29,545 research outputs found
Evaluation of team dynamic in Norwegian projects for IT students
The need for teaching realistic software development in project courses has
increased in a global scale. It has always been challenges in cooperating
fast-changing software technologies, development methodologies and teamwork.
Moreover, such project courses need to be designed in the connection to
existing theoretical courses. We performed a large-scale research on student
performance in Software Engineering projects in Norwegian universities. This
paper investigates four aspects of team dynamics, which are team reflection,
leadership, decision making and task assignment in order to improve student
learning. Data was collected from student projects in 4 years at two
universities. We found that some leader's characteristics are perceived
differently for female and male leaders, including the perception of leaders as
skilful workers or visionaries. Leadership is still a challenging aspect to
teach, and assigned leadership is probably not the best way to learn. Students
is are performing well in task review, however, needs support while performing
task assignment. The result also suggests that task management to be done in
more fine-grained levels. It is also important to maintain an open and active
discussion to facilitate effective group decision makings
Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe
OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe,
identifying enablers and barriers to successful implementation of practices with OER.
The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow
Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS).
The project drew on data from four main sources:
âą OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe
âą Responses from the leaders of 36 OER initiatives to a detailed SWOT survey
âą Responses from 89 lifelong learners and adult educators to a short poll
âą The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS
Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme.
Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices
Teacher competence development â a European perspective
This chapter provides an European perspectives on teacher competence development
Community-based mentoring and innovating through Web 2.0
The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills
School Management: Norwegian Legacies Bowing to New Public Management
The purpose of the study was to investigate the relevance of school management training programmes to current Norwegian education policies and strategies. A specific question was asked: How relevant is the teaching professorsâ understanding of school management competence? The findings indicate a split understanding of policy relevant understanding of school management. A majority of respondents had an understanding of school management coherent with the national policies and strategies. A minority did not. They saw the headmaster primarily as a communicative facilitator for teachersâ work, and an âadministrative caretakerâ. In an international perspective the findings represent a Norwegian particularity. There is a collision between Norwegian anti-management legacies of running schools and the Governmentâs need for effective and accountable management. This may imply a slower speed of implementing educational reforms in Norway.school, management, training, education, reform policies, pedagogy
Mid-term evaluation of the support to strengthened bilateral relations under the EEA and Norway Grants
Through the EEA Grants and Norway Grants, Norway, Iceland and Liechtenstein aim to reduce economic and social disparities and strengthen cooperation with 16 countries in Central and Southern Europe. A mid-term evaluation of the current EEA and Norway Grants 2009-14 was conducted by COWI during the second half of 2015 and early 2016 at the request of the Financial Mechanism Office, EEA and Norway Grants. The aim of the mid-term evaluation is to assess to what extent and in which way the EEA and Norway Grants contribute towards strengthening bilateral relations between donor and beneficiary states. The evaluation covers four out of the ten priority sectors of the EEA and Norway Grants and five of the 16 beneficiary countries (Estonia, Latvia, Poland, Romania and Slovakia), representing 19.4% of the allocated total of EUR 1.8 billion
2001 NFLRC summer institute evaluation: Developing web-based foreign language learning environments
NW25Evaluation of the 2001 NFLRC Summer Institute, Developing Web-Based Foreign Language Learning Environments
Living labs in architecture : open innovation and co-creation towards a more sustainable architecture and lifestyle
Living Labs in Architecture can be tools towards a holistic knowledge generation and transmission, using real built environments for user-centred research and innovation as well as collaborative learning at a university campus and beyond. The present article describes existing living lab concepts and definitions, focusing on co-creation processes, methodologies for open innovation, and participatory learning approaches, with the LOW3 solar house living lab at UPC-Barcelona Tech as case study. Outcomes and lessons learned can serve as example for similar initiatives, establishing Architecture Living Labs as open, collaborative learning environments, innovation arenas, and places of social interchange, empowering communities in their learning and progress towards a more sustainable lifestyle.Postprint (published version
Reflection in design practice-quality assurance of practical training in product design education
Studentsâ experiences through practical training can be used for curriculum development based on
interactive research between education and work practice. To work collaboratively and reflect during
the design process is a general competence that is central in a product development team. Studies have
shown that such communication can support personal and collective learning processes so that
organizations were able to develop in line with the growing need for creativity and innovation. This
study relies on studentsâ reflection notes from practical training as an empirical basis to develop the
curriculum of a master study in product design. The methodical approach was archival analysis of
reflection notes written by the students during their practical training. The course responsible used this
as a follow up to assure studentsâ learning outcomes. The findings exemplify how complex issues in
practical training were categorized in relation to the design education institutions need for quality
assurance. Practice places were varied like furniture industry, sports industry, fair trade industry and
cultural institutions. The findings were evaluated and discussed in relation to quality criteria in higher
education and to knowledge, skills and general competence in reflective practice. The studentsâ had
developed their communication skills in business practice. The conclusion was that the method of
archival analysis of student reflections based on quality criteria of higher education can be used as an
approach to develop the curriculum in dialogue with a changing and innovative work life
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