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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: Active Pedagogy for Foreign Language Learning in Higher EducationPublication . 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, SusanaJASM project (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) consists of an experience of active pedagogy with students of the undergraduate course in Media Studies at the School of Education in Viseu (Portugal). The main objective of JASM is to promote the acquisition of multilingual and multicultural skills and to generate multilingual awareness. In addition to the cognitive dimension, students explore the aesthetic and emotional dimensions of language. Experiences of artistic creativity (media arts, multimedia art, among others) enable multimodal communication in English and French, starting off with information gathering pertaining to the cultural and linguistic diversity of Viseu. After conducting research on the countries of origin of the chosen nationalities as well as the underlying cultures, the students, working in groups, found out about the life stories of migrants on the basis of interviews. Experiences of artistic creativity made it possible to exercise multimodal communication. An object or a tradition mentioned in the stories told by migrants allowed them to build a fictional story around the said object or tradition. Photos were taken at all stages of this work. A storyboard of each fictional story was developed. The Korsakow system made it possible to create dynamic documentaries. The disclosure of this learning experience is made public on the project site and through an e-book.The students' language level (written and oral comprehension and expression) was assessed at the start of the project, using tests. The intermediate evaluation is of a qualitative type as well as the final evaluation (interview type, carried out with students and teachers) due to COVID-19 crisis. The progress of the learning process, as well as the involvement of the teachers could thus be documented.