14:30 – 16:00

(full papers: 18’+2′; short papers: 10’+2′)

• A.1.1F

Fabian Lorig, Lukas Reuter, Jan-Felix Zolitschka, Ingo J. Timm, Christoph Emmerling and Thomas Udelhoven
An Agent-based Approach for Simulating Transformation Processes of Socio-ecological Systems as Serious Game

Abstract

The transformation of socio-ecological systems (SES) has accelerated and is driven by a broad range of factors. Consequently, providing resilience in SES became more challenging, as the drivers are influenced by complex interactions between the social actors (i.e., consumers, producers, and influencers of ecosystem services) and their interactions with the ecosystem itself. As the entire society is affected by landscape changes and lasting damage of ecosystems resulting from the interplay of different drivers, a better public understanding of the transformation processes needs to be achieved. Because dynamics of SES are the result of emergent effects caused by complex local interactions of the actors, the comprehensibility is restricted and public communication is challenging. This work aims at making dynamics of SES experienceable by using an agent-based simulation approach as serious game. By modeling actors as intelligent software agents, differentiated decisionmaking and individual goals can be implemented and transformation processes simulated.

• A.1.2S

Ciprian-Bogdan Chirila
Towards the Gamification of Auto-Generative Learning Objects 

Abstract

Human resources in IT industry is a severe problem. Due to this problem companies reject financially consistent projects thus affecting the internal revenue and thus national economy, especially in Eastern-European countries. Several solution were developed by universities and companies for a faster and better training of students like: distance learning programs, MOOCs etc. In this context the use of auto-generative learning objects (AGLO) is a solution since it can deliver online, to students, variable and dynamic e-learning content based on functions composition and random numbers. Since a large number of mobile phone applications are downloaded for entertainment reasons we consider gamification of AGLOs a solution for motivating and enabling IT students to improve their competences. 

• A.1.3F

Airina Volungeviciene, Margarita Tereseviciene and Estela Dauksiene
The Use of Information Communication Technologies for Staff Continuous Professional Development in Organizations. The case study

Abstract

The purpose of this research is to identify and compare the use of Information Communication Technologies (ICT) for Staff Continuous Professional Development (CPD) in a community of education and business organizations and prepare recommendations for more efficient staff CPD using ICT. Obviously ICT use for CPD helps to overcome traditional barriers, such as lack of financial resources, time, expertise and facilities; however there are other dimensions and factors influencing significance of ICT use in CPD in the organizations, such as attitudes from employer and employee perspectives, regulations and requirement of ICT competencies for staff members, possibility for regular update of ICT competencies of staff members. Quantitative research method was used. The assessment of staff of the organizations show that CPD is important in all types of organizations, and ICT competencies are significant for professional career development in an organization. The stronger focus of ICT competence development and staff CPD is in business organizations, when comparing to VET and community organisations. Indication of general index for three types of organizations is statistically significant. Staff member participation in professional online networking is still a challenge in majority of organisations. 

• A.1.4S

Muguras Mocoafan and Andrei Ternauciuc
Traincode – A Case Study of the Management Changes as a Result of the Lifelong Learning

Abstract

The paper presents a case study of a lifelong learning program “The TrainCoDe”, funded by the Lifelong Learning Programme, under Leonardo da Vinci action and implemented by a consortium composed of 5 internationally recognized organizations coming from 4 EU countries. The project is focused on transferring, customizing and localizing a training programme. We present the results of the implementation of the TrainCoDe Project in Romania and the impact of the courses for the involved managers. 

• A.1.5F

Razvan Bogdan
Guidelines for developing educational environments in the automotive industry

Abstract

Automotive industry has become one of the leading markets which introduces cutting-edge technologies in order to meet the requirements of different clients. This paper presents an e-learning approach developed in the automotive industry in order to address the demands of teaching AUTOSAR standard. The focus of this paper is to illustrate the used methodology, results, but also faced issues and learned lessons. Developing this solution has offered insights into how to approach such a task. These results are valuable for the further expansion of the project, but also for future researchers who might encounter a challenge of developing e-learning solutions for this kind of companies. The offered guidelines are structured from the point of view of management, development and testing teams. In order to establish how suitable the proposed solution is for different categories of prospective employees, the Carl Jung’s and Isabel Briggs Myers’ typology test was being conducted with relevant results on how the e-learning solution is perceived by future users.