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- Storytelling and digital art as a means to improve multilingual skillsPublication . Delplancq, VĂŠronique; Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, EmĂlia; Oliveira, Isabel; Pereira, JosĂŠ; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaThe use of storytelling and digital art as tools to understand a migrant familyâs 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 migrantâs 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. Studentsâ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
- The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HEPublication . Costa Lopes, Ana Maria; Oliveira, Isabel; Pereira, JosĂŠ; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VĂŠroniqueThe Covid-19 pandemic has posed great challenges to higher education (HE) and, in particular, to foreign language (FL) teaching. If, on the one hand, the lockdown and remote learning measures have brought constraints to teaching and research activities, on the other hand, they have fostered resilience, promoted creativity, and accelerated the use of technologies and digital transformation. The use of the Korsakow platform and the creation of non-linear storytelling are the strategies underlying an innovative methodology concerning the learning process of French and English as FL, in HE in Portugal. The JASM project (Open window onto the world: foreign languages, multimodal creativity, and pedagogical innovation in higher education) involves a group of students attending the bachelorâs course in Media Studies of the School of Education in Viseu. Students develop their assignments based on data analysis, related to diverse cultural and linguistic contexts within the city of Viseu, including interviews, photographs, and narratives centred on a migrantâs tradition. Digital art and online tools ensure greater motivation in acquiring multilingual skills and developing multilingual awareness. In this way, the various dimensions of language (aesthetic, emotional, and cognitive) are reinforced, in a remote teaching scenario/context, which is creative and collaborative while also mobilizing interdisciplinary skills. Such a reflection appears to be particularly relevant at a time when one needs clearly to adapt teaching and learning to the needs of society and rely upon pedagogical innovation, with students whose HE training has specific objectives other than the ones of those enrolled in language courses. The methodology is discussed, and the results of this project-based learning are presented.
- Digital tools for foreign language learning in higher education in PortugalPublication . Delplancq, VĂŠronique; Costa Lopes, Ana Maria; Oliveira, I.M.; Martins, Joana; Pereira, JosĂŠ; Martin, J.; CasaĂą 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.
- Case study of a project-based learning experience at the Polytechnic of Viseu, PortugalPublication . Delplancq, VĂŠronique; Amante, Susana; Costa, Cristina Amaro Da; Costa Lopes, Ana Maria; Coutinho, EmĂlia; Fidalgo, Susana; Gillain, Romain; Lopez, Patricia; Oliveira, Isabel; Pereira, JosĂŠ; 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 migrantâs 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 studentsâ learning and of the teachersâ 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.
- Using Digital Tools to Innovate in Higher EducationPublication . Delplancq, VĂŠronique; Costa, Ana Maria; Pereira, JosĂŠ; 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 âicebreakers,â 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.
- DIGITAL TOOLS FOR FOREIGN LANGUAGE LEARNING IN HIGHER EDUCATION IN PORTUGAL: IMMEASURABLE OPPORTUNITIES AMIDST MULTIPLE CHALLENGESPublication . Delplancq, VĂŠronique; Costa Lopes, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, JosĂŠ; Martin, Justine; CasaĂą 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.