Search results for " ECTS"
showing 5 items of 5 documents
State of the Art on Degree Study Programs in Agricultural/Biosystems Engineering in EU
2021
The process of international harmonisation of the degree study programs in Agricultural/Biosystems Engineering (ABE) was started by Prof. Giuseppe Pellizzi during CIGR 1989 Conference and was continued by Prof. Pierluigi Febo in EU, within EurAgEng SIG RD12 - Education and Communication, and also within CIGR WG1 - Agricultural Engineering University Curricula Harmonization. Then, four thematic networks were effective: 1) USAEE-TN (University Studies of Agricultural Engineering in Europe - A Thematic Network), comprising 31 HEIs (Higher Education Institutions) from 27 countries, from 2002 to 2006; 2) Consortium POMSEBES (Policy Oriented Measures in Support of the Evolving Biosystems Engineer…
Student workload estimation to pass a statistics course in Economics and Business Administration
2007
The convergence process in Higher Education in Europe implies a radical change in the teacher’s practice. One of the fundamental questions in the harmonization process stems from the way credits are allocated by the ECTS (European Credit Transfer System). This article analyzes diverse methodologies for the estimation of student workload, with results regarding the time students need to successfully complete the Descriptive Statistics course in Economics and Business Administration. The obtained estimated time is slightly below the 25-30 hours of credit that are usually established as a reference.
Quantifying treatment effects when flexibly modeling individual change in a nonlinear mixed effects model
2021
A core task in analyzing randomized clinical trials based on longitudinal data is to find the best way to describe the change over time for each treatment arm. We review the implementation and estimation of a flexible piecewise Hierarchical Linear Model (HLM) to model change over time. The flexible piecewise HLM consists of two phases with differing rates of change. The breakpoints between these two phases, as well as the rates of change per phase are allowed to vary between treatment groups as well as individuals. While this approach may provide better model fit, how to quantify treatment diff erences over the longitudinal period is not clear. In this paper, we develop a procedure for summ…
¿Cuánto tiempo dedican los estudiantes al estudio de asignaturas básicas de 1º de ingeniería?
2006
De cara a adaptar las actuales asignaturas a los créditos ECTS, resulta necesario estimar cuánto tiempo necesita invertir un alumno para el aprendizaje de una asignatura. En la Escuela Universitaria Politécnica de la UPV-EHU se ha realizado un primer estudio indagatorio sobre este tema en varias asignaturas. Se ha recurrido a un diseáo de cuestionario semanal a todos los estudiantes de la clase y, en caso necesario, entrevista individual, con la colaboración de los estudiantes. Los resultados indican que el ritmo de estudio y la cantidad de horas están fuertemente condicionados por el sistema de evaluación de la asignatura.
La docencia de la estadística en el PIE de ADE-Derecho: volumen de trabajo alumno - profesor
2010
En los nuevos grados las horas presenciales de clase disminuyen objetivamente para el alumno y el profesor. Sin embargo el estudio comparativo entre el Proyecto de Inno-vación Educativa de ADE-Derecho y la licenciatura en Administración y Dirección de Empresas para las asignaturas Estadística I y Estadística II muestra un aumento sig-nificativo en el volumen de trabajo presencial y no presencial para el profesor y del volumen de trabajo no presencial para el alumno.