Centre for Studies in Education and Innovation

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Publications

The main role of vídeo ads’ structure on social media engagement

Publication . Ferreira, Sónia; Santos, Sara; Santo, Pedro

Social networks play an important role in the life of today's societies. Brands create and share advertising video ads on social media networks and, in the context of the COVID-19 pandemic, social networks have allowed brands to communicate with their consumers, and creativity and narrative structures were important to consumers. Brands are producing video ads that show consumers’ day context in order to obtain greater social media engagement. Considering that, this paper aims to study whether that goal is being achieved. The empirical research, from which we obtained 427 responses and which was tested using structural equations using the AMOS software, allows to conclude that creativity, the structure of the narrative and the consumer's congruence with the brand are determinants of engagement in social media. Further, presents practical and theoretical recommendations.

2020-11-18Conference object

Open access

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

Publication . Celestino, Tadeu Ferreira de Sousa Celestino; Jales Ribeiro, Esperança; Morgado, Elsa Gabriel; Leonido, Levi; Pereira, Antonino

School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.

2024Periodical

Open access

MULTIMODAL CREATIVITY AT THE SERVICE OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION IN PORTUGAL: THE JASM PROJECT

Publication . 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; JPBReview

The 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.

2025-04-25Other

Open access