Information and Communication Technologies of Teaching Higher Mathematics To Students of Engineering Specialties At Technical Universities

Excessive anthropogenic pressure on land resources in Ukraine leads to a deterioration of their quality, and consequently they lose their potential. Human impact on the change of land quality can be direct (by involving land lots in use, carrying out economic activities) and indirect (as a result of such activity, enhancing the natural degradation of soils). The tendency of deterioration of the state of land resources requires the subordination of land relations to the main goal – to ensure comprehensive protection of this major national wealth of Ukraine.Legal support for the protection of agricultural land is considered as a single complex of interdependent elements: legal standards for the protection of land, soil, agricultural landscapes, and the mechanism for their implementation – legally significant measures: economic, organizational, scientific and technical. At the same time, it was concluded that the system of legal regulation of the use of agricultural land is not sufficiently saturated with mechanisms for regulating agricultural activity

TutorGSI: aplicación de tecnologías de bots a entornos LMS

Este artículo presenta la plataforma TutorGSI que facilita el uso de agentes conversacionales en entornos de eLearning como Moodle. La plataforma ha sido desarrollada dentro del proyecto eduWAI (eduWAI, 2010), y simplifica el proceso de resolución de dudas académicas a través de un agente con el que se interactúa en lenguaje natural. TutorGSI posibilita que los profesores puedan modificar las conversaciones existentes o crear nuevos tipos en función de las consultas que vayan planteando los alumnos

Challenges for engineering students working with authentic complex problems

Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting

Exploring the practical use of a collaborative robot for academic purposes

This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.Postprint (published version

RELATIONSHIP BETWEEN TEACHING LANGUAGE AND CULTURE FROM THE VIEWS OF THE ENGLISH LECTURERS

It is not possible to teach language without teaching culture as well because language is a part of culture and there is a strict correlation between language and culture. Culture means the way people eat, wear, act in a social situations including shaking hands, what to say when they come together, when they give tips, the way they do shopping, when they accept or refuse invitations, when they become serious even they are not and vice versa, and also it means inherited ideas, beliefs, music, art, literature, values, and knowledge. For sure language cannot be taught without teaching culture. Because of the fact that English is the Lingua Franca of the world now, the great numbers of people try to learn it. The aim of this research is to find out Ishik University English lecturers’ perspective about how they relate teaching language and culture