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Browsing by Author "Lima, N."

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  • CHATGPT in the context of higher education: the case of its application in a curricular unit
    Publication . Costa, A.; Viegas, C.; Lima, N.; Caldeira, A.
    In recent years the use of AI tools, particularly ChatGPT, has been widespread. In education, students tend to be attracted to their use. As for teachers, the use of these applications divides opinions: some defend the use of these tools, others feel threatened by them. In recent years, a number of studies have been carried out to assess students' perceptions of the use of AI tools and ChatGPT in particular. Despite this, little work has been done to produce guidelines for the use of ChatGPT by teachers and students, particularly those that emphasize the need to use it critically, ethically and with the ability to check bibliographic sources. In this communication, we will try to overcome this gap. In this paper we present the case of an work carried out as part of a course unit in which the use of ChatGPT was not only allowed, but encouraged. We also asked the students to comment on the work carried out and the use of ChatGPT. A content analysis was carried out and the results are presented here. Results showed that students were motivated to carry out the work and understood that its widespread use requires critical thinking and compliance with ethical principles. The teacher acknowledge that some students developed some competences while performing this task and were able to delivered a quality, well supported essay. These competences development was also identified by some students. We conclude by presenting some guidelines to help teachers use ChatGPT in the context of academic work.
    2024Conference object Open access Show more
  • ChatGPT no contexto do Ensino superior: O caso da sua aplicação numa unidade curricular
    Publication . Costa, A.R.; Viegas, C.; Lima, N.; Caldeira, A.
    (Contexto) O uso de ferramentas de IA, particularmente o ChatGPT, tem sido generalizado nos últimos anos. A sua aplicação na educação tem sido criticada por alguns e apoiada por outros. Nesta comunicação apresentamos o caso de um trabalho realizado numa unidade curricular de um curso de licenciatura em Engenharia Informática em que o uso do ChatGPT não só foi incentivado como obrigatório. Foi solicitado aos alunos que utilizassem esta ferramenta de forma ética e crítica, comparando os resultados com referências bibliográficas. No final foi realizado um questionário com o objetivo de compreender as perceções dos alunos sobre o trabalho e o uso do ChatGPT.
    2024Conference object Open access Show more
  • Using a 3-tier training model for effective exchange of good practices in an ERASMUS+ PROJECT
    Publication . Alves, Gustavo R.; Fidalgo, André; Marques, M.; Viegas, M.; Felgueiras, Carlos; Costa, R.; Lima, N.; Kulesza, W.; Zubia, J.; Castro, M.; Pester, A.; Pavani, A.; Silva, J.; Schlichting, L.; Marchisio, S.; Fernández, R.; Oliveira, V.; Pozzo, M.
    VISIR+ is an Erasmus+ project that aims to develop educational modules for electric and electronic circuits theory and practice following an enquiry-based teaching and learning methodology. The project has installed five new VISIR remote labs in Higher Education Institutions located in Argentina and Brazil, to allow students doing more experiments and hence acquire better experimental skills, through a combination of traditional (hands-on), remote and virtual laboratories. A key aspect for the success of this project was to motivate and train teachers in the underpinning educational methodology. As such, VISIR+ adopted a 3-tier training process to effectively support the use of VISIR in the Institutions that received it. This process is based on the “train the trainer” approach, which required the participating partner institutions to identify and engage a number of associated partners, interested in using their newly installed remote lab. To measure the quality of the training process, the same satisfaction questionnaire was used in all training actions. This paper presents a detailed description of the training actions along with the analysis of the satisfaction questionnaire results. Major conclusions are that the quality level of the training process remained practically the same across all training actions and that trainees sometimes considered the practical use of the VISIR remote lab as difficult, irrespectively of where and when the training action took place
    2018Conference object Restricted access Show more