77 research outputs found
Proceedings of the 1st international workshop on software process education, training and professionalism (SPETP 2015)
These Proceedings contain the papers accepted for publication and presentation at the first 1st International Workshop on Software Process Education, Training and Professionalism (SPETP 2015) held in conjunction with the 15th International Conference on Software Process Improvement and Capability dEtermination (SPICE 2015), Gothenburg, Sweden, during June 15-17, 2015.
During the 14th International Conference on Software Process Improvement and Capability dEtermination (SPICE 2014) held in Vilnius, Lithuania, at a post conference dinner, a group of key individuals from education and industry started to discuss the challenges faced for software process education, training and professionalism, especially with the background of the new modes of learning and teaching in higher education.
Further discussions held post conference with key players in the relevant professional and personal certification fields led to a consensus that it is time for the industry to rise to the new challenges and set out in a manifesto a common vision for educators and trainers together with a set of recommendations to address the challenges faced. It was therefore agreed co-located the 1st International Workshop on Software Process Education, Training and Professionalism with the 15th International Conference on Software Process Improvement and Capability dEtermination.
This workshop focused on the new challenges for and best practices in software process education, training and professionalism. The foundation for learning of software process should be part of a university or college education however software process is often treated as ‘add one’ module to the core curriculum. In a professional context, whilst there have been a number of initiatives focused on the certification related to the software process professional these have had little success for numerous reasons.
Cooperation in education between industry, academia and professional bodies is paramount, together with the recognition of how the education world is changing and how education is resourced, delivered (with online and open learning) and taken up. Over the next 10 years on-line learning is projected to grow fifteen fold, accounting for 30% of all education provision, according to the recent report to the European Commission on New modes of learning and teaching in higher education.
It is a great pleasure to see the varied contributions to this 1st International Workshop on Software Process Education, Training and Professionalism and we hope that our joint dedication, passion and innovation will lead to success for the profession through the publication of the manifesto as a key outcome from the workshop.
On behalf of the SPETP 2015 conference Organizing Committee, we would like to thank all participants. Firstly all the authors, whose quality work is the essence of the conference, and the members of the Program Committee, who helped us with their expertise and diligence in reviewing all of the submissions. As we all know, organizing a conference requires the effort of many individuals. We wish to thank also all the members of our Organizing Committee, whose work and commitment were invaluable
Gamification in management: Positive and negative aspects
The phenomenon of gamification is analysed, identifying positive aspects of gamification, risks and problems. The paper adopts a method of systematic critical literature analysis in English, German, and Russian. We provide the most relevant gamification definitions classified into two main groups, fundamental and practical. The confusion of these groups or ignorance of one causes particular problems in understanding gamification. We face two levels of gamification in different areas of business management. It is the so-called meta- or macro-level and applied or micro-level. The paper aims to demonstrate the broader context of gamification in management by revealing the phenomenon’s positive and negative aspects. To reach the aim, five objectives were defined: i) to show the broader context of gamification in management; ii) to reveal the problems, risks, or even negative aspects of gamification in management; iii) to appeal to the practical issues how and in what areas to use gamification; iv) to show a broader cultural and philosophical context behind the manager interpretation of gamification; v) to introduce the discourse of gamification as an integrated theoretical approach that could reveal essential aspects of management. Gamification has both positive and negative aspects in all areas of management. On the one hand, gamification increases productivity and improves service, contributes to innovative participatory thinking and action, improves internal control, coordination, communication, collaboration, and creativity, increases motivation and pleasure at work, develops the soft skills of employees and reduces costs, as well as contributes to better acclimatisation. On the other hand, gamification commercialises human relations, causes novelty effects, elicits desired behaviour and predicts job performance, transforms organisational culture in unpredictable and counterintuitive ways, results in stress and anxiety, lowers self-esteem, causes exhaustion,
The Effects of the COVID-19 Pandemic on the Digital Competence of Educators
The Covid-19 pandemic is having an undeniable impact on all the statements of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and moved to remote learning during the lockdown of March and April 2020. Although nowadays many countries have progressively re-opened their educational systems, blended learning is a common practice aimed to reduce the spread of the Covid-19 disease. This disruption has supposed an unprecedented acceleration to the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence in a short amount of time, getting mastery in the management of information, the creation of audiovisual contents, and the use of technology to keep their students connected. This Special Issue presents contributions regarding the adoption of distance learning strategies, experiences, or lessons learned in this domain
The 15th International CDIO Conference: Proceedings – Full Papers
We discuss a conceptual thesis structure model and visual tool for enhancing the writing process in the context of an engineering Master’s thesis. Our model is based on visualizing the thesis as a series of funnels that adjust the writing focus to the desired scope in each individual chapter. At the end of the thesis, the focus is widened back into the original topic area with a reflection on how the solutions proposed in the thesis have impacted or potentially will impact the field. Using our model gives students the opportunity to write a good Master’s thesis in various engineering disciplines. In our experience, the Focus Funnel approach has been very useful and effective, resulting in an overall improvement in the quality of engineering Master’s theses in our degree program.</p
The 15th International CDIO Conference: Proceedings – Full Papers
The 15th international CDIO conference was held at Aarhus University from 25 June 2019 to 27 June 2019 with activities on 24 and 28 June. The main theme of the 15th International CDIO Conference was CHANGE in Engineering Education.
The conference programme included:
Keynotes
General presentations
Working groups
Workshops
Round tables
Social events
CDIO Academy (A CDIO experience for students
Social technologies and collective intelligence
Social Technologies and Collective Intelligence is a monograph written by
24 international researchers in the field of Social Technologies and edited by
prof. dr. Aelita Skaržauskienė from Mykolas Romeris University in Vilnius, Lithuania.
As an academic discipline, social technologies is a highly interdisciplinary research
field that focuses on applying existing ICT as well as newly emerging technologies to
improve society.
This work highlights the dominance of the non-technological social aspect of
technology and its interaction with people, emphasizing the institutional power of
Collective Intelligence through soft technology. By going through the book, the reader
will gain insight and knowledge into the challenges and opportunities provided by this
new exciting research field. Scientists will appreciate the comprehensive treatment of
the research challenges in a multidisciplinary perspective. Practitioners and applied
researchers will welcome the novel approaches to tackle relevant problems in their field.
And policy-makers will better understand how technological advances can support
them in supporting the progress of society and economy.
The book is divided into six parts, each dealing with a well-defined research area
at the intersection of Social Technologies and Collective Intelligence. Instead of being
split up five ways among particular groups of collaborating authors, each individual
author contributes to all five parts of the book their specific knowledge and insights,
which makes this monograph a truly collaborative effort and a prime example of
collective intelligence
- …