Grading students' programming and soft skills with open badges: A case study     

Bojan Tomić  Jelena Jovanović  Nikola Milikić  Vladan Devedžić  Sonja Dimitrijević  Dragan Đurić  Zoran Ševarac 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):518-530

Well-developed programming (technical) skills are very important for software engineers, information systems engineers and programmers in general. However, they must also possess relevant personal skills (soft skills) to be successful at the workplace (eg, collaboration, solving real-world problems and communication). The latter, however, are rarely assessed and acknowledged in regular software engineering courses. This paper describes the results of a small case study involving an extracurricular Java programming course in which, in addition to knowledge and skills in relevant technologies, students' soft skills were also assessed. As part of the assessment, students have been awarded Open Badges. The study was exploratory in nature, aimed at examining Open Badges as a motivational mechanism, students' engagement in attaining soft skills and students' perception of soft skills and Open Badges. The results suggest that Open Badges may not be so effective in motivating students to complete the assignments nor attend the course, although students' perception of Open Badges is generally positive. Soft skills were generally perceived as important as hard skills. Students' engagement in attaining soft skills could be affected by assignment announcement time and its level of difficulty.  相似文献   

浅析基于ETL技术和全表扫描哈希对比的数据同步方法     

王志学  麦晓冬  符睿 《广东轻工职业技术学院学报》2011,10(2):4-7

数据同步技术随着企业对各个信息系统之间数据共享的重视而变得越来越重要,数据同步的方法有很多,本文主要介绍基于ETL技术和基于全表扫描及哈希对比两种数据同步方法。基于ETL技术的数据同步是基于中间逻辑表完成数据转换,再通过主键和时间戳的对比而完成数据同步过程。本文以Kettle工具为例进行分析;基于全表扫描及哈希对比的数据同步是基于视图完成数据转换,再通过hash算法扫描对比而完成数据同步过程。  相似文献   

智能建筑实验室建设现状与方案研究     

伍银波  周卫  施金鸿  宋海鹰 《广东技术师范学院学报》2011,(9):45-46,67

随着建筑电气与智能化专业开设院校的增加,该专业已经成为新兴的热门专业,实验室的建设也受到了越来越多的关注.通过对一些高校实验室建设现状的调查,总结在选择实验室建设方案时应考虑的主要问题,为相关实验室的建设提供一定的参考.  相似文献   

教育与可持续发展相结合案例研究——以肯尼亚青年多科技术学院模式为例     

卡桑迪·科姆巴 《职业技术教育》2011,(24)

引言背景资料在殖民统治时期,教育制度在性质上既是分层性的,也是隔离性的,肯尼亚人同其他非洲人一样只被允许接受关于职业和农业教育,其目的是为殖民者提供廉价的体力劳动者(Sorobea,1992;Sheffield,1971)。这在殖民时期的各种教育报告中被反复提及,包括:弗雷泽,1902年;菲尔普斯斯托克斯,1924年;毕彻,1949年。而学历教育则是  相似文献   

Self-management in Yugoslav universities     

Branko Pribiévić Ph.D.  Jovan Ghgorijević Ph.D. 《Prospects》1973,3(4):515-521

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Work-related burnout syndrome in special education teachers working with children with developmental disorders – possible correlations with some socio-demographic aspects and assertiveness     

Vesna Jovanović  Jasmina Karić  Goran Mihajlović  Tamara Džamonja-Ignjatović 《欧洲特需教育杂志》2013,28(5):692-701

ABSTRACT

The aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of 42.51 ± 9.23 years). Research instruments included Maslach Burnout Inventory, Rathus Assertiveness Schedule, and a socio-demographic questionnaire. There were differences in all burnout dimensions in relation to types of students’ special needs. Higher levels of burnout symptoms were observed in teachers working with children with motor skill disorders. The assertiveness scores had a significant negative correlation with emotional exhaustion and depersonalisation, and a positive correlation with a lack of accomplishment. The results obtained may help in the planning of the adequate preventative measures for improving the mental health of those professionals.  相似文献   

The science(s) of adult education     

Nikola Pastuović 《International Journal of Lifelong Education》2013,32(4):273-291

This article deals with the problems of forming a scientific system for adult education. The first part contains different concepts of sciences of education in developed countries, with a special emphasis on the difference between pedagogy as ‘practical theory’ and the sciences of education than can withstand meta‐scientific criteria. This is followed by a survey of the educological system of the knowledge of education, and the scientific and non‐scientific knowledge of adult education are contrasted. To enable us to distinguish unambiguously between scientific and non‐scientific knowledge the survey contains some major criteria for determining whether a discipline is a science or not. In this context andragogy, as well as pedagogy, are defined as ‘technological’ disciplines with the task of applying the principles discovered by the sciences of adult education: the educational psychology of adults, the sociology of adult education, the economics of adult education and the educational anthropology. In other words, andragogy is the ‘praxiology of adult education’, i.e. the science of applying scientific knowledge about adult education in the practice of that education. Andragogy could become ‘the general science of adult education’ and acquire a supra‐technological character if it grew into a science of the effectiveness of systems of adult education. In that case andragogy would study the interaction between the elements of the system as well as the interaction between these elements and the subsystems of the educational environment.  相似文献   

Teacher training in the USSR     

T. A. Il'ina  V. I. Mišin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(3):332-337

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Hemolysis from a nurses’ standpoint – survey from four Croatian hospitals     

Adrijana Doroti?  Dragana Anton?i?  Vanja Radi?i? Biljak  Dara Nedi?  Andjelo Beleti? 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(3):393-400

Introduction

Hemolysis can occur during sample collection, handling and transport. It is more frequent when the non-laboratory staff performs sampling. The aim of this study was to assess nurses’ knowledge on the causes of hemolysis and consequential impact on the laboratory tests results. Additionally, the differences in knowledge, related to work experience, professional degree and previous education about hemolysis were explored.

Materials and methods

An anonymus survey, containing 11 questions on demographics, causes of hemolysis, its impact on biochemical parameters and nurses’ attitude towards additional education in preanalytics, was conducted in four Croatian hospitals. The answers were compared by Chi-squared and Fischer exact test.

Results

In total, 562 survey results were collected. Majority of nurses declared familiarity with the term “hemolysis” (99.6%). There were 77% of correct answers regarding questions about the causes of hemolysis, but only 50% when it comes to questions about interference in biochemical tests. The percentage of correct answers about causes was significantly lower (P = 0.029) among more experienced nurses, and higher (P = 0.027) in those with higher professional degree, while influence of previous education was not significant. Also, higher percentage of correct answers about interferences was encountered in nurses with longer work experience (P = 0.039). More than 70% of nurses declared that additional education about preanalytical factors would be beneficial.

Conclusion

Croatian nurses are familiar with the definition of hemolysis, but a lack of knowledge about causes and influence on laboratory test results is evident. Nurses are eager to improve their knowledge in this field of preanalytical phase.Key words: hemolysis, nurses, survey, preanalytical phase  相似文献   

Contextualising ECEC research: the case of Slovenia     

Maša Vidmar 《International Journal of Early Years Education》2015,23(3):313-328

In the present study the longitudinal relations between quantity of centre-based child care (in months) and teacher reports of internalising and externalising behaviour in the first and second grades were examined for 325 Slovenian children. The socio-political context of affordable, accessible and homogenously high-quality child care is quite different compared to the context in countries from which many child-care studies originate (e.g. the USA). In Slovenia quality standards are regulated (child:staff ratio, teacher education, curriculum), the service is subsidised and children are guaranteed a place after the end of parental leave (i.e. at 11 months). In the described socio-political context a beneficial effect of child care quantity was found for internalising behaviour, while there were negative effects for externalising behaviour. Children who spent more time in child care exhibited less internalising behaviour and more externalising behaviour in the first grade of school, both with small coefficient sizes. Our study shows that even in the context of progressive child care some positive as well as less positive effects of child care participation on child development occur.  相似文献