CERNAS - Artigo em ata de evento científico internacional
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- Case study of a project-based learning experience at the Polytechnic of Viseu, PortugalPublication . Delplancq, Véronique; Amante, Susana; Costa, Cristina Amaro Da; Costa Lopes, Ana Maria; Coutinho, Emília; Fidalgo, Susana; Gillain, Romain; Lopez, Patricia; Oliveira, Isabel; Pereira, José; Relvas, Susana; Roush, PaulaPedagogical innovation is at the centre of higher education (HE) priorities, with a view to renewing its practices and thus motivating students and providing experiences in line with their professional context. Improvement in foreign languages (FL), especially with students who are not likely to receive further language training, requires awareness of this query, inasmuch as competences in FL in the work environment are unanimously recognized as vital and so rightly included in the training plans. The project-based learning approach in an interdisciplinary and collaborative work perspective, using multimodality in communication, is a consistent asset that allows for work to be carried out, comprising the various dimensions of language in French and English, in their connections with cognitive representations. JASM (Open window onto the world: foreign languages, multimodal creativity and pedagogical innovation in higher education) project aims to develop an experience of active pedagogy at the School of Education of Viseu from the Polytechnic Institute of Viseu (Portugal)with undergraduate students in Media Studies enrolled in the various FL curricular units. Among the subjects of the study plan, students work on photography, digital art and cultural communication. The students start off by collecting information on the cultural and linguistic diversity of the city of Viseu (Beira Alta, Portugal). The project enhances the acquisition of multilingual skills and the development of plurilingual awareness, due to the attention given to the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. Based on an interview, students write the story (in French and English) of the life of migrants. Through captioned photographs, students highlight the aspect of the migrant’s family life which stands out the most. Based on an object (associated with religion, a tradition or with a ritual), students create an animated film, also in both languages (exploration of material culture and digital scenography). The outcome of such productions will be the subject of publications on social media, exhibitions, also being displayed at events and in an e-book. In this project, the topic of interdisciplinarity is highlighted, combining FL with digital art. The evolution, both of the students’ learning and of the teachers’ role in the whole process, is assessed, using tests carried out at the beginning and at the end of the project, including monitoring in the middle of the development of the project.
- Creation of non-linear storytelling as a tool for learning foreign languages in higher education in PortugalPublication . Costa, Ana Maria; Costa, Cristina Amaro Da; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueEm 2019/20, nasceu, sob as restrições da COVID-19, o projeto Stepping up to Global Challenges: Empowering Students across the World. As docentes de Inglês de Negócios II (Marketing/ESTG/IPV) ofereceram aos seus alunos oportunidades reais de comunicação em língua inglesa, através de atividades baseadas em tarefas e do recurso a plataformas digitais, em colaboração com pares da Kazimierz Pulaski UTH (Polónia) e da Ege Üniversitesi (Turquia). A segunda edição do projeto decorreu no 2.o semestre de 2020/21, também em cenário de pandemia, e foi, por isso mesmo, dedicada à aprendizagem do inglês através de atividades de combate ao isolamento e de promoção de comportamentos responsáveis, por alunos de Enfermagem da ESS/IPV, de Marketing da ESTG/IPV, da ES de Eletrónica e de Filologia Inglesa da UTH e de vários cursos da Ege Üniversitesi. Neste artigo, pretendemos: a) discutir as vantagens da aprendizagem do inglês recorrendo ao Project-Based Learning (PBL), através de um olhar sobre o exemplo concreto do projeto Stepping Up to Global Challenges (SGC) 2: Learning English while fighting the outbreak of Covid-19; b) apresentar alguns produtos resultantes do trabalho de co-construção de conhecimento em ambientes multiculturais e, mais importante ainda, interculturais. Lançar-se-á um olhar sobre as narrativas de alunos de contextos diferenciados, desde os cursos frequentados; às instituições distintas e, algumas, distantes; às vivências culturais necessariamente diferentes, permitindo experienciar e partilhar de formas variadas o contexto pandémico que nos obriga ao confinamento, mas não necessariamente ao isolamento, pois urge a criação de pontes – virtuais – que nos permitam ultrapassar fronteiras físicas.
- Storytelling and digital art as a means to improve multilingual skillsPublication . Delplancq, Véronique; Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaThe use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Open window onto the world: foreign languages, multimodal creativity and pedagogical innovation in higher education) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.