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Percorrer Departamento de Comunicação e Arte (DCA) por Domínios Científicos e Tecnológicos (FOS) "Humanidades"
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- Conceptions of teaching skills in distance learning: a comparative analysis of the literature and the digital competency frameworksPublication . Loureiro, Ana Claudia; Santos Miranda Pinto, MaribelThis qualitative study conducts a comparative content analysis of the conceptions of online lecturer competence identified in the literature on distance learning and those proposed in three international digital competence frameworks for educators developed by the European Union, UNESCO, and the International Society for Technology in Education. This analysis aims to: (i) identify the conceptions of teaching competence advocated in distance learning studies and international digital competence frameworks, and (ii) characterise the main similarities and differences regarding these conceptions. The relevance of this study lies in the need to update and expand the competences required of lecturers in the online context. The results indicate that specific competences for online lecturers emphasise pedagogical and technological aspects directly related to distance teaching practice, whereas the international digital competence frameworks address a more comprehensive set of skills, including ethical, safety, and digital citizenship issues. It is concluded that lecturers' competences for online teaching transcend technical and pedagogical dimensions, equally integrating social and cultural competences. The study contributes to a broader understanding of online lecturer competences, providing insights for future teacher training initiatives in distance learning.
- Contemporary challenges in foreign language learning in higher education: rethinking the interactions between digital tools, cultural intelligence and cognitive load for a balanced active pedagogyPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Pereira, José Manuel de Almeida; Gillain, Romain; Fidalgo, Susana; IJARThe use of digital tools in foreign language learning in higher education raises many pedagogical challenges, particularly in terms of the skills to be developed, vital for society and the labour world, while simultane ously managing the cognitive load of students. Based on the results of experiments carried out with undergraduate Media Studies students at the Escola Superior de Educação de Viseu(Portugal), the paper questions the effects of applying active pedagogies using digital tools upon the acquisition of these competences, with particular focus on cultural intelligence, while keeping students' cognitive load balanced. Results show that pedagogical activation can favour the development of diverse competences and cognitive processes, but presents risks, namely overload in the case of poorly planned activities. The article aims to contribute to the design of balanced, rich and cognitively sustainable pedagogical devices, contributing to an active pedagogy with the integration of the digital tools.
- MULTIMODAL CREATIVITY AT THE SERVICE OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION IN PORTUGAL: THE JASM PROJECTPublication . Costa Lopes, Ana Maria; Costa, Cristina Amaro da; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Gillain, Romain; MOTA ROBOREDO AMANTE, FÁTIMA SUSANA; Fidalgo, Susana; Rocha Relvas, Susana; Delplancq, Véronique; JPBReviewThe JASM project used the Korsakow6 platform to produceStorytellingin foreign languages (FL), by students of the Media Studies degree course (Higher Education-HE) of the Escola Superior de Educação de Viseu(ESEV, Portugal).Objective: Look into the impact of non-linear digital narratives upon FL learning in HE, assessing the role of multimodal tools in fostering linguistic, cultural, and technological skills.Theoretical Framework: The study was grounded in active methodologies with a focus on integrating intercultural skills. Using new technologies is a catalyst forenhancing student motivation and autonomy.Method: The project, developed within the context of French and English, involved 25 voluntarily participating students attending the first year. Following language level tests, each group gathered information about the nationality and culture of migrants living in Viseu. Students conducted interviews and documented migrants’ life stories, traditions, using digital narratives. Final outputs included short films, social media posts, exhibitions, and an e-book. Results and Discussion: Students enhanced cognitive, emotional and aesthetic skills within collaborative environments, integrating experiences from multilingual and multicultural contexts with creative and multimodal abilities and increased autonomy and initiative. Challenges were identified, highlighting the need for ongoing teacher training.Research Implications: This project showed how digital and active pedagogies can foster the development of FL and intercultural competencies in HE students.Originality/Value: This study provides for an innovative approach relying on multimodal technologies for teaching FL in HE. The transformative potential of digital narratives as an impactful pedagogical tool is highlighted.