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
According to Gardner (1999) the learning process consists in constructing theories. The student characterizes information that he/she receives in class, and develops hypotheses, predictions and experiments. The immediate and relatively limitless access to educational information provides the possibility to facilitate the process of generating and reviewing theories (perceptions that the students have of the information they receive) in an on-line and continuous manner during a course. Our objective was to analyze how students used course information on the Moodle course management system for a recently proposed course entitled Animal Welfare (course year 2007-08). The course is offered to Agricultural engineers in their third year (5 year degree). Thirty-three students took the course, 21 female students and 12 male students. We analyzed the number and types of entries that the students made (visits, downloads) from 08/11/07 to 16/01/08, as well as their project work and final marks. There was a direct relation between the use of the platform before events related to exams or project work, while between tasks, the use of the platform was reduced. More than 35% of the visits involved checking to see whether there were possible changes in web page content or tasks, without any further actions. There was no direct relationship between the use of Moodle and the final mark. The final mark of female students (6.1/10) was significantly higher (P<0.001) than male students (4.9/10) but female students did not use the Internet platform more than the males. Nonetheless, the male students that failed the course made 72% of their downloads six days before the final exam while those that received a mark above 8/10 made more regular downloads.
Inappropriate format for Document type, expected simple value but got array, please use list format