Numerical and Evolutionary Optimization 2020

This book was established after the 8th International Workshop on Numerical and Evolutionary Optimization (NEO), representing a collection of papers on the intersection of the two research areas covered at this workshop: numerical optimization and evolutionary search techniques. While focusing on the design of fast and reliable methods lying across these two paradigms, the resulting techniques are strongly applicable to a broad class of real-world problems, such as pattern recognition, routing, energy, lines of production, prediction, and modeling, among others. This volume is intended to serve as a useful reference for mathematicians, engineers, and computer scientists to explore current issues and solutions emerging from these mathematical and computational methods and their applications

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

E-portfolio in education. Practices and reflections

The main activities of the digiFolio Project include: Building a common knowledge base supported by research work on the theory of portfolio usage; Paper and online publication of the results of the research work; Establishment of the pedagogical model for the training course; Analysis of the existing technological infrastructures for digital portfolio usage; Adjustment of the best tools and training course setup; Piloting and evidencing of the training course; Monitoring of the trainees' work by using a specific online teachers' support structure; International seminar. Website: http://digifolioseminar.org/?The present publication addresses the use of digital portfolios in educational context and it is one of the latest dissemination activities of the Digifolio project – Digital Portfolio as a strategy for teachers’ professional development, a COMENIUS 2.1 project which was carried out between 2005 and 2008. It involved several universities and teacher training institutions from five different European countries. The project, which main focus was the reflection on the potentialities of portfolios and digital technologies in the perspective of teachers’ professional development, came to its end with an international seminar which aimed at disseminating the work produced in the frame of a previous teachers training course, as well as allowing and welcoming the contribution of other education professionals with their practices and reflections on the above-mentioned thematic.Europeen Comissio

From idea to implementation : planning and andministration of online learning

The implementation of online learning requires know-how, skills and the assimilation of new work methods. This publication provides guidelines for teacher training and introduces Laurea’s model for the planning and administration of online learning. This publication is intended as a handbook for anyone who wishes to carry out online eLearning projects. Laurea uses Discendum Optima as its online learning platform, but the process described here can well be applied to other technical solutions

Report on argumentation and teacher education in Europe

This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally

A Connected Curriculum for Higher Education

Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement

Preparing internationally recruited students to become effective and reflective teacher-researchers at the UCL Institute of Education

Abstract for A Connected Curriculum for Higher Education Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Drawing on vignettes of practice from around the world, she argues that developing the synergies between research and education can empower faculty members and students from all backgrounds to contribute to the global common good

Teacher Education Futures: Developing learning and teaching in ITE across the UK

A selection of papers from the Teacher Education Futures conference 2006

eCompetence Development Measures for Faculty in Higher Education - A Comparative International Investigation

The dissertation defines for the first time with a holistic design the meaning of eCompetence in the context of technology-driven innovation in higher education. eCompetence is treated in the current scientific discussion as one element in the wider strategic objective of universities to sustainably implement eLearning into their institutional structures and work processes. The study develops a theoretical framework for the concept of eCompetence, and it investigates principles for the methodical design of competence development measures for academic staff. This theoretical framework is validated by the comparative analysis of ICT-related competence development concepts and measures in a number of universities. A specific research focus of this study is placed on innovative competence development concepts and measures which go beyond traditional training for academic staff in universities. The study makes two key assumptions on technology-driven innovation in higher education. First, it assumes that a university as organisation can only successfully steer and implement technology-driven innovation, if its individual members are aware on the need to adapt their work culture to the changing environment, and if they make persistent use of the potential of ICT. The human factor is one important aspect within technology-driven innovation in higher education. Faculty staff plays a decisive role in the strategy of a university to improve and to extend its educational services with help of technology, as academic teachers determine and manage most educational processes within the institution. Second, this study assumes that the development of new competences for academic staff is not primarily achieved by training programs for individual teachers, but relies on wider organisational contexts and conditions. This study applies a qualitative research design. The methodology includes a desktop study of research literature and a systematic analysis and interpretation of empirical project data. Qualitative and interpretative research instruments are used to provide answers to the main research questions and to judge the validity of the key assumptions. The research design chapter includes the main research questions and describes in detail the methodical steps which are taken in each part of this study. The theoretical part discusses in-depth concepts of competence and proposes a conceptualisation for eCompetence. The empirical data is an offspring of the European eCompetence Initiative (http://ecompetence.info/), which has collected competence development measures from 23 European and International higher education institutions. The study applies an interdisciplinary and multi-perspective approach, taking into account research from educational sciences and psychology for the competence and eCompetence parts of the manuscript (chapters 4 and 5), and research from organisational development and business science for the change and HRM measures parts of the manuscript (chapters 6 and 7). The development of ICT competences for academic staff is one important element in strategic plans for organisational change and innovation in universities. Post-graduate training models for young researchers, who enter an academic career, as well as staff development measures for advanced academic teachers need to reflect the growing importance of competences and skills that relate to the proper understanding and application of the potential of ICT as one innovative factor in a changing higher education system.Ziel der Arbeit ist eine international vergleichende Untersuchung von Massnahmen zur Kompetenzentwicklung für akademische Lehrende an europäischen Hochschulen, die den Einsatz von Informations- und Kommunikationstechnologien in der Hochschullehre fördern. Grundlage für diese Arbeit ist das von der Europäischen Union geförderte Forschungsprojekt "European eCompetence Initiative for Academic Staff", an dem sich 23 Universitäten beteiligt haben und das vom Hochschuldidaktischen Zentrum der Universität Dortmund koordiniert worden ist. Die Einleitung stellt die Relevanz und den aktuellen Forschungsstand zur eCompetence dar und verortet das Thema in der wissenschaftlichen Diskussion zum eLearning. Die Studie wendet ein qualitatives Forschungsdesign an. Die Kernfrage der Arbeit lautet: Welche organisationalen Konzepte und Massnahmen werden in Universitäten geplant und umgesetzt, um die individuellen Kompetenzen der akademischen Lehrenden in der Anwendung neuer Technologien zu fördern? Die zwei Kernannahmen dieser Arbeit lauten: (1) Eine Universität kann als Organisation nur dann erfolgreich technologiegetriebene Innovation steuern und implementieren, wenn ihre individuellen Mitglieder ein Bewußtsein für die Notwendigkeit entwickeln, Ihre Arbeitskultur der sich wandelnden Umgebung anzupassen, und wenn sie das Potential der neuen Technologien nachhaltig einsetzen. (2) Die Entwicklung neuer Kompetenzen akademischer Lehrender wird vorrangig nicht durch direkte Trainingsmassnahmen für individuelle Lehrende erreicht, sondern ist von weiteren organisationalen Kontexten und Bedingungen abhängig. Der Hauptteil der Arbeit gliedert sich zwei Teile: der erste Teil liefert einen konzeptionellen Rahmen, in dem die theoretischen Perspektiven und Elemente erörtert werden, die für die Konstruktion eines eCompetence - Konzepts im Hochschulbereich relevant sind. Der konzeptionelle Teil mündet in einer theoretisch begründeten Typologie von Massmahmen der eCompetence - Entwicklung; der zweite Teil nimmt auf Basis der theoretischen Annahmen, welche für das Konzept der eCompetence und für die Typologie der Massnahmen für den Gebrauch von neuen Technologien gemacht werden, eine Analyse der gegebenen Projektdaten vor. Die Ergebnisse der empirischen Datenanalyse dienen im Abschlußteil der Arbeit dazu, die Validität der zwei Kernannahmen sowie der theoretischen Annahmen im Konzept der eCompetence zu überprüfen. Die Typologie der Massnahmen wird einer kritischen Beurteilung unterzogen und es werden Fragen und Perspektiven für weitere Forschungschritte zur Thematik der technologiebezogenen Kompetenzentwicklung von akademischen Lehrenden in Universitäten entwickelt