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- Thinking over b‐learning strategy: the MIPO model approachPublication . Peres, Paula; Pimenta, Pedro; Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do PortoThis article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams – anyone who wants to develop effective b‐learning instructions.
- Assessing assessmentPublication . Peres, Paula; Silva, Manuel; Tavares, CéliaIn the online environments some case studies we’ve developed and day-to-day experience have shown that, several times, online learning activities are promoted without considering the assessment of cognitive results that derive from those activities. Engaging students appears as the main justification. And when students’ involvement is not what it was expected? Should a student be penalized by not being a part of an online activity? Isn’t he/she also participating with the silent follow up that he/she chooses to do? Isn’t he/she learning? In the teacher’s point of view, the analysis of each of the students’ interventions may be a hard and time consuming task, especially in large classes. On the other hand, an automated process of the students’ interventions may be overrated in messages of social nature that show little cognitive activity. This context led to a study that aims to determine which are the most suitable activities for the learning process and objectives assessment. The research led into an innovative assessment model that seeks an alignment between objectives, softskills, assessment, content and other variables. The model that we suggest describes a solution for the elaboration of assessment questions by nature and expected results. It also suggests online activities that, for their innovative character, seek the students’ engagement, the objectives accomplishment and the balance between the teachers pedagogical, managerial, social and technical dimensions.
- Tech-based Innovations in pedagogical practices: the case of ISCAPPublication . Mesquita, Anabela; Ribeiro, Sandra; Peres, PaulaThe exponential growth of the use of Internet and educational technologies has fostered deep transformations in the teaching-learning process in Higher Education Institutions (HEI) in Portugal. Institutions have great responsibility in granting both teachers and students access not only to educational practices but also to suitable educational technologies, in order to potentiate learning opportunities and the dissemination of technical knowledge. At a time of deep societal and technological transformations, innovation in pedagogical practices at higher levels of learning may be the necessary propeller for HEI to redefine their mission and consequently develop and implement different initiatives and projects so as to support and motivate teachers and to offer today’s students complementary means for the acquisition of knowledge and skills. Our paper examines the implementation of innovative pedagogical practices in ISCAP within Rogers’ Diffusion of Innovations Theory. We describe the shifts in innovations in a business school, whose roots are deeply embedded in traditional, teacher-centred pedagogical practices. Finally, we identify enablers that contributed to the emergence of the innovators and early adopters of the new technologies and practices.
- Flipping the classroom to gain timePublication . Mesquita, Anabela; Peres, PaulaThis article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.
- B-Learning – An Institutional and Operational Development ToolPublication . Silva, Manuel; Peres, Paula; Tavares, Célia; Oliveira, Lucianae-Learning has been gaining a huge acceptance among educators, specially in Higher Education Institutions (HEI). This happens due to the exponential growth of the use of Internet and educational technologies that allowed deep transformations in the teaching-learning process and paradigm. Nowadays Internet has been reinforcing its role as a mediator-facilitator platform in education, allowing the creation of new contexts where learning opportunities can be expanded and potencially collaborative and where the resources are widely available. In this context, HEI have great responsibility in granting teacher and student access to suitable educational technologies, in providing the adequate means for the adoption of those tools and in the creation of opportunities for the dissemination of technical knowledge and pedagogical expertise amongst all intervenient. In fact, e-learning has become a competitive factor amongst institutions, and schools are confronted with the need to realign their mission, by developing and implementing different initiatives and projects so as to support and motivate teachers and to offer today’s students complementary means for the acquisition of knowledge and skills. In this paper we will analyse the case the Online Support Project (PAOL) and the approach followed by the School of Accounting and Administration of Oporto (ISCAP). The main goals of PAOL are to provide the implementation of computer assisted education at ISCAP in a blended learning model and to assist teachers and students in their adjustment to educational technologies, by developing training opportunities and resources, offering technical facilities and sharing good practice. The project began its activity in 2003 with WebCT, but soon changed its approach with the adoption of the open source platform Moodle and the integration of specialized staff to assist teachers and students on a daily basis. Since then, the b-learning model that PAOL initiated has been maturing the school’s educational culture, according to the teacher’s willingness or availability to integrate technology in the teaching-learning process. The use of Web technologies follows a similar trend to that of Roger’s diffusion of innovation theory, as it developed due to the enthusiasm of some innovators and grew steadily in adepts, having now 162 teachers who use Moodle on a regular basis. Teacher’s role in this process can be classified into different types, having, for instance, teachers that are keener to participate and integrate technology, teachers that only allow themselves to participate if the experience is proven successful by others and teachers that are reluctant to participate in any form. It is important to analyse the impact of these roles in the institutional development of b-learning so that we can develop new solutions and approaches that better meet the expectations of the institution. Thus, this paper will focus on the knowledge acquired throughout the experience in the use of Moodle by PAOL at ISCAP throughout the years (2003-2009), as well as the collaborative and cooperative relationships that have been established between teachers, students and the use of b-learning educational approaches and technology.
- A sustainable approach to the reuse of student - centered learning scenariosPublication . Oliveira, Luciana; Albuquerque, Alexandra; Ribeiro, Sandra; Peres, Paula; Carvalho, Carlos Vaz deSeveral annual repports express the increasing role of learning management systems (LMS) in the context of Higher Education Institutions (HEI), as primary tools to support learning...
- Designing learning paths: Contributions to the organization of b-learning initiativesPublication . Peres, Paula; Oliveira, Lino; Jesus, Ângelo; Silva, ArmandoThis article presents a simple guide that supports the pedagogical planning process. Besides the knowledge that will be shared, structuring an learning unit or a course demands reflection and effort in the teaching/learning development. The work described in this paper proposes a guide that speeds the process of defining online learning strategies by crossing cognitive objectives, pedagogical models, techniques and free web tools. The usefulness of the results obtained can be viewed on the perspectives of both student and teacher, thus it is a mediation instrument among all the players in the learning process. At the same time, it helps the bureaucratic procedures that are usually associated. We conclude this paper by presenting a set of recommendations obtained by the application of the pedagogic planning suggested in an implementation of an online course.
- Interactional strategies between terminologist and domain specialist. Putting order into our universe: the concept of Blended LearningPublication . Castro Fernandes, Joana; Peres, Paula; Costa, RuteA presente comunicação visa discutir as mais-valias de um desenho metodológico sustentado numa abordagem conceptual da Terminologia aplicado ao exercício de harmonização da definição do cenário educativo mais promissor do Ensino Superior actual: o blended learning. Sendo a Terminologia uma disciplina que se ocupa da representação, da descrição e da definição do conhecimento especializado através da língua a essência deste domínio do saber responde a uma necessidade fundamental da sociedade actual: putting order into our universe, nas palavras de Nuopponen (2011). No contexto descrito, os conceitos, enquanto elementos da estrutura do conhecimento (Sager, 1990) constituem um objecto de investigação de complexidade não despicienda, pois apesar do postulado de que a língua constitui uma ferramenta fundamental para descrever e organizar o conhecimento, o princípio isomórfico não pode ser tomado como adquirido. A abordagem conceptual em Terminologia propõe uma visão precisa do papel da língua no trabalho terminológico, sendo premissa basilar que não existe uma correspondência unívoca entre os elementos atomísticos do conhecimento e os elementos da expressão linguística. É pela razões enunciadas que as opções metodológicas circunscritas à análise do texto de especialidade serão consideradas imprecisas. Nesta reflexão perspectiva-se que o conceito-chave de uma abordagem conceptual do trabalho terminológico implica a combinação de um processo de elicitação do conhecimento tácito através de uma negociação discursiva orientada para o conceito e a análise de corpora textuais. Defende-se consequentemente que as estratégias de interacção entre terminólogo e especialista de domínio merecem atenção detalhada pelo facto de se reflectirem com expressividade na qualidade dos resultados obtidos. Na sequência do exposto, o modelo metodológico que propomos sustenta-se em três etapas que privilegiam um refinamento dessa interacção permitindo ao terminólogo afirmar-se como sujeito conceptualizador, decisor e interventor: (1) etapa exploratória do domínio-objecto de estudo; (2) etapa de análise onamasiológica de evidência textual e discursiva; (3) etapa de modelização e de validação de resultados. Defender-se-á a produtividade de uma sequência cíclica entre a análise textual e discursiva para fins onomasiológicos, a interacção colaborativa e a introspecção.
- Desafios na integração das tecnologias educativas no ensino superior. Um relato de experiênciaPublication . Jesus, Ângelo; Silva, Armando; Peres, Paula; Oliveira, LinoO processo de introdução de práticas de e/b-learning nas instituições de ensino, nem sempre é formalizado e assumido pela instituição desde o início do processo. Frequentemente, as primeiras práticas de e/blearning surgem como manifestações voluntárias de docentes que têm algum tipo de afinidade ou formação prévia com as tecnologias educativas. O desenvolvimento efectivo de uma política de formação em modalidade de e/b-learning, por parte de uma instituição, implica dar lugar a práticas formalizadas que sejam assumidas como “opção estratégica”, para serem incorporadas, de forma sistemática e sustentada, na prática pedagógica dos seus profissionais. Este trabalho pretende dar a conhecer os desafios da integração das tecnologias educativas numa instituição de ensino superior, mostrando de que forma uma gestão centralizada e uma formação dos docentes pode contribuir para uma integração eficaz de práticas de e/b learning.
- Experiência de formação docentePublication . Jesus, Ângelo; Silva, Armando; Peres, Paula; Oliveira, LinoAs competências do professor online são muito diferentes das exigidas a um professor dito “tradicional”. Este artigo relata uma experiência de formação e tutoria de um curso online, com mais de 100 formandos. A dimensão desta “turma” exigiu soluções adequadas, nomeadamente a criação de uma estrutura de tutoria dinâmica suportada por uma equipa de quatro tutores. A atuação desta equipa de tutores desenrola-se em várias dimensões - pedagógica, técnica, social e de gestão. Este artigo descreve a experiencia desenvolvida e termina com algumas considerações na transferibilidade de práticas.