=Paper=
{{Paper
|id=Vol-1498/HAICTA_2015_paper32
|storemode=property
|title=Building a European Agro-Forestry Training and Learning System Model in the AgroFE Leonardo Project - Hungarian Specialities
|pdfUrl=https://ceur-ws.org/Vol-1498/HAICTA_2015_paper32.pdf
|volume=Vol-1498
|dblpUrl=https://dblp.org/rec/conf/haicta/VarallyaiHBTP15
}}
==Building a European Agro-Forestry Training and Learning System Model in the AgroFE Leonardo Project - Hungarian Specialities==
https://ceur-ws.org/Vol-1498/HAICTA_2015_paper32.pdf
Building a European Agro-Forestry Training and
Learning System Model in the AgroFE Leonardo Project
- Hungarian Specialities
László Várallyai1, Miklós Herdon2, Charles Burriel3, János Tamás4, János Pancsira5
1
University of Debrecen, Faculty of Economics, Hungary,
e-mail: varallyai.laszlo@econ.unideb.hu
2
University of Debrecen, Faculty of Economics, Hungary,
e-mail: herdon.miklos@econ.unideb.hu
3
Agrosup Dijon, France, e-mail: charles.burriel@educagri.fr
4
University of Debrecen, Faculty of Agricultural and Food Sciences and Environmental
Management, Hungary, e-mail: tamas@agr.unideb.hu
5
University of Debrecen, Faculty of Economics, Hungary,
e-mail: pancsira.janos@econ.unideb.hu
Abstract. The aim of the AgroFE project is to play an important role in Agro-
forestry trainings in European dimension. Depending on the European
countries, states or professional organizations and training actors try to
reintroduce agroforestry training and education in different levels. The main
objectives are to make a synthesis of needs and expectations, based on the
present existing training actions and to set up a common framework, to build
an innovative training system, to create a technical collaborative support for
implementation of the project with ICT tools and providing access to the
resources and training services during and after the project (knowledge
databank, interactive services). The system architecture is based on open
source concept for handling many formats in the knowledge databank.
Regarding to the different trends in e-learning business models we dealt with
different technological solutions. We created the collaborative platform which
consist of a learning management system, videoconference services, video-
repositories. The prototype of knowledge databank has been developed. The
paper presents the results and the planned services.
Keywords: Agroforestry, e-Learning, education, training, knowledge databank
1 Introduction
The AgroFE project is aimed at actors in agroforestry. The agricultural system has
experienced a strong abandonment of agroforestry (Nair, 2005) in the 20th century, to
count today only a few million ha in Europe (Price, 1995). Depending on the
countries, states or professional organizations and training actors (Jamnadass et al.,
2014) try to reintroduce agroforestry in the course of training and qualification in
270
initial training and in adult education. Based on the results of scientific research,
development structures and those of the "farmer-researchers", experimental courses
were conducted in different countries, including BE, FR, in the UK on a small scale
as resources, trainers and available skills are scarce. In the partnership countries, the
need for conversion and development is between 15,000 and 20,000 farms in the next
5-7 years (Gregorio et al., 2015), which means training so many operations managers
on L4, L5 and L6 level by country. The partners have identified training needs in the
short term. These needs are on the one hand operators and future operators, adults
and pupils/students, teachers and counselors, tutors (Mbow et al., 2014). These
requirements therefore relate to two levels of qualification L4 and L5/L6 and two
types of learners: students and adults, farmers and future farmers on the one hand
(mainly L4/L5) and advisors, level L5/L6. In the short term, the project will address
these two public through a system established by the partners (Herdon at al., 2011;
Várallyai and Herdon, 2013): based on innovative teaching practices training,
occupational situations providing access to recognized qualifications (NQF, EQF,
ECVET and ECTS). Fortunately the ICT tools have been developed increasingly
nowadays, so there are tools and methods for e-learning and e-collaboration (Bustos
et al., 2007; Herdon and Lengyel, 2013; Herdon and Rózsa, 2012. One of the
important parts of the project is to apply innovative solutions (Gamboa et al., 2010)
for building and using the web site (http://www.agrofe.eu/) and knowledge
repositories for teaching and learning agroforestry (Beddie and Halliday-Wynes,
2010).
The term e-learning is widely understood to refer to the use of information and
communications technology (ICT) in learning and teaching. E-learning systems can
be observed at both the institutional and the local level in higher education.
Institutional systems include learning management systems (LMS), used primarily to
manage delivery of course material to enrolled students, and the platforms that
support massive online open courses (MOOCs - Porter, 2015). Local e-learning
systems are observed at the level of a single course, class, lesson or learning activity.
While investments at both levels can contribute to improvements in learning and
teaching (Gunn, 2010), each has its own goals, methods and challenges.
2 Collaborative Work
A variety of ways that two or more organisations can work together is covered the
collaborative working. The range is wide from informal networks and alliances,
through joint delivery of projects to full merger. Collaborative working can last for a
fixed length of time or can form a permanent arrangement. What these options have
in common is that they involve some sort of exchange, for mutual advantage, that
ultimately benefits end users. In recent years, interest in collaborative working has
been growing, driven by the sector's drive for effectiveness and efficiency,
government policy and public opinion.
CWE (Collaborative Working Environment) can be perceived as the tools,
technologies, services and environments supporting individual persons in their
working tasks to become more creative, innovative and productive involving the
271
direct or indirect interaction (collaboration) with other individuals, groups or
organizations. Collaborative platforms providing sophisticated upper middleware
services required for environment and person-aware distributed collaboration. It is
based on system integration of Web Services, Semantic Web. They can provide the
support and operations required for complex virtualised working environments.
Works include development of tools for sharing resources, knowledge/resources
discovery, service composition, CSCW tools (including multi-conferencing) to
ensure stable, dependable collaborative applications.
We need to support is the virtual meeting. In Hungary there is a High speed
research and education networks which enable an uncompromised quality audio and
video collaboration. This system offers the following collaboration services
(http://www.niif.hu/en/):
• Video and desktop conference (IP based videoconference). From anywhere
to anywhere, with any number of participants for project and administrative
meetings, consultation, distant teaching and learning.
• Videotorium: Video sharing portal for higher education, research and public
collections. Share research and education recordings through Videotorium,
in up to high definition (HD) quality.
The video network now features around 140 meeting room terminals spread all
over the country, and a compatible desktop videoconference system is available to be
used with a computer and web camera. Within the AgroFE project we use the
Multipoint Control Unit which gives HD services, it is able to record and/or
broadcast the meeting on the Internet. The Desktop system is also used because every
partner can join in a virtual meeting room very simply and we connect this virtual
room with every participant to the MCU server. This desktop system works with the
Vidyo software.
2.1 Moodle
Online courses are moving into the mainstream and the software commonly used
to deliver online courses can be prohibitively expensive. Classes take place online
through the use of software packages that have special classroom features such as
discussion forums calendars, chat rooms, where participants can communicate in real
time with each other, and quiz and polling capabilities. Files such as word processing
documents, sound files, pictures, and videos can be uploaded to the virtual classroom
for viewing by students. Thus, the "platform" is essentially a place that looks like a
private website and is intended to work like an electronic classroom. The classes
taught on these platforms are accessible via the Internet, and are usually private,
meaning that only individuals who are registered for the class can see the password-
protected website. A platform for online courses may also be called an LMS
(Learning Management System) or LCMS (Learning Content Management System).
Like many other higher education institutions, we introduced the Moodle system
at University of Debrecen Centre for Agricultural and Applied Economic Sciences
(UD CAAES) in 2007 (Burriel, 2007, Lengyel and Herdon, 2009). In the past we
used the Moodle in more European project for collaborative work and adult trainings
too. The preliminary experience entitled us to use this system for creating a
272
collaborative space and e-learning in the AgroFE project
(https://moodle.agr.unideb.hu/agrofe/).
2.2 Vidyo
The Vidyo portfolio (http://www.vidyo.com/) includes everything we need to
deploy: the HD video collaboration to everyone in an organization, from core
infrastructure to solutions that video-enable any device or application. Vidyo works
the way we do. It runs on the devices we’re using from smart phones to tablets,
desktops to video room systems, bringing HD-quality video and content to every
participant. The VidyoDesktop™ app extends high-quality video conferencing to
Windows, Mac and Linux computers, allowing users on these systems to participate
at office, from home, or on the road. With support encoding at resolutions up to full
HD and dual-screen multipoint video.
The VidyoMobile™ app brings high-quality video conferencing to popular Apple
and Android tablets and smartphones. Host a person-to-person or multi-party video
conference from your office, home, or in transit on both wireless broadband and
WiFi connections. As a full-featured endpoint in your VidyoConferencing™
solution, VidyoMobile delivers transcode-free video conferencing for natural
communication at the pace of conversation, without the broken pictures associated
with traditional solutions.
2.2 Videotorium
Videotorium is a video/audio sharing portal created for the players of research and
education. Videotorium provides professional presentation of video content recorded
at higher-education organisations, research institutions and public collections.
Videotorium has been launched in June 2010 by the maintainer of the Hungarian
research and education computer network infrastructure National Information
Infrastructure Development (NIIF) Institute. The portal is the successor of former
“Video on Demand” repository aiming professional accommodation for the growing
collection of recordings and content upload and sharing by institutions.
Videotorium is freely available for users of any NIIF member institutions, but any
non-profit research and education activity can be supported. The content created by
affected organisations can be infinitely various: scientific conferences, seminars,
university lectures, trainings, scientific events, scientific experiments, research PR,
documentary, interviews, etc.
Primarily, the portal offers its services to higher-education (students, lecturers),
research and public collection community users, but the high number of public
recordings offers a good opportunity for learning or self-entertainment.
273
3 The Objectives and Development Methods
The main objectives are to make a synthesis of needs and expectations, based on
the present existing training actions and to set up a common framework; to build an
innovative training system (contextualized, modularized trainings, use of ICT,
professionals participation); to create a technical collaborative support for the
implementation of the project with communication tools (information of partners and
promotion) and for providing access to the resources and training services during and
after the project (knowledge databank, interactive services). To achieve this
objectives the following main activities have to be carried out:
• Exploitation of the tools and services.
• Building a collaborative working environment.
• Planning the architecture for development, teaching and training.
• Implementing the e-learning environment.
• Designing the multimedia tools to make accessible for learners, trainers.
That is why we will be able to build a collaborative working environment for the
project partners and players who will join to this knowledge database and
information service. We have to use the following methods (do the following
activities):
• Using the experiences from former project and practice.
• Studying new technologies and methods.
• Developing Agroforestry in agri-environment BSc course
• Evaluating them.
• Selection.
4 Results
For the collaborative working in the project we plan to use existing open source
and free services. One of the essential solutions was the latest version of the Moodle
system. One selection criterion was based on that we have more than 7 years’
experience in using this popular system which can give every function that we need
for collaborative working during the project. The ICT system of the project will be
based on a knowledge databank service and for mobility (field) work we will use
tablets with Android, IoS, Windows platforms, using the central services and apps.
4.1 e-Learning trends in Europe
Of the $4.1 trillion spent on education and training, approximately 25% is in
Europe, making it the 2nd largest market to North America. In the schools market,
Europe boasts 27% more teachers than the US, with 4.6 million teachers as compared
to 3.6 million in the US (IBIS Capital, 2013).
274
The European e-Learning market is a highly fragmented market comprising up to
3,000 predominantly small entrepreneurial companies. The fragmentation represents
in part the early stage nature of the industry and the market difference within Europe.
Although the relative difference in the size of markets between the US and Europe
is not significant yet there is a big difference in the volume of venture deals in e-
Learning. Since 2007, 60% of global venture investments in e-Learning have been in
the US. Europe only accounts for 6% over the same period.
The spend on academic education and learning outweighs the spend on corporate
training by about 18x. There is also a regional split between northern and southern
Europe where for example in the Nordics workers are 4x more likely to be receiving
training than in southern Europe.
The level of activity within e-Learning M&A in Europe is currently limited, with
very few deals over $20 million. The market remains in development. The increase
in venture investment is expected to fuel expansion and in due course increase
strategic activity.
The evidence of increased investment in Europe in the sector and anecdotal
support that companies are experience an upsurge in activity points to a market on
the turn. We expect the e-Learning market to be characterised over the next 3 years
by a significant increase in investment in the sector as well as a level of consolidation
as companies seek scale.
Fig. 1. A European perspective on e-Learning (IBIS Capital, 2013)
4.2 Moodle Learning management system - new features
We are planning to use the Moodle system for e-learning in the project regarding
to our good experience, the system references, functionality and some new feature.
We just would like to highlight some new feature which will be useful in the project.
• Responsive Design, Learning on the Go
• Power up the Cloud
• Big Data
275
• Mobile Notifications.
Moodle are continually improving their responsive themes, this will allow Moodle
to be used for learning on tablets, phones and other mobile devices. The core Moodle
theme is based on Bootstrap and Webanywhere recommends all users migrate to a
responsive theme to allow learners to access Moodle on the go. The Moodle
Bootstrap theme is now the default for any new installation of Moodle. Given
Moodle is the largest online Learning Management System globally with over 80
million users, scalability is essential as larger companies look to deploy the solution
for their workforce. System administrators will find more features than ever which
will enable them to scale Moodle to millions of learners if required (Ghirardini,
2011). What this means is that the Learning and Development professionals will be
able to pull more information out of the Moodle environment about learning
experiences. This feature is using the logging framework, and, this will allow the
Moodle community to build on top of the framework to enable better reports to be
gathered.
The Moodle server is used as virtual collaboration space and e-learning system.
The system implemented at 09/01/2014. We created the initial structure for
collaborative work and starting the e-learning courses, but this year restructured it
base on the English project partner’s proposals. This time 136 users are registered
(enrolled) in the system. From this there are 70 enrolled students.
4.3 Vidyo, Mooc and videotorium
VidyoDesktop system extends high-quality video conferencing to different
platforms of computers, allowing users on these systems to participate at their office,
from home. With support encoding at resolutions up to full HD and dual-screen
multipoint video, VidyoDesktop delivers a first-class conferencing experience to any
workspace. VidyoDesktop extends high quality conferencing and collaboration to
virtual desktop and thin client environments.
A massive open online course (MOOC) is an online course aimed at unlimited
participation and open access via the web. In addition to traditional course materials
such as videos, readings, and problem sets. MOOCs provide interactive user forums
that help build a community for students, professors, and teaching assistants
(Brahimi and Sarirete, 2015). MOOCs are a recent development in distance
education which began to emerge in 2012. Early MOOCs often emphasized open
access features, such as connectivism and open licensing of content, structure and
learning goals, to promote the reuse and remixing of resources. Some later MOOCs
use closed licenses for their course materials while maintaining free access for
students. On the Fig. 2. can be seen the evolution of MOOC.
276
Fig. 2. Evolution of MOOC (Hill, 2012, Gaebel, 2013)
Videotorium would like to meet special requirements of higher-education,
research and public collections community, which would be rather difficult to satisfy
by a general video sharing portal. Major features briefly:
• Sharing of audio- and video recordings.
• Uploading and synchronize slides to the recording of your speech.
• Organisational micro sites: present all recordings of your institution through
an own Videotorium site with individual URL, design and news.
• Flash based playback, compatibility with all popular browsers.
• Live streaming: broadcast your event live through Videotorium to deliver
your event to thousands of users through our high capacity servers.
We are testing this system for storing and streaming videoconferences on-line
lectures (on-line learning, Fig 3.).
4.4 Knowledge Base Systems
A knowledge base or knowledge bank is a special kind of database for knowledge
management. A knowledge base is an information repository that provides a means
for information to be collected, organized, shared, searched and utilized. It can be
either machine-readable or intended for human use. Behind a Knowledge Data Bank
(KDB), there is, at least, a back-end which is a DBMS.
The developed system architecture can be seen on the Fig. 4.
277
Fig. 3. Playing the lecture from the auditorium
Fig. 4. Knowledge Base System architecture
In the context of the AgroFE project, the Technologies of Information and
Communication, ICT, include four components, the collaborative tools (OTC-CWS),
the Knowledge Data Bank (KDB-BDC), the tools for training and archiving and a
portal that integrates the tools.
Under the project, these documents are identified, selected, proposed by partners
and included into the KDB for the evaluation of their potential use in training, by one
278
or more partners. A fact sheet originally written by the proposer, the institution, who
proposed it to project partners, often accompanies, completes this document.
At the end of the evaluation phase, the KDB can be extended to other contributors,
for other uses, such as exchange supports between different actors of Agroforestry.
In computing, a database is gathering highly structured data, a well-defined
organization, based on different types of structures: Relational, hierarchical. This is
absolutely not the case in a databank in which we store structured tables of numbers
as well as illustrated text or video or emails, external knowledge or those from the
project, in their various forms. But it should be noted that the knowledge data bank in
the prototype of the AgroFE project is based on a software, RUBEDO, developed in
PHP and RUBEDO is built on different components.
4.5 Hungarian specialties in the project
4.5.1 Developing Agroforestry in Agri-Environment course
The agroforestry will be important for rural areas and farms according to more
aspects. Environmental, economic, agricultural production, rural living are very
important issues. The project participants are involved in to developing curricula for
more training levels. Up to now we have developed subjects for BSc and MSc level
in “Agroforestry” which accepted by two faculty boards, the latest version of the
Moodle system has been implemented for collaborative space and we carried out
more virtual meetings by the new videoconference systems, which have been tested
and used more times.
The main topics are the following: National and international practice of
agroforestry, Natural science of agroforestry, Watershed management of
agroforestry, Flood protection of agroforestry, Mitigation of water erosion in
agroforestry practice, Mitigation of wind deflation in agroforestry practice,
Ecological animal husbandry and agroforestry, Grassland management and
agroforestry, Ecological crop-production and agroforestry, Phytoremediation and
agroforestry, Energetic wood plantation, Local governance of agroforestry, Low and
justice of agroforestry, Informatics of agroforestry.
The documentation of the course was prepared for Faculty Council of University
of Debrecen to accept it, which was supported unanimously. The declaration of the
course was carried out in the digital educational system in order to the students could
start the registry from the September 2014.
4.5.2 The Agricultural Informatics International conferences (2013 and 2014)
On the Agricultural Informatics 2013 (AI2013) Conference on 8 of November at
the plenary session held a presentation by Prof. Charles Burriel. The title of his
presentation was ” Proposal for a new approach of accredited credits in American
University = The UIUlink platform ". The presenter spoke about the system, which
are massive, open, on-line and focuses the courses. The UIU link are accredited,
certified, on line at the market place and the student proposed his professor, who can
279
decide the accepting or refusing. The UIU link is expend the teaching to new student
who cannot be on campus and expend the relationships with high level partners
everywhere in the world.
There were 150 participants from 7 countries at the conference. Leading domestic
and international professionals gave 11 plenary lectures on the site of the Conference
(University of Debrecen, Hungary). Subsequently, professors from the University of
Florida, Wageningen University, University of Bonn and Prof. Charles Burriel gave
videoconference plenary lectures. In the sessions 46 lectures were given by some 100
authors and co-authors. The Conference program, presentations, photos and
exhibition posters can be viewed on the conference site
http://nodes.agr.unideb.hu/ai2013/ .
On the second day of the conference, 9 of November 2013 at 9 am we organized a
workshop with the primary purpose of the tasks discussion in the AgroFe Leonardo
Project and clarify and refine the tasks of the Hungarian partner and review of
expectable proposals and opportunities in the field of Agricultural Informatics
between 2014-20. On the workshop Prof. Charles Burriel was an invited speakers,
who gave a presentation, which title was "Development of Knowledge Data Bank
(KDB) for secondary, higher, and professional education and training, and
professional usages". In the presentation we could get detailed information of the
project to be achieved by KDB and the related open-source software tools
(WordPress) and reported on the possible usages of the system in the AgroFe project.
The presenter spoke about the concept of KDB, what is the Knowledge Data Bank
and what is the architecture of the KDB. He spoke needs analysis and required
components of KDB.
On the Agricultural Informatics 2014 (AI2014) on 13 of November at the plenary
session, which was followed parallel sessions. The main objective of the conference
is to promote the exchange of experiences among non-profit, research and business
professionals, as well as the development of the international relations. The event
provides a forum for agriculture involved practical and academic players, to discuss
the actual questions of education, research, development and application of
Information Technologies in Agriculture and Rural Development. The meeting
covers a broad range of topics, as follows: Big data, Information systems,
Bioinformatics, Cloud computing and services, Collaborative working environment,
Decision Support Systems, Modelling and simulation, , Ecological modelling,
Education/Training programs and development, E-learning, Food safety and
traceability, Future Internet in the agri-food sector, Information and communication
technologies for rural areas, Information systems, IT and innovation in agri-food
sector, Mobile technology applications, Precision agriculture, GIS, RS, Web
services, portals and Internet applications, Wireless sensor networks.
4.5.3 Field study
In the framework of transnational meeting was organised an agroforestry field
study at the National Agricultural Research and Innovation Centre, Forest Research
Institute (NARIC FRI).
The NARIC FRI has a 115 year-old experience in the research related to forest
management and tree breeding. Six stations belong to the Institute in Sárvár,
280
Budapest, Mátrafüred, Püspökladány, Sopron and Szombathely. It manages three
arboretums and an ecocamp. Our destination was Püspökladány, which is located 50
km from Debrecen. The basic activity of the FRI is doing research but it also has
expertise, equipment, plant material produced as a result of research that can be
further utilized or marketed. Water, soil and biomass analysis performed in the
ecological laboratory facilitate first of all research but they also have marketable
capacity in the field of soil analysis and soil consultancy. Besides breeding and
genetic conservation, seedlings and cuttings are produced. FRI shares its knowledge
with foresters about growing techniques, economic evaluation, and forest protection
in professional meetings and exhibitions.
The field study was a half day programme there, where Csiha Imre director took a
general introduction about agroforestry (Fig. 5). This follow three different practical
exhibition:
• Dendrology - measuring tree height, estimation of tree mass (leadership of
exhibition: Kovács Csaba and Bozsik Éva)
• Hidrology and soil science in agroforestry (leadership of exhibition: Rásó János
and Riczu Péter)
• Landscape management - Ágota-puszta, Hortobágyi National Park (leadership of
exhibition: Prof. Dr. Blaskó Lajos and Gálya Bernadett).
Fig. 5. Pictures about the field study in Püspökladány
281
5 Conclusion
The agroforestry will be important for rural areas and farms according to more
aspects. Environmental, economic, agricultural production, rural living is very
important issues. The project participants are involved in to developing curricula for
more training levels on different (L4/L5/L6) levels. The latest version of the Moodle
system has been implemented for collaborative space and we carried out more virtual
meetings by the new videoconference systems, which have been tested and used
more times. All the virtual meetings have been recorded in the Videotorium system.
We are convinced that using the innovative technologies and solutions the system
will serve and support to achieve the project goals. Analyzing the open source tools
we have created the architecture of the knowledge base and service system for
harvesting materials, building knowledge base and information service, implement e-
learning service in agroforestry. The Knowledge Data Bank and service system is
developing and will be finished in this year. Finally is introduced the Hungarian
specialties in the projects like education, subject about agroforestry, conference and
workshops and field trip in Püspökladány.
Acknowledgments. This publications was supported by EU Leonardo Innovations
Transfer “Agroforesterie Formation en Europe - AgroFE” Ref. Number: 2013-1-
FR1-LEO05-48937 project.
References
1. Beddie, F., and Halliday-Wynes, S. (2010) Informal and Non-Formal Learning in
Vocational Education and Training. International Encyclopedia of Education
(Third Edition). p. 240-246.
2. Brahimi, T. Sarirete, A. (2015) Learning outside the classroom through MOOCs
Computers in Human Behavior.
3. Bustos, E. S., Zazueta, F. S. and Howard, H. B. (2007) Rapid prototyping of
learning objects and their implemetation using ontology editor. In Conference on
Agricultural Economics, Rural Development and Informatics, 59-60. Debrecen,
Hungary.
4. Charles, B. (2007) NODES – E-learning aspects and accessibility International.
In Conference on Agricultural Economics, Rural Development and Informatics,
p.83-91. Debrecen, Hungary.
5. Gaebel, Michael (2013) MOOCs Massive Open Online Courses. EUA (European
University Association) Occasional Papers.
http://www.eua.be/Libraries/Publication/EUA_Occasional_papers_MOOCs.sflb.a
shx. 2015. June.
6. Gamboa V.G., Barkmann, J. and Marggraf R. (2010) Social network effects on
the adoption of agroforestry species: Preliminary results of a study on differences
282
on adoption patterns in Southern Ecuador. Procedia - Social and Behavioral
Sciences. (4), p. 71–82.
7. Ghirardini, B. (2011) E-learning Methodologies: A Guide for Designing and
Developing E-Learning Courses. Rome: Food and Agriculture Organization of
the United Nations.
8. Gregorio, N., Herbohn, J., Harrison, S. and Smith C. (2015) A systems approach
to improving the quality of tree seedlings for agroforestry, tree farming and
reforestation in the Philippines. Land Use Policy, (47), p. 29-41.
9. Gunn C. (2010) Sustainability factors for e-learning initiatives. Research in
Learning Technology, 18 (2), p. 89–103.
10. Herdon, M. and Lengyel, P. (2013) Building and Using Knowledge Repositories
for Agriculture: An Innovation Case Study. In: EFITA WCCA CIGR 2013
Conference: Sustainable Agriculture through ICT innovation, p.180-187. Torino.
11. Herdon, M. and Rózsa, T. (2012) Knowledge dissemination on innovative
information technologies in agriculture. Journal of Ecoagritourism 8:(1), p. 301-
306.
12. Herdon, M., Szilágy,i R. and Várallyai, L. (2011) ICT Tools for Implementation
the European Qualification Framework in the Agricultural Sector. Journal of
Agricultural Informatics 2:(1), p.29-40.
13. Hill P., e-literate, (2012) Four Barriers That MOOCs Must Overcome To Build a
Sustainable Model http://mfeldstein.com/four-barriers-that-moocs-must-
overcome-to-become-sustainable-model/ 2015. June.
14. IBIS Capital (2013) A European Perspective on e-Learning. IBIS Capital (e-
Learning). http://edxusgroup.com/wp-content/uploads/2013/12/13-06-18-A-
European-Perspective-on-e-Learning.pdf, 2015. June.
15. Jamnadass, R., Langford, K., Anjarwalla, P. and Mithöfer D. (2014) Public–
Private Partnerships in Agroforestry. Encyclopedia of Agriculture and Food
Systems. p. 544-564.
16. Lengyel, P. and Herdon, M. (2009) Implementing learning design by LAMS to
improve teaching and learning. APSTRACT - Applied Studies in Agribusiness
and Commerce 3:(5-6), p.21-24.
17. Mbow, C., van Noordwijk, M., Prabhu, R. and Simons T. (2014) Knowledge
gaps and research needs concerning agroforestry's contribution to Sustainable
Development Goals in Africa. Current Opinion in Environmental Sustainability.
(6), p. 162-170
18. Nair, P.K.R. (2005) Agroforestry. Encyclopedia of Soils in the Environment. p.
35-44.
19. Porter, S. (2015) To MOOC Or Not to MOOC. Examples of MOOCs. p. 17-25.
20. Price C. (1995) Economic evaluation of financial and non-financial costs and
benefits in agroforestry development and the value of sustainability. Agroforestry
Systems, 30, p. 75–86.
21. Varallyai, L. and Herdon, M. (2013) Reduce the Digital Gap by Increasing E-
Skills. ELSEV SCI (8), p. 340-348.
283