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Global Employability Skills are skills that students acquire during their study period, that are in addition to their academic knowledge and skills, and that would help in their careers. As students continue their university journeys, they often overlook or underestimate the importance of developing Global Employability Skills that employers may consider important for their jobs. In this paper, we present a mobile application, the GES App, designed to help students recognize, document, and articulate their skills to their prospective employees. The GES App is designed to stimulate university students to reflect upon their experiences and assess the skills they may develop outside of their formal university studies. This paper presents how such an app could support students plan their careers and develop their Global Employability Skills that would make them more attractive to their future employers. A use case scenario is described to illustrate the role the GES App could play, from the perspectives of students, staff, and employers. [For the full proceedings, see ED639391.]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

In design teaching ubiquitous technologies can offer new ways of situating learning within real world experiences. Yet they require new types of knowledge; both an understanding of how to work with the technology and also an understanding of how to use the technologies to respond to changing contexts such as the place and the people. We sought to understand the factors affecting how students work with the acquiring these broader knowledge bases and how this impacted on the learning outcomes in design-based learning. In this paper we discuss an approach to tertiary design teaching that involves the use of ubiquitous technologies to support fieldwork and in-situ learning and through this we evaluate the impact on teaching and learning. We will describe the methods of the study, which involved pre- and postinterviews and questionnaires completed by individual students, focus groups as well as analysis of the outcomes of the student projects. We will explore how a series of different contexts framed and affected the learning experience by exploring the context as location, technology and social setting. Since the projects required students to not only use ubiquitous technologies as tools for learning, but also as components of the design project outcomes we also highlight a series of short case studies of student project outcomes to analyse how the students integrated them into their learning environments. In the discussion of the results we will focus on how the context of the learning was understood by the students, and we will discuss an evaluation of how this changed during the course of the teaching project. [For the complete proceedings, see ED557171.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

This section presents several organization and management theory conference paper abstracts, including an ethnographic account focused on issues of identity and place in a Great Britain-based institution of further education, an exploration of how managers can draw upon their informal relations to create new knowledge, and a dynamic framework to assess how a firm strategically allocates its limited resources between improving its competitive position relative to rivals and its collective position shared with rivals.

In recent years the focus for UK Higher Education has been on improving student experiences; technology has played a crucial role in transforming the curriculum, evidenced in a series of initiatives funded by the Joint Information Systems Committee (JISC) (HEFCE, 2009). The adoption of online learning and teaching techniques on practice-based courses, within the field of art and design, have often been seen as controversial, due to the vocational nature of the discipline. This paper seeks to understand, through the application of action research, what affect the incorporation of blended learning has had on the professional practice element of a practice-based course and compare students' responses to results published by one of JISC's completed programmes, 'Learner Experiences of eLearning.' (JISC, 2009) Objectives To identify how a blended programme of eLearning and face-to-face teaching of business and professional practice can support and enhance learning in design-led practice-based courses To understand how the eLearning method of teaching delivery can contribute to flexibility of learning in design-led practice based courses. To identify areas where such an approach contributes to the best use of resources in response to the impact of socio-economic conditions on the education sector. Work to be carried out To design and live test the delivery of a business and professional practice programme using a blend of eLearning and face-to-face teaching. To identify the perceived/real benefits and limitations of such an approach by the analysis of interviews/focus groups/questionnaires with students and staff from the School of Architecture and Design at the University of Brighton. To identify the elements of course delivery that best suit an online approach and those that are more suited to a face-to-face model. To identify the key resources required for this eLearning method of delivery and how they differ from those required for a more traditional face-to-face approach. Compare cohorts who have adapted to the blended learning model of teaching from the more traditional face-to-face learning, with those who have experienced blended learning from the beginning of their course. [ABSTRACT FROM AUTHOR]

This paper presents the results of a questionnaire sent out to vice-chancellors at the end of 2004 regarding current trends in the teaching of design in UK universities. The main conclusion is that large, well-funded universities and teaching-led universities are not currently subject to potential conflict in staff appointments between the requirements of a research background and the need for teaching competence in professional areas of the curriculum. With regard to the teaching of design, the conflicts are more apparent due to the time-consuming nature of design teaching and the difficulty of attracting suitably experienced staff. Concern is expressed about the situation in about five years' time when existing staff retire. A summary of the various initiatives taken by universities to cover the requirements of design teaching is provided. [ABSTRACT FROM AUTHOR]

In 1850, the Bessemer converters were able to produce mass-production inexpensive steel. This technical advance was the key point that leaded to a suddenly extended use of steel in the bridge engineering field. Consequently, timber was pushed into the backstage as a structural material during many decades. In the other hand, timber has been fortunately recovered, especially from 1970's, as engineering material. This paper presents the part I of a first stage work concerning to the study of remarkable ancient timber bridges from 1650 to 1850. Part I consists of a general review. The comparison with the current state of art proves that the technical heritage is worth analyzing as a lesson for the present. Selected case studies would be used to explain the historical timber bridge breakthroughs in part II [1]. The geographical areas analysed were restrained to Europe and USA due to the limitations to the access to first-hand sources. Nowadays works following these principles are many (see e.g. [2]), but James's work [3] still continues being a basic guide for authors. [ABSTRACT FROM AUTHOR]