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- 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.
- Digital tools for foreign language learning in higher education in PortugalPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, I.M.; Martins, Joana; Pereira, José; Martin, J.; Casañ Pitarch, R.; Gillain, R.; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education 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 have to 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 higher education, 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 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 (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 curricular unit 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.
- Ensino Superior e a percepção da empatia em alunos - um estudo sobre as competências emocionaisPublication . Santos, Maria João Sousa; Sousa, Luis Nuno Figueiredo eEsta análise decorre do projeto «Percursos formativos, transição para o trabalho e empreendedorismo: perspetivas sobre o Ensino Politécnico em Portugal» objetivo de analisar a transição para o trabalho dos alunos que frequentam o último ano das licenciaturas dos Institu-tos Politécnicos de Viseu (IPV), Leiria (IPL) e Guarda (IPG). Neste âmbito, numa primeira fase da investigação, em 2019 e 2020, foi aplicado um inquérito por questionário online tendo sido obtidas 658 respostas válidas. Face à dimensão do objeto de estudo, que abrangia a totalidade dos finalistas das respetivas licenciaturas dos três Politécnicos, implica que a amostra recolhida é aleatória e não probabilística. A análise estatística das perguntas fechadas do questionário foi realizada através do programa SPSS, segundo a escala de Likert. Nesta comunicação fazemos o enquadramento sociogeográfico dos finalistas e abordaremos as motivações de acesso e as ex-pectativas face ao emprego. Paralelamente, centrar-nos-emos, nos resultados obtidos nas ques-tões relativas às competências emocionais, especificamente as que agrupamos no fator - per-ceção das emoções do outro. Assim, pretende-se apresentar os resultados que avaliam os níveis de empatia, ou seja, as perceções que facilitam a partilha mútua de sentimentos. Palavras chave: jovens adultos, competências emocionais, ensino superior, empatia
- Learning foreign languages for specific purposes in the digital age in Portugal, and the problematics of skills for social and economic challengesPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Fidalgo, SusanaThe teaching/learning of foreign languages (FL) in Higher Education (HE) has undergone a huge evolution due to the constant need for innovation and adaptation to the current contexts of globalization and rapid technological progress. The demands of society and the job market require one to rethink the skills to be developed during academic training and the role and practices of teachers. The position of students as active actors in the teaching-learning process needs to be reviewed, followed by a readjustment of the interactions between those involved. FL plays a fundamental role in the internationalization of HE and in preparing students to take on the responsibilities of 21st century citizens and highly qualified and competent professionals. As it is well known today, teaching a language is not just about developing vocabulary: it must enable the acquisition of various other skills, particularly in terms of intercultural communication, which is crucial for keeping up with new economic and social challenges. In this context, this article aims to highlight the path taken in the curricular units (CU) of FL at the School of Education (ESEV) of the Polytechnic Institute of Viseu (IPV) (Portugal) in the undergraduate Media Studies course, based on the various projects implemented in an articulated manner and developed by international and multidisciplinary teams with the support of the Center for Studies in Education and Innovation of the aforementioned Institution. The LEE project highlights the needs of companies/ businesses in the Viseu region in terms of FL, as well as professional development based on FL practice. The JASM project shows how to combine learning FL for specific purposes, through projects, with digital tools. The APSASeG project also focuses on active FL learning in HE with the gamification of teaching based on serious games. In addition to a reflection on the conclusions of each project in terms of learning practices, we discuss the key competences to be worked on with the students at issue, the evolution of these competences considering the rapid progress of Artificial Intelligence (AI) and the best way to deepen and enhance competences associated with those inherent in FL learning. The conclusion is in line with recent European recommendations, in terms of FL practice, for the development of multicultural and intercultural competences.
- Entrepreneurship education paradoxesPublication . Sousa, Luis Nuno Figueiredo e; Paiva, TeresaEntrepreneurship education is commonly recognised as an imperative of higher education. It is seen as a transversal competence essential to be developed in all levels of education. It is a crucial competence to be integrated into the different subjects and scientific areas. Additionally, entrepreneurship is one of the possible ways of accessing the labour market, as can be seen in community directives and national policies. In practical terms, this issue poses new and important challenges to Higher Education Institutions, related to their capacity, together with other actors (economic, social, political, among others), to develop an entrepreneurial spirit and entrepreneurial culture and innovation. The academic context is an essential part of the student environment and, as such, is centrally placed to change and encourage entrepreneurship. Today, higher education institutions represent a significant factor in the transition to work by their graduates. Polytechnic education has a recognised methodology for teaching entrepreneurship and a closer relation with the business market. In consequence, we analysed the student training paths in higher polytechnic education. We focused on the Polytechnics of Guarda, Leiria and Viseu finalists, with the behavioural tendency of other studies identified from the Polytechnics network promoting entrepreneurship. In this way, it was possible to pinpoint some territorial specificities that national studies do not present and a better redefinition of priorities identified by students about institutional processes and programs to support the promotion of employment entrepreneurship. Also, an education paradox regarding the entrepreneurial education goals of HEI was possible to be acknowledged since students claimed for a more practical and entrepreneurial type of learning. It was possible to draw some considerations on the effectiveness of entrepreneurship education and the entrepreneurship abilities of teachers and institutions.
- Entrepreneurial assessment and transition to work: perspectives of Politechnic educations finalistsPublication . Sousa, Luis Nuno Figueiredo e; Paiva, TeresaThe creation of polytechnic education in Portugal is positioned to respond to the labour market expectations in terms of human resources. From a developmental perspective, it intends to reinforce equality in access to higher education, adapts the contents and practices to different population groups, and encourage continuous training and recurrent education. Entrepreneurship Education is today a polytechnic goal that covers this higher education institution national network, which has a recognised methodology for entrepreneurship teaching and learning education, shared in terms of methods, contents and coordination. It reaches a wide range of students in different areas of specialisation to develop their skills and abilities, create their own business, or register new patents. The analysis presented is the result of a study carried out on the training paths of students at the Polytechnics of Guarda, Leiria and Viseu. As self-employment is one of the mechanisms that promote the transition to the labour market, it was intended to observe the extent to which it is referred to as an option for accessing higher education. At the same time, it was envisioned to verify how entrepreneurial skills were learned and perceived by the finalists during their academic careers, bearing in mind the assessment made to the courses attended.
- Job conditions and expectations of young graduates in Covid-19 contextsPublication . Sousa, Luis Nuno Figueiredo e; Santos, Maria JoãoWork represents a condition of integration, selection, or exclusion of individuals in modern societies. Over the past few decades, we have seen a progressive erosion of the full-time employment model and the emergence of particular forms of employment. More than a process delimited by economic issues, access to work is fundamentally presented as a social process, inducer or reducer of life paths. The current times and what is predicted for the future, goes through a concept that appears described in the Human Development Index Report, 2022, published by the United Nations, Anthropocene. This concept defines what they consider to be the current time and what is predicted for the future: uncertain times, unstable lives, shaping the future in a changing world. The report examines what living in this uncertainty means for human development and how we can continue to thrive despite it. Thus, education territories increasingly have to be concerned with the development of skills that facilitate adaptation to the permanent state of "uncertainty". Emotional literacy appears as a tool that enhances these skills and should be a concern in education and training areas. In this context we are seeing a growing appreciation of educational projects and the initial expectations of young people and their families. The investment of young people and their families in education is increasing progressively, in a context of growing competition from the education system and the labour market. The transition to work for young graduates of higher education is now a major challenge. The analysis of this process has huge complexity in a global covid-19 pandemic context. We seek to highlight and understand the professional availability, perspectives, and expectations of young graduates of polytechnic education (Guarda, Leiria and Viseu) who perform a regular professional activity and also their future professional and educational projects.
- Work risks in pandemic timesPublication . Sousa, Luis Nuno Figueiredo e; Paiva, TeresaThe difficulties in finding regular and stable employment and the resulting social consequences have reached worrying dimensions in recent years. The growing demand for education and the hierarchy and regulation of employment continue to show increasingly obvious difficulties in absorbing a growing skilled workforce. In this context, the emergence of the covid-19 pandemic has brought new challenges worldwide: the establishment of telework and the intense decline in economic activity were some of the most evident cross-cutting changes, with direct consequences for the emergence of new forms and policies to support the employment. In this context, we try, here, to reflect how young graduates of polytechnic higher education in Portugal project the future employment risks, particularly in terms of unemployment, new forms and conditions of the exercise of work, adaptations and changes in terms of content, contracts and timetables, keeping in mind their gender, age, academic training areas. This knowledge is crucial to the content and pedagogies adaption in academia to help develop the needed competences of the future work labour force. It will also be possible to observe how the entrepreneurial skills or the entrepreneurship path is in their future.
- Conjectures and democratization of higher education: the Polytechnic Institute of Viseu casePublication . Sousa, Luis Nuno Figueiredo eHigher education in Portugal its characterized by the implementation, in the last two decades of the XX century, of a binary system: university and polytechnic studies. The establishment of polytechnic education allowed an effective democratization of the access to higher education. However, this process took time to be implemented and we still verify, today, persistent dichotomies with the university system. Nevertheless, it is unquestionable that, the institution of this higher education system, allowed a redistribution of the regional offer and the possibility for young people, coming from socioeconomically disadvantaged sectors of society, to have access to higher education, contributing to reducing geographic, social, and economic contrasts. In this reflection, we intend to address the specific case of the Polytechnic Institute of Viseu, as the first institution of polytechnic education created at national level. We have revised the data obtained in several investigations that took place between 2006 and 2020 (557 surveys), in search of, in a longitudinal perspective, to verify the changes in the social profiles of its students, in their access to higher education, their motivations and professional expectations.
- Higher education and employment: a case study of higher education finalistsPublication . Sousa, Luis Nuno Figueiredo eThe increasing difficulty of young graduates in accessing to a job reflects the evolution and expansion of higher education and the changings of the labour market characteristics. Unemployment represents, itself, an economic and social problem, and one of the most pressing concerns of young people and families. Bearing in mind that work plays a central role in social integration, in construction of identity and in the social relationship’s structuration of the youngest, its sociological relevance is evident. Consequently, it involves, not only the access to employment, but also the transition to adulthood, in view of the prolongation of youth and educational trajectories. Our object of study is constituted by a sample of 655 surveys of 2019 and 2020 finalists from Guarda, Leiria and Viseu Portuguese Polytechnics. We intend, here, to contribute to the reflection on the importance, for young people, of employment in their motivations accessing higher education and their perceptions and expectations about the professional future. We approach, in parallel, the professional situation in the last year of academic training.