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- Promoting audiovisual insights in math subjectsPublication . Soares, Filomena; Lopes, Ana PaulaIt seems that the digital world is all around us, wherever we turn to. Although not palpable, this world is already an important part of our everyday lives. When we talk specifically about the teaching/learning process we see that, at least in the last decade, the development of alternative and new strategies has been huge. The way students react to some methods and tactics is changing and engaging them in their own learning process is becoming a constant “challenge” to teachers, in all different educational levels. As Math professors in a High Education Institution where Mathematics is a basic and supporting course to other advanced (but non-Mathematical) ones, this so called “challenge” grows exponentially. In this paper, we analyze the impact of introducing and supporting some Math contents through video lectures, in a voice-over presentation style, based on animated arrangements, in our own mother language. These videos were developed for a first-year Math course in several Management degrees in the Tourism and Hospitality Area. The specific curricular items were chosen with a primary objective of trying to level up the mathematical competencies that are fundamental to the development of ‘mathematical literacy’ of our students. Our video lectures are available to students in our institutional Moodle platform, with all its features, along with other resources (as texts and proposed exercises) as well as in a YouTube channel. We will also describe students’ background areas of study in pre-university level and analyze if this has any influence in the way they interact with video-lectures in their own learning development and knowledge construction and report student’s perception of the eventual benefits of using this digital resource in engaging and promoting their self-responsibility in the learning process. Finally, we will analyze students’ evaluation of the videos recorded by the professors and uploaded to the Moodle platform and YouTube as a learning tool.
- Teaching mathematics using massive open online coursesPublication . Soares, Filomena; Lopes, Ana PaulaDistance learning - where students take courses (attend classes, get activities and other sort of learning materials) while being physically separated from their instructors, for larger part of the course duration - is far from being a “new event”. Since the middle of the nineteenth century, this has been done through Radio, Mail and TV, taking advantage of the full educational potential that these media resources had to offer at the time. However, in recent times we have, at our complete disposal, the “magic wonder” of communication and globalization - the Internet. Taking advantage of a whole new set of educational opportunities, with a more or less unselfish “look” to economic interests, focusing its concern on a larger and collective “welfare”, contributing to the development of a more “equitable” world, with regard to educational opportunities, the Massive Open Online Courses (MOOCs) were born and have become an important feature of the higher education in recent years. Many people have been talking about MOOCs as a potential educational revolution, which has arrived from North America, still growing and spreading, referring to its benefits and/or disadvantages. The Polytechnic Institute of Porto, also known as IPP, is a Higher Education Portuguese institution providing undergraduate and graduate studies, which has a solid history of online education and innovation through the use of technology, and it has been particularly interested and focused on MOOC developments, based on an open educational policy in order to try to implement some differentiated learning strategies to its actual students and as a way to attract future ones. Therefore, in July 2014, IPP launched the first Math MOOC on its own platform. This paper describes the requirements, the resulting design and implementation of a mathematics MOOC, which was essentially addressed to three target populations: - pre-college students or individuals wishing to update their Math skills or that need to prepare for the National Exam of Mathematics; - Higher Education students who have not attended in High School, this subject, and who feel the need to acquire basic knowledge about some of the topics covered; - High School Teachers who may use these resources with their students allowing them to develop teaching methodologies like "Flipped Classroom” (available at http://www.opened.ipp.pt/). The MOOC was developed in partnership with several professors from several schools from IPP, gathering different math competences and backgrounds to create and put to work different activities such video lectures and quizzes. We will also try to briefly discuss the advertising strategy being developed to promote this MOOC, since it is not offered through a main MOOC portal, such as Coursera or Udacity.
- Perception and performance in a flipped financial mathematics classroomPublication . Lopes, Ana Paula; Soares, FilomenaThe “flipped” classroom model is a new organizational design for the teaching and learning paradigm, as its name transmits, stands for the pedagogical switch of the traditional academic procedure as students’ first contact with the subjects is made outside the “four-wall classroom bounds”. Teachers’ role is transposed into a kind of guide and facilitator, indicating the way to go, avoiding to walk in a parallel path, or even ahead, but indicating the way to go, motivating students in their own knowledge construction, letting them lead the way, following and supporting, constantly and carefully monitoring their learning outcomes. Classroom time is consumed with open discussions, solving tasks and application problems, clarifying the supporting fundaments, in order to improve students’ engagement into their learning process in a collaborative environment. A flipped model was implemented into a Financial Mathematics Course at ISCAP and the sample of our study consisted of 803 students, enrolled in 2014, 2015 and 2016. The main purpose of this paper is to investigate how the incorporation of the flipped classroom model into a Financial Mathematics class, affected students’ class training, learning, and achievement. The results obtained with this approach have shown a positive impact on students’ achievement overall.
- Using moodle analytics for continuous e-assessment in a financial mathematics course at Polytechnic of PortoPublication . Lopes, Ana Paula; Soares, FilomenaThe relevance of electronic learning, commonly called e-learning, has been growing exponentially in the last decade. Virtual learning environments (VLEs) disclosed new paths for interactions and motivation promotion, offering basic learning analytics functions and are becoming progressively popular. Moodle (acronym for Modular Object Oriented Dynamic Learning Environment) is one of the most used VLEs, it is a free learning management system distributed as Open Source. The VLE Moodle gives professors access to an “endless” use and performance database like the number of downloads for each resource, participation of students in courses, statistics of performed quizzes, among others. The data stored by Moodle offers a good and handy source for learning analytics. One popular definition, from the First International Conference on Learning Analytics and Knowledge in 2011, states that “Learning Analytics is the measurement, collection, analysis and reporting of data about students and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs”. Thus, using appropriate learning analytics methods and techniques, it would be helpful to analyze what particular learning activities or tools were practically used by students in Moodle, and to what extent. Considering the importance of the student engagement and the benefits of continuous assessment in higher education, as well as the impact of information and communications technology (ICT) on educational processes, it is important to integrate technology into continuous assessment practices. Since student engagement is connected to the quality of the student experience, increasing it is one way of enhancing quality in a higher education institution. In this study, will be demonstrated how the use of several educational resources and a low-stakes continuous weekly e-assessment in Moodle had a positive influence on student engagement in a second year undergraduate Financial Mathematics Course. Students felt that their increased engagement and improved learning was a straight result of this method. Furthermore, this suggests that wisely planned assignments and assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of student experience and success.
- Tourism planning and development: the case of Portugal’s Norte regionPublication . Paula Lopes, Ana; Soares, FilomenaTourism has been gaining increasing importance in the global economy, in general, and, more specifically, in Europe, Portugal, and smaller areas such as Portugal’s Norte region. The north of Portugal has a rich cultural, historical and architectural landscape heritage, including some pearls that the United Nations Educational, Scientific and Cultural Organisation has classified over the years as World Heritage Sites. With its wide-ranging impact on economic growth, employment and social development, tourism can be a powerful tool with which to shape the Portuguese economy, contributing to the country’s competitiveness, richness and cohesion. Therefore, the government and tourism stakeholders have recently made a stronger commitment to developing this sector. The goal of this study was to analyse tourism policies’ contributions to the development of the tourism sector in the northernmost region of Portugal, included in the National Strategic Plan for Tourism (PENT) and in the Regional North Tourism Agenda (ART). This study sought to achieve these objectives by focusing on two main aspects. First, it examined the characteristics of the sector, identifying the tourism products in the Norte region. Second, this research analysed the overall picture of the sector’s development between 2004 and 2014. For that, we made a descriptive analysis of the main tourism indicators based on data collected from several sources, namely the Instituto Nacional de Estatística (National Statistics Institute) (INE), PENT, the Comissão de Coordenação e Desenvolvimento Regional do Norte (Northern Portugal Regional Coordination and Development Commission), Turismo de Portugal (Tourism of Portugal) and Turismo do Porto e Norte de Portugal (Tourism of Oporto and Northern Portugal). The results reveal that investment in tourism in the Norte region has included offering eight primary tourism products and differentiators in four tourism subregions (i.e. Oporto Metropolitan Area, Alto Minho, Douro and Terras de Trás-os-Montes). Comparing the forecast values in terms of overnight stays, tourists and revenue set by PENT, the reality showed that the results were a little bit far from the expected; however, the findings confirm the common perception that Portugal’s Norte region is still experiencing a trend towards growth as a tourist destination.
- A new horizon for online teaching and learningPublication . Lopes, Ana Paula; Vieira, Isabel; Soares, FilomenaThe Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.
- The development and implementation of math projects in a HEIPublication . Lopes, Ana Paula; Soares, FilomenaAn overwhelming problem in Math Curriculums in Higher Education Institutions (HEI), we are daily facing in the last decade, is the substantial differences in Math background of our students. When you try to transmit, engage and teach subjects/contents that your “audience” is unable to respond to and/or even understand what we are trying to convey, it is somehow frustrating. In this sense, the Math projects and other didactic strategies, developed through Learning Management System Moodle, which include an array of activities that combine higher order thinking skills with math subjects and technology, for students of HE, appear as remedial but important, proactive and innovative measures in order to face and try to overcome these considerable problems. In this paper we will present some of these strategies, developed in some organic units of the Polytechnic Institute of Porto (IPP). But, how “fruitful” are the endless number of hours teachers spent in developing and implementing these platforms? Do students react to them as we would expect? Do they embrace this opportunity to overcome their difficulties? How do they use/interact individually with LMS platforms? Can this environment that provides the teacher with many interesting tools to improve the teaching – learning process, encourages students to reinforce their abilities and knowledge? In what way do they use each available material – videos, interactive tasks, texts, among others? What is the best way to assess student’s performance in these online learning environments? Learning Analytics tools provides us a huge amount of data, but how can we extract “good” and helpful information from them? These and many other questions still remain unanswered but we look forward to get some help in, at least, “get some drafts” for them because we feel that this “learning analysis”, that tackles the path from the objectives to the actual results, is perhaps the only way we have to move forward in the “best” learning and teaching direction.
- What do students of a higher education institution think about flipped learningPublication . Lopes, Ana Paula; Soares, FilomenaThe “Flipped Classroom” or “Inverted Classroom” is a method of blended learning in which the traditional lecture and homework elements of a course are reversed. It is a pedagogical model in which students gain first-exposure learning prior the class and focus on the processing part of learning (open discussions, solving tasks and application problems, clarifying the supporting fundaments, etc.) in class. This implies a much more active role for students and a more challenging mission for lecturers. Teaching involves not only of the communication of knowledge to students but also demands searching for a better way for knowledge transmission to students in the most effective, significant and technically accessible way. When preparing the Mathematics Zero course we were concerned with which teaching methods were the most appropriate for it. This course was attended by 47 students from Zero Year Course in Institute of Accounting and Administration of Porto (ISCAP) in the 2015/2016 academic year. Several innovation methods were tried, and, in the Spring 2016 semester the “Flipped Learning” model was used. The purpose of this paper is to present the results of a survey in which students were asked about Flipped Classroom learning as a teaching method, using their experience from the Mathemathics Zero course. How does flipped learning work in practice as a pedagogical model? Would students prefer the traditional way of learning? What do students think about flipped learning as a teaching methodology? These and many other questions will be addressed investigating how the flipping affects student’s achievement.
- Video lectures and online activites to engage students in a flipped classroomPublication . Lopes, Ana Paula; Soares, FilomenaIn recent years there have been several proposals for alternative pedagogical practices. Most of these proposals are based in the, so called, “active learning”, in opposition to the common “passive learning”, which is centered on transmission of information inside classrooms as well as recognized as teacher-centered procedure. In an active learning pedagogical structure, students have a more participative role in the overall learning/teaching process, being encouraged to face new learning challenges like, for instance, solving problems and developing projects, in an autonomous approach trying to make them, consequently, able to build their own knowledge. The flipped or “inverted” classroom is one of these active learning pedagogical methodologies that emphasizes a learnercentered instruction. According to this approach, the first contact that students have with the content on a particular curriculum subject is not transmitted by the lecturer in the classroom, this teaching strategy requires students to assess and analyze the specific subject before attending to class, therefore the informational component from the lecture is the homework, and class time is dedicated to exercises and assignments, always with support from the instructor, who acts as a facilitator, helping students when needed and offering supplementary explanation as required. The main objective of this paper is to discuss and explore how the use of different types of instructional videos and online activities may be implemented in the flipped classroom procedure (as means of incorporating new content and teaching new competencies) and to describe students’ perceptions of this approach within a course in a Higher Education Institution (HEI), presenting some positive and negative features of this pedagogical practice.
- The potential benefits of using videos in higher educationPublication . Vieira, Isabel; Lopes, Ana Paula; Soares, FilomenaThe developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes instructors, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab student’s attention and motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them lecturers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels. We will also discuss some thoughts and examples for the use of teaching materials to enhance student’s learning and try to change ideas about the potentialities and future of video’s annotation new software resources, as incoming open tools for group work involvement.