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Grading Soft Skills (GRASS)

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GRASS is a 3-year, EU-funded research project (project reference number: 543029-LLP-1-2013-1-RS-KA3-KA3MP), focusing on representing soft skills of learners of various ages and at different levels of education in a quantitative, measurable way, so that these skills can become the subject of formal validation and recognition. The project is being developed under the umbrella of the flagship European funding programme in the field of education and training, the Lifelong Learning Programme (LLP). The key objective of LLP is to enable individuals at all stages of their lives to pursue stimulating learning opportunities across Europe. The GRASS project develops innovative pedagogical approaches and ICT tools and services to support:

  • continuous development, measurement, assessment, grading and recognition of learners' soft skills, spanning different ages and educational levels, based on the idea of digital badges (digital credentials)
  • monitoring on the long run the accumulation of one's soft skills, in their own ecosystem
  • embedding measurement and recognition of soft skills, competencies, and achievements in educational practices at all educational levels (not only to support employers)
  • peer assessment of soft skills that is social, transparent and participatory, and "works more like the Web", rather than in teacher-in-control-only way.

The project has officially started on Jan 01, 2014.

IntelLEO - Intelligent Learning Extended Organizations

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IntelLEO was a 3-year ICT research project (STREP) in the area of Technology Enhanced Learning (TEL), within the 7th Framework Programme of the European Commission (2009-2012). It was coordinated by the ATB Institute from Bremen, Germany.

Intelligent Learning Extended Organisation (IntelLEO) is a new paradigm representing a community that emerges from a temporal integration of two or more different business and educational communities and organisational cultures (industrial, research and educational). For example, interested individuals from an industrial enterprise may create such a community with researchers from a university department interested from the research perspective in the same area in which the enterprise does its business. The temporal integration of the two parties may come in order to collaborate on learning activities and achieve their learning goals more efficiently.

The project objectives included:

Fluokitten - category theory in idiomatic Clojure

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Fluokitten is a Clojure library that implements category theory concepts, such as functors, applicative functors, monads, monoids etc. in idiomatic Clojure.

Project Goals

  • Fit well into idiomatic Clojure - Clojure programmers should be able to use and understand Fluokitten like any regular Clojure library.
  • Fit well into Haskell monadic types conventions - programmers should be able to reuse existing widespread monadic programming know-how and easily translate it to Clojure code.
  • Be reasonably easy to learn - the code from the existing books, articles and tutorials for learning monadic programming, which is usually written in Haskell should be easily translatable to Clojure with Fluokitten.
  • Offer good performance.

Documentation & Examples

The project is documented in the following ways:


Fluokitten source code is available at


INCOMING - Interdisciplinary Curricula in Computing to Meet Labor Market Needs

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INCOMING is a 3-year international project funded by the TEMPUS IV programme of the European Union (proj. No. 530155-TEMPUS-1-2012-1-EE-TEMPUS-JPCR). It is a Joint Project / Curricular Reform (JPCR) project with the objective to initiate capacity building for interdisciplinary studies at universities in Serbia, to be offered both in English and in Serbian, at all three levels of study (BSc, MSc, PhD), and in at least one of the following three modes of study: face-to-face mode, distance learning, and blended mode. To do that, the project will develop, accredit, implement and evaluate several interdisciplinary study programmes, at four different universities in Serbia (see the page 'About the project' for details). By developing and implementing these programmes, the project intends to enhance employment opportunities for graduates of the new programmes, targeting specifically Serbian labor market needs in interdisciplinary computing.

The project has officially started on Oct 15, 2012.

DL@WEB - Enhancing the Quality of Distance Learning at Western Balkan Higher Education Institutions

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DL@WEB was a 3-year international project, funded by TEMPUS agency (project SM 511126-2010), with the objective to improve the quality and relevance of distance learning (DL) at Western Balkan higher education institutions. This implies easier inclusion of partner country institutions into European Higher Education Area through improvement, development and implementation of accreditation standards, guidelines and procedures for quality assurance (QA) of DL study programs at national system levels in Western Balkan countries.

The project has officially ended in Late 2013.

OP4L - Online Presence for Learning

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OP4L was a 2-year international project, funded by the European Commission within its SEE-ERA.NET PLUS program (project ERA 115/01), with the objective to provide support for advanced, context-aware Learning Process Management (LPM) within Personal Learning Environments (PLEs) as the increasingly important paradigm in online education. The project relied on using Social Semantic Web technologies to generate recommendations for learners, based on their current learning contexts and the state of online presence of members of their social graphs (i.e., network of online connections).

OP4L stands for Online Presence for Learning. Online Presence refers to temporary descriptions of users’ presence in the online world. Most instant messaging tools and social networking services allow users to post descriptions of their temporary state: custom messages, availability and willingness to chat and often visual representations known as avatars. The activity of maintaining this kind of temporary user profiles is no more than creating an image of someone’s presence in the online world, a representation how one wishes to be seen by their contacts – the person's online presence.

The objective of the OP4L project was to develop different kinds of services for the benefit of online learners based on their online presence. These services provide learners with high-quality recommendation regarding the learning activities to take, the learning content to use, and/or who can be contacted for collaboration and/or help provision. All the recommendations are based on the learner’s current learning context and the state of online presence of members of his/her social graph (i.e., network of online connections).

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