scholarly journals SMART TEXTILES TO PROMOTE MULTIDISCIPLINARY STEM TRAINING

2019 ◽  
Vol 2019 ◽  
pp. 174-177
Author(s):  
Ion Razvan RADULESCU ◽  
Carmen GHITULEASA ◽  
Emilia VISILEANU ◽  
Lilioara SURDU ◽  
Razvan SCARLAT ◽  
...  
Keyword(s):  
Textile Industry ◽  
Strategic Partnership ◽  
Vocational Education And Training ◽  
Free Access ◽  
Smart Textiles ◽  
Learning Platform ◽  
Smart Textile ◽  
Project Smart ◽  
E Learning ◽  
Design And Manufacture

Smart textiles consist of multi-disciplinary knowledge. Disciplines such as physics, mathematics, material science or electrics is needed in order to be able to design and manufacture a smart textiles product. This is why knowledge in smart textiles may be used to showcase high school and university students in basic years of preparation some applications of technical disciplines they are learning. The Erasmus+ project “Smart textiles for STEM training – Skills4Smartex” is a strategic partnership project for Vocational Education and Training aiming to promote additional knowledge and skills for trainees in technical fields, for a broader understanding of interconnections and application of STEM, via smart textiles. Skills4Smartex is an ongoing project within the period Oct. 2018-Sept. 2020, with a partnership of six research providers in textiles www.skills4smartex.eu. The project has three intellectual outputs: the Guide for smart practices (O1), the Course in smart textiles (O2) and the Dedicated e-learning Instrument (O3). The Guide for smart practices consists in the analysis of a survey with 63 textile companies on partnership level and interviews with 18 companies. Main aim of O1 is to transfer from source site to target sites technical and smart textile best practices and the profile of workforce needed for the future textile industry. The needs analysis achieved within O1will serve to conceive the Course for smart textiles with 42 modules (O2), to be accessed via the Dedicated e-learning Instrument (O3). All outputs are available with free access on the e-learning platform: www.adva2tex.eu/portal.

scholarly journals USING STEM PRINCIPLES FOR UNDERSTANDING SMART TEXTILES’ SOLUTIONS – THE SLOVENIAN EXPERIENCE

2019 ◽  
Vol 2019 ◽  
pp. 224-227
Author(s):  
Zoran STJEPANOVIČ ◽  
Andrej CUPAR ◽  
Razvan RADULESCU ◽  
Andreja RUDOLF
Keyword(s):  
Vocational Education And Training ◽  
Smart Textiles ◽  
Technical Textiles ◽  
Science Technology ◽  
Smart Textile ◽  
Engineering Mathematics ◽  
Project Smart ◽  
E Learning ◽  
And Training ◽  
The Eu

The contribution gives an overview of the Erasmus+ project Smart textiles for STEM training – Skills4Smartex, funded by the European Commission. Presented are main objectives, aims and expected results, focused on experiences, gained through the first year’s project activities’ in Slovenia. The project aims to improve the knowledge, skills and employability of students in the fields, related to STEM (Science, Technology, Engineering, Mathematics) by providing appropriate training tools to understand multidisciplinary work through smart textiles. The main objectives of the project are: (1) Creating a Guide on smart practices meant for supporting innovation in textile enterprises; (2) Creating a Course in smart textiles, meant for multidisciplinary thinking; (3) Creating a dedicated e-learning instrument, meant for channeling the interest of VET students for "serious games"; (4) Improving the skills of students by means of practical work in constructing smart textile prototypes. The project activities began with a survey on smart/technical textiles completed by 63 textile companies at the EU level; 10 of them were from Slovenia. The aim was to identify existing opportunities for producing smart textiles in enterprises and forecasting expected occupations and work profiles for young trainees. The results will be published in a guide meant for transferring smart practices from enterprises to Vocational Education and Training (VET) schools and young students.

scholarly journals Texmatrix – The knowledge matrix for innovation applied to textile enterprises

2019 ◽  
Vol 70 (02) ◽  
pp. 197-202
Author(s):  
RĂDULESCU ION-RĂZVAN ◽  
ALMEIDA LUIS ◽  
VANNUCCI ROBERTO ◽  
BLAGA MIRELA ◽  
DUFKOVA PETRA ◽  
...  
Keyword(s):  
Swot Analysis ◽  
Open Educational Resources ◽  
Enterprise Management ◽  
Free Access ◽  
European Languages ◽  
Learning Platform ◽  
Individual Enterprise ◽  
E Learning ◽  
Enterprise Level ◽  
Educational Modules

Several enterprise management instruments are used to support innovation. The Knowledge Matrix for Innovation (KMI) quantifies intangible assets of an enterprise in order to keep an improved inventory, gap bridges and eliminate redundancies. The KMI was defined and implemented for textile enterprises within the Erasmus+ project TexMatrix, in order to respond to their innovation needs: the KMI was transformed to a Benchmarking questionnaire, a Benchmarking study was conducted with 64 European textile enterprises and Reports on European, national and individual enterprise level were created. The needs of the enterprises were drawn from a SWOT analysis of the European Benchmarking report: 35 project solutions provided by the consortium partners were assigned to six main Opportunities of SWOT analysis. These project solutions contain results in fields like: research, market and training. The solutions altogether with three educational modules for supporting innovation were implemented within an e-learning course in five European languages of the project’s partners: English, Italian, Portuguese, Romanian and Slovenian. The Moodle e-learning course includes various resources (Book, Video) and activities (Quiz, Glossary, Chat and Forum).Training was performed for 199 textile professionals within 8 multiplier events and for 137 young students within 5 blended courses. Textile professionals expressed their interest in implementing some of the project solutions. All created Open Educational Resources are available with free access on the project’s e-learning platform: www.advan2tex.eu/portal/.

Cloud-Based E-Learning Platform

2016 ◽  
Vol 15 (5) ◽  
pp. 109-130 ◽  
Author(s):  
Mohsen El-Shawarby
Keyword(s):  
Learning Platform ◽  
E Learning

scholarly journals Validation of a TAM Extension in Agriculture: Exploring the Determinants of Acceptance of an e-Learning Platform

2021 ◽  
Vol 11 (10) ◽  
pp. 4672
Author(s):  
Ivonne Angelica Castiblanco Jimenez ◽  
Laura Cristina Cepeda García ◽  
Federica Marcolin ◽  
Maria Grazia Violante ◽  
Enrico Vezzetti
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Agricultural Sector ◽  
Geographical Location ◽  
Ease Of Use ◽  
Content Quality ◽  
Learning Platform ◽  
Primary Determinant ◽  
E Learning ◽  
Acceptance Model

Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users’ acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers’ and agricultural entrepreneurs’ perception of the tool’s usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users’ perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM’s validity to assess technology acceptance.

scholarly journals Multi-Agent System Observer: Intelligent Support for Engaged E-Learning

Electronics ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1370
Author(s):  
Igor Vuković ◽  
Kristijan Kuk ◽  
Petar Čisar ◽  
Miloš Banđur ◽  
Đoko Banđur ◽  
...  
Keyword(s):  
Machine Learning ◽  
Machine Learning Algorithms ◽  
Intelligent Support ◽  
Course Success ◽  
States Of Emergency ◽  
Learning Platform ◽  
Rapid Spread ◽  
E Learning ◽  
Multi Agent ◽  
Observer System

Moodle is a widely deployed distance learning platform that provides numerous opportunities to enhance the learning process. Moodle’s importance in maintaining the continuity of education in states of emergency and other circumstances has been particularly demonstrated in the context of the COVID-19 virus’ rapid spread. However, there is a problem with personalizing the learning and monitoring of students’ work. There is room for upgrading the system by applying data mining and different machine-learning methods. The multi-agent Observer system proposed in our paper supports students engaged in learning by monitoring their work and making suggestions based on the prediction of their final course success, using indicators of engagement and machine-learning algorithms. A novelty is that Observer collects data independently of the Moodle database, autonomously creates a training set, and learns from gathered data. Since the data are anonymized, researchers and lecturers can freely use them for purposes broader than that specified for Observer. The paper shows how the methodology, technologies, and techniques used in Observer provide an autonomous system of personalized assistance for students within Moodle platforms.

scholarly journals The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

2021 ◽  
Vol 11 (4) ◽  
pp. 158
Author(s):  
Abdul Halim ◽  
Elmi Mahzum ◽  
Muhammad Yacob ◽  
Irwandi Irwandi ◽  
Lilia Halim
Keyword(s):  
Biology Education ◽  
Free Fall ◽  
Percentage Reduction ◽  
Significant Treatment ◽  
Learning Modules ◽  
Physics Courses ◽  
Learning Platform ◽  
Quasi Experimental ◽  
E Learning ◽  
The Impact

Physics learning in universities utilized the Moodle-based e-learning media as an online learning platform. However, the effectiveness of remediating misconception using online media has not been widely researched. Therefore, this study was set to determine the level of misconception percentage reduction through the use of narrative feedback, the e-learning modules, and realistic video. The study was a quantitative approach with a quasi-experimental method involving 281 students who were taking basic physics courses in the Department of Physics, Chemistry, and Biology Education. The data collection used a three-tier diagnostic test based on e-learning at the beginning of the activity and after the treatment (posttest). The results of the data analysis with descriptive statistics show that the most significant treatment in reducing misconception percentage on the topic of free-fall motion was in the following order: narrative feedback, e-learning modules and realistic video. The misconception percentage reduction in the sub-concept of accelerated free- fall was effective for all types of the treatments.

scholarly journals Teaching Mathematics at Distance: A Challenge for Universities

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rosalinda Cassibba ◽  
Daniela Ferrarello ◽  
Maria Flavia Mammana ◽  
Pasquale Musso ◽  
Mario Pennisi ◽  
...  
Keyword(s):  
Teaching Mathematics ◽  
State University ◽  
Distance Teaching ◽  
Face To Face ◽  
University Mathematics ◽  
Learning Platform ◽  
E Learning ◽  
University Level ◽  
Teaching Modality ◽  
The Way

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

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