CI&DEI - Capítulo em obra internacional, como autor
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Browsing CI&DEI - Capítulo em obra internacional, como autor by Author "Delplancq, Véronique"
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- Active foreign language learning practices in higher education: the perspectives of the actorsPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Pereira, José; Fidalgo, SusanaThe digital age and Generation Z are key features within the current panorama of teaching-learning practices in higher education and drive innovative student-centred strategies, oriented towards the reality of the labour market. The article describes an experience of pedagogical activation carried out through project-based learning using digital tools, with undergraduate Media Studies students of the School of Education in Viseu (Portugal), towards the acquisition of skills in French and English, during the academic year 2021-2022. The objective was to renew teaching practices, so as to foster greater student motivation on the part of forthcoming media professionals, by enhancing their competences and confidence with concern to spoken and written interaction within the context of foreign languages for specific purposes. The dynamics of learning combined with authentic contexts and digital tools, encourages teachers to rethink their methodology and objectives, in order to be more innovative. One accounts for the chosen strategy and the various steps followed, evaluates the path of both students and teachers, analyses the benefits, the drawbacks and the impact in terms of acquired skills and concludes with reflections for forthcoming work projects.
- Innovative student-centred strategies in higher education: na experience of active foreign language learningPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Pereira, José; Fidalgo, SusanaTo be innovative, the chosen methodological framework in higher education must encompass strategies centred on the student and his professional expectations linked to his training field, with the objective of also working on vital and adequate transversal skills according to the requirements of the labour market and with better results than traditional practices accomplish/have accomplished. A creative, collaborative and interdisciplinary work environment ensures the acquisition of multilingual skills and the development of plurilingual awareness in the digital age. St-Jean & Dupuis Brouillette (2021) show that, thanks to pedagogical activation, the student effectively engages in his learning, progressing thanks to his ideas and their fulfilment. In project-based learning, the student must invest in developing a project, a dynamic strategy that requires collaborative work, the use of technologies and the creation of artefacts. The teacher’s role is to supports learning. The experience presented focuses on the learning of foreign languages through project pedagogy, using digital tools available mainly on android, tablet and computer equipment with undergraduate Media Studies students of the School of Education in Viseu (Portugal), in order that they may acquire skills in French and English for specific purposes. Students work on a project in the two foreign languages using strategies and skills specific to their future professional field. The methodology is presented and discussed, as well as the difficulties encountered and the results obtained, both from the point of view of the student and that of the teacher. Current research results tend to show that the use of active learning methodologies in the context of collaborative work, compared to traditional strategies, can increase student motivation and autonomy. They promote the interactive process among students and between them and the teachers, facilitating the acquisition of knowledge and skills as far as foreign languages are concerned. Our objective is to show the path followed by students and teachers, to describe the evolution of learning, with its positive aspects, stumbling blocks and difficulties, and to open up new ways of reflecting on the foreign language teaching/learning process in higher education, based on an experience carried out with students at this particular level. The conclusions taken highlight the need for forthcoming work projects in this area.
- Looking into Foreign Languages and Multimodal Creativity as a Tool for Pedagogical Innovation in Higher Education: The JASM Project - Open Window onto the WorldPublication . Costa Lopes, Ana Maria; Costa, Cristina Amaro Da; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueThe innovation of pedagogical practices is a challenge currently faced by higher education, in which the student is the main actor in the learning process. The aim of this project is to develop collaborative work, using multimodality in communication, adapted to the professional context, as a strategy to foster the learning of foreign languages. The JASM project ([Janela aberta sobre o mundo].Open Window onto the World: Foreign Languages, Multimodal Creativity and Pedagogical Innovation in Higher Education), developed by a multidisciplinary team, rests upon an active learning dynamic based on projects, through the creation of digital narratives focused on the linguistic and cultural diversity of a city in Beira Alta, Viseu. The use of several action-research approaches allowed students of the undergraduate course in media studies at the School of Education in Viseu to develop a multilingual and multicultural awareness, in a creative, collaborative, and interdisciplinary environment.
- Using Digital Tools to Innovate in Higher EducationPublication . Delplancq, Véronique; Costa, Ana Maria; Pereira, José; Gillain, Romain; Fidalgo, SusanaThis chapter explores the evolving role of pedagogical innovation in foreign language (FL) classes for media studies undergraduates at the School of Education (ESEV) of the Polytechnic Institute of Viseu (Portugal). It highlights the transformation of digital tools, initially seen as “icebreakers,” into powerful aids for active methodologies, fostering both hard and soft skills essential for contemporary society and the job market. Teachers commonly integrate online applications, online platforms, and social networks to enhance FL learning. The narrative delves into challenges faced by teachers and students amid constant societal changes. The text emphasizes skills development, improvements over traditional methods, encountered difficulties, and the dynamics within the teaching-learning process. One relies upon gamification as a tool in FL classes, so as to look into its potential to contribute to the systematic exploration of successful educational innovations supported by digital tools in higher education, providing a foundation for future research.