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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
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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
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This paper presents a method of general geometrical definitions of screw machine rotors and their manufacturing tools. It
describes the details of lobe shape specification, and focuses on a new lobe profile, which yields a larger cross-sectional
area and shorter sealing lines resulting in higher delivery rates for the same tip speed. A well proven mathematical model
was used to determine the optimum profile, compressor housing size, and compressor ports to achieve the superior compressors. 相似文献
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Innovative Higher Education - The percentage of Latinx college athletes in the National Collegiate Athletic Association (NCAA) continues to grow, yet research remains scarce on their experiences.... 相似文献
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Michael Schön Konrad Steinestel Doreen Spiegelburg Annika Risch Mira Seidel Leon Schurr Ulrich Kai Fassnacht Nikola Golenhofen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2022,15(1):89-101
Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future. 相似文献
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Medic and colleagues (Medic, Starkes, & Young, 2007) found that relatively younger cohorts of Masters athletes had higher participation rates and achieved higher performances compared with a relatively older cohort. Considering that Medic and colleagues' (2007) study was cross-sectional in nature, the purpose of this investigation was to employ a retrospective longitudinal study design to examine the participation rates of Masters swimmers as a function of an individual's constituent year within any 5-year age category over a period of 6 years. Using archived data from the 2003 to 2009 US Masters Short Course National Championships, swimmers' attendance was followed for a period of six consecutive years. Results indicated that a participation-related relative age effect was observed among swimmers who, over a period of 6 years, competed in either at least one championship (N = 2596; Cochran's Q? = 64.16, r(s) = -0.92, both P < 0.0001) or at least three championships (N = 441; Cochran's Q? = 47.51, r(s) = -0.91, both P < 0.0001). Overall, effect size analyses indicated that the odds of a Masters swimmer participating in the championship during the first constituent year of any 5-year age category was more than two times greater than the odds of that athlete participating during the fifth constituent year. 相似文献
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Nikola Golenhofen Felix Heindl Claudia Grab-Kroll David A.C. Messerer Tobias M. Böckers Anja Böckers 《Anatomical sciences education》2020,13(1):8-18
Hand-held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m-learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m-learning devices. This observational study presents an anatomy m-learning tool (eMed-App), an application developed to accompany an anatomy seminar and support medical students' self-directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The eMed-App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering eMed-App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the eMed-App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high-performing ones, made use of the eMed-App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy. 相似文献
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Slađana Popović Nikola Unković Gordana Subakov Simić Milica Ljaljević Grbić 《文物保护研究》2018,63(5):292-302
The presence of biofilms on stone monuments can lead to biodeterioration processes that significantly lower not only the aesthetic value of cultural heritage sites but also cause considerable physical and chemical damage to stone surfaces. In terrestrial environments, cyanobacteria have a significant role in biofilm formation on a variety of natural and artificial stone substrata, including granite, sandstone, limestone, lime mortar, etc. Studies on cyanobacterial diversity and estimation of biodeteriorative activity on stone cultural heritage objects can be very important for conservators and restorers, and cyanobacteria removal from stone monuments is currently a great challenge for conservation science. In that sense, the diversity of terrestrial cyanobacteria was investigated at six localities in Serbia. Samples for cyanobacterial analyses were taken from surface biofilms covering different substrata: granite and lime mortar (The Monument to the Unknown Hero), sandstone (Branko's Bridge, Eiffel’s Lock) and carbonate rock (Medieval tombstones from Mramorje and Rasti?te, Gradac Monastery). A total of 18 cyanobacterial taxa were identified. The highest diversity was found on carbonate rock, followed by sandstone. Cyanobacteria were also recorded on an artificial substratum – lime mortar, while cyanobacteria were not found on granite. All detected cyanobacteria seriously impaired the structural and aesthetic integrity of the studied monuments via mechanical and chemical actions, so their presence must not be overlooked. 相似文献