Use of Tablet Pcs in Higher Education: A new Strategy for Training Engineers in European Bachelors and Masters Programmes

The use of technology in classrooms in Spanish universities has been following an upward path, and in many cases technological devices are substituting other materials that until now have been used, such as books, notebooks and so on. Step by step in higher education, more of these latest generationdevices are being used, and are providing significant improvements in training. Nowadays, there are Spanish universities that use tablets, a device with multiple applications for teaching as well as for students to study differently. They are definitely a notable innovation that will gradually become incorporated into university life. Tablet PCs make teaching more dynamic and available to students through the use of up to date digital materials, something which is key in training engineers. This paper presents their different functions employed in three Spanish universities to support teachingin engineering degrees and masters using the tablet PC, and their impact on the training process. Possible uses in specific programs like the Erasmus Masters Programmes are also assessed. The main objective of using tabletsis to improve the academic performance of students through the use of technology.

Innovative education networking aimed at multimedia tools for geometrical optics learning

We present a purposeful initiative to open new grounds for teaching Geometrical Optics. It is based on the creation of an innovative education networking involving academic staff from three Spanish universities linked together around Optics. Nowadays, students demand online resources such as innovative multimedia tools for complementing the understanding of their studies. Geometrical Optics relies on basics of light phenomena like reflection and refraction and the use of simple optical elements such as mirrors, prisms, lenses, and fibers. The mathematical treatment is simple and the equations are not too complicated. But from our long time experience in teaching to undergraduate students, we realize that important concepts are missed by these students because they do not work ray tracing as they should do. Moreover, Geometrical Optics laboratory is crucial by providing many short Optics experiments and thus stimulating students interest in the study of such a topic. Multimedia applications help teachers to cover those student demands. In that sense, our educational networking shares and develops online materials based on 1) video-tutorials of laboratory experiences and of ray tracing exercises, 2) different online platforms for student self-examinations and 3) computer assisted geometrical optics exercises. That will result in interesting educational synergies and promote student autonomy for learning Optics.

How can directories of open access repositories improve the reuse of learning objects in building engineering?

This paper studies the use of directories of open access repositories worldwide (DOARW) to search Spanish repositories containing learning objects in the field of building engineering (BE). Results show that DOARW are powerful tools, but deficiencies (indicated in this study) have to be solved in order to obtain more accurate searches, and to facilitate repository-finding for potential users who are seeking learning objects (LOs) for reuse. Aiming to contribute to the promotion of the reuse of Spanish LOs, this study exposes to the academic community all existing Spanish repositories with LOs, and in particular, the repositories that contain LOs in the field of BE. This paper also studies the critical mass of available content (LOs) in the field of BE in Spain. It has been found to be low.

Extending Working Lives: A comparative analysis of how governments influence lifelong learning, CEPS Special Report No. 111, July 2015

This report offers a comparative policy study on adult learning within the scope of complementary research conducted by Beblavý et al. (2013) on how people upgrade their skills during their adult lifetimes. To achieve our objectives, we identified regulatory policies and financial support in 11 countries for two main categories of learning: formal higher education and employer-based training. Drawing upon the results of the country reports carried out by our partners in the MoPAct project, we found that in none of the countries examined is there an ‘older student’ policy. In most cases grants and financial support are awarded only up until a certain age. In all of the countries studied, standard undergraduate and post-graduate studies are available for part-time students. The distribution of full-time students and part-time students in tertiary education varies from one country to another as well as from one age group to another. The participation in full-time tertiary education programmes decreases with the age of students. In Lithuania, Latvia, Poland and the UK, there are no mandatory policies to ensure employer-based training. However, in Belgium, Czech Republic, Denmark, Estonia, Germany, Italy, the Netherlands and Spain, employer-based training is more clearly regulated and the employers might have obligations to provide training for their staff. Taking into consideration Beblavý et al. (2013), we observe that comparative differences across countries can be related to policy differences only in some cases. The policy framework seems to impact more the employer-based training than the educational attainment (upgrade of ISCED level). In Denmark, the Netherlands, Latvia, Lithuania, Czech Republic and Poland, we find a perfect match between policy outcomes and the results of Beblavý et al. (2013) related to employer-based training. This is not the case in the United Kingdom, where the two aspects observed are not correlated.

Learning a living : a blueprint for high performance : a SCANS report for America 2000.

"April 1992."

Learning a living : a blueprint for high performance : a SCANS report for America 2000.

"April 1992"--Pt. 1.

Peripheral vision training for motor vehicle drivers. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Learning to earn; a plea and a plan for vocational education,

"Organizations interested in vocational training": p.[391]-394.

Learning from kinescopes and films,

Human Engineering Project 20-TV-1, Project designation NR-781.

Looking into leadership monographs [and training film index]

- The leader looks at: 1. The leadership dilemma, by Warren H. Schmidt; 2. Authority and hierarchy, by David S. Brown; 3. Group effectiveness, by Gordon L. Lippitt and Edith Seashore; 4. Self-development, by Malcom S. Knowles; 5. Process of change, by Thomas R. Bennett II; 6. Decision-making, by David S. Brown; 7. Communication, by Leslie E. This; 8. Individual motivation, by Paul C. Buchanan; 9. Creativity, by Irving R. Weschler; 10. The consultative process, by Richard Beckhard; 11. Staff-line relations, by Ross Pollock; 12. The appraisal of personnel, by Michael G. Blansfield. - Training film index.; 13. The leader looks at the learning climate, by Malcolm S.

Final report on Occupational Training Center for the Hard-Core Unemployed at Baltimore, Maryland /

"WLC file no. 1.F.1"

New Techniques in Deep Representation Learning

Thesis (Ph.D.)--University of Washington, 2016-06

Toward Never-Ending Object Learning for Robots

Thesis (Ph.D.)--University of Washington, 2016-06

Graph-based Semi-Supervised Learning in Acoustic Modeling for Automatic Speech Recognition

Thesis (Ph.D.)--University of Washington, 2016-06