Academic literature on the topic 'Integrated Learning Environment Project'
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Journal articles on the topic "Integrated Learning Environment Project"
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Kordova, Sigal. "Developing systems thinking in a Project-Based Learning environment." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.
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As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.
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Глазунова, Олена Григорівна, Тетяна Володимирівна Волошина, and Валентина Ігорівна Корольчук. "HYBRID CLOUD-ORIENTED LEARNING ENVIRONMENT FOR IT STUDENT PROJECT TEAMWORK." Information Technologies and Learning Tools 77, no. 3 (June 19, 2020): 114–29. http://dx.doi.org/10.33407/itlt.v77i3.3210.
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The article proposes a technology for the development and implementation of a hybrid cloud-oriented learning environment for the electronic support of interdisciplinary projects in the educational process of future IT specialists. To organize such a project, a model of hybrid cloud-oriented learning environment was designed. The components of such an environment are as follows: competence, communication and technology. Based on the developed model, a MS Teams-based cloud environment for project teamwork was created. It integrated all the necessary services for the implementation of an interdisciplinary project. The technological component regulates the content, methods and forms of training during the project implementation. According to the content of the interdisciplinary project, methods and forms of training, both traditional and cloud-oriented, were selected. This environment provided interaction between teachers of different disciplines and teams of students. The software component consists of tools for communication, project management and placement of the teaching resources included in MS Teams and complemented by additional tools that integrate with it, for example, professional tools and tools for presenting the results of work. Teachers could additionally integrate necessary e-learning courses and tools. Data analysis of experimental studies demonstrated that MS Teams-based cloud-oriented environment, which ensures execution of tasks on communication, organization of teaching process, project management and makes it possible to integrate additional tools for arranging an interdisciplinary project, namely, professional, educational and the like, – is an effective environment for the development of the digital, professional and personal competences of the future IT specialist. Moreover, interdisciplinary projects contribute to the development of integral competence of future IT specialists. An experimental study conducted on the basis of the National University of Life and Environmental Sciences involved 3rd year students of the specialty 122 – “Computer Science”.
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Hussin, Hanipah, Pang Yee Jiea, Raja Norhafiza Raja Rosly, and Siti Rohana Omar. "INTEGRATED 21ST CENTURY SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) EDUCATION THROUGH ROBOTICS PROJECT-BASED LEARNING." Humanities & Social Sciences Reviews 7, no. 2 (March 19, 2019): 204–11. http://dx.doi.org/10.18510/hssr.2019.7222.
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Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education.
Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used.
Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning.
Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning.
Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.
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Allan, M., and B. K. Temple. "Collaborative Learning." Industry and Higher Education 14, no. 2 (April 2000): 92–100. http://dx.doi.org/10.5367/000000000101294922.
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This paper describes a curriculum development project funded by the European Commission. It was developed to provide a learning environment (European Modules) for students from various disciplines to work together within an institution or between institutions in different countries, on structured project work that would simulate the workplace of the modern European engineering manager. The best vehicle for this purpose was considered to be group projects based upon a new product development theme. Having created a framework of three courses (modules) that progressively develop the necessary skills to achieve this objective, the authors report on several pilot studies that were established to test the methodology. It was found that there were significant benefits to students' learning, particularly in the three areas of consolidation of existing knowledge; transferable skills; and cross-functional and cultural awareness. The modules have now been integrated into several European study programmes and significant interest in the scheme has been shown by other institutions outside those of the development team. Additional resources to underpin the project are currently being developed and future prospects are also reported here.
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Baranova, Tatiana, Liudmila Khalyapina, Aleksandra Kobicheva, and Elena Tokareva. "Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment." Education Sciences 9, no. 2 (June 17, 2019): 138. http://dx.doi.org/10.3390/educsci9020138.
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As new informational conditions contribute to the discovery of new ways to improve the quality of the educational process, a new integrated learning model was elaborated. The purpose of the paper is to evaluate the students’ engagement in a newly-introduced integrated learning model, identify the impact of such a model on students’ learning outcomes, and to determine if students’ engagement levels influence their learning outcomes. For our research we used qualitative and quantitative data of students’ records of professional discipline and English testing, surveys and interviews on behavioral engagement, emotional engagement, and cognitive engagement (N = 63). Results on students’ engagement showed that online activity, especially the online international project, involved students more than face-to-face classes, but at the same time some of them noted that without lectures it would be difficult, or even impossible, to participate in a project. Thus the overall engagement level was quite high. Additionally, an integrated approach positively impacted learners’ outcomes. The correlation analysis showed that learners’ engagement played an influential role and highly impacted students’ learning results. In this case we can conclude that our integrated learning model contributes to students’ involvement in the educational process and, as a consequence, allows them to achieve greater results.
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Dodd, Andrew, Peter English, Johan Lidberg, and Maxine Newlands. "Training political reporters during a federal election: The UniPollWatch student journalism project." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 50–62. http://dx.doi.org/10.53761/1.18.4.6.
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UniPollWatch was the largest student journalism project ever undertaken in Australia. Approximately 1000 students from 28 universities worked to cover the 2016 federal election. The project aimed to provide effective training on political reporting in a work-integrated learning environment. Utilising a combination of analysis and descriptions of the project and a survey research methodology, the results of this project suggest that by placing student reporters in the midst of a fluid and highly contested election environment they learn by observing and doing. The project demonstrated that students’ attitudes to, and aptitude for, covering politics varied greatly, but that the skills needed for political reporting can be improved through projects such as UniPollWatch.
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Egger, John Okley. "Effects of cooperative learning on preservice elementary teachers’ interest in and integration of music into core academic subjects." International Journal of Music Education 37, no. 4 (August 2, 2019): 608–21. http://dx.doi.org/10.1177/0255761419852173.
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The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each participant individually microtaught one lesson created from the music integration project. Additionally, participants completed an interest survey after the study was concluded. Results showed that participants in the cooperative learning group scored statistically significantly higher ( p < .05) on the music integration project, microteaching evaluations, and rated statistically significantly higher interest on their projects from the student interest survey. These results suggest that participants in the cooperative learning group produced work of a higher quality than participants in the control group and that the cooperative learning group also showed a higher level of interest in their own music integration projects.
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Andrade, Tiago Faustino. "Project Based Learning Activities in Engineering Education." International Journal of Engineering Pedagogy (iJEP) 3, S2 (February 27, 2013): 27. http://dx.doi.org/10.3991/ijep.v3is2.2438.
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<span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">In the present work, the author reports examples of his involvement in different teaching/learning methodologies during his five years of the Integrated Master Degree in Mechanical Engineering at the Faculty of Engineering of University of Porto. The aim is to explain how useful those experiences have been, allowing him to explore many techno-scientific activities within his engineering education while student as well as other <span style="letter-spacing: -.05pt;">transferable</span> skills and later, up to the present, as a professional in academic environment. The author wishes to underline the excellent opportunity he had to practice reflection processes as an essential methodology of his engineering education.</span>
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." Issues in Informing Science and Information Technology 13 (2016): 047–61. http://dx.doi.org/10.28945/3466.
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This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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Witt Smith, Janice, and Gloria Clark. "Action Research In A Business Classroom Another Lens To Examine Learning." American Journal of Business Education (AJBE) 3, no. 7 (July 1, 2010): 41–56. http://dx.doi.org/10.19030/ajbe.v3i7.457.
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This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What is critical about this project is that it could happen in even the most benign and calmest of waters. In an integrated system, the manipulation of one variable creates an impact on the other variables/systems within that environment. The failure to predict the impact and mitigate the damages can lead to disastrous results. The institution must be ready, at all levels, to implement and leverage technology to create distance-learning only environments for traditional students (and faculty) with a bias toward face-to-face educational experience.
Dissertations / Theses on the topic "Integrated Learning Environment Project"
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Schmid, Felix. "A practice based learning environment for engineering students : acquiring competencies for working on advanced manufacturing engineering." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5412.
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In this thesis the author describes the design and operation of a learning environment aimed at imparting technical, technological and managerial knowledge, developing understanding of the underlying issues and enhancing team work skills for an advanced technology future. He offers an analysis of learning, education and training and compares group work with individual tasks, presents a major case study and illustrates the features which distinguish the approach from role play, simulation and experiential learning. When staff at Brunel University were faced with the problem of teaching Computer Integrated Manufacturing (CIM) to engineering students on thin sandwich type undergraduate degree programmes the writer suggested the use of an approach he would later describe as 'practice based learning' or 'real life simulation'. The fourth year course in CIM is designed as a double option for the complementary undergraduate courses, Brunel Manufacturing Engineering (BME) and Special Engineering Programmes (SEP). It is an extension of the Manufacturing Design and Practice course in years one to three of the BME course and of the Design strand on SEP, both of which restrict students' work to the use of individual machine tools and stand alone computing facilities. A wide range of teaching methods is used on the CIM course, including lectures by course staff, presentations by experts and, as the major element, a large group project involving all the students on the course, organised in a management matrix, coordinated by the students and supported by the staff acting as experts. The students also undertake assignment work alongside the technical tasks, to focus their thinking and to improve written communication skills. While the course described cannot replace more than a small proportion of the more conventional lecture, laboratory and tutorial teaching on an engineering programme, it provides a setting where students can experiment and learn about their own strengths and weaknesses in a realistic situation and in the context of teamwork. It also offers a space where they can make quite serious mistakes without direct consequences to their careers. The experience of seven years leads the author to believe that advanced manufacturing technologies and the associated management techniques should be taught in a project based environment with clear and real targets and realistic constraints, offering students challenges to which they can only rise through close and creative team work. The management of task execution must be left largely in the students' own hands. A high level of "consultant" type support is essential though, allied to an assessment scheme which promises and ensures fair treatment of the individual. The different parts of the thesis will be relevant to readers depending on their interest and background. Chapter 1 sets the scene and outlines the approach taken. Following this broad outline of the scope of the dissertation the author places Computer Integrated Manufacturing in a wider context in chapter 2, by providing an introduction to the underlying issues of computer integration and human factors. He puts forward a case for new approaches to the education and training of engineers and managers who will be working in Computer Integrated Manufacturing and Advanced Manufacturing Environments in general. Chapter 3 is devoted to the management of projects while chapter 4 is used to question the role of the engineer. Chapters 5 and 6 provide an introduction to theories of knowledge, teaching, learning and motivation. Chapters 7 and 8 are devoted to particular aspects of engineering education, while chapter 9 reviews the approach used at Brunel University. The topical issues of competence and its relevance to engineering education is discussed in chapter 10, leading into chapters 11 and 12 which deal with aspects of the CIM course. Chapters 13 and 14 are devoted to case-studies and particular tools. The key question of assessment of a practice oriented and team based course is addressed in chapter 15, followed by an evaluation of the CIM process and its application to engineering education of a full time nature which is included in chapters 17 and 18.
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Turk, Deborah, and n/a. "Improving the process? A study of learner autonomy, interaction & technology-enhanced language-learning environments." University of Canberra. Languages & International Education, 2005. http://erl.canberra.edu.au./public/adt-AUC20060809.131915.
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Is it possible for technological �spaces� to be created that can provide a community
atmosphere � one in which learners are not restrained by pre-determined syllabi and have the
ability to direct their learning according to their own interests, pace and goals? If so, it would
be notable to discover which kinds of interactions might be possible, or might eventuate, and
how the participants in such a learning �space� would organize themselves. Also of interest
would be the kinds of power structures that emerged through participant interaction, the
direction/interactions undertaken by the participants and the improvements that could be made
in order to respect and accommodate the differences between learners in a social online
learning space.
In order to further study this hypothesised need to investigate these questions, this researcher
developed an online, English as a Second/Foreign Language learning environment for
advanced adult learners of English. She reviewed the appropriate literature in order to theorise
how to commence this research direction and investigated various learning platforms and
software tools. The result was the development of a multiplatform environment which
consisted of a content management system and a 3D microworld. Tools, exercises and content
were developed and/or gathered as starting points for learners and the various software had to
be learnt in order to orient others on their use. Finally, the environment was trialed over a four
week duration with a group of advanced to native speakers of English (volunteers) and the
results have been presented in this thesis for discussion.
The trial, entitled the ILE Project, attempted to study the problems involved in the technical
development of such spaces, to observe the interactions between the learners in a 3D
microworld and uncover issues relating to its implementation. Some issues raised by the
project concerned techno-literacy, personality-driven interaction differences and
organizational power shifts within the 3D community. This thesis closes with an argument
that redefines the notion of the learner autonomy, proposes certain modifications to both the
pedagogic and technical structure of the online environment and discusses the issues raised in
this research. The latter discussion would require further re-conceptualization of the spaces,
stakes and support structures that educators can create/provide in an attempt to improve online
language learning.
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Mink, Deborah V. "Evaluation of a K-5 mathematics program which integrates children's literature: classroom environment and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13566.
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This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students. Because Project CRISS (CReating Independence through Student-owned Strategies), the foundation of SMILE, had already proven to be successful nationwide for secondary students, this study focused on elementary (K-5) school students and their teachers. My evaluation of this unique program, that integrates children's literature and mathematics, focused on student attitudes and the nature of the classroom learning environment. My research represents one of the relatively few studies that have employed learning environment dimensions with students in the elementary school mathematics classroom as criteria of effectiveness in the evaluation of educational innovations. The My Class Inventory (MCI) and an adaptation of the 1988 NAEP (National Assessment of Educational Progress) Attitude Survey were administered to a sample of 120 Grade 5 students as measures of students' perceptions of the classroom learning environment and their attitudes. Qualitative data were composed of student and teacher interviews, classroom observations and work samples. Methodologically, my study supports previous research that successfully combined qualitative and quantitative methods of data collection.The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity; additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students and classes of the teachers who participated in the inservice program. In particular, students' attitudes to mathematics and reading improved, and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. Therefore, others can implement SMILE with confidence. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness.
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Brown, Alan William. "A view mechanism for an integrated project support environment." Thesis, University of Newcastle Upon Tyne, 1988. http://hdl.handle.net/10443/2067.
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In the last few years the rapidly expanding application of computer technology has brought the problems of software production increasingly to the fore, and it is widely accepted that current software development techniques are unable to produce high quality software at the rate required to keep pace with this. To try to improve this imbalance, the fte1d of Software Engineering has been advanced as a possible solution, attempting to apply the formal methods of an engineering discipline to software design and implementation. One of the most promising areas to be developed in this fte1d is that of Integrated Project Support Environments (IPSE's), which attempt to spread the focus of attention during software development from the coding stage to embrace the whole development cycle, from initial requirements speciftcation through to operational maintenance. These environments hope to improve prodUction efficiency and quality by providing a complete set of support tools to help with each stage of software development, and to supply the necessary tool integration to ensure a smooth transition of use between these tools. This thesis examines the services provided as part of an IPSE which allow users and tools to interact in a meaningful way throughout the life of a project. In particular, a view mechanism is seen as a vital component of these services allowing indiVidual external views of the facilities to be deftned which suit different users' needs. A model of a view mechanism for an IPSE is developed, and within a particular implementation of an IPSE, a view mechanism is formally deftned and implemented. Finally, the view mechanism is analysed and discussed before concluding with some directions for future research.
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Jackson, A. R. "Abstract data types and the integrated project support environment database." Thesis, University of York, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382958.
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Jahnigen, Charles J. "The integrated environment an updated approach to the montessori learning environment /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1147898930.
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Thesis (Master of Architecture)--University of Cincinnati, 2006.Title from electronic thesis title page (viewed July 24, 2006). Includes abstract. Keywords: Montessori Architecture; Sustainable Architecture; High Performance Schools; High Performance Facilities; Educational Architecture. Includes bibliographical references.
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JAHNIGEN, CHARLES J. "THE INTEGRATED ENVIRONMENT: AN UPDATED APPROACH TO THE MONTESSORI LEARNING ENVIRONMENT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147898930.
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Sperlich, Juntana Ginda. "Designing a brain-based learning environment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3216.
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The purpose of this project was to develop a teacher friendly guide that would help teachers not only apply brain-based strategies in the classroom, but also to see results from transforming their classrooms into brain-based learning environments.
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Lourenço, Fábio André Ferreira Borges. "Integrated learning and development environment for mobile applications." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16946.
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Mestrado em Engenharia Electrónica e TelecomunicaçõesEsta dissertação contribuiu para o desenvolvimento de uma ferramenta didática estruturada que integrasse informação de qualidade já existente sobre Sistemas de Informação Web, proveniente de fontes devidamente credenciadas, disponibilizando-a ao público-alvo (alunos de engenharia fora da área das tecnologias da informação e comunicação), indicando e ajudando a encontrar o melhor caminho a seguir nessa aprendizagem. A ferramenta didática encontra-se atualmente em três formatos diferentes – Website que utiliza um software de Sistema de Gestão de Conteúdos, aplicação móvel Android e documento de texto – tentando assim abranger o maior número de indivíduos dentro do público-alvo. A ferramenta didática encontra-se orientada para a autoaprendizagem devidamente estruturada. Aborda os fundamentos teóricos principais sobre os Sistemas de Informação Web: conceitos, definições, arquitetura e as suas camadas, componentes de construção (bases de dados, Web Services, interface com o utilizador nos formatos de aplicação móvel Android e Website). Disponibiliza receitas para casos de uso prático que são expansíveis a diversas áreas, como, por exemplo, o desenvolvimento de um sistema que faz uso de um servidor LAMP, no qual existem serviços RESTful que fornecem a informação presente numa base de dados para ser acedida numa aplicação móvel Android. A ferramenta não se encontra ainda testada e validada na comunidade estudantil, mas as primeiras impressões são muito promissoras.
This dissertation has contributed to develop a structured didactic tool that integrates existing quality information on Web Information Systems, from properly accredited sources, making it available to the target audience (engineering students outside the area of information and communication technologies), indicating and helping them to find the best course of action in this learning process. The didactic tool can be currently found in three different formats – Website that uses a Content Management System software, Android mobile application and text document – thus attempting to reach the largest number of individuals within the target audience. The didactic tool is oriented to properly structured self-learning. It discusses the main theoretical foundations on Web Information Systems: concepts, definitions, architecture and its layers, building components (databases, Web Services, user interface in Android mobile application and Website formats). Provides recipes for cases of practical use that are expandable to different areas, for example, the development of a system that makes use of a LAMP server, in which there are RESTful services that provide the information stored in a database to be accessed in an Android mobile application. The tool has not been yet tested and validated in the student community, but first impressions are very promising.
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Peker, Ender. "Campus As An Integrated Learning Environment: Learning In Campus Open Spaces." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612496/index.pdf.
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Recent researches on campus learning environments present that there is a seeking for alternative learning spaces among students. Researches argue that more learning is taking place outside of class time than ever before. With an increased emphasis on collaboration and group projects, students are learning in small groups outside of the classrooms as they accomplish work related to their courses. Literature defines these experiences as &lsquoinformal learning&rsquo
. Therewithal, campus open spaces are one of the major areas where students prefer for their informal learning experiences. This thesis aims to search the influence of campus open space design on students&rsquo
learning experiences. Additionally, it argues that there is a strong relation between the learning and the space where learning action occurs. In doing this, it both covers a theoretical framework and a case study. Within the theoretical part, it discusses various learning theories with respect to the prominent principles for each theory. It reveals learning space design indicators which affects learning both in indoor and outdoor learning environments. In the case study, with the analysis of different sample areas from METU campus, the study both investigates the learning experiences actualized on campus open spaces and the triggering design indicators which enhance these experiences.
Books on the topic "Integrated Learning Environment Project"
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iLearning: Creating an integrated learning and collaborative work environment. San Francisco: Jossey-Bass, 2008.
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Reiss, Steven P. The Field Programming Environment: A Friendly Integrated Environment for Learning and Development. Boston, MA: Springer US, 1995.
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Reiss, Steven P. The field programming environment: A friendly integrated environment for learning and development. Boston: Kluwer Academic Publishers, 1995.
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Reiss, Steven P. The Field Programming Environment: A Friendly Integrated Environment for Learning and Development. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-2215-7.
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Fennimore, Todd F. A guide for dropout prevention: Creating an integrated learning environment in secondary schools. Columbus, Ohio: National Center for Research in Vocational Education, Ohio State University, 1988.
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Patil, Arun S., Patrick Keleher, and R. E. Harreveld. Work-integrated learning in engineering, built environment and technology: Diversity of practice in practice. Hershey, PA: Information Science Reference, 2011.
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University of Kent at Canterbury. Department of Information Technology. Learning at work project (information technology): Work-based module : the business environment : student's journal. Canterbury: University of Kent at Canterbury, 1994.
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First Nations, M©Øetis and Inuit school-community learning environment project: Promising practices. Edmonton: First Nations, M©Øetis and Inuit Services, 2007.
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Roth, Dik. A development project and its sociocultural environment: Land reform and settlement in the Pompengan integrated area development project (PIADP), Luwu, South Sulawesi, Indonesia. The Hague: Institute of Social Studies, 1993.
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Learning through the built environment: An ecological approach to child development. New York: Irvington Pub., 1985.
Find full textBook chapters on the topic "Integrated Learning Environment Project"
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Black, Jasmine E., Chris Short, and Jenny Phelps. "Water with Integrated Local Delivery (WILD) for Transformative Change in Socio-Ecological Management." In Fostering Transformative Change for Sustainability in the Context of Socio-Ecological Production Landscapes and Seascapes (SEPLS), 155–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6761-6_9.
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AbstractAn innovative approach towards transformative change through multi-stakeholder participation for socio-ecological practices—Integrated Local Delivery (ILD)—has been used to restore the water quality and biodiversity across a catchment in the Cotswolds, South West England. This was triggered by the need to improve the Ecological Status of water as a part of the European Union’s Water Framework Directive. On a landscape scale of roughly 25,000 hectares, multi-stakeholders collaborated through a bottom-up approach to carry out environmental restoration of the catchment.Over 3 years, an iterative learning loop of reflection and evolution created increased engagement. Twenty farmers have been empowered as ‘guardians’ to be key contacts between institutions and ensure the sustained environmental quality of the area. Both farmers and communities acted to reduce chemical use, protect river banks from livestock damage and clear waterways to enhance water quality and biodiversity. Local communities fed into the development of a ‘Community Water Guide’ which can be applied internationally for similar projects. Within the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) transformative change framework, the ILD model can also be applied by facilitators to access levers and leverage points in order to enable change.Important take home messages from the project include having well-trained facilitators who ensure active engagement, connections and continuity over the long term. Likewise, ensuring all stakeholders feel listened to and clearly communicated with is essential to build trust and motivation.
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Labaj, Martin, Marián Šimko, Jozef Tvarožek, and Mária Bieliková. "Integrated Environment for Learning Programming." In Open Learning and Teaching in Educational Communities, 498–501. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_50.
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Dunne, Elena S. "Project as a learning environment." In American Translators Association Scholarly Monograph Series, 265–88. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ata.xvi.14dun.
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Ready, James, and David Kalinsky. "An Integrated Embedded Systems Software Development Environment for ITRON." In TRON Project 1988, 67–76. Tokyo: Springer Japan, 1988. http://dx.doi.org/10.1007/978-4-431-68081-9_5.
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Shet, R. M., Nalini C. Iyer, P. C. Nissimgoudar, and S. Ajit. "Integrated Experience: Through Project-Based Learning." In Proceedings of the International Conference on Transformations in Engineering Education, 479–86. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1931-6_55.
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Agdas, Duzgun, Marc Miska, Steve Rowlinson, and Derek H. T. Walker. "Information management in the built environment." In Routledge Handbook of Integrated Project Delivery, 439–53. First edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.1201/9781315185774-24.
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Bair, Rik, and Beth Teagarden Bair. "The Brazil Project: A Continuing Education Partnership." In Learning Environment and Design, 19–26. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_2.
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Lichtig, William A. "The Integrated Agreement for Lean Project Delivery." In Improving Healthcare through Built Environment Infrastructure, 85–101. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319675.ch6.
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Hernández-Leo, Davinia, Jonathan Chacón, Luis P. Prieto, Juan I. Asensio-Pérez, and Michael Derntl. "Towards an Integrated Learning Design Environment." In Lecture Notes in Computer Science, 448–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40814-4_37.
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Reiss, Steven P. "Integrated Programming Environments." In The Field Programming Environment: A Friendly Integrated Environment for Learning and Development, 1–16. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-2215-7_1.
Full textConference papers on the topic "Integrated Learning Environment Project"
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Yajun Cheng and Ruirui Zhang. "A framework of project-based integrated learning environment for animation design." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641463.
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Basiri, Kouros, and Noorminshah A. Iahad. "Initiation Steps towards Generating Integrated Computer Supported Environment for Project-Based Learning." In 2009 International Conference on Future Computer and Communication (ICFCC). IEEE, 2009. http://dx.doi.org/10.1109/icfcc.2009.104.
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3467.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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Roesler, Jeffery, Paul Littleton, Arthur Schmidt, Lance Schideman, Morgan Johnston, Jose Mestre, Geoffrey Herman, et al. "Campus integrated project-based learning course in civil and environmental engineering." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344382.
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Nakamura, Taichi, and Yuki Tachikawa. "Integrated role-play training system for project management education: On-line group work training environment in cooperaetion with an agent system." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017913.
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Freiheit, Jörn, Frank Fuchs-Kittowski, and Juliane Siegeris. "Project studies integrated into the working processes of companies." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5353.
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In this paper, the concept of the project studies within the in-service master’s programme “Professional IT-Business” is presented. The concept comprises several elements that enable and support learning in real working environments. Project and working-process-oriented teaching and learning formats that have been developed to strengthen the skills of the students are described. These teaching formats are applied in cooperation between third-level institutions and companies.
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Mancini, Francesco Maria, and Tanja Glusac. "Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11192.
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Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour) and Semester 2. This model provides students with an opportunity to collaboratively learn from and re-design the existing urban environments by immersing themselves in the very context they are studying. The proximity of the classroom to the urban setting presented an opportunity for students to draw comparisons and analysis between national and international examples and that of the surrounding urban milieu. Additionally, advanced technology supportive of distributed learning environment and intense collaboration with industry such as Hassell, Element and The Office of the Government Architect (OGA), coupled with opportunities to visit various practices, provided deeper insights and an all rounded approach to learning and engaging with architecture. Keywords: experiential learning; collaborative learning environments; architecture, urban design
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Ng, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.
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T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy and technology when teaching her post-graduate student teachers. In addition, technology was used to foster peer learning, so that participants could learn through a holistic approach in an experiential environment, rather than using technology as an add-on tool. An institutional standard questionnaire and a focus group meeting were conducted as part of this study, to gather feedback from the participants in the study, on the new learning approach, and the grades that these student teachers obtained for their individual work and group project were analyzed. It was found that the participants embraced both a peer and blended learning approach, and yet the grades that they obtained for their group projects were not superior to the grades on their individual assignments.
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Romero, Inmaculada, Encarna Ruiz, Francisco Espínola, Manuel Moya, and Cristóbal Cara. "INTEGRATED PROJECT-BASED LEARNING EXPERIENCE FOR UNDERGRADUATE STUDENTS OF THE ENVIRONMENTAL SCIENCES DEGREE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1131.
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Guo, Wanwu. "Guiding Students Learning Project Team Management from Their Own Practice." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2841.
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Project development is scheduled in the final year study of undergraduate students in computer science, software engineering, information technology, and other relevant programs. This final project provides students an opportunity to integrate all the skills and knowledge learnt from their previous studies into real practice. Experience in supervising student projects shows that student’s ability in working collaboratively in a teamwork environment is the most influential factor on the quality of a student project. However, managing a student project team is significantly different from managing a real project in a workplace. This paper reports the practice of guiding students handling internal collaboration in a team environment during IT project development. Firstly, a practical guideline in dealing with human incompatibility in a project team is introduced to students in the beginning of their project development. During the course, when an event occurs, except in some extreme circumstances, the supervisor only gives students advice on all the possible solutions and their corresponding consequences according to the nature of the event. It is the students in the project team who make the final decision on which action they should take on resolving the problem encountered. This gives students more responsibility in managing their own project team, from which students will learn much more in handling human-related issues effectively than from textbooks. The case studies presented in this paper show that this approach is useful.
Reports on the topic "Integrated Learning Environment Project"
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Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.
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A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.
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MITCHELL, R. L. Integrated Environment and Safety and Health Management System (ISMS) Implementation Project Plan. Office of Scientific and Technical Information (OSTI), January 2000. http://dx.doi.org/10.2172/801115.
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Kim, Eundeok. A Service-Learning Project with a Local Apparel Business Integrated into Trend Analysis and Forecasting Class. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-78.
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Mayas, Magda. Creating with timbre. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.686088.
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Unfolding processes of timbre and memory in improvisational piano performance This exposition is an introduction to my research and practice as a pianist, in which I unfold processes of timbre and memory in improvised music from a performer’s perspective. Timbre is often understood as a purely sonic perceptual phenomenon. However, this is not in accordance with a site-specific improvisational practice with changing spatial circumstances impacting the listening experience, nor does it take into account the agency of the instrument and objects used or the performer’s movements and gestures. In my practice, I have found a concept as part of the creating process in improvised music which has compelling potential: Timbre orchestration. My research takes the many and complex aspects of a performance environment into account and offers an extended understanding of timbre, which embraces spatial, material and bodily aspects of sound in improvised music performance. The investigative projects described in this exposition offer a methodology to explore timbral improvisational processes integrated into my practice, which is further extended through collaborations with sound engineers, an instrument builder and a choreographer: -experiments in amplification and recording, resulting in Memory piece, a series of works for amplified piano and multichannel playback - Piano mapping, a performance approach, with a custom-built device for live spatialization as means to expand and deepen spatio-timbral relationships; - Accretion, a project with choreographer Toby Kassell for three grand pianos and a pianist, where gestural approaches are used to activate and compose timbre in space. Together, the projects explore memory as a structural, reflective and performative tool and the creation of performing and listening modes as integrated parts of timbre orchestration. Orchestration and choreography of timbre turn into an open and hybrid compositional approach, which can be applied to various contexts, engaging with dynamic relationships and re-configuring them.
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de Caritat, Patrice, Brent McInnes, and Stephen Rowins. Towards a heavy mineral map of the Australian continent: a feasibility study. Geoscience Australia, 2020. http://dx.doi.org/10.11636/record.2020.031.
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Heavy minerals (HMs) are minerals with a specific gravity greater than 2.9 g/cm3. They are commonly highly resistant to physical and chemical weathering, and therefore persist in sediments as lasting indicators of the (former) presence of the rocks they formed in. The presence/absence of certain HMs, their associations with other HMs, their concentration levels, and the geochemical patterns they form in maps or 3D models can be indicative of geological processes that contributed to their formation. Furthermore trace element and isotopic analyses of HMs have been used to vector to mineralisation or constrain timing of geological processes. The positive role of HMs in mineral exploration is well established in other countries, but comparatively little understood in Australia. Here we present the results of a pilot project that was designed to establish, test and assess a workflow to produce a HM map (or atlas of maps) and dataset for Australia. This would represent a critical step in the ability to detect anomalous HM patterns as it would establish the background HM characteristics (i.e., unrelated to mineralisation). Further the extremely rich dataset produced would be a valuable input into any future machine learning/big data-based prospectivity analysis. The pilot project consisted in selecting ten sites from the National Geochemical Survey of Australia (NGSA) and separating and analysing the HM contents from the 75-430 µm grain-size fraction of the top (0-10 cm depth) sediment samples. A workflow was established and tested based on the density separation of the HM-rich phase by combining a shake table and the use of dense liquids. The automated mineralogy quantification was performed on a TESCAN® Integrated Mineral Analyser (TIMA) that identified and mapped thousands of grains in a matter of minutes for each sample. The results indicated that: (1) the NGSA samples are appropriate for HM analysis; (2) over 40 HMs were effectively identified and quantified using TIMA automated quantitative mineralogy; (3) the resultant HMs’ mineralogy is consistent with the samples’ bulk geochemistry and regional geological setting; and (4) the HM makeup of the NGSA samples varied across the country, as shown by the mineral mounts and preliminary maps. Based on these observations, HM mapping of the continent using NGSA samples will likely result in coherent and interpretable geological patterns relating to bedrock lithology, metamorphic grade, degree of alteration and mineralisation. It could assist in geological investigations especially where outcrop is minimal, challenging to correctly attribute due to extensive weathering, or simply difficult to access. It is believed that a continental-scale HM atlas for Australia could assist in derisking mineral exploration and lead to investment, e.g., via tenement uptake, exploration, discovery and ultimately exploitation. As some HMs are hosts for technology critical elements such as rare earth elements, their systematic and internally consistent quantification and mapping could lead to resource discovery essential for a more sustainable, lower-carbon economy.
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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.
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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana (RTB) seed systems as a means to understand the systems themselves and the possibilities of improving gender-related interventions in the potato seed system; and 3) to develop farmers’ leadership skills to facilitate women’s active involvement in project activities. Results of the project assessment identified certain constraints on gender mainstreaming in the potato seed system: a low level of female participation in decision-making processes, women’s limited access to finances that would enable their greater involvement in larger scale potato farming, and a low awareness of potato seed systems and of possible female involvement in associated activities. Significantly, the perception of gender roles and stereotypes differs from region to region in Georgia; this difference is quite pronounced in the target municipalities of Kazbegi, Marneuli, and Akhalkalaki, with the last two having populations of ethnic minorities (Azeri and Armenian, respectively). For example, in Marneuli, although women are actively involved in potato production, they are not considered farmers but mainly as assistants to farmers, who are men. This type of diversity (or lack thereof) results in a different understanding of gender mainstreaming in the potato seed system as well. Based on the training results obtained in three target regions—Akhalkalaki, Akhaltsikhe, and Marneuli—it is evident that women are keen on learning new technologies and on acquiring updated agricultural information, including on potato production. It is also clear that women spend as much time as men do on farming activities such as potato production, particularly in weeding and harvesting. However, women are heavily burdened with domestic work, and they are not major decision-makers with regard to potato variety selection, agricultural investments, and product sales, nor with the inclusion of participants in any training provided. Involving women in project activities will lead to greater efficiency in the potato production environment, as women’s increased knowledge will certainly contribute to an improved production process, and their new ideas will help to improve existing production systems, through which women could also gain confidence and power. As a general recommendation, it is extremely important to develop equitable seed systems that take into consideration, among other factors, social context and the cultural aspects of local communities. Thus, understanding male and female farmers’ knowledge may promote the development of seed systems that are sustainable and responsive to farmers’ needs and capacities.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.