ISCAP - Sistemas de Informação - Livro, parte de livro, ou capítulo de livro
Permanent URI for this collection
Browse
Browsing ISCAP - Sistemas de Informação - Livro, parte de livro, ou capítulo de livro by Author "Braga, Inês"
Now showing 1 - 10 of 15
Results Per Page
Sort Options
- 21st Century skills: some pedagogical approaches and reflections in a polytechnical superior schoolPublication . Braga, InêsThis analysis of the post Bologna Declaration Portuguese Higher Education System (from 2006) will highlight that despite the mandatory adjustments such has reducing the length of study cycles this system has not yet succeeded in and creating curricula that visibly reflect the development of the skill for academic and professional survival in the 21st century. Exceptions can be found and it is likely that transversal work exists within the courses. It is, however, strongly dependent on the training and awareness of its faculty, whereas the ideal setting would be that the training of such skills was in curricula. Upon conducting the literature review, the theoretical basis for this paper is anchored on Standards and on Information Science organizations’ studies on Information Literacy such as those of the American Library Association (ALA) – e.g. Information Literacy Competency Standards for Higher Education (ALA, 2000), Standards for the 21st Century Learner (ALA, 2007), Learning 4 Life: The National Plan for Implementation of Standards for the 21st Century Learner (2008). Within the context of the information society, of the constantly emerging information and communication technologies, and of the participatory culture we find the research of Henry Jenkins and co-authors - New Media Literacy White Paper. Confronting the challenges of participatory culture: media education for the 21st century (2006) and the more recent Skills for Today Research Series (P21, 2017) noteworthy. The data presented is the result of a research carried out within Porto Polytechnic in a scope comprising courses from diverse scientific areas. The data illustrates the contrast between a) the perception of teachers and students indicating that Information Literacy (IL) skills are fairly well developed within the training process and b) the results of IL tests applied to students being mostly negative. This paper reports some teaching and learning experienced by an Information Science and Communication teacher hoping it may help improving the adoption of pedagogical strategies that can motivate and potentiate a more effective development of IL skills. We believe that, in addition to an institutional involvement by management, faculty, librarians and, first and foremost, students, in this complex collaborative task of formation, these reflexions will contribute to make these individuals in the process of training more autonomous, critical, responsible, active and successful as students, workers and citizens.
- Active learning in higher education: students and multiple skills in the spotlightPublication . Braga, InêsThe active learning which presupposes an active and deep student learning rather than a passive and shallow student stance aligns with the Bologna process assumptions that place higher education students at the center of learning in order to develop skills of different natures. In opposition to the traditional teaching model, the protagonists of this new and necessary learning process are no longer the teachers who debit material that students memorize to reproduce mechanically and without critical judgment at the moment of assessment. Nowadays, students are in the spotlight, they should be the focus of all attention, always bearing in mind that they learn better the more opportunities they are given to be the protagonists of building their knowledge, according to their interests and needs. We intend to review the literature on some motivating and enhancing pedagogical strategies for the development of skills for the 21st century, as they are proven to be useful for the success of individuals not only in the academic context but also in the professional environment. We will highlight role-play, as it’s a strategy that we consider to be less pedagogically explored but very suitable for teaching in which we want students to learn better, with more pleasure, recognizing usefulness in their learning and obtaining better results. We will complete the investigation with the report of a pedagogical experience implemented with Portuguese polytechnic higher education students that fit the theme under study and which we consider beneficial.
- ALE - advanced learning environments: work-based learningPublication . P. Camarinha, Ana; Gonçalves, Maria José Angélico; Abreu, António; Braga, InêsCom o aumento do conhecimento e o progresso tecnológico da sociedade, as Tecnologias da Informação (TI) no desenvolvimento educacional têm sido reconhecidas mundialmente como prioritárias, a fim de apoiar o desenvolvimento acadêmico e científico, alcançar alcance universal e ampliar o conhecimento, bem como facilitar a educação ao longo da vida. Passamos da aprendizagem centrada no professor para a aprendizagem centrada no aluno, fornecendo meios pedagógicos modernos intuitivos e envolventes para que os alunos aprendam sozinhos. Existe, no entanto, uma componente essencial do saber-fazer que muitas vezes só é adquirida no mercado de trabalho, ou quando o ensino envolve actividades práticas do mundo real, o que não é comum nos cursos de primeiro ciclo (Quadro Europeu de Qualificações para a aprendizagem ao longo da vida (QEQ), nível 6). Em Portugal, no nível 4 do QEQ, equivalente ao ensino secundário, existem cursos profissionais especializados destinados a formar pessoas para uma vida profissional ativa muito mais cedo, sem a exigência curricular e científica que é normal no ensino superior. Em 2006, no âmbito do processo de Bolonha, foram implementados os Cursos Técnicos Superiores Profissionais correspondentes ao nível 5 do QEF. Estes cursos têm a propriedade de exigir um estágio obrigatório de 6 meses pela instituição de ensino superior que se realiza em empresas e organizações que exercem atividades profissionais na área para a qual o curso se prepara e que têm as qualificações do formando. Em cada um desses níveis de ensino os objetivos e metodologias de aprendizagem são diferentes e, portanto, os resultados também são diferentes. Hoje em dia, estamos tentando entender como o treinamento em ambientes do mundo real é importante para melhorar o aprendizado. O objetivo do nosso projeto é avaliar o impacto da mudança, enfatizando a inter-relação de organização, currículo, infraestrutura, pedagogia e práticas na construção do ambiente de ensino e aprendizagem (ELT). Este estudo basear-se-á na análise dos currículos, metodologias, durabilidade e competências adquiridas em cada um dos diferentes níveis, a fim de avaliar a pertinência da combinação de estratégias existentes nos diferentes percursos, podendo passar pela necessidade de reformular a realidade atual, quer introduzindo mudanças, quer aumentando os métodos pedagógicos ou os conhecimentos, com vistas a uma formação mais completa e próxima do mercado de trabalho sem descurar toda a formação essencial ao indivíduo e ao seu desempenho profissional.
- Communication skills in higher education vs the labor market: different perceptions and valuationsPublication . Braga, Inês; Abreu, AntónioCommunication skills are considered increasingly important by higher education institutions, but also by employers as they influence better professional perfor-mance. The literature review recommends a necessary and desirable alignment of the communicational aspect of academic curricula with work needs, so that graduates have professional success. The objective of this research is to know how communicational skills are seen and valued in higher education, specifically in a Portuguese Polytechnic Accounting and Business School. For this purpose, undergraduate and Masters students who integrate courses or approaches related to communicational skills are surveyed. Coordinators of some of these courses (who are also professors) are consulted too. The methodology adopted is the case study and the data collection techniques are questionnaires applied to a sample of students and interviews carried out with the Coordinators of some of afore-mentioned courses. According to a self-assessment carried out by students, it was concluded that their average communication performance is very good, which is not in line with the literature review. As for the existence of training, within the scope of communication skills, course coordinators and most students consider that these should be taught in higher education. In the opinion of the course di-rectors, there is an alignment between the skills taught in the courses and those that are required in the job market, an opinion that a not very expressive majority of students also share, although an overwhelming majority of students consider that this should be done. Course coordinators and students suggest motivating, practical and work-related pedagogical approaches for greater development of the skills in analysis.
- Critical thinking and problem-solving: from higher education to professional contextsPublication . Braga, InêsThe critical thinking is a mental process that requires analysis and evaluation of information. It’s a very important skill, mentioned in several international Standards of Information Literacy and in important documents on Education, published by organizations of reference like UNESCO or Associations very recognized of the areas of Libraries, Technologies and Education. It’s a key competency of the 21st century, included in the well-known 4 Cs: Communication, Collaboration, Creativity and Critical Thinking and it’s interrelated with other competencies. In fact, critical thinking is often associated with problem-solving and decision making, and it’s considered to be fundamental to the academic, professional and social success of individuals, living in the information society. According to the complexity of a global world in which new information and communication technologies abound, it’s essential to train citizens to adopt reflective and critical attitudes about the many information products whose quality is often doubtful or inadequate for the informational needs of the individual. Given the information overload, especially on digital platforms, it’s crucial that information users be taught to search for information, select, use and communicate credible information in an ethical manner. So, because such skills are not innate, they need to be taught, whether in formal or informal contexts of learning. The researcher, also a teacher of higher education, motivated by the results of earlier research carried out in Portuguese polytechnical higher education on the development of information literacy skills, intends to deepen issues related to the critical thinking, crucial for the global formation of the human being and for the success of organizations. The purpose of this research is to reflect on how the teaching system - especially higher education - values and teaches to develop this essential competence for the integration and success of those who are in an academic process training and who will later have to demonstrate it in the professional reality, since that skill is one of the most required by the labour market. The methodology adopted is based on a theoretical approach to the theme - through the literature review - and the sharing of experience in the way the teacher has adopted some pedagogical strategies that she considers appropriate to the development of this skill. The results of the research are the theoretical and practical analysis of good pedagogical practices. Also, the elaboration of a set of questions to reflect on the relevance and added value that the critical thinking can bring in the decision-making process - whether in the academic world or in the professional world, can inspire new approaches and improvements. It is concluded that the pedagogical approach on the subject under study is complex and that the most successful cases will result from collaborative work by the various educational agents involved. It highlights the importance of the Ministries of Education and their teaching policies, the directions of schools, teachers, students and employers. There should be a general awareness of the importance of developing this skill in the educational community, greater visibility of its presence in curricula, effective and systematic teaching along the academic path (betting on early education) and institutional support and commitment indispensable for its consolidation.
- CTDI Licenciatura de Ciências e Tecnologias da Documentação e Informação: 20 anos de memóriasPublication . Carvalho, Milena; Martins, Susana; Braga, InêsNo ano de 2021, a Licenciatura de Ciências e Tecnologias da Documentação e Informação (LCTDI) completa 20 anos. Certos de que não há melhor do que um livro para preservar a memória coletiva, o Politécnico do Porto, através da sua Editora Politema, promoveu a produção de «A Licenciatura Ciências e Tecnologias da Documentação e Informação: 20 anos de memórias» para assinalar o acontecimento. Pudemos contar com a participação de antigos e de atuais colaboradores da Licenciatura através do relato de um testemunho dos respetivos percursos académicos e profissionais. Assim, foram recebidas setenta e nove contribuições de autores, oriundos de distintos universos, com histórias de vivências que abarcam um período temporal que vai desde 2001 à atualidade. [...]
- Dealing with plagiarism in undergraduate education to achieve intelectual property rightsPublication . Braga, InêsWe intend to reflect on a worrying issue in higher education – plagiarism, a practice that has existed for a long time but is now easier. In fact, it is worth remembering that the digital paradigm has been gaining even greater expression in the current context of a pandemic in which personal, academic, social and professional life has been predominantly reorganized digitally. This investigation is based on the concepts of Plagiarism and Intellectual Property Rights, within the framework of higher education in which the author has vast experience as a teacher who has always been concerned with instilling in students the ethical use of information, one of the aspects of Information Literacy. The methodology of this study includes a literature review, favoring good practices carried out by reference institutions in the field, such as The International Center for Academic Integrity and several universities that, in an organized and responsible manner, aim to promote an academic culture of honesty and intellectual integrity, guiding and training teachers and students. We highlight the University of Waterloo which has an Office of Academic Integrity, the Purdue University which has the Online Writing Lab (OWL), and the University of California San Diego whose website has a tab titled "Excel with integrity", all of them providing guidance, training, advice and pedagogical approaches related to academic integrity. In short, all this qualified information available on the internet, very easily, at the distance of a click, it is undoubtedly a very important help, above all, for students, to obtain knowledge and skills about what plagiarism is, ways to fight it, to achieve academic success while respecting legal issues and copyright. In conclusion, we are of the opinion that, more than punishing, Education policies should focus on training the various educational agents to fight a reprehensible and illegal intellectual act, they should clarify and clearly define important concepts related to this complex issue and should promote open debate on the subject. They must also invest resources and promote marketing policies in favor of intellectual property rights and must instill in teachers the courage to denounce and report the unethical use of information by students, even if this represents an inconvenience and an increase in work, at the bureaucratic level. Finally, it will certainly be through a collaborative work between Ministries, educational institutions, their leaders, teachers and students that the task of training for the safe and ethical use of information in an academic context will have more impact and better results.
- E-commerce website accessibility assessment Portugal case overviewPublication . P. Afonso, Ana; Pinto, Agostinho Sousa; Braga, Inês; Oliveira, RuiThe World Wide Web, boosted the development and exponential growth, worldwide, of numerous online businesses. Most of organizations in the developed countries are present, in some way, online. It is based on this assumption that digital accessibility plays a fundamental role in democratizing the use of online technologies for all citizens, including the most physically disabled: with motor or perceptive difficulties. A website could be considered accessible if it is also functionally usable, which means, easiness to interpret the content as well as navigating through the web pages, offering the customer a satisfying and inclusive experience. In this context, we propose to develop an accessibility assessment tool, ShoppingForAll, targeting users with a low degree of disability, in accordance with the Web Content Accessibility Guidelines (WCAG 2.1) for level A of compliance. This new tool will be applied to a restricted set of online stores, national or with an infrastructure in Portugal. The criteria used to select the websites under the study were native language and the position in the sales ranking. After analysing the results obtained, it was possible to establish a set of recommendations aimed at improving the accessibility of e-commerce websites. Our contribute aimed to promote and increase, albeit modestly, the accessibility on the Web. This tool can be used by experts in information technologies, by developers, and possibly e-commerce website managers.
- Interdisciplinarity: Making the Teaching-Learning Process Global and MotivatingPublication . Braga, InêsThe concept and the role of interdisciplinarity in the 21st century teaching-learning process should aim to overcome the rigid compartmentalization of individual syllabus and thus contribute to a more global and integrative education. The formal structure of academic curricula reflects an over-specialization of knowledge that causes an undesirable disconnection of contents between disciplines and, sometimes, within a single discipline. The interdisciplinary approach presupposes a break from more traditional teaching methods. It poses a challenge and requires a behavioural resetting of faculty and students, teacher training, the implementation of new educational policies, and a consequent redesign of syllabuses and curricula. Adequate governance policies, financial incentives, and marketing policies are essential. Though the interdisciplinary approach may seem complex due to the integration of diverse syllabus, disciplines, and individuals from both academia and community, it is a motivating and advantageous pedagogical strategy. The methodology used in this article is to review the literature on this topic, providing a theoretical / scientific framework for the account and analysis of positive experiences conducted and/or observed by the author - a teacher in higher education.
- Na onda da boa in/formação: a biblioteca escolar não é invisível e interage com os alunosPublication . Braga, InêsA Literacia da informação (LI) é definida como a capacidade que um indivíduo tem de perceber quando e como necessita de obter informação, onde encontrá-la, avaliá-la, usá-la e comunicá-la eticamente (CILIP, 2012). Apresenta-se um Projeto de Formação, numa biblioteca escolar, realizado com turmas de 10º ano e cujos objetivos são dotar os alunos de competências de LI úteis para a realização de trabalhos académicos e tornar a biblioteca mais visível. A metodologia adotada é a pesquisa-ação, sendo as técnicas de recolha de dados um questionário e uma entrevista. Procedeu-se a um estudo de utilizadores e foi concebido e aplicado um programa de formação para os alunos. Os resultados da avaliação sobre LI, após a formação, são bons mas demonstram que a ação formadora deve ser continuada. Assim, a LI deve ter uma integração explícita e formal no currículo, contando com a interação de alunos, docentes, bibliotecários e responsáveis pela Educação que viabilizem proativamente programas de LI.