Browsing by Author "Roush, Paula"
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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.
- JASM Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superiorPublication . Costa Lopes, Ana Maria; Amaro, Cristina; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Roush, Paula; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueA inovação pedagógica (IP) está no centro das prioridades do ensino superior (ES). O aperfeiçoamento nas línguas estrangeiras (LE), sobretudo com estudantes que não seguem formação em línguas, não escapa a este questionamento, até porque as competências em LE no mundo do trabalho são reconhecidas por unanimidade como vitais, sendo por isso, de pleno direito a sua inclusão nos planos de formação. A abordagem pelo recurso da pedagogia de projeto, numa perspetiva de interdisciplinaridade e de trabalho colaborativo, com recurso à multimodalidade na comunicação (Farias, Obilinovic, Orrego, 2011) é uma aposta consistente para trabalhar as várias dimensões da linguagem em francês e inglês, nas suas ligações com as representações mentais (Blumenfeld, 1991; Hamez, 2012). O projeto JASM visa desenvolver uma experiência de pedagogia ativa (Stoller, 2006) na Escola Superior de Educação de Viseu (ESEV), com alunos do curso de 1º ciclo em Comunicação Social, inscritos nas várias unidades curriculares de LE, no sentido de promover a aquisição de competências multilingues e o desenvolvimento duma consciência plurilingue graças à mobilização das várias dimensões da linguagem (estética e emocional, para além da cognitiva) (Berdal-Masuy, Marion, 2013) num trabalho criativo, colaborativo e interdisciplinar, aliando as LE à arte digital (Boss, Krauss, 2007; Budach, 2018).