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- MatActiva - divulgação de experiências de inovação didática em matemática com recurso às tecnologiasPublication . Paula Lopes, Ana; Abreu, Anabela; Torres, Cristina; Soares, Filomena Baptista; Vieira, Isabel; Babo, Lurdes; Moreira Silva, Manuel; Silva, Paulino; Pinto, SusanaO progresso contínuo da sociedade exige de todos os atores uma atualização dinâmica e constante, quer em termos de acompanhamento e, até mesmo, de adaptação. No que respeita à educação, por muito atualizados que estejamos em relação aos conteúdos, às estratégias didáticas e aos recursos tecnológicos, somos inevitavelmente forçados a nos adaptar a novos paradigmas, sendo levados a reformular os métodos de ensino tradicionais. Neste contexto, surge o contributo das plataformas de e-learning, onde docentes e estudantes têm à sua disposição novos meios de dinamizar o processo ensino e aprendizagem, uma vez que estas plataformas podem ser definidas como um ambiente virtual de apoio ao ensino. No ano 2003, o Instituto Superior de Contabilidade e Administração do Porto (ISCAP), integrado no Instituto Politécnico do Porto (IPP), introduziu a plataforma Moodle. Tendo como base toda a experiência de utilização desta plataforma, surgiu em 2007 um projeto online da área científica de Matemática, o MatActiva (www.matactiva.com), com o objetivo de apoiar os estudantes que apresentavam dificuldades nesta área. Procurou-se, no concurso Partilha e Divulgação de Experiências em Inovação Didática no Ensino Superior Português, não só a possibilidade de dar continuidade a este projeto bem como a divulgação do mesmo e dos resultados nele obtido.
- An experiment with online practice for assessmentPublication . Vieira, Isabel; Paula Lopes, Ana; Lopes, Cristina; Azevedo, Jose Manuel; Torres, Cristina; Babo, LurdesWhen teaching is a passion we do whatever we can to pass it over to our students, and it is even more relevant when we teach a subject to students from a different area. As professors in a Higher Education Institution (HEI) we have the responsibility to prepare the students for the future. We have to gain their attention so that they become engaged in the subject taught and have success at the end. The aim of this paper is to describe and analyse an experiment that took place in the Spring term of 2019, with first year students of a Mathematics course from the undergraduate degree in Marketing. We have developed several questions, related to the course syllabus, on an online platform, and created a Question Pool. Outside the classroom, students at their own pace could solve these exercises. All questions have the solution step by step, thus the students can realize what is expected gaining insights in the subject. We discuss how the students accepted the initiative and how they used it. The results will be presented, analysed and used to improve the methodology.
- Rethinking feedback in a connected agePublication . Lopes, Ana Paula; babo, lurdes; Azevedo, Jose Manuel; Torres, CristinaFeedback has long been identified as a core component in the learning process and remains a regular subject of academic research. It can be performed in several forms, for different purposes but the literature emphasizes the undeniable power of feedback on the achievement and development of learning outcomes. This article presents a reflexion about current trends on feedback in higher education and seeks to contribute to deepening the theme and the diverse issues related, in a comprehensive and integrative perspective of the various aspects involved. Different approaches to the concept of feedback, the characteristics of effective feedback, strategies of successful feedback examples and best practices will be considered. We will address recent issues in the literature on the power and challenges of providing feedback in a connected age through technology. There are few instruments that assess the frequency, type and impact of feedback in classrooms, however the enormous quantity of data produced surrounding the interactions in Virtual Learning Environments provides a valuable material to the Learning Analytics field that can be used to improve feedback practices. This research seeks to enhance the learning process over the analysis of dataset to provide informative feedback to learners and educators. In addition, based on a reflexive approach supported by our professional experience performed in the Moodle platform we present some results of how feedback can be used to optimize mathematical understanding. We will also present a brief analysis of the data collected in a survey that seeks to increase the knowledge about students' perceptions regarding this issue.