Loading...
7 results
Search Results
Now showing 1 - 7 of 7
- 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.
- The value of historical knowledge through challenging mathematical tasksPublication . Menezes, Luís; Costa, Ana MariaLearning mathematics does not simply mean acquiring/developing a set of content knowledge. It also means being able to solve problems, think mathematically and communicate ideas with others. If we think about the mathematics taught to prospective mathematics teachers, the study of the nature of mathematical knowledge, mathematical processes and their historical development is fundamental to their future teaching practice. To achieve this goal, we designed a formative experience in which were proposed challenging, historically framed mathematical tasks to prospective mathematics teachers who teach in the early years (Kindergarten and Primary). In this setting, the study aims to understand how challenging mathematical tasks, which bear upon historical context, contributed to student learning in terms of understanding: the nature of mathematics; the historical development of mathematical knowledge and the processes by which it is developed; mathematical concepts and their modes of representation. The study applies a qualitative and interpretive methodology with the participation of 45 prospective teachers who recently enrolled in the undergraduate programme. The data comes from student resolutions, individual reflections, observations and field notes. The results reveal that as a corollary to working with challenging mathematical tasks framed historically, students have developed their knowledge of mathematics and the nature of mathematical knowledge. They understand the value of problem solving towards an improvement of their historical knowledge and in the development of some fundamental mathematical concepts taught in the initial school years, such as number, operation, regularity, geometric objects.
- Storytelling and digital art as a means to improve multilingual skillsPublication . Delplancq, Véronique; Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaThe use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Open window onto the world: foreign languages, multimodal creativity and pedagogical innovation in higher education) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
- 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
- Developing knowledge of prospective primary teachers about mathematics teaching by the use of a multimedia casePublication . Menezes, Luís; Costa, Ana MariaThis study aims to understand the potential of a multimedia case in mathematics education for developing prospective teachers' knowledge of inquiry-based mathematics teaching and instructional communication that supports it. The multimedia case called "Cube with stickers" was developed in the P3M project - Professional Practices of Mathematics Teachers, by Helia Oliveira, Ana Paula Canavarro and Luis Menezes. The multimedia case combines several artifacts, such as videos from a primary school mathematics classroom, audio recordings of interviews with the teacher, lesson plan, mathematical tasks, students’ responses, class verbal interactions and theoretical texts, to represent an inquiry-based mathematics teaching practice. The study took place in the context of a pre-service training course entitled "Mathematical Communication", which is located in the final year of an undergraduate course that qualifies students to enter a professional master's degree program for prospective primary school teachers. In this study, prospective teachers (N=15) participated, most of them female, aged between 20 and 23. Considering the intended objective, the study applied a qualitative methodology, and the data were obtained from the following sources: (i) students' answers to questions posed through the multimedia case: and (ii) written reflections (both were conducted in groups of 2/3 students). The results show that the multimedia case contributed to the growth of students' knowledge about inquiry-based mathematics teaching, the conceptualization of communication that supports it, and about the teacher's actions and communication styles.
- Using Digital Tools to Innovate in Higher EducationPublication . Delplancq, Véronique; Costa, Ana Maria; Pereira, José; Gillain, Romain; Fidalgo, SusanaThis chapter explores the evolving role of pedagogical innovation in foreign language (FL) classes for media studies undergraduates at the School of Education (ESEV) of the Polytechnic Institute of Viseu (Portugal). It highlights the transformation of digital tools, initially seen as “icebreakers,” into powerful aids for active methodologies, fostering both hard and soft skills essential for contemporary society and the job market. Teachers commonly integrate online applications, online platforms, and social networks to enhance FL learning. The narrative delves into challenges faced by teachers and students amid constant societal changes. The text emphasizes skills development, improvements over traditional methods, encountered difficulties, and the dynamics within the teaching-learning process. One relies upon gamification as a tool in FL classes, so as to look into its potential to contribute to the systematic exploration of successful educational innovations supported by digital tools in higher education, providing a foundation for future research.
- Livro de publicações e outras atividades de divulgação, JASM: Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superiorPublication . Delplancq, Véronique; Amaro, Cristina; Costa, Ana Maria; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaeBook das publicações e outras atividades de divulgação dos trabalhos realizados no âmbito do projeto JASM