VICARIA: An e-Learning System for Risk Assessment

An e-learning system in the risk assessment engineering domain has been developed by a consortium led by Ligeron® in the context of the Vicaria project (Leonado da Vinci – N° PP 118018). The e-learning platform: www.vicaria.fr has been implemented and hosted by OVH in compliance with SCORM (Shareable Content Object Reference Model) standard. The Vicaria modules contents have been defined according to an investigation performed in different European countries, particularly in France, to gather the user requirements. The Vicaria contents dedicated mainly to the environmental risks and ICPE are now available for use in French. The issue of the performed work and the e-learning system specifics are partly summarized in this pape

What influences the speed of prototyping? An empirical investigation of twenty software startups

It is essential for startups to quickly experiment business ideas by building tangible prototypes and collecting user feedback on them. As prototyping is an inevitable part of learning for early stage software startups, how fast startups can learn depends on how fast they can prototype. Despite of the importance, there is a lack of research about prototyping in software startups. In this study, we aimed at understanding what are factors influencing different types of prototyping activities. We conducted a multiple case study on twenty European software startups. The results are two folds, firstly we propose a prototype-centric learning model in early stage software startups. Secondly, we identify factors occur as barriers but also facilitators for prototyping in early stage software startups. The factors are grouped into (1) artifacts, (2) team competence, (3) collaboration, (4) customer and (5) process dimensions. To speed up a startups progress at the early stage, it is important to incorporate the learning objective into a well-defined collaborative approach of prototypingComment: This is the author's version of the work. Copyright owner's version can be accessed at doi.org/10.1007/978-3-319-57633-6_2, XP2017, Cologne, German

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

Gazing into the future of Sri Lankan higher education: capacity building for the future

This paper reports on an investigation into capacity building processes in relation to e-learning resource development and delivery (RDD) in a Sri Lankan higher education institution. The capacity building was investigated in three main areas: strategic planning, institutional capacity building, and the resources acquisition processes. The project investigated the embedding of e-learning into the Sri Lanka Institute of Advanced Technological Education (SLIATE). Like many other higher education institutes SLIATE aspires to excel in providing quality teaching and learning facilities and quality learning experiences. The research project concentrated on the exploration of areas of capacity building within the academic community at SLIATE by identifying possible improvements to the management of e-learning RDD. The paper focuses on the findings in relation to the effectiveness of the capacity building process in e-learning resource development and delivery, and how this could assist SLIATE students with their learning

Graduate Catalog, 1991-1992

https://scholar.valpo.edu/gradcatalogs/1019/thumbnail.jp

Graduate Catalog, 1993-1994

https://scholar.valpo.edu/gradcatalogs/1021/thumbnail.jp

Information Systems Undergraduate Degree Project: Gaining a Better Understanding of the Final Year Project Module

The place of an individual project in the final year of Information Systems (IS) undergraduate degrees at UK universities is well established. In this paper we compare the final year project modules at four UK universities: the University of Brighton, the University of South Wales, University of West London and the University of Westminster. We find that the aims of the projects are similar, emphasising the application of the knowledge and skills from the taught element of their course in a complex development project, often including interactions with a real client. Although we show in this analysis that projects serve a similar purpose in the IS degree courses, the associated learning outcomes and the assessment practice varies across the institutions. We identify some gaps in the skills and abilities that are not being assessed. In further work we are planning to consult final year students undertaking their projects and their supervisors, in order to gain an understanding of how project assessment criteria are actually put to use

Graduate Catalog, 1996-1997

https://scholar.valpo.edu/gradcatalogs/1024/thumbnail.jp

Graduate Catalog, 1992-1993

https://scholar.valpo.edu/gradcatalogs/1020/thumbnail.jp