Commercial Project in Sector 140A, Propyards' CRC Flagship Price stands tall as a beacon of modernity and innovation. Strategically positioned amidst a dynamic business landscape, this commercial marvel offers unparalleled accessibility and visibility, making it the perfect choice for entrepreneurs and enterprises alike.
Join Technovation Girls and learn how to use technology like mobile apps and AI to solve a community problem YOU care about. You'll work as part of a team of girls like you and get support from a mentor who will help keep you motivated and on track.
The Hiveeyes Project is developing a flexible beehive monitoring infrastructure platform and toolkit based on affordable hardware, wireless telemetry and modern software. Open source, open hardware and a friendly community.
Podio lets you organize your work and projects, while communicating with your team for full transparency. Learn how Podio works, and get an overview of features that let you work better with your team.
Seit dem 01. Dezember 2021 fördert das Bundesministerium für Bildung und Forschung (BMBF) im Rahmen der Förderlinie „Digitale Hochschulbildung“ das Verbundprojekt IMPACT – Implementierung von KI-basiertem Feedback und Assessment mit Trusted Learning Analytics in Hochschulen.
The Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability is a category 2 centre under the auspices of UNESCO, approved by the General Conference of UNESCO in November, 2013. The Aalborg Centre was formally launched on May 26, 2014.
Globally, there is a need for educating engineers and scientist who can participate in development of sustainable innovations. This will imply a reform of engineering and science education to educate engineers with employable knowledge and skills.
The Aalborg Centre contributes to a reform strategy to higher education by combining Problem and Project Based Learning (PBL), Engineering Education Research (EER) and Education for Sustainable Development (ESD). This is a unique combination of Research & Development areas that are mutual dependent and complementary.
A driving force for the Aalborg Centre is the exemplary practice Aalborg University has for both PBL and integration of sustainability in engineering and science education. Since 1974, Aalborg University has practised PBL as the pedagogical learning methodology during the entire study period. Aalborg University has also the objective for all students to gain sustainability knowledge, skills and competences as a result of a series of sub-learning outcomes throughout the education.
The Aalborg Centre encompass the UNESCO Chair in Problem Based Learning (UCPBL) which was established in 2007 and is renown for its accomplishments in supporting the development of Problem Based and Project Based Learning in Engineering Education. The Obel Family Foundation has kindly offered to sponsor the UNESCO Centre in PBL for a period of five years with the main task to lead the Aalborg Centre.
"Indigeneities in the 21st century: From ‘vanishing people’ to global players in one generation" is an interdisciplinary ERC-funded research project at LMU Munich.
As part of the Heritage Connector project we've built a knowledge graph from the Science Museum Group and V&A collections using machine learning techniques.
This is an experimental interface designed to let you explore the connections in this knowledge graph, in a way that feels familiar.
The University of Oregon's campus planning policies and procedures are laid out in the Campus Plan Fourth Edition 2019, its amendments, and other associated documents.
J. Gonzalez-Olalla, und G. Stumme. Semantic Web Mining. Proc. of the Semantic Web Mining Workshop of the 13th Europ. Conf., Seite 90. Helsinki, (August 2002)
J. Gonzalez-Olalla, und G. Stumme. Semantic Web Mining. Proc. of the Semantic Web Mining Workshop of the 13th Europ. Conf., Seite 90. Helsinki, (August 2002)
G. Gottlob, C. Koch, R. Baumgartner, M. Herzog, und S. Flesca. Proceedings of the Twenty-third ACM SIGACT-SIGMOD-SIGART Symposium
on Principles of Database Systems, June 14-16, 2004, Paris, France, Seite 1-12. ACM, (2004)