The use of computers for graduate education in Project Management. Improving the integration to the industry.

This paper presents an initiative for monitoring the competence acquisition by a team of students with different backgrounds facing the experience of being working by projects and in a project. These students are graduated bachelor engineering are inexperienced in the project management field and they play this course on a time-shared manner along with other activities. The goal of this experience is to increase the competence levels acquired by using an structured web based portfolio tool helping to reinforce how relevant different project management approaches can result for final products and how important it becomes to maintain the integration along the project. Monitoring is carried out by means of have a look on how the work is being done and measuring different technical parameters per participant. The use of this information could make possible to bring additional information to the students involved in terms of their individual competencies and the identification of new opportunities of personal improvement. These capabilities are strongly requested by companies in their daily work as well as they can be very convenient too for students when they try to organize their PhD work

Global dimension in engineering education : promoting global learning in Spanish universities

La iniciativa ‘Dimensión Global en los Estudios Tecnológicos’ (GDEE) es una red que pretende mejorar el conocimiento, la comprensión crítica y los valores actitudinales de los estudiantes y de los postgraduados de las universidades científicotecnológicas en relación al Desarrollo Humano Sostenible (DHS). El objetivo es promover la integración del DHS como tema transversal en el currículo, mediante la mejora de las competencias de los profesores y a través de su participación y la de los estudiantes en iniciativas relacionadas con el DHS. La iniciativa empezó como un proyecto de colaboración entre un consorcio de universidades europeas y ONGs financiado por EuropeAid. Esta contribución presenta y discute la experiencia europea GDEE, profundizando las barreras y oportunidades encontradas, centrándose especialmente en la replicabilidad potencial de esta iniciativa. Estos resultados se complementan con la caracterización y el análisis comparativo del perfil académico de una comunidad de profesores implicados en actividades promovidas por GDEE.Peer ReviewedPostprint (author's final draft

Measuring social competencies

What are social competencies, how can they be measured, and do they remain stable over time. This contribution examines the difficulties in conceptualising and measuring social competencies at different developmental stages and in a changing social context. Existing measures and available data sources are reviewed and recommendations for future developments in data provision, data usage and access are made.Social competence, social skills, social relationships and interaction

Inter-professional education and primary care : EFPC position paper

Inter-professional education (IPE) can support professionals in developing their ability to work collaboratively. This position paper from the European Forum for Primary Care considers the design and implementation of IPE within primary care. This paper is based on workshops and is an evidence review of good practice. Enablers of IPE programmes are involving patients in the design and delivery, providing a holistic focus, focussing on practical actions, deploying multi-modal learning formats and activities, including more than two professions, evaluating formative and summative aspects, and encouraging team-based working. Guidance for the successful implementation of IPE is set out with examples from qualifying and continuing professional development programmes

Learning in a Landscape: Simulation-building as Reflexive Intervention

This article makes a dual contribution to scholarship in science and technology studies (STS) on simulation-building. It both documents a specific simulation-building project, and demonstrates a concrete contribution to interdisciplinary work of STS insights. The article analyses the struggles that arise in the course of determining what counts as theory, as model and even as a simulation. Such debates are especially decisive when working across disciplinary boundaries, and their resolution is an important part of the work involved in building simulations. In particular, we show how ontological arguments about the value of simulations tend to determine the direction of simulation-building. This dynamic makes it difficult to maintain an interest in the heterogeneity of simulations and a view of simulations as unfolding scientific objects. As an outcome of our analysis of the process and reflections about interdisciplinary work around simulations, we propose a chart, as a tool to facilitate discussions about simulations. This chart can be a means to create common ground among actors in a simulation-building project, and a support for discussions that address other features of simulations besides their ontological status. Rather than foregrounding the chart's classificatory potential, we stress its (past and potential) role in discussing and reflecting on simulation-building as interdisciplinary endeavor. This chart is a concrete instance of the kinds of contributions that STS can make to better, more reflexive practice of simulation-building.Comment: 37 page

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education

The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence

Community learning and development training for professionals engaged in community regeneration and community planning

The study was commissioned by the Scottish Executive Development Department to identify training needs and current provision of community learning and development (CLD) training for a range of professionals (other than those formally qualified in CLD) who are engaged in community regeneration and community planning (Local Government in Scotland Act 2003). It was one of a series of studies emanating from the Scottish Executive response to the review: „Empowered to Practice – the future of community learning and development training in Scotland‟. One of the themes of the report taken up by the Scottish Executive was the need for; „wider opportunities for joint training with other disciplines such as teachers, librarians, college lecturers, health workers and social workers‟