youth-serving intervention trainings might embody. Interviews were conducted with 17 participants with varying levels of experience in the deployment of youth services. The following themes were uncovered at the conclusion of the analysis stage: (1) Bond over common language; (2) Youth-centered focus; (3) Reaffirming practitioner’s approaches in practice; and (4) Building a community of learners. In addition, internal training material were collected and reviewed. Discussion of strategies, including a feedback loop, are explored.

Addressing the Dunning-Kruger Effect through Research Logs

abstract: This article describes how and why the Dunning-Kruger effect, in which novice students fail to recognize their own lack of research skills, often occurs with the one-shot library instruction mode. In contrast, we offer a holistic model of instruction that emphasizes closer information literacy connections to higher education curricula. Through collaboration, embedded librarianship, and using class time to address ACRL Framework concepts, such instruction promotes deeper, student-centered, authentic inquiry. A case study using research logs and a learning community approach indicated that students acquired a deeper understanding of the research process. The collaborative use of research logs highlights one approach to avoiding the Dunning-Kruger effect, even with limited class time.