| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.82 MB | Adobe PDF | |||
| 5.58 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Higher Education Institutions are committed to developing innovative pedagogical practices that open the doors to collaboration between students, who are seen as talents; teaching staff, who become their facilitators; and partner entities that present them with societal challenges, in different fields, and call for intercultural, multidisciplinary, proactive, multi-stakeholder action. This is the setting of the virtual learning environments that the Demola Portugal Initiative has embraced and cherished in a network of 14 Portuguese Polytechnic Institutions. Our study focuses on a real-world challenge project that was part of the first batch developed at the Polytechnic Institute of Viseu, together with ACERT, a cultural and recreational association from the region that struggled with a fall in activity caused by the pandemic. Using design thinking and co-creation, a team of six students came up with a few solutions that would make young generations reconnect and participate in cultural activities. The aim of this paper is, thus, to present a case study that portrays how Higher Education Institutions are being reframed to become more innovative, humanising and transformative spaces that extend beyond the classroom walls to scaffold learning through meaningful tasks and partnerships. With this study, we may conclude that this project empowered the team and made them feel like true change-makers, whilst developing skills for their future that they can put into practice in the workplace.
Description
Keywords
Pedagogical innovation Real-world challenge project Academia-industry co-creation Participatory approaches