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
TRANSVERSAL COMPETENCE EVALUATION IN THREE SUBJECTS OF THE DEGREE OF AGRONOMICAL ENGINEERING (HORTICULTURAL CROP PRODUCTION AND GARDENING) AT THE UNIVERSITAT JAUME I OF CASTELLON
Mediterranean Fruit Trees Production, Olive Oil Trees Production and Postharvest Technology are three optional agriculture study units offered in the last year of the degree of Agricultural Engineering (Horticultural Crop Production and Gardening) at the Universitat Jaume I de Castellon. Since academic year 2004/ 2005 these subjects have been included in a credit-based pilot project (II Convocat ria de Projectes Pilot per a l'Harmonitzacio Europea de les Titulacions a la UJI) in order to adapt them for the new ECTS credit system. Nowadays the whole degree is harmonized. The possibility of introduce new evaluation methodologies for transversal competences is the last step for adaption to the Bolonia spirit. The subjects under study have a ECTS credits planning and they have been organized by generic and specific competences that should be reached through different activities such as lecture classes, classroom practices, field and enterprise visits, seminars given by the students, personal study tasks using a virtual learning environment (Moodle platform) and personal tutorials. Students were free to select which activities they wanted to follow and only the final examination was mandatory (55% final qualification). The evaluation study has been done during three academic years, with a mean of 25 students per classroom. A mean of sixty-five percent of the students in each subject selected to follow the whole planning. Five transversal competences were evaluated: time management (20% final qualification), class attendance (3%), teamwork (7%), leadership (5%) and oral skills (3%). Two types of learning methodologies have been chose for their evaluation: e-learning personal study tasks and a cooperative learning using the Aronson puzzle. As a result, seventy five percent of the students attended class normally. Seventy percent of the students were successful in oral skills and teamwork. Sixty percent of the students had success in time management but less than fifty percent of the students were able to maintain their leadership. As a conclusion, our students have an important lack of time management and leadership skills, which are very appreciated in work environments. It has been observed than cooperative learning efficiency decreases as the number of students increase. As teachers, we should be aware of these students lacks and try to use the proper teaching-learning methodologies in order to improve their competences.
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