The document provides an update on dissemination activities for the VALS WP7 project. It describes that dissemination tools like websites and flyers have been created and dissemination activities have occurred. These include presentations at universities and industry events in Cyprus to engage academics and students. An interim dissemination report has also been prepared, and next steps include finalizing the dissemination plan and report and continuing outreach and publication efforts.
Sandra Schön presented the DOIT project and first resutls at the "Social Innovation Seminar" co-organised by ERCEA and REA in Brussels, 23rd January 2020.
UC Irvine and FGV OCW Collaboration by Gary W. Matkin, UCIGary Matkin, Ph.D.
The University of California, Irvine(UCI) has had a long relationship with Fundacao Getulio Vargas (FGV). This paper explores the evolution of the partnership and the role of OCW in strengthening joint programs involving fee-paying students. This evolution is placed within the context of rapid shifts in the global economic system and the growing importance of countries such as Brazil.
Sandra Schön presented the DOIT project and first resutls at the "Social Innovation Seminar" co-organised by ERCEA and REA in Brussels, 23rd January 2020.
UC Irvine and FGV OCW Collaboration by Gary W. Matkin, UCIGary Matkin, Ph.D.
The University of California, Irvine(UCI) has had a long relationship with Fundacao Getulio Vargas (FGV). This paper explores the evolution of the partnership and the role of OCW in strengthening joint programs involving fee-paying students. This evolution is placed within the context of rapid shifts in the global economic system and the growing importance of countries such as Brazil.
DigCurV - Development of the Framework and the LensesDigCurV
Presentation by Laura Molloy
University of Glasgow
Framing the Digital Curation Curriculum: a DigCurV Workshop
10 December 2012
Firenze (Florence), Italy
ECO MOOC offering at decentralised MOOC level: services on pedagogical approa...EADTU
Presentation by Divina Frau-Meigs (U Paris 3-Sorbonne) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Horizon 2020 successfull dissemination and Exploitation strategy as well as c...Nikolaos Floratos
This is just a small fraction of my complete workbook on how to develop successful dissemination and exploitation as well as communication strategies in Horizon 2020 programme
Presentation of Jacques Dang for EDEN's European Online and Distance Learning Week on 'ICDE Global Outlook to OER: What’s on the calendar and how to engage?' - Thursday, 5 November, 17:00 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-icde-workshop/
This document describes the Training materials, which is currently available on FOODIE Moodle platform.
On the base of Training plan, initial scenarios focused on methods used in sustainable agriculture were
prepared. Special lectures were established in order to stimulate demands of stakeholders for new tools
and methods of using on-line open data for agriculture production, context and sharing data in on line
repositories. There were prepared first set of scenarios, focused on good agriculture practices and also
first material focused on data fusion. The Training Material for FOODIE has following parts:
Introduction – a general four-step process been modified for each pilot. These four steps include:
building the initial scenarios, vision building workshops, testing of initial scenarios, and user requirements collection workshops.
Chapters for training - the first material for methods used in sustainable agriculture was already
prepared by project partners. There are two categories: Methods of Farm Management and Software Components and Tools of Farm Management.
Conclusion defining next steps - initial Training materials have been created. Training related to tools will be organized in later stage. Vision building workshops will be organized during Months 13 – 14.
My presentation at the EDEN Annual Conference Madrid, 24th June 2021about Digital Immigrants Survival Kit
DISK with colleagues and partners E. Ossiannilsson1, P. Ferreira2 Soeiro2, P. Mazohl3, K. De Angelis4, M. Filioglou5, N. Tzimopoulos5
QOOL - Ossiannilsson Quality in Open Online Learning Consultancy, Sweden1; UP - University of Porto, Portugal, co-ordinator2; EFQBL - European Foundation for Quality in Blended Learning, Austria3; Training 2000, Italy4; EDRASE - Educational Activities Society, Greece5
Alicia García Holgado
Research Group of InterAction and eLearning (GRIAL)
University of Salamanca (Spain)
aliciagh@usal.es
Zamora, Spain, June 2nd 2016
Twitter: Professional Development and Instruction Julie Anne Kent
Presentation to faculty on the following points: social networking tools that allows people to share information
a real-time feed to like-minded individuals
in an education or training context could represent a powerful way for educators to publicize research, communicate with their students, be connected with a wider learning or scholarly community, or signpost “followers” to interesting resources, and news stories.
Not all sources on the Web are equally valuable or reliable. Individual sites are not screened or standardized in any way to determine if the information they provide is accurate or useful. Critically evaluating the information you find is central to successful academic research. Determining the credibility of information found on the Web is not always easy - think of the following criteria during evaluation. The World Wide Web offers a great wealth of information, as well as the opportunity for people to express themselves and exchange ideas. This makes it a potentially great place to accomplish research on many topics. But putting documents or pages on the Web is easy, cheap or free, unregulated and unmonitored. If you are using a Web-based source for a research paper, you will need to develop skills to evaluate the credibility and appropriateness of what you find. The following checklist presents questions to ask to help determine whether a Web page is a suitable resource for a research paper, or not. Don't expect to be able to answer all the questions, all the time, for all Web sites you look at. Rather, try to use the questions as a tool to help you look at Web pages critically.
Twitter: Professional Development and Instruction Tool: Faculty HandoutJulie Anne Kent
Twitter defined: a 140-character micro blog considered one of several Web 2.0 social networking tools, connecting people and information in real time. In an education or training context, Twitter is a powerful way for educators / instructors / trainers / researchers to publicize research, communicate with students, connect with broader learning or scholarly community, or alert “followers” to resources and events.
DigCurV - Development of the Framework and the LensesDigCurV
Presentation by Laura Molloy
University of Glasgow
Framing the Digital Curation Curriculum: a DigCurV Workshop
10 December 2012
Firenze (Florence), Italy
ECO MOOC offering at decentralised MOOC level: services on pedagogical approa...EADTU
Presentation by Divina Frau-Meigs (U Paris 3-Sorbonne) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Horizon 2020 successfull dissemination and Exploitation strategy as well as c...Nikolaos Floratos
This is just a small fraction of my complete workbook on how to develop successful dissemination and exploitation as well as communication strategies in Horizon 2020 programme
Presentation of Jacques Dang for EDEN's European Online and Distance Learning Week on 'ICDE Global Outlook to OER: What’s on the calendar and how to engage?' - Thursday, 5 November, 17:00 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-icde-workshop/
This document describes the Training materials, which is currently available on FOODIE Moodle platform.
On the base of Training plan, initial scenarios focused on methods used in sustainable agriculture were
prepared. Special lectures were established in order to stimulate demands of stakeholders for new tools
and methods of using on-line open data for agriculture production, context and sharing data in on line
repositories. There were prepared first set of scenarios, focused on good agriculture practices and also
first material focused on data fusion. The Training Material for FOODIE has following parts:
Introduction – a general four-step process been modified for each pilot. These four steps include:
building the initial scenarios, vision building workshops, testing of initial scenarios, and user requirements collection workshops.
Chapters for training - the first material for methods used in sustainable agriculture was already
prepared by project partners. There are two categories: Methods of Farm Management and Software Components and Tools of Farm Management.
Conclusion defining next steps - initial Training materials have been created. Training related to tools will be organized in later stage. Vision building workshops will be organized during Months 13 – 14.
My presentation at the EDEN Annual Conference Madrid, 24th June 2021about Digital Immigrants Survival Kit
DISK with colleagues and partners E. Ossiannilsson1, P. Ferreira2 Soeiro2, P. Mazohl3, K. De Angelis4, M. Filioglou5, N. Tzimopoulos5
QOOL - Ossiannilsson Quality in Open Online Learning Consultancy, Sweden1; UP - University of Porto, Portugal, co-ordinator2; EFQBL - European Foundation for Quality in Blended Learning, Austria3; Training 2000, Italy4; EDRASE - Educational Activities Society, Greece5
Alicia García Holgado
Research Group of InterAction and eLearning (GRIAL)
University of Salamanca (Spain)
aliciagh@usal.es
Zamora, Spain, June 2nd 2016
Twitter: Professional Development and Instruction Julie Anne Kent
Presentation to faculty on the following points: social networking tools that allows people to share information
a real-time feed to like-minded individuals
in an education or training context could represent a powerful way for educators to publicize research, communicate with their students, be connected with a wider learning or scholarly community, or signpost “followers” to interesting resources, and news stories.
Not all sources on the Web are equally valuable or reliable. Individual sites are not screened or standardized in any way to determine if the information they provide is accurate or useful. Critically evaluating the information you find is central to successful academic research. Determining the credibility of information found on the Web is not always easy - think of the following criteria during evaluation. The World Wide Web offers a great wealth of information, as well as the opportunity for people to express themselves and exchange ideas. This makes it a potentially great place to accomplish research on many topics. But putting documents or pages on the Web is easy, cheap or free, unregulated and unmonitored. If you are using a Web-based source for a research paper, you will need to develop skills to evaluate the credibility and appropriateness of what you find. The following checklist presents questions to ask to help determine whether a Web page is a suitable resource for a research paper, or not. Don't expect to be able to answer all the questions, all the time, for all Web sites you look at. Rather, try to use the questions as a tool to help you look at Web pages critically.
Twitter: Professional Development and Instruction Tool: Faculty HandoutJulie Anne Kent
Twitter defined: a 140-character micro blog considered one of several Web 2.0 social networking tools, connecting people and information in real time. In an education or training context, Twitter is a powerful way for educators / instructors / trainers / researchers to publicize research, communicate with students, connect with broader learning or scholarly community, or alert “followers” to resources and events.
This presentation gives an oiverview of the Sci-GaIA project, in the context of the CHAIN-REDS workshop at EGI2015 (Lisbon).
Aspects covered are :
1. The Sci-GaIA project: facts, figures and bjectives
2. The legacy of other projects (ei4Africa and CHAIN-REDS
3. The Sci-GaIA work programme
A webinar exploring potential synergies and collaboration between European national, regional and transnational climate adaptation (knowledge) platforms (CAPs), EC-funded projects, and the Mission on Adaptation.
A number of European Commission (EC)-funded projects and the EU Mission Adaptation Community of Practice include as part of their respective work programmes, engaging with European national and regional/transnational climate adaptation (knowledge) platforms (CAPs).
MuSa. Combined use of mooc, e learning and workplace learning to support prof...EADTU
Blended and Online education webinar week day 1: MuSa. Combined use of mooc, e learning and workplace learning to support professional development the case of project musa. By Prof. Achilles Kameas, Hellenic Open University, Greece
Presentation of the work:
García-Peñalvo, F. J., Rodríguez-Conde, M. J., García-Holgado, A., Sánchez-Prieto, J. C., Gamazo-García, A., & Martínez-Abad, F. (2020). Study for the improvement of the Moroccan public higher education system based on a stretegic plan for learning technologies. In A. Balderas, A. J. Mendes, & J. M. Dodero (Eds.), Proceedings of the 22th International Symposium on Computers in Education (Online, November 9-13, 2020). CEUR-WS.org. http://ceur-ws.org/Vol-2733/
García-Holgado A., Verdugo-Castro S., Sánchez-Gómez M.C., García-Peñalvo F.J. (2020) Facilitating Access to the Role Models of Women in STEM: W-STEM Mobile App. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham
Paper available at: https://doi.org/10.1007/978-3-030-50513-4_35
Conference paper presented at EDUCON 2020
García-Holgado, A., Deco, C., Bedregal-Alpaca, N., Bender, C., & Villalba-Condori, K. O. (2020). Perception of the gender gap in computer engineering studies: a comparative study in Peru and Argentina. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE
Paper presented at WorldCIST 2020
Knihs, E., & García-Holgado, A. (2020). Young people participation in the Digital Society: a case study in Brazil. In Á. Rocha (Ed.), WorldCIST 2020, AISC 1161 (pp. 1-10). Springer. https://doi.org/10.1007/978-3-030-45697-9_34
Conference paper presented at EDUCON 2020
Vázquez-Ingelmo, A., García-Holgado, A., & García-Peñalvo, F. J. (2020). C4 model in a Software Engineering subject to ease the comprehension of UML and the software development process. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Conference paper presented at EDUCON 2020.
García-Holgado, A., Mena, J., García-Peñalvo, F. J., Pascual, J., Heikkinen, M., Harmoinen, S., García-Ramos, L., Peñabaena-Niebles, R., & Amores, L. (2020). Gender equality in STEM programs: a proposal to analyse the situation of a university about the gender gap. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Presentationo related to W-STEM project. Work conducted at Tecnológico de Monterrey (Mexico).
Hernandez-Armenta, I. y Dominguez, A. (2019). Equity in mathematical modelling education: A literature review. 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, Julio 21-26.
Work presented at TEEM Conference 2019, León, Spain.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). Engaging women into STEM in Latin America: W-STEM project. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 232-239). New York, NY, USA: ACM.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Vázquez-Ingelmo, A., Mena, J., García-Peñalvo, F. J., González, C. S., Sánchez-Gómez, M. C., & Verdugo-Castro, S. (2019). Estudio piloto sobre la percepción de la brecha de género en estudios de ingeniería informática. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 698-703). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). La brecha de género en el sector STEM en América Latina: una propuesta europea. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 704-709). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Presentación realizada en las I Jornadas de Buenas Prácticas USAL como Buena Práctica reconocida por la USAL en Responsabilidad Social.
Más información: https://calidad.usal.es/observatorio-de-buenas-practicas-y-mejora-continua/repositorio-de-buenas-practicas/
Presentation at Universidade Presbiteriana Mackenzie (Sao Paolo, Brazil)
Based on the study published in https://doi.org/10.1007/978-3-030-21814-0_4.
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
This presentation was used during HCII 2019 in Orlando (Florida, USA). It is related to this publication:
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
Research presented at the International Conference TEEM 2019:
Verdugo-Castro, S., García-Holgado, A., & Sánchez-Gómez, M. C. (2019). Age influence in gender stereotypes related to Internet use in young people: a case study. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 223-231). New York, NY, USA: ACM.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Digital Tools and AI for Teaching Learning and Research
VALS WP7 – Dissemina1on Status at Bolton meeting
1. VALS
WP7
–
Dissemina1on
Status
at
Bolton
mee1ng
Presenter:
Achilleas
Achilleos
Project
Mee1ng:
Bolton
01-‐02
September
2015
2. Dissemina(on
strategy/plan
• First
Level:
Promo(on
of
the
project
to
immediate
contacts
(academics,
ins(tu(ons,
mentors)
with
which
project
partners
have
established
connec(ons.
• Second
level:
A
more
general
dissemina(on
approach
was
followed.
– Class
1:
“Sta(c”
dissemina(on
tools
such
as
seDng
up
the
project
collabora(on
tool,
developing
the
project
website,
crea(ng
the
logos,
branding
and
flyers
for
the
project,
etc.
– Class
2:
“Dynamic”
ac(vi(es
refers
to
scheduling
and
performing
presenta(ons
to
promote
the
project
in
events
to
generate
interest
in
the
project
and
building
up
a
community
with
academics
and
industry
mentors
that
can
support
the
possibility
of
con(nuing
the
project
aFer
its
life(me
such
as:
• Academic
conferences
and
workshops.
• Industry
events.
3. Current
State
of
Dissemina(on
(1)
• D7.1.
Project
logo
and
output
themes
– Project
branding
and
logo
are
READY
and
are
used
by
partners.
• D7.2.
IT
Dissemina1on
Tools
– Two
project
websites
are
developed
and
ready:
• hOp://www.virtualalliances.com
• hOp://www.semesterofcode.com
– Project
flyer
is
defined
and
READY
for
use
by
partners.
– Project
industry
flyer
is
defined
and
READY
for
use
by
partners.
– A
professional
LinkedIn
group
is
prepared
to
post
events,
project
informa(on,
ask
people
to
join
and
discover
the
project
so
as
to
generate
interest
and
aOract
par(cipants
from
academia
and
industry.
• Please
try
to
use
it
to
post
events
promo(ng
VALS
or
VALS
info.
4. Current
State
of
Dissemina(on
(2)
• Deliverable
D7.3
(Dissemina(on
Plan)
is
READY.
• Interim
report
for
D7.4
“Dissemina(on
report
with
details
of
ac(vi(es
carried
out
and
contacts
established”.
– D7.4
is
actually
scheduled
for
M24
(project
end)
but
an
interim
report
was
prepared
to
capture
the
ac(vi(es.
– The
final
version
of
D7.4
is
currently
being
compiled
based
on
partners
requested
input.
5. UCY
Dissemina(on
Ac(vi(es
(1)
• Presented
VALS
at
the
University
of
Cyprus
workshop:
– "Universi(es
and
Enterprises:
Expanding
partnerships“,
University
of
Cyprus
Liaison
Office
with
the
Business
World.
hOp://www.liaisonoffices.ac.cy/aOachments/ar(cle/87/5TH
%20HMERIDA.pdf
• Presented
VALS
at
the
Dept.
of
Computer
Science,
University
of
Cyprus
(30-‐10-‐14)
to
get
academics
and
students
involved.
– EPL
425:
Internet
Technologies
–
3
students
started
working
on
a
proposal.
– EPL
361:
SoFware
Engineering
I
–
3
students
completed
a
project.
• Presented
VALS
at
three
Universi(es
in
Cyprus
to
get
academics
and
students
involved.
– Open
University
of
Cyprus
(19-‐09-‐14),
Frederick
University
(17-‐09-‐14)
and
University
of
Nicosia
(26-‐09-‐14).
– Only
1
student
of
the
Open
University
of
Cyprus
started
working
on
a
proposal
but
did
not
submit.
6. UCY
Dissemina(on
Ac(vi(es
(2)
• Organised
a
half-‐day
workshop
mee(ng
at
the
Dept.
of
Computer
Science,
University
of
CYprus
(Friday,
10
July
2015)
– Title:
Alliances
between
Academia
and
Industry.
– Objec(ve
of
the
workshop:
Disseminate
the
project
and
discuss
ways
to
exploit
the
knowledge
gained
and
the
results
of
the
project
in
Cyprus.
– Invited
Speakers:
Present
related
projects
and
ac(vi(es.
• Ms.
Vassiliki
Savvopoulou,
Project
Manager,
Industry
Liaison
Office,
University
of
Cyprus.
• Dr.
Gregory
Makrides,
Head
of
Research
and
Interna(onal
Service,
University
of
Cyprus.
• Mr.
Marinos
Portokalides,
Research
Promo(on
Founda(on
(RPF),
Cyprus.
– 23
par(cipants
from
local
industry
(e.g.,
MicrosoF
Cyprus),
local
academia
(e.g.,
University
of
Nicosia,
Open
University
of
Cyprus)
and
research
units
(e.g.,
RPF).
7. TO-‐DOs
• UCY:
Submit
a
proposal
to
present
VALS
at
a
booth
at
the
Researchers
Night,
which
is
the
biggest
local
event
dedicated
to
research;
scheduled
every
September.
– To
disseminate
VALS
and
present
lessons
learned.
• No(fied
all
partners
to
provide
a
list
of
the
ac(vi(es
(e.g.,
events,
workshops,
conferences,
publica(ons)
to
finalise
D7.4.
Deadline:
10th
Sept.
2015.
– Project
partners
are
kindly
asked
to
con(nue
to
use
dissemina(on
material
(e.g.,
flyers)
to
promote
the
project
in
different
events
they
are
aOending.
– Project
partners
are
kindly
asked
to
con(nue
to
promote
VALS
via
LinkedIn
group
and
other
relevant
blogs,
tweets
to
disseminate
events.
– Focus
on
publica(ons
in
conferences
to
promote
the
results
and
lessons
learned;
during
the
extension
if
granted.
– How
to
con(nue
and
maintain
dissemina(on
aFer
the
project
end?
Any
sugges(ons
are
welcome.
8. References
• García-‐Peñalvo,
F.
J.
(2014).
VALS
Project
–
One
year
aFer.
Presented
in
the
Thema.c
Cluster
Mee.ng
“Knowledge
Alliances”
in
Brussels
at
November
7th,
2014.
hOp://hdl.handle.net/10366/125221
• García-‐Peñalvo,
F.
J.
(2015).
Entrepreneurial
and
problem
solving
skills
in
soFware
engineers.
Journal
of
Informa.on
Technology
Research,
8(3),
v-‐vii.
• García-‐Peñalvo,
F.
J.
(2015).
Introducing
VALS
project
and
Semester
of
Code
(English
version).
hOp://hdl.handle.net/10366/125227
• García-‐Peñalvo,
F.
J.
(2015).
Presentación
del
proyecto
Virtual
Alliances
for
Learning
Society
(Spanish
version).
hOp://hdl.handle.net/10366/125220
• García-‐Peñalvo,
F.
J.
VALS
Project
Overview
in
Bolton
mee(ng.
hOp://repositorio.grial.eu/handle/grial/449
9. References
• García-‐Peñalvo,
F.
J.,
&
Cruz-‐Benito,
J.
(2015).
Informe
de
Buena
Prác(ca
-‐
Proyecto
Europeo
VALS
y
Semester
of
Code:
Prác(cas
Virtuales
en
Empresas
y
Fundaciones
relacionadas
con
el
SoFware
Libre
a
nivel
Europeo.
from
hOp://repositorio.grial.eu/handle/grial/410
• García-‐Peñalvo,
F.
J.,
&
Cruz-‐Benito,
J.
(2015).
Proyecto
Europeo
VALS
y
Semester
of
Code:
Prác(cas
Virtuales
en
Empresas
y
Fundaciones
relacionadas
con
el
SoFware
Libre
a
nivel
Europeo.
from
hOp://repositorio.grial.eu/handle/grial/412.
hOp://www.slideshare.net/grialusal/
proyecto-‐europeo-‐vals-‐y-‐semester-‐of-‐code-‐prc(cas-‐virtuales-‐en-‐empresas-‐y-‐
fundaciones-‐relacionadas-‐con-‐el-‐soFware-‐libre-‐a-‐nivel-‐europeo
• García-‐Peñalvo,
F.
J.,
Álvarez
Navia,
I.,
García
Bermejo,
J.R.,
Conde
González,
M.Á.,
García-‐Holgado,
A.,
Zangrando,
V.,
Seoane
Pardo,
A.M.,
Cruz-‐Benito,
J.,
Lee,
S.,
Elferink,
R.,
Veenendaal,
E.,
Zondergeld,
S.,
Griffiths,
D.,
Sharples,
P.,
Sherlock,
D.,
De
Toni,
A.,
BaDstella,
C.,
Tonizza,
G.,
De
Zan,
G.,
Papadopoulos,
G.,
Kapitsaki,
G.,
Achilleos,
A.,
MeOouris,
C.,
Cheung,
S.,
Guerrero,
Z.,
He,
E.,
Alier
Forment,
M.,
Mayol,
E.,
Casany,
M.J.,
Wilson,
S.,
Wilson,
R.,
and
Johnson,
M.,
(2013).
VALS:
Virtual
Alliances
for
Learning
Society.
In
Proceedings
of
the
TEEM
Conference
2013.
Technological
Ecosystems
for
Enhancing
Mul.culturality
(Salamanca,
Spain,
14-‐16
November
2013),
GRIAL
Research
Group.
First
Interna(onal
Conference
on
Technological
Ecosystems
for
Enhancing
Mul(culturality
(TEEM'13),
19-‐26.
10. References
• García-‐Peñalvo,
F.
J.,
Cruz-‐Benito,
J.,
Conde,
M.
Á.,
&
Griffiths,
D.
(2015).
Semester
of
Code:
Pilo(ng
Virtual
Placements
for
Informa(cs
across
Europe
Proceedings
of
Global
Enginnering
Educa.on
Conference,
EDUCON
2015.
Tallinn,
Estonia,
18-‐20
Mach
2015.
USA:
IEEE
• García-‐Peñalvo,
F.
J.,
Cruz-‐Benito,
J.,
Conde,
M.
Á.,
Griffiths,
D.
(2014)
Virtual
placements
for
informa(cs
students
in
open
source
business
across
Europe.
In
2014
IEEE
Fron.ers
in
Educa.on
Conference
Proceedings
(October
22-‐25,
2014
Madrid,
Spain).
(pp.
2551-‐2555)
IEEE.
ISBN:
978-‐1-‐4799-‐3921-‐3.
IEEE
Catalog
Number:
CFP14FIE-‐ART.
USB
version,
IEEE
Catalog
Number:
CFP14FIE-‐USB.
2014
• García-‐Peñalvo,
F.
J.,
Cruz-‐Benito,
J.,
Griffiths,
D.,
&
Achilleos,
A.
P.
(2015).
Tecnología
al
servicio
de
un
proceso
de
ges(ón
de
prác(cas
virtuales
en
empresas:
Propuesta
y
primeros
resultados
del
Semester
of
Code.
IEEE
VAEP-‐RITA,
3(1),
52-‐59
• García-‐Peñalvo,
F.
J.,
Cruz-‐Benito,
J.,
Griffiths,
D.,
&
Achilleos,
A.
P.
(2015).
Virtual
placements
management
process
supported
by
technology:
Proposal
and
firsts
results
of
the
Semester
of
Code.
IEEE
Revista
Iberoamericana
de
Tecnologías
del
Aprendizaje
(IEEE
RITA).
• García-‐Peñalvo,
F.
J.,
Cruz-‐Benito,
J.,
Griffiths,
D.,
Sharples,
P.,
Wilson,
S.,
Johnson,
M.,
...
&
Lee,
S.
(2014).
Developing
win-‐win
solu(ons
for
virtual
placements
in
informa(cs:
the
VALS
case.
In
Proceedings
of
the
Second
Interna.onal
Conference
on
Technological
Ecosystems
for
Enhancing
Mul.culturality
(pp.
733-‐738).
ACM.