E-SKILLS IP – MASTERING THE 21ST CENTURY SKILLS

In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme (e-skills IP - Competences for Collaboration and Knowledge Sharing in Digital Society), which has promoted the development of 21st century skills among participants. The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Intensive Programme took place during 2014 spring in Timisoara, Romania involving the participation of teachers (with skills in the areas of ICT, digital literacy, non-formal education and intervention, design & illustration and teacher education) and students (of teacher training, social education and intercultural relations and migration fields) from four different countries. The classes covered different tools and six tutors were involved. At the end, attendees were: able to master the different tools & applications; capable to use and select the most adequate web 2.0 tools & applications according with a specific situation; able to create and manage their PLE/N; able to share and work collaboratively in a synchronous and asynchronous way; able to communicate an idea and to interact with peers from different countries. The working methodology was hands on workshop based and a package of a two and a half weeks of sessions covering a variety of web 2.0 tools was prepared and delivered to the participants. The e-skills IP had a positive impact in the participants since they saw their 21st century skills enhanced along with foreign language skills improvement. They had the opportunity to learn about different cultures through the nation nights activities and to discover a bit more about cultural aspects of the host region/country through the social events. A website was built in order to aggregate all the contents and results of the IP. The IP gave an intense overview about the different tools that are available in the web 2.0 and that can be very useful for teaching/learning activities. Learning, literacy and life skills are key competences in this information age, with an impact not only in our daily lives but also in our professional and academic careers.info:eu-repo/semantics/publishedVersio

Assessing drivers' preferences for hybrid electric vehicles (HEV) in Spain

With the aim of analyzing preferences for hybrid electric vehicles (HEVs), two stated preference methods (a contingent valuation exercise and a discrete choice experiment (DCE)) were used in a survey conducted in a representative sample of Spanish drivers. Overall, our findings show robustness between the willingness to pay (WTP) estimates elicited via a latent class model (LCM) and those from a payment card questionPostprint (published version

Tangible storytelling: let children play with the bits

The use of tangible objects makes it possible to create interactions, or dynamics, which are alternatives to the mouse and keyboard in the process of communicating with the computer. The construction of these objects incorporating electronic components lets us bring that momentum to another level. This meeting with the technology allows children to take an active role, while there is a purpose of control over the objects, which becomes important to them. With the reinforcement of that control, the introduction of programmable digital electronic components also allows the child to develop, strengthen and feel the impact of their role as competent designer and creator of technology. Current technology allows the construction of these objects and the communication with computers at a low cost through micro-controllers, using, on one hand, the open source software and on the other the open hardware.info:eu-repo/semantics/publishedVersio

Competences for collaboration and knowledge sharing in digital society - a case study with an erasmus intensive programme

With the advent of social and collaborative environments, students became more active and participative - they not only have access to contents but also create and share them, becoming proactive. Communication has evolved, and with this evolution came the new media and the possibility of live conferencing, video sharing, social networking, collaborative tools, allowing the student to create, work collaboratively and communicate in a more direct way with their peers and their teachers. Instead of merely searching for information, applications such as bookmarking, feeds, tweeter and pinboards, digital portfolios, etc., along with the possibility of creating your own personal webpage, today’s Web gives students also the chance to create a PLE - A Personal Learning Environment. A PLE “recognizes that learning is continuing and seeks to provide tools to support that learning” (Attwell, 2007). The Individuals are responsible for the management of their own learning environment and for the selection of tools and contexts where learning will take place. Students need to acquire certain skills and competences, specific of a digital and connected society, in order to “effectively benefit from e-government, e-learning and e-health services, and participate actively in the knowledge society as co-creators, and not simply consumers, as highlighted by the European e-skills strategy” (McCormack, 2010). To only possess hard skills (that comes with experience and formal education) may not be enough to get someone a job. Besides e-skills and e-literacy competences, soft and social skills are also required. These can be practiced and enhanced in virtual environments. Digital literacy, and therefore e-skills, are transversal competences needed to every citizen. In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme, which has promoted the development of digital literacies among participants. The Programme took place during 2013 summer and involved students and teachers (of teacher education and social service fields) from 3 different countries. The classes covered different tools and 12 tutors were involved. The main objectives were to provide students with information and communication technologies (ICT) skills for a digital society, namely: • Identification of students’ competencies in ICT; • Present students with different available collaboration tools by exploring the web 2.0; • Selection of specific tools to create students' personal learning environment (PLE); • Acquire necessary knowledge to master the selected tools; • Work collaboratively with the web 2.0 tools; • Establish methods for instruction and course design based on Web 2.0 (teacher education) with the goal to integrate technology enhanced learning and individual knowledge management in educational processes. At the end attendees were able to: • Master the different tools & services; • Be capable to use and select the most adequate web 2.0 tools & services; • Create and manage their PLE; • Share and to work collaboratively; • Be digitally skilled.info:eu-repo/semantics/publishedVersio

q-Differential equations for q-classical polynomials and q-Jacobi-Stirling numbers

We introduce, characterise and provide a combinatorial interpretation for the so-called q-Jacobi–Stirling numbers. This study is motivated by their key role in the (reciprocal) expansion of any power of a second order q-differential operator having the q-classical polynomials as eigenfunctions in terms of other even order operators, which we explicitly construct in this work. The results here obtained can be viewed as the q-version of those given by Everitt et al. and by the first author, whilst the combinatorics of this new set of numbers is a q-version of the Jacobi–Stirling numbers given by Gelineau and the second author

Electron and Ion Heating during Magnetic Reconnection in Weakly Collisional Plasmas

Gyrokinetic simulations of magnetic reconnection are presented to investigate plasma heating for strongly magnetized, weakly collisional plasmas. For a low plasma beta case, parallel and perpendicular phase mixing strongly enhance energy dissipation yielding electron heating. Heating occurs for a long time period after a dynamical process of magnetic reconnection ended. For a higher beta case, the ratio of ion to electron dissipation rate increases, suggesting that ion heating (via phase-mixing) may become an important dissipation channel in high beta plasmas.Comment: 9 pages, 3 figures, accepted for publication in JPSJ Suppl. [Proceedings of the 12th Asia Pacific Physics Conference

Magnetohydrodynamic turbulence mediated by reconnection

Magnetic field fluctuations in MHD turbulence can be viewed as current sheets that are progressively more anisotropic at smaller scales. As suggested by Loureiro & Boldyrev (2017) and Mallet et al (2017), below a certain critical thickness $\lambda_c$ such current sheets become tearing-unstable. We propose that the tearing instability changes the effective alignment of the magnetic field lines in such a way as to balance the eddy turnover rate at all scales smaller than $\lambda_c$. As a result, turbulent fluctuations become progressively less anisotropic at smaller scales, with the alignment angle increasing as $\theta \sim (\lambda/\lambda_*)^{-4/5+\beta}$, where $\lambda_*\sim L_0 S_0^{-3/4}$ is the resistive dissipation scale. Here $L_0$ is the outer scale of the turbulence, $S_0$ is the corresponding Lundquist number, and {$0\leq \beta <4/5$} is a parameter. The resulting Fourier energy spectrum is $E(k_\perp)\propto k_\perp^{-11/5+2\beta/3}$, where $k_\perp$ is the wavenumber normal to the local mean magnetic field, and the critical scale is $\lambda_c\sim S_L^{-(4-5\beta)/(7-{20\beta/3})}$. The simplest model corresponds to $\beta=0$, in which case the predicted scaling formally agrees with one of the solutions obtained in (Mallet et al 2017) from a discrete hierarchical model of abruptly collapsing current sheets, an approach different and complementary to ours. We also show that the reconnection-mediated interval is non-universal with respect to the dissipation mechanism. Hyper-resistivity of the form ${\tilde \eta}k^{2+2s}$ leads (in the simplest case of $\beta=0$) to the different transition scale $\lambda_c\sim L_0{\tilde S}_0^{-4/(7+9s)}$ and the energy spectrum $E(k_\perp)\propto k_\perp^{-(11+9s)/(5+3s)}$, where ${\tilde S}_0$ is the corresponding hyper-resistive Lundquist number.Comment: submitted for publicatio