Project Management at University: Towards an Evaluation Process around Cooperative Learning

The enrollment in current Master's degree programs usually pursues gaining the expertise required in real-life workplaces. The experience we present here concerns the learning process of "Project Management Methodology (PMM)", around a cooperative/collaborative mechanism aimed at affording students measurable learning goals and providing the teacher with the ability of focusing on the weaknesses detected. We have designed a mixed summative/formative evaluation, which assures curriculum engage while enriches the comprehension of PMM key concepts. In this experience we converted the students into active actors in the evaluation process itself and we endowed ourselves as teachers with a flexible process in which along with qualifications (score), other attitudinal feedback arises. Despite the high level of self-affirmation on their discussion within the interactive assessment sessions, they ultimately have exhibited a great ability to review and correct the wrong reasoning when that was the case

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed

Global Challenges and Innovative Technologies Geared Toward New Markets: Prospects for Virtual and Augmented Reality

AbstractEffective applied research is based on close collaboration between research and industry, which, taking the findings of basic research on customer demands as its starting point, creates new means to develop and market innovative products. What is more, growing demands for innovative and sustainable results of research and development are prompting the examination of global trends such as demographic change, growing megacities, rising energy consumption and increasing traffic and the resultant social challenges. These trends and increasing traffic in particular are giving rise to new fields of work, especially for digital technologies, as a social responsibility, e.g. on driver assistance and traffic control systems that increase safety. The social challenges are increasingly affecting markets and requiring new innovative products, efficient production processes and integrative forms of human resource development and training and qualification. The virtualization and digitization of objects and processes is becoming an enabler of the development of new strategies and concepts such as smart cities, green energy, electric vehicle networks, smart manufacturing and smart logistics.This paper examines means by which digital engineering and virtual and augmented reality technologies can support the creation of sustainable smart manufacturing and smart logistics processes as well as on-the-job training and qualification and knowledge transfe