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
Learning process is connected with different information technologies. Most people use new technologies every day, because it is a more comfortable and quicker way of achieving their objectives. eLearning is one of the modern approaches in educational field. The e-courses of different types are part of eLearning, for example, blended and distant courses of eLearning. E-courses now are more complicated than in previous 10 years, because they include many different tools of Web 2.0. The preparation of eLearning courses at universities requires the university teacher to have the abilities to transform the science system into a didactical system using didactical analysis of the study content. The eLearning increases requirements for the lecturer (educator) mainly in the area of structuring learning material and defining the minimal accepted performance. It is important that the lecturer could define requirements for an effective evaluation corresponding to the learning goals and create space not only for the evaluation of memorized knowledge but also the evaluation at the level of logical, critical and creative thinking and the evaluation of the ability to use information resources. Taking into account that the Latvia University of Agriculture (LUA) has little experience in designing e-courses, the academic staff implemented only blended eLearning courses. This paper introduces the e-course quality assessment at the LUA. Quality criteria for assessment of e-courses designed by experts in the fields of eLearning and didactics (the authors) were used. The experts analyzed 30 e-courses designed by the academic staff in different fields of agriculture science. The paper presents the analysis of common problems in designing e-courses. The main problems were connected with communication blocs in e-courses (such as chats, forums, individual tasks etc.), designed quizzes and the definition of the evaluation system. Many of the designed e-courses had didactic problems.
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