Semester of Code: Piloting Virtual Placements for Informatics across Europe

García-Peñalvo, Francisco José, Cruz-Benito, Juan, Conde, Miguel Angel and Griffiths, David ORCID: 0000-0002-6863-2456 (2015) Semester of Code: Piloting Virtual Placements for Informatics across Europe. 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, pp. 567-576. ISBN 9781479919093

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Abstract

VALS (Virtual Alliances for Learning Society) European Project intends to build knowledge partnerships between European Higher Education Institutions and Business stakeholders across the World to collaborate on resolving authentic business problems through Open Innovation and Open Source Software. To conduct these knowledge partnerships, the VALS project leverages the virtual placements, in which students from all European countries can be involved in the resolution of real business problems, developing by this way professional skills, and other business-related attitudes that will help them to enhance their (future) professional career. These virtual placements result in the Semester of Code, which is a set of practices, methods and processes for creating and managing real virtual placements. Following these ideas, this paper is focused in the description of how is designed this Semester of Code, how the VALS partners have developed different tools, guidelines and processes to manage and track the virtual placements and how are performed this set of tools and guidelines in order to achieve the success in the pilot tests of the Semester of Code and its virtual placements.

Item Type: Book Section
Additional Information: Paper published in the Proceedings of EDUCON 2015, held 18-20 March 2015, Tallinn, Estonia,© 2015 IEEE
Uncontrolled Keywords: Virtual Placements, Pilots, Informatics, Open Source Software, Semester of Code; VALS
Divisions: University of Bolton Research Centres > Institute for Educational Cybernetics
Depositing User: Tracey Gill
Date Deposited: 09 Mar 2018 09:25
Last Modified: 09 Mar 2018 09:25
Identification Number: 10.1109/EDUCON.2015.7096026
URI: http://ubir.bolton.ac.uk/id/eprint/1403

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