Browsing by Author "Oliveira, Isabel"
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- Abrir as portas da sala de aula: Serious games (APSASeG) O impacto da gamificação no ensino/aprendizagem de línguas estrangeiras no ensino superior (PROJ/I&DI/CI&DEI/009)Publication . Delplancq, Véronique; Costa, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, José; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, Romain; Amante, Susana; Fidalgo, SusanaExperiência de gamificação do ensino/aprendizagem do francês e do inglês para fins específicos; Experiência com 25 estudantes do 1.º ciclo de estudos em Comunicação Social da ESEV; Objetivos principais: Melhorar a performance dos estudantes com a integração de atividades digitais gamificadas na aprendizagem de LE no ES num curso não especificamente de línguas Avaliar os efeitos da gamificação em termos de competências adquiridas pelos estudantes (em LE e transversais), numa perspetiva de promoção da empregabilidade Observar a evolução das relações entre os atores do processo de ensino/aprendizagem (docentes e discentes) e dos papeis de cada um Conceber e implementar um serious game Avaliar a ferramenta e o processo de ensino/aprendizagem Melhorar o serious game com base nas observações dos utilizadores e dos dinamizadores
- ABRIR AS PORTAS DA SALA DE AULA: SERIOUS GAMES - O IMPACTO DA GAMIFICAÇÃO NO ENSINO/APRENDIZAGEM DE LÍNGUAS ESTRANGEIRAS NO ENSINO SUPERIOR (APSASEG)Publication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, José; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, Romain; Amante, Susana; Fidalgo, SusanaA aprendizagem no ES tem deixado pouco espaço ao jogo. ---- surgimento dos serious games. Esta ferramenta pedagógica, resultado da associação da vertente lúdica, com recurso ao digital, às estratégias de aprendizagem, das Línguas Estrangeiras para fins específicos, representa um desafio original de potencial melhoria para o ensino-aprendizagem neste contexto mais específico de cursos do ES em áreas que não as LE. --- Motivar e encorajar os estudantes, estabilizar os conhecimentos e promover e reforçar a aprendizagem.
- Audio folios management system for foreign language learningPublication . Lousado, José; Oliveira, Isabel; Costa, Carlos M.; Roberto, Maria T.Teaching and learning using technology has, for some years, been the focus of various researchers. From vocational schools, through basic education to higher education, the use of teaching aids based on information technologies is now a common practice. Today, more than making large computing solutions to support the activities of e-learning, it is important to focus on software specific solutions whose cost of production/implementation has a quick return. In this context the need emerged to move forward with a system to support teaching and learning of foreign languages to facilitate communication between teachers and students. It is on this issue that we present a proposal to develop a computing solution that enables students to develop the skills of reading and speaking foreign languages within the classroom context or outside the classroom. In this specific case we address the English language. We also present a working prototype, which is available as freeware for the educational and the scientific community and can be used without restriction. Experimentally, tests were made with 20 volunteer students from ESTGL. They used the prototype, in order to validate the usability tests. Finally, we present some results that show the progression of learning in those students who used the system
- 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.
- Competências e estágio na licenciatura de Secretariado de AdministraçãoPublication . Oliveira, Isabel; Marques Dos Santos, Paula; Guedes, Anabela; Antunes, Sandra Maria GouveiaAs exigências do mundo do trabalho e a uniformização a que assistimos no espaço comunitário europeu, ao nível do Ensino superior, têm exigido que os curricula sejam desenhados e pensados de acordo com as competências que os alunos têm de alcançar. O presente trabalho procura analisar a forma como as competências e objetivos são consolidados durante o estágio realizado no sexto semestre da licenciatura de Secretariado de Administração. Além da pesquisa exploratória e bibliográfica, foi utilizado o método de estudo de caso, com base em todos os relatórios de estágio realizados e apresentados pelos alunos (estudo de multicasos), entre 2012 e 2018, com o objetivo de identificar quais as competências mais solicitadas pelas entidades de acolhimento e aquelas que têm sido mais trabalhadas pelos alunos.
- Competências e estágio na licenciatura de Secretariado de AdministraçãoPublication . Oliveira, Isabel; Marques Dos Santos, Paula; Guedes, Anabela; Antunes, Sandra Maria GouveiaAs exigências do mundo do trabalho e a uniformização a que assistimos no espaço comunitário europeu, ao nível do Ensino superior, têm exigido que os curricula sejam desenhados e pensados de acordo com as competências que os alunos têm de alcançar. O presente trabalho procura analisar a forma como as competências e objetivos são consolidados durante o estágio realizado no sexto semestre da licenciatura de Secretariado de Administração. Além da pesquisa exploratória e bibliográfica, foi utilizado o método de estudo de caso, com base em todos os relatórios de estágio realizados e apresentados pelos alunos (estudo de multicasos), entre 2012 e 2018, com o objetivo de identificar quais as compe-tências mais solicitadas pelas entidades de acolhimento e aquelas que têm sido mais trabalhadas pelos alunos.
- 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.
- Criação de narrativas multilineares como ferramenta de aprendizagem das línguas estrangeiras no ensino superior em PortugalPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana
- Designing and implementing an inclusive peer mentoring program in higher educationPublication . Antunes, Sandra; Oliveira, Isabel; Guedes, Anabela; Marques dos Santos, Paula Alexandra
- DIGITAL TOOLS FOR FOREIGN LANGUAGE LEARNING IN HIGHER EDUCATION IN PORTUGAL: IMMEASURABLE OPPORTUNITIES AMIDST MULTIPLE CHALLENGESPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, José; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, Romain; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education (HE) is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they must be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in HE, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education (ESEV) of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (CU) (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this CU is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching-learning contexts.
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