The impact of the credit transfer accumulation system on Algeria

In this work, the influence of the background of the University students is analyzed. In particular how the average mark of the students affects their academic progress. An anonymously collected data analysis is performed, Among these data are the number of European Credit Transfer and Accumulation System (ECTS) enrolled, the mark exams, average mark exams, access type, etc. Conclusions of each considered degree are presented at the end of the work.

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La evaluación continuada como instrumento para el ajuste de la ayuda pedagógica y la enseñanza de competencias de autorregulación

Cuaderno de Pedagogia Universitaria ◽

10.29197/cpu.v8i15.142 ◽

2014 ◽

Vol 8 (15) ◽

pp. 14-20

Author(s):

César Coll, et. al.

Keyword(s):

Educational Psychology ◽

Evaluation System ◽

Bachelor's Degree ◽

Multiple Sources ◽

Credit Transfer ◽

Evaluation Systems ◽

Accumulation System ◽

Starting Point ◽

Psychology Course ◽

The University

En este trabajo se presenta y discute un sistema de evaluación que permite al profesor obtener múltiples evidencias de las habilidades y conocimientos de los alumnos y optimizar la tutorización, el seguimiento y el apoyo al aprendizaje. La experiencia de innovación ha tenido lugar durante el curso 2005-06 en tres grupos experimentales de la asignatura de Psicología de la Educación, una asignatura troncal de la Licenciatura de Psicología diseñada en coherencia con European Credit Transfer and Accumulation System (ECTS) en la Universidad de Barcelona. La presentación del sistema de evaluación se utiliza como punto de partida para una reflexión más amplia sobre algunos criterios que deberían contemplarse, a juicio de los autores, en el diseño de sistemas de evaluación vinculados a la construcción del Espacio Europeo de Educación Superior.AbstractThis article presents and discusses an evaluation system that enables the teacher to obtain data of the students’ abilities and knowledge from multiple sources, in order to optimize the tutoring, the follow-up and the learning support. This innovative experience took place during the academic year 2005-2006. Three groups from the Educational Psychology course took part in the study. Educational Psychology is a key subject in the curriculum for the Bachelor’s Degree in Psychology, designed at the University of Barcelona in compliance with the European Credit Transfer and Accumulation System (ECTS). The presentation of this evaluation system intends to be the starting point toward a deeper reflection regarding the criterion that, according to the authors, should be taken into account when designing evaluation systems in connection with the creation of the European Space of Higher Education.

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The European Credit Transfer System (ECTS): introduction and practical experience at the Technical University of Denmark

Water Science & Technology ◽

10.2166/wst.2000.0044 ◽

2000 ◽

Vol 41 (2) ◽

pp. 61-66 ◽

Cited By ~ 6

Author(s):

B. S. Larsen

Keyword(s):

Student Mobility ◽

Practical Experience ◽

Transfer System ◽

Credit Transfer ◽

The Core ◽

Studying Abroad ◽

Core Elements ◽

Technical University ◽

Academic Recognition ◽

The Impact

The objectives and the core elements of the European Course Credit Transfer System (ECTS) are briefly described. ECTS is a tool to manage student mobility as it facilitates transparency, academic recognition, and commitment of the student and involved institutions. The impact on student mobility and teaching after implementation of ECTS at the Technical University of Denmark (DTU) is reported. The ratio of guest students attending advanced environmental engineering courses at DTU increased from 7 percent of class to almost 50 percent over a three-year period. The number of DTU students studying abroad was also affected by the implementation of ECTS in combination with DTU's additional internationalisation activities. In 1998 DTU achieved balance between the inflow and outflow of students.

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Music Teacher Training: A precarious area within the Spanish university

British Journal of Music Education ◽

10.1017/s026505171600036x ◽

2016 ◽

Vol 34 (1) ◽

pp. 81-94 ◽

Cited By ~ 1

Author(s):

José A. Rodríguez-Quiles

Keyword(s):

Higher Education ◽

Teacher Training ◽

Mass Media ◽

Music Teacher ◽

Music Teaching ◽

European Higher Education Area ◽

Credit Transfer ◽

Accumulation System ◽

Knowledge Area ◽

European Higher Education

In the last few years expressions like European convergence, European Higher Education Area, European Credit Transfer and Accumulation System and others have become more and more usual not only in academic circles but also even in the mass media. But to what extent are these expressions valid for all knowledge areas in all EU countries? After analysing the curricula for Music Teaching Training in Spain (through the lens of J. Butler and J. Derrida) I will show the situation of precarity of this knowledge area under a postmodern perspective and how the expressions above have become non-neutral expressions sous rature that manage to preserve the rights of the already consolidated knowledge areas to the detriment of the non-consolidated ones.

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A disjunct eddy accumulation system for the measurement of BVOC fluxes: instrument characterizations and field deployment

Atmospheric Measurement Techniques Discussions ◽

10.5194/amtd-5-2703-2012 ◽

2012 ◽

Vol 5 (2) ◽

pp. 2703-2746 ◽

Cited By ~ 1

Author(s):

G. D. Edwards ◽

D. K. Martins ◽

T. Starn ◽

K. Pratt ◽

P. B. Shepson

Keyword(s):

Atmospheric Chemistry ◽

Vertical Wind ◽

University Of Michigan ◽

Accumulation System ◽

Flux Measurements ◽

Wind Measurements ◽

Sorbent Materials ◽

Field Deployment ◽

The University ◽

The Impact

Abstract. Biological volatile organic compounds (BVOCs), such as isoprene and monoterpenes, are emitted in large amounts from forests. Quantification of the flux of BVOCs is critical in the evaluation of the impact of these compounds on the concentrations of atmospheric oxidants and on the production of secondary organic aerosol. A disjunct eddy accumulation (DEA) sampler system was constructed for the measurement of speciated BVOC fluxes. Unlike traditional eddy covariance (EC), the relatively new technique of disjunct sampling differs by taking short, discrete samples that allows for slower sampling frequencies. Disjunct sample airflow is directed into cartridges containing sorbent materials at sampling rates proportional to the magnitude of the vertical wind. Compounds accumulated on the cartridges are then quantified by thermal desorption and gas chromatography. Herein, we describe our initial tests to evaluate the disjunct sampler including the application of using vertical wind measurements to create optimized sampling thresholds. Measurements of BVOC fluxes obtained from DEA during its deployment above a mixed hardwood forest at the University of Michigan Biological Station (Pellston, MI) during the 2009 CABINEX field campaign are reported. Daytime (09:00 a.m. to 05:00 p.m.) isoprene fluxes, when averaged over the footprint of the tower were 1.31 mg m−2 h−1 which is comparable to previous flux measurements at this location. Speciated monoterpene fluxes are some of the first to be reported from this site. Daytime averages were 26.7 μg m−2 h−1 for α-pinene and 10.6 μg m−2 h−1 for β-pinene. These measured concentrations and fluxes were compared to the output of an atmospheric chemistry model, and were found to be consistent with our knowledge of the variables that control BVOCs fluxes at this site.

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Variations among Students’ Experiences of Learning to Counsel

Nordisk tidsskrift i veiledningspedagogikk ◽

10.15845/ntvp.v4i1.1497 ◽

2019 ◽

Vol 4 (1) ◽

Author(s):

Mårten Kae Paulsen ◽

Anne-Marie Aubert

Keyword(s):

Professional Development ◽

Counselor Development ◽

Q Method ◽

Credit Transfer ◽

Counseling Relationships ◽

Accumulation System ◽

Self Development ◽

Effective Counseling ◽

Part Time ◽

Support Students

We explored students’ experiences of learning in a part-time, two-year counseling course (60 European Credit Transfer and Accumulation System [ECTS] credits). We wanted to know if there were any systematic variations among individual experiences — if so, what kinds of patterns characterized the variations and how to understand the patterns. We applied the Q method, in which 22 out of 23 participants shared their experiences. Our key findings emerged in three factors. We interpreted and named them F1: building effective counseling relationships is fundamental, F2: the entirety of the course, and F3: self-development. We discuss the factors from theory of counselors’ professional development. The knowledge may support students and teachers in their awareness of what is the important aspects of counselor development. From a subject-didactic perspective, the study informs readers on how to implement a curriculum for a part-time counseling course.

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