ESEV - DPCE - Artigo em revista científica, indexada ao WoS/Scopus
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- Aligning HE Pedagogical Innovation with VET, Industry, and Research Partnerships: Insights on the Demola Portugal InitiativePublication . Amante, Susana; Fernandes, RosinaAcademia–industry collaboration has been around for some time, but there has been a shift in both the education and workforce settings to work closely together, coordinating initiatives across all sectors, namely higher education (HE), vocational education and training (VET), and industry, in an attempt to mutually drive innovation, provide opportunities to go from concept to action, encourage entrepreneurship, improve ICT use, and other equally important hard and soft skills, aiming to bridge the existing gap between the teaching–learning arena and the business world. Aware that the VET sector, HE, the government, and industry should be devoted to forging partnerships considered key to the development of research, leading to quality, more business, and ultimately, the economic and social well-being of society, a Consortium of 14 Portuguese Polytechnic Institutions engaged in an innovative pedagogical training program, “Learning based on co-creation processes,” a project within the Demola Portugal Initiative (2021–2023), and at the Polytechnic Institute of Viseu (IPV) with reference No. POCH-04-5267-FSE-000818. This training program, with its active methodologies, is then put into practice through the “Link Me Up—1000 Ideias” project. In our study, we will focus on the needs, expectations, and experiences of the IPV teaching staff and the vocational schoolteachers that participated in the training course. Through the analysis of questionnaires and e-portfolios of the participants in the first two editions (January–June 2021 and September 2021–February 2022), we intend to answer the following questions: (i) Which facilitation skills can be meaningfully used by the teachers participating in the (Demola) Pedagogical Innovation Training course at IPV? (ii) Which tools/platforms can enhance the students’ learning and collaboration among different team members, company representatives, and trainees/facilitators? The data collected confirm that the Demola Portugal Initiative provides an effect
- From Teachers’ Innovative Practices to Students’ Co-Creation: A Glimpse of the Project “Link Me Up – 1000 Ideias”Publication . Fernandes, Rosina; Amante, SusanaHigher Education Institutions are, more than ever, open to innovative practices, and nowadays the triple helix of University, Industry and Government is taking place through the implementation of projects such as “Link Me Up – 1000 Ideias”. This project, funded by COMPETE, was created as a network bringing together thirteen Portuguese Polytechnic Institutes to promote entrepreneurship among students, called talents, in academia. In a multidisciplinary approach, a cocreation team of 4-6 students, working together with organisation partners and using teacher’s innovative practices, explore a future-oriented challenge in order to design solutions, ideas and future scenarios, in an 8-week process that aims to empower students to create their own innovative companies or projects and to help them to be prepared for the transition to the world of work, developing soft skills that are required in our competitive society. This project is linked to another, entitled “Learning based on co-creation processes,” funded by POCH, in a partnership with DEMOLA Global, which provides teachers (in this process, they become facilitators) with innovative methodologies that are then operationalised when implementing co-creation challenges. In this study, we aim at presenting the “Link Me Up” project from the point of view of students from the Polytechnic Institute of Viseu and local organisations, by a) reflecting upon the questionnaires applied to students and companies to assess their degree of satisfaction with their participation in the project, identifying key areas enhanced by the experience. Additionally, b) we will look at the reports written by the group of students as they summarise the work developed in partnership with companies throughout eight intensive weeks. We will conclude, not with a retrospective view, although it is important to look at the past to build the present, but with the perspective of a future that is collaborative, reflective, critical and increasingly creative.
- Learning based on co-creation processes: a glimpse of the (Demola) Pedagogical Innovation Training course at IPVPublication . Amante, Susana; Fernandes, Rosina: The development of technologies, services and products in our increasingly global, interconnected, and digital world implies the training of future professionals capable of solving challenges, embracing diversity, and co-constructing innovative and disruptive scenarios. Higher Education (HE) has been adapting to these times of change and, consequently, the academy has started to open doors to partnerships with local organisations, in synergies that go beyond internships to include research and a modernisation agenda, with clear benefits for all the stakeholders and with positive effects on the national economy. Thus, pedagogical practices need to be updated, and Demola model aims at contributing to innovation processes by fostering academia-industry collaboration. In this study, we will focus on the first edition (January-June 2021) of the project entitled “Learning based on co-creation processes,” funded by POCH, developed in a partnership with Demola Global, and in close connection to another project, Link Me Up, integrated in a consortium of 13 Polytechnic Institutes, including the Polytechnic Institute of Viseu (IPV). Specifically, we will focus on 1) the Demola methodology and tools used by the participants in the Pedagogical Innovation Training course at IPV, Viseu, Portugal; 2) the questionnaires applied to the team of IPV trainees/facilitators; and 3) the reports they wrote at the end of the process to a) analyse the profile of the teaching staff seeking alternatives to improve their teaching practice; b) assess their perception of the Demola pedagogical innovation course, and c) the implications on their future practices. Our findings reveal that this project that offers pedagogical innovation is highly valued by the participants at IPV, as they feel they are more open: to collaboration within and outside the academia; to use innovative tools and platforms; to acknowledge the need to accept and manage uncertainty and to facilitate societal challenges in multidisciplinary teams of (inter/)national students.