Search

International audience; This paper describes our project to design a Smart Autonomous Greenhouse (SAG) and proposes a methodology of modeling suitable for simulation, analysis and control. This kind of Systems permanently interact with its environment. The smart greenhouse is equipped with a distributed control system using IoTs, wireless-sensors and actuators. We propose a Variable Structure and Switched System Models (VSAS) class for a robust modeling and control approach. VSAS models allow us to develop a Virtual Twin of the Smart Connected Greenhouse.

This Occasional Paper presents the results of a survey launched in May 2020 among Presidents/Rectors, Vice Presidents/Vice Rectors and Offices of International Relations of UNIMED member universities in the Southern Mediterranean, aiming to better understand how universities have been reacting to the pandemic and which innovative solutions have been put in place. The survey results have been updated and enriched by the members of the UNIMED SubNetwork on eLearning and Open Education, and have been enriched with a selection of the inputs collected by UNIMED through the online platform “Online Resilience - A collection of Online Learning Stories during COVID-19”.

Abdelnour, G. A., Abouchedid, K., Aguayo, M., Bakkali, M., Baroud, F., Belhani, A., ... Ykhlef, N. (2017). Introduction. In J. B. Govantes Romero, & E. Mellado Durán (Eds.), EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL): A memory of cooperation and dialogue on Education in the Mediterranean basin (pp. 19-47). (Divulgación Científica). Universidad de Sevilla. https://doi.org/10.12795/9788447221042 publishersversion published

Abdelnour, G. A., Abouchedid, K., Aguayo, M., Bakkali, M., Baroud, F., Belhani, A., ... Ykhlef, N. (2017). General methodology. In J. B. Govantes Romero, & E. Mellado Durán (Eds.), EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL): A memory of cooperation and dialogue on Education in the Mediterranean basin (pp. 49-78). (Divulgación Científica). Universidad de Sevilla. https://doi.org/10.12795/9788447221042 On the following pages, it will be analyzed the situation of LLL on all partner countries, the integration of LLL policies within their legal frameworks, as well as some examples of good practices in LLL on the partner countries, identified and learnt after the study visit to HEI in the European shore. We have performed a comparative policy analysis extracted from the country reports on LLL delivered in the begining of project in the four southern Mediterranean partner countries (Morocco, Tunisia, Lebanon and Algeria) and in the European Union. The expected aim was to compare the different policies of these countries for implementing Lifelong Learning, in order to provide basis for a further development of Lifelong Learning policies in the four countries. The analysis provides the necessary base for introducing a framework and guidelines on behalf of establishing, assessing, accrediting and running LLL study programmes in higher education (HE), conducting projects and providing a firm and stable infrastructure for LLL. publishersversion published

Abdelnour, G. A., Abouchedid, K., Aguayo, M., Bakkali, M., Baroud, F., Belhani, A., ... Ykhlef, N. (2017). Towards recognition of Lifelong Learning. In J. B. Govantes Romero, & E. Mellado Durán (Eds.), EURO-MEDITERRANEAN INTEGRATION THROUGH LIFELONG LEARNING (EU-MILL): A memory of cooperation and dialogue on Education in the Mediterranean basin (pp. 79-121). (Divulgación Científica). Universidad de Sevilla. https://doi.org/10.12795/9788447221042 The recognition of LLL programmes by educational institutions is a cornerstone of the EU-MILL project. In this chapter, we summarize the project approaches towards the recognition of LLL, including the implementation of a Methodological Framework, a Credit and Competences system, Quality Assurance assessment and Regional and National Qualification Frameworks. The development of these instrumentsis a key aspect to assist recognition and increase transparency and comparability, providing great benefits to lifelong learners. Taking into consideration the importance of the European Credit Transfer and Accumulation System (ECTS) as a reference in the south Mediterranean context, an extensive summary of the main elements of the ECTS user's Guide (European Commission, 2009, 2015a) is present in the current chapter. publishersversion published

International audience

ISSN 1974-6059; National audience; no abstract