Percorrer por autor "Rito, Pedro Neves"
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- Educação e Cocriação no Metaverso numa abordagem mistaPublication . Sousa, Catarina Carneiro de; Rodrigues, Paula; Rito, Pedro NevesA atividade “Educação e Cocriaçãono Metaverso numa abordagem mista”, realizou-se no âmbito do Projeto IPV Inova e Inclui visando desenvolver um simulador em ambiente virtual de representaçãodo Instituto Politécnico de Viseu. Para criar este espaço imersivo, foram dinamizadasworkshopsde cocriaçãotransversais e multidisciplinares em ambientes virtuais colaborativos e criativos.Propomos uma análise especulativa dos resultados dos processos de ensino-aprendizagem destas workshopsà luz do entendimento tridimensional da imersãoformulado por Morgado (2022),para compreender onde podemos situar este caso em termos da imersão pelo sistema, da imersão pela narrativa, e da imersão pela agência. Consideramos que estefoi um caso de aprendizagem imersiva com elevados níveis de imersão nos três eixos, destacando-se a imersão pelo sistema e pela agência.
- Emergent societal challenges Learning Path and sustainable development: Learning PathPublication . Lopes Brás, Isabel Paula; Pereira, Filipa; Araújo, Lia; Rito, Pedro Neves; Midões, Miguel; de Almeida Gouveia, Teresa Sofia; IPV
- Lecturer Training for Generative AI in Higher Education: A Pilot Study at the School of Education, Polytechnic Institute of Viseu.Publication . Antunes Sobral, Filomena; de Almeida Gouveia, Teresa Sofia; Azevedo Gomes, Cristina; Carneiro de Sousa, Catarina; Nina de Morais, Nídia Salomé; Ferreira, Sónia; dos Santos Vasconcelos Gomes, Helena Margarida; Rego, Belmiro; Rito, Pedro Neves; Rui RaposoThe progress of Generative Artificial Intelligence (GenAI) and its use in educational contexts presents higher‑education institutions with a dual challenge: harnessing GenAI’s potential for pedagogical innovation purposes while addressing its inherent ethical risks to academic integrity. This article outlines an exploratory project centred on lecturer training at the School of Education (ESEV) of the Polytechnic Institute of Viseu (IPV), with the aim of integrating GenAI into teaching practice in a critical and responsible manner. The methodology comprises an initial diagnosis of the lecturers’ perceptions regarding GenAI and their AI literacy, a comprehensive inventory of available tools, and the creation of an interdisciplinary Study Group. In addition, practical workshops tailored for different disciplines will develop the lecturers’ technical and pedagogical competences. The project will culminate in evidence-based pedagogical recommendations and a comprehensive practical manual, ultimately contributing to the enhancement of teaching activities and fostering a culture of ethically grounded innovation.
- Navigating the Dual Challenge: A Strategic Framework for Ethical and Pedagogical Integration of Generative AI in Higher EducationPublication . Nina de Morais, Nídia Salomé; de Almeida Gouveia, Teresa Sofia; Raposo, Rui; Rito, Pedro Neves; Carneiro de Sousa, Catarina; Ferreira, Sónia; Antunes Sobral, Filomena; Gomes, HelenaThe exponentially rapid ascent of Generative Artificial Intelligence (GenAI) and merging into multiple levels and niches of the higher education ecosystem has created a demand for approaches capable of tending to an ever-growing number of teaching staff who feel as if they are falling behind and incapable of keeping up and catching up with all that is being done regarding GenAI. This paper proposes a Strategic Framework for the ethical integration of Generative AI, developed through an exploratory initiative at the Viseu School of Education (ESEV), which has tackled these challenges and has worked towards the iterative and participative design of a strategic and scalable framework for the critical and its responsible integration of GenAI into faculty teaching practice. The work details the methodological architecture and operational indicators of this framework to ensure its scalability across higher education contexts. The multi-phase methodology adopted employs a robust mixed-methods approach, which includes a comprehensive assessment to diagnose faculty AI literacy, adoption patterns, and ethical practice and risk perceptions. Data collected informs the subsequent systematic inventory of high-utility tools and the establishment of a dedicated, interdisciplinary Study Group for continuous knowledge of co-creation. The project also includes the design and deployment of subject-specific, practical workshops focused on developing both the technical proficiency and critical pedagogical competencies required for effective integration of GenAI in teaching activi- 2 ties. It culminates in the delivery of evidence-based pedagogical recommendations and a comprehensive Faculty Manual for Ethical AI Integration. This project is not merely a context-specific case study but rather provides a transferable and potentially replicable framework for higher education institutions, aiming to enhance the quality of teaching and proactively cultivate an ethically grounded culture of innovation in the age of AI.