The e-ROSA project seeks to build a shared vision of a future sustainable e-infrastructure for research and education in agriculture in order to promote Open Science in this field and as such contribute to addressing related societal challenges. In order to achieve this goal, e-ROSA’s first objective is to bring together the relevant scientific communities and stakeholders and engage them in the process of coelaboration of an ambitious, practical roadmap that provides the basis for the design and implementation of such an e-infrastructure in the years to come.
This website highlights the results of a bibliometric analysis conducted at a global scale in order to identify key scientists and associated research performing organisations (e.g. public research institutes, universities, Research & Development departments of private companies) that work in the field of agricultural data sources and services. If you have any comment or feedback on the bibliometric study, please use the online form.
You can access and play with the graphs:
- Evolution of the number of publications between 2005 and 2015
- Map of most publishing countries between 2005 and 2015
- Network of country collaborations
- Network of institutional collaborations (+10 publications)
- Network of keywords relating to data - Link
The implementation of the European Higher Education Area (EHEA) has introduced a new and standardised way to quantify student study time, the European Credit Transfer and Accumulation System (ECTS). This change, normally, reduces the presence of students in class but this should not lead to a lower level of educational efficiency. In order to asses this new way of learning, Universities have been forced to change their way of teaching by introducing methodologies such as e-learning or b-learning, reducing the number of theory classes. The b-learning methodology has been implemented in two new subjects ("General and Organic Chemistry" and "Agricultural Chemistry and Analysis"), which are part of the first year of the Degree in Agricultural Engineering in the Technical University of Madrid (UPM). It combines traditional face-to-face classroom methods with other activities using Moodle (interactive platform where information such as activities, problems, questionnaires, etc, are available for the students for each subject). However, to date, laboratory classes have only been performed on-campus because no multimedia material has been available. In order to give the students the necessary supporting materials that favor the autonomous acquisition of knowledge and skills as well as increase their motivation and improve their performance, a total of 11 laboratory practical classes have been recorded by a video camera during the last academic year 2011-12 through an education innovation project. Each practical class (6 for "General and Organic Chemistry" and 5 for the "Agricultural Chemistry and Analysis") was recorded in a 10 minute video. These videos are divided into different sections such as theory, reagents, materials and equipment as well as the experimental methods and, in some cases, the use of computer applications to obtain results is shown. During the academic year 2012-2013, teachers will evaluate the effectiveness of this method as a learning tool as well as its acceptance by students. Students must watch the video and fill-out a questionnaire through the Moodle platform before being able to carry out the class in the laboratory. Once in the laboratory, the teacher will assess the students' performance and the results obtained and then, as a final step, feedback is provided by the students regarding the usefulness of the video, via a questionnaire.
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