Search

Copyright of Politica y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objectives of developing a model for teaching and evaluating core competencies and providing support to lecturers. This paper deals with the problem-solving competence. The first step has been to elaborate a guide for teachers to provide a homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provides the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that have been carried out. We will finally justify the validity of the method to assess the problem-solving competence. [ABSTRACT FROM AUTHOR]

This paper outlines the adaptation of an assessment methodology in several courses in an engineering studies syllabus to the context of the new European Higher Education Area, through focusing on the best set of assessment methodologies that can be used, in order to improve learning processes without losing quality in the content. This is called a "mixed assessment methodology" and includes the implementation of different continuous assessments using virtual, manual or mechanical procedures. It allows teachers to manage large student numbers as well as to give them the required feedback. The paper classifies subjects into groups, based on their content and separates students by whether they are repeating the course or not, it addresses different assessment methodologies, incorporates engineering quality control concepts, and discusses the results achieved. The main contribution is to establish the best mixed assessment methodology for each subject in higher engineering education. [ABSTRACT FROM AUTHOR]

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista da Faculdade de Letras: História is the property of Universidade do Porto, Faculdade de Letras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, the educational experiences of research in Engineering Education in the Escuela Universitaria de Ingenieria Tecnica de Telecomunicacion at the Universidad Politecnica de Madrid are presented. The research attempted to go beyond the experiences in the framework of the European Higher Education Area during the academic years 2005-2007. This paper describes the experience within the first-year course in the Escuela Universitaria de Ingenieria Tecnica de Telecomunicacion. Three years after the beginning of this research some feedback is given and some conclusions are drawn. [ABSTRACT FROM AUTHOR]

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, competence-based assessment is a term widely used in higher educational institutions. Many educational centres focus their efforts on the concretion of competences for the evaluation. For this purpose, in the European Union (EU) was defined the European e-Competence Framework (e-CF), which provides a reference of 40 competences applied to the field of Information and Communication Technologies (ICT) using a common language of competences, skills and capability levels. On the other hand, the incorporation of Information Technologies (IT) such as Audience Response Systems (ARSs) in the European Higher Education Area (EHEA) or other educational institutions has supposed a new way to teach. Unifying these two concepts (Competences and ARSs), this paper presents a novel approach for automated measurement of competences applied to the field of Software Engineering and shows a description about the conceptual model to develop this type of evaluations. Furthermore, we propose the integration of SIDRA (ARS tool) and SECEIP (Software Engineering Competence Evaluation Internet Portal). This portal will be endowed with a new means of assessing students, thanks to the use of wireless devices, such as, smartphones or tablets. [ABSTRACT FROM AUTHOR]

In the course of the Bologna process, traditional one-cycle degree programs have been re-arranged into two successive cycles (bachelor's and master's). In many European countries, this has created a new tertiary degree level below those previously offered. Focusing on Germany, this paper studies the consequences of this new form of differentiation for social inequality. First, we analyze social origin effects on the decision to continue higher education or to leave with a bachelor's degree for a recent post-Bologna cohort. We find that parents' education has a pronounced influence on the probability of their children's enrolment in the second cycle, comparable in size to the effect of parents' education on children's initial tertiary enrolment. Second, the observed gap in enrolment rates is largely the result of indirect influences, most importantly, type of institution. Third, we analyze changes in social origin effects on completion of a master's or traditional equivalent level program over time. Drawing on data from pre- and post-Bologna cohorts, we find that the share of graduates from low educated parents at the master's or equivalent traditional degree level decreases, when study courses adopt the two-cycle structure. Our findings stand in sharp contrast to an official goal of the Bologna Process, namely to support underrepresented groups in the framework of the so called ‘social dimension’. [ABSTRACT FROM AUTHOR]

This paper gathers the research done from 2009 to 2014 in the context of a project consisting of several educational innovation projects carried out at the Technical University of Madrid (UPM) whose aim was to improve the socioemotional competencies of its students and professors, in line with some requirements of the European Higher Education Area such as “preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development”. The promotion of these competencies in the engineering students can help them to optimize their academic achievement and to increase their competitiveness in the business world. Meanwhile, the socio-emotional development of the teachers can help them to create an atmosphere that supports student learning. The training techniques (online, blended and face-to-face seminars, and Coaching processes) and the outcome research methods (ad-hoc surveys and tests, pre-post evaluation using Emotional Intelligence evaluation tests) used in the five-year project are presented in this manuscript, as well as the results obtained from the 451 students and 135 professors from six engineering schools of the UPM who enrolled in the project. The benefits of these projects (a significant increase in the students’ emotional quotient and in the professors’ emotional skills have been achieved) and the sustainability of their activities (an emotional competencies development online classroom, accessible to the entire university community, has been launched) are highly encouraging. [ABSTRACT FROM AUTHOR]

After five years since the introduction of the European Higher Education Area (EHEA) in Spain, it is time to examine its achievements. This study focuses on technical architectural studies and its transformation into a Bachelor's degree in Building. The analysis takes into account key issues such as the reduction in the number of new students due to the crisis in the Spanish construction sector that started in 2008. This paper presents a study of the impact of the Bologna Process on the abovementioned bachelor's degree programme from the point of view of the first-year subject of Descriptive Geometry. The methodology is based on time series analysis and correlation parameters of data collected between 2005 and 2014. The results, on one hand, show high correlations (0.94-0.98) between the decrease in the number of students enrolled and some construction sector economic variables, such as construction employment. However, according to surveys, the vocations are still the main reason of career choice. On the other hand, they also show that the four-month period division of the subject established in the new bachelor programme has improved students' academic performance. This is clearly shown in the range of students with marks over 7 out of 10. In conclusion, the Bologna Process has led to an improvement in the academic performance of first-year students and the development of highly motivated and engaged learners in the new Bachelor's degree in Building programme. In contrast, it is shown that the implementation of the EHEA will not reduce the number of years spent by students in their studies nor decrease the rate of students who drop out. [ABSTRACT FROM AUTHOR]

The Russian education reform follows the Bologna process pattern and seeks to get construction engineering students develop social and professional competencies. The co-authors of the paper believe that the social competencies of the students of the civil engineering university must be fo-cused on their future professional activities. The social competencies, developed by the students in the course of their studies, must help them to solve the most relevant problems of the urban envi-ronment and its development. [ABSTRACT FROM AUTHOR]

Copyright of Public Security & Public Order / Visuomenes Saugumas ir Viesoji Tvarka is the property of Mykolas Romeris University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, the development of different multidisciplinary skills within the framework of development of Final Degree Projects and Master Degree Projects is presented. By means of liaisons established with industry, not only technical aspects of real industrial challenges are covered, but also the necessary transverse competences. The continuous feedback between students, academia and industrial/corporate members leads to an effective multidisciplinary environment, in which all of the participants have the opportunity of experiencing an effective increase in their knowledge base. [ABSTRACT FROM AUTHOR]

The changes that the European Higher Education Area (EHEA) framework obliged the School of Architecture of Malaga, University of Malaga. to make to its "History of Architecture " course are discussed in this paper. It was taken up as an opportunity to modify the whole course, introducing creative teaching and "imaginative activities" to put the students at the centre of the learning experience and giving them part control over the course. IT technologies such as Pinterest were used to create a friendly visual learning environment to offer richer learning experiences and positive effects on the students. Time dedicated to the presentation of theoretical content in the course was reduced by half and the program was redefined from the chronology of the previous program to a reading of the use of the classical orders throughout history. This change generated interest, curiosity and a greater understanding of the relationships between different styles which use the same elements. The implementation of several activities such as problem solving exercises, complementary readings and video helped to focus the course on a student-centred learning environment, was valued positively by the students. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the opinion of agricultural engineers about their education, identify EHEA-based educational needs for a successful future, and depict the current situation of the labor market for graduate agricultural engineers as well as the professional prospects for undergraduate students. The chosen sample of Agricultural Engineers are those in the region of Galicia (NW of Spain). It is consisted of graduate students of the Higher Polytechnic School at the University of Santiago de Compostela since 1987 and members of the Galician Association of Agricultural Engineers (Colegio Oficial de Ingenieros Agrónomos de Galicia--COIAG). The results show the dynamism of the profession in Galicia and reveal the importance of both traditional and new areas of activity. In addition, the results show high expectations among the participants regarding the new curriculum. Agricultural engineers acknowledge and support all the competencies included in the curricula and demand more competencies related to the new fields of activity of the profession to be included. [ABSTRACT FROM AUTHOR]

Copyright of Social Education / Socialinis Ugdymas is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Management / Vadyba (16487974) is the property of Lithuania Business University of Applied Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Engineering degree students sometimes feel that programming courses are not particularly relevant to their main subject and consequently are unmotivated and underperform. In view of this fact therefore, we have realized that in order to motivate them, programming practices must be related to other areas of their degree, in accordance with some principles of the EHEA (European Higher Education Area) process currently being implanted in European universities. This paper presents the work done over a ten year period in which we have tried to motivate the participation of the students studying Telecommunications Engineering in the University of Malaga during their studies. Conceptual maps produced as the result of a coordinated process between several professors in the different areas of the syllabus were used to design the practices and as a result the student success rate has improved while absenteeism has dropped. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The consolidation of the European Higher Education Area (EHEA) has brought forward significant changes in the conception of teaching and learning. In the area of foreign language teaching/learning those changes have been accompanied by the Common European Framework of Reference for Languages (CEFRL), which advocates for the development of communicative language competences in the context of formal instruction. This paper aims to answer whether the new EHEA language learning guidelines point to the appropriate direction and highlights the role of language as a social instrument to favour language learning and to encompass the EHEA. It also discusses the role of society, identity, and its influence to language learning. [ABSTRACT FROM AUTHOR]

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Bologna process aims at creating a European Higher Education Area where inter-country mobility of students and staff, as well as workers holding a degree, is facilitated. While several aspects of the process deserve wide public support, others are less consensual. The paper checks the extent of academic staff confidence in the restructuring of higher education currently underway, by looking at its implications in Romania. Based on six open-ended interview questions of 29 faculty members in Romania, the results of our study identify central themes associated with this relevant stakeholder group's perception of benefits and issues/challenges associated with the implementtation process. Most notably the themes of process planning, accreditation, lack of information, and unexpected results emerged as issues/challenges, while mobility, wider choice of programs, improved quality, and international standing were perceived as benefits. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is focused on applying a competence-based education model to the Projects subject at the School of Industrial Engineering, University of Vigo. The aim has been to try to adapt to Bologna Process before it affects the subject in order to gain experience, to apply learned lesson and to change the working method and teacher's assessment. The two pillars of this experience have been: Project-Based Learning (PBL) and Virtual Learning. These two educational methodologies have been implemented in two consecutive stages, one year for each methodology. The paper will deal with this model design presentation; the different experienced training activities; the solutions that allowed for capacities, abilities and attitudes; organization criteria and some thoughts derived from its development. [ABSTRACT FROM AUTHOR]

A process of integration is currently taking place to adapt our methodologies to the new guidelines established by the European Higher Education Area (EHEA). This situation is profoundly changing the way that university subjects are taught. As a part of this, we have to modify the teaching-learning process in terms of syllabus, didactic procedures, evaluation methodologies, etc. The main focus of this paper is on how to restructure several subjects in Industrial Engineering. The chief goal is to improve the work of teachers. Several weaknesses have been detected and justify the need for measures to improve the efficiency of teaching and evaluation. [ABSTRACT FROM AUTHOR]

Copyright of DYNA - Ingeniería e Industria is the property of Publicaciones Dyna SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of FABICIB: Facultad de Bioquímica y Ciencias Biológicas, Universidad Nacional del Litoral is the property of Universidad Nacional del Litoral and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)