The architecture for testing central heating control algorithms with feedback from wireless temperature sensors

The energy consumption of buildings is a significant contributor to overall energy con- sumption in developed countries. Therefore, there is great demand for intelligent buildings in which energy consumption is optimized. Online control is a crucial aspect of such optimization. The imple- mentation of modern algorithms that take advantage of developments in information technology, artificial intelligence, machine learning, sensors, and the Internet of Things (IoT) is used in this context. In this paper, an architecture for testing central heating control algorithms as well as the control algorithms of the heating system of the building is presented. In particular, evaluation metrics, the method for seamless integration, and the mechanism for real-time performance monitoring and control are put forward. The proposed tools have been successfully tested in a residential building, and the conducted tests confirmed the efficiency of the proposed solution

Embedding e-Learning in accounting modules: The educators’ perspective

The aim of the paper is to investigate the benefits and drawbacks resulting from the implementation of e-learning in accounting modules among educators. The primary source of data was a questionnaire conducted among 79 accounting lecturers, employed by the leading Polish economic universities. The results of the survey have shown that e-learning is not widely used by accounting academics in Poland. The most important benefits of the e-courses included the enhancement of efficiency and flexibility of the teaching process. The most serious difficulties were an extensive amount of work associated with designing and updating course materials and technical problems. The effectiveness of e-learning techniques in teaching accounting subjects is determined by the easiness of e-learning delivery, more regular learning process, greater development of students’ social competences during e-learning classes and a more effective process of verification of students’ progress, in comparison with traditional classes. Furthermore, the study provides evidence that lecturers, who decided to use e-learning, perceive this way of teaching as more efficient, and at the same time more demanding, in comparison to traditional classes. The paper contributes to the understanding of the use of e-learning in accountin

The past, present and future of clinical legal education in Poland

This paper was written by four lecturers, who are employed at different universities located in Poland's two largest Cities: Warsaw and Cracow. Two of these universities are financed by the government and the other two are financed from students' fees. Our paper critically examines the history of clinical legal education in Poland. It also assesses the economic, legal and social background to the differences and similarities between clinical legal education and legal practice. Furthermore, the paper explains how learning outcomes have led to law clinics becoming a pedagogical and professional treasure trove for individual clinical students and the wider law faculty. The results of this research will demonstrate the invaluable role of learning outcomes to clinical education and professional development. Therefore, the paper will suggest that the methodology of clinical legal education can be employed as a model for Polish higher education

Virtual Reality Methods

ePDF and ePUB available Open Access under CC-BY-NC-ND licence. Since the mid-2010s, virtual reality (VR) technology has advanced rapidly. This book explores the many opportunities that VR can offer for humanities and social sciences researchers. The book provides a user-friendly, non-technical methods guide to using ready-made VR content and 360° video as well as creating custom materials. It examines the advantages and disadvantages of different approaches to using VR, providing helpful, real-world examples of how researchers have used the technology

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

Use of distance learning in the training of professionals in the Knowledge Society

E-learning - is one of the basic, modern forms of teaching today. In the present article will be considered and presented some trends, statistics, examples, most recommended information and educational technologies in distance learning, and also a place for distance learning in the knowledge society and its role in the preparation of today's leading professionals will be mentioned.Uniwersytet Śląsk

04451 Abstracts Collection -- Future Generation Grids

The Dagstuhl Seminar 04451 "Future Generation Grid" was held in the International Conference and Research Center (IBFI), Schloss Dagstuhl from 1st to 5th November 2004. The focus of the seminar was on open problems and future challenges in the design of next generation Grid systems. A total of 45 participants presented their current projects, research plans, and new ideas in the area of Grid technologies. Several evening sessions with vivid discussions on future trends complemented the talks. This report gives an overview of the background and the findings of the seminar

From Alice to BlueJ: a transition to Java.

The teaching of introductory courses in computing has seen several changes over the last decade. These changes not only affected the curricula when the emphasis was shifted from Imperative (also Procedural) to Object-Oriented Programming (OOP) but also reignited debates regarding which is the better programming language. Furthermore, the shift in emphasis also has encountered challenges with the object-oriented pedagogy. More recently, the assessment procedure for how students are learning object-oriented concepts has been given attention. When the programming language Java was adopted to teach object-oriented programming, it was not without difficulties. Various studies cited the development environment for Java, which was designed for professional programmers and its complex syntax structures as the main source of Javas difficulties (Kolling & Rosenberg 2001). The studies were not only limited to identifying the problems of teaching and learning Java but they also identified solutions. One of these included the creation of programming tools and environment to help novice programmers learn object-oriented concepts effectively. Among the integrated development environments created for teaching object-oriented programming using Java is BlueJ. Another programming tool for teaching object-oriented programming is Alice. The technology of animated program visualization keeps the focus on objects while teaching about behaviour and state (Dann et al 2003). The study concerns how the different programming tools help students in learning object-oriented concepts. One is classified as a text-based tool, BlueJ, and the other is graphical-based tool, Alice. There are three main questions for this study: 1. Does the process of learning object-oriented concepts using graphical-based tools differ from using text-based tools? 2. Do graphical-based tools support text-based tools in learning object-oriented concepts? 3. Do graphical-based tools offer more help in understanding object-oriented concepts than text-based tools? To answer the questions, the researcher conducted a survey whereby two sets of questionnaires were distributed to the students of Robert Gordon module entitled Object-Oriented Programming Techniques (CM1011). The student respondents found significant difference in the use of the graphical-based and text-based programming tools in understanding the following object-oriented concepts: Message Passing, Encapsulation and Polymorphism. The data gathered were also indicative that a graphical-based programming tool like Alice is helpful in learning object-oriented concepts with the use of a text-based programming tool like BlueJ. Whether graphical tools like Alice help more in understanding object-oriented concepts than text-based tools like BlueJ was inconclusive. The initial study suggests that there was no significant difference with students confidence in learning the various object-oriented concepts using the programming tools. The student respondents appeared to recognise that both programming tools are useful in learning various object-oriented concepts. However, it seems that they expected Alice to be a more sophisticated animation tool and that the animations produced would be of a cinematic calibre. The study aspires to contribute to the improvement of the object-oriented pedagogy. Specifically, it aims to contribute in the development of teaching methodologies for object-oriented programming and then create learning strategies for object-oriented programming and, not to forget, make the assessment of object-oriented programming more effective and suitable. Alongside the improvement of object-oriented programming pedagogy, the study also tries to make the computing course curricula more appropriate and flexible with the use of the various programming tools. Suggestions on how the study can be made more rigorous have been listed including use of additional data gathering instruments and methodology. Also, recommendations on how else the questions can be written were incorporated

Teaching guidelines for digital entrepreneurship

Using of methodological recommendations in the course of education of students on the peculiarities of the content of teaching digital entrepreneurship allows the teacher: to master new methods, techniques, technologies of digital learning in new virtual reality; to acquire digital business competencies in alignment with Industry 4.0 and highly specialized business level. This should be done in order to train professionals who have the required quality, the required business of the 21st century, the level of digital skills and abilities that effectively and safely use digital technology to solve business problems. For these reasons, it is important to use the latest methods in the field of education to increase the level of competence in digital entrepreneurship, namely teachers of economics and business, its compliance with approved European standards, which is what these guidelines for teaching digital entrepreneurship