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- Role of intercultural mediation in problem solving in a transatlantic networkPublication . Ribeiro, Sandra; Noronha Cunha, Suzana; Moreira Silva, Manuel; Bigotte Chorão, GraçaWorking in a multidisciplinary collaborative project through virtual exchange encompasses many advantages as well as some disadvantages. One of the many problems that might occur in virtual cooperation settings was identified as cultural mismatches, listed by Chase, Macfadyen, Reeder, and Roche (2002) into nine categories. Some of these mismatches were found during the Trans-Atlantic Pacific Project1 (TAPP), a collaborative and active learning bidirectional platform, where students from Portuguese and North American universities have been cooperating for several years to enhance their technical and linguistic competences whilst developing intercultural skills. By bringing together future Translators and Technical Writers into a multicultural simulated setting, students are given the opportunity to learn from each other and interact via technology-mediated communication. Yet, this endeavour revealed to be extremely demanding mostly due to cultural misunderstandings that occurred during virtual communication exchanges. Accordingly, a cultural mediation intervention plan was developed and implemented by the authors as a strategy to overcome these problems and strengthen virtual teamwork interaction. This plan was designed to raise cultural awareness of the self and the other and was divided into 4 separate phases: 1) the cultural awareness initial stage, followed by 2) peer-to-peer exchange of the pre-learning questionnaires, 3) the completion of the Cultural Self-Awareness Questionnaire, concluding with 4) the analysis of the results and discussion in class. This study addresses the Cultural Self-Awareness Questionnaire. The results and outcomes of this questionnaire are analysed and discussed and new avenues for research will be presented and proposed.
- 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.
- 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...
- Enhancing young Male learners’ motivation for language learningPublication . Ribeiro, Sandra; Tavares, Célia; Mesquita, AnabelaAt a time when mass education system predominates on all levels throughout Europe, it is necessary to acknowledge that everyone is unique and, thus learns differently. As such, the European Project Love Language and More (under the Leonardo Da Vinci program) proposes to address the uniqueness of young male learners within a language learning context and implement, culturally adapt and test a developed Handbook and a Toolbox to offer language course providers and their trainers and tutors an appealing approach for young male language learners by introducing learning contents which we believe reflect male interests. This paper seeks to present the results of the implementation and cultural adaptation process of the language learning methodologies and activities proposed by the Portuguese partners of the Love Language and More Project and address and discuss young male learner’s reactions to ICT-based activities within the Language Learning Classroom.
- Marketing public art: using project based learning to teach creativity and entrepreneurshipPublication . Pascoal, Sara; Tallone, Laura; Furtado, Marco; Ribeiro, SandraThis paper deals with the pedagogical aspects of a collective project carried out by students of the MISB programme at ISCAP, as well as describes its design, methodology, management and outcomes. In addition, it focuses on (1) Project management issues related to the Google Arts&Culture Platform; (2) Criteria and methodology definition; (3) Information regarding the collection contained in the Santo Tirso International Museum of Contemporary Sculpture; (4) Pedagogical considerations and outcomes.
- Digital storytelling: emotions in higher educationPublication . Ribeiro, Sandra; Moreira, António; Pinto da Silva, CristinaIn tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of pertaining to the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling and its connections to education. We argue Digital Storytelling is capable of challenging HE contexts, namely the emotional realm, where the private vs. public dichotomy is more prominent. Ultimately we propose Digital Storytelling as the aggregator capable of personalizing Higher Education while developing essential skills and competences.
- How higher education teachers are using web technology in their education activities: a case studyPublication . Ribeiro, Sandra; Peres, Paula; Moreira Silva, ManuelInternet technologies, mobile phone and social media have brought new challenges to higher education. E-learning has been gaining a huge acceptance among educators, especially in Higher Education Institutions (HEI). This happens due to the exponential growth of the use of Internet and educational technologies that have fostered deep transformations in the teaching-learning process and paradigm. Our institution began e-learning activities in 2003 with WebCT, but soon changed its approach with the adoption of the open source platform Moodle (Modular Object-Oriented Dynamic Learning Environment) and the integration of specialized staff to assist teachers and students on a daily basis. Since then, there is evidence that the b-learning model has been maturing the school's educational culture, according to the teacher's willingness or availability to integrate technology in the teaching-learning process. However, it is important to know if the integration of web technology in the teaching-learning process is being combined with a shift in the pedagogical methodologies, and if teachers are taking full advantage of the capabilities offered by these learning environments and not using learning management systems as simple digital libraries for learning contents for students to download. To answer those questions we present a case study that describes how teachers have been using web technology to support their learning/teaching activities. We discuss the results of the analyses made on about 200 teachers' interactions according to different points of view and criteria. This analysis will focus mainly on the technological but also on pedagogical achievements, also on the challenges there are still to overcome and propose a set of good practices to support a more rewarding use of e-learning environments.
- Cultural awareness and distance communicationPublication . Noronha Cunha, Suzana; Bigotte Chorão, Graça; Moreira Silva, Manuel; Ribeiro, SandraThis chapter reflects upon technology-mediated projects used to discuss and foster cultural awareness and proposes a methodology to be implemented in international, educational environments where communication could easily be hindered by cultural dissimilarities leading to conflict. More specifically, it seeks to answer two main questions, namely, whether technology is an aid or an obstacle in effective communication between students that never meet face-to-face and which obstacles, generated by technology-mediated communication in virtual teams, affect the intended outcome and how. These questions were raised during the participation of the authors of the chapter over a number of years in the Trans-Atlantic & Pacific Project, where the complex process of learning-by-doing was achieved through peer interaction and the completion of realistic collaborative activities performed by North American and Portuguese students, prospect technical writers, and translators, respectively.
- Digital storytelling: an integrated approach to language for the 21st century studentPublication . Ribeiro, SandraSocietal changes have, throughout history, pushed the long-established boundaries of education across all grade levels. Technology and media merge with education in a continuous complex social process with human consequences and effects. We, teachers, can aspire to understand and interpret this volatile context that is being redesigned at the same time society itself is being reshaped as a result of the technological evolution. The language- learning classroom is not impenetrable to these transformations. Rather, it can perhaps be seen as a playground where teachers and students gather to combine the past and the present in an integrated approach. We draw on the results from a previous study and argue that Digital Storytelling as a Process is capable of aggregating and fostering positive student development in general, as well as enhancing interpersonal relationships and self-knowledge while improving digital literacy. Additionally, we establish a link between the four basic language-learning skills and the Digital Storytelling process and demonstrate how these converge into what can be labeled as an integrated language learning approach.
- An experience of the use of Moodle at ISCAPPublication . Peres, Paula; Moreira Silva, Manuel; Ribeiro, SandraNowadays, a constant concern with the quality level of the educative/educational offers in Institutions of Higher Education is verifiable. In order to accomplish that, they should acquire the capacity/capability to adapt to the new characteristics of their target audience and the new communication and information technologies that emerge every day. In such context, and as an answer to the upcoming demands, ISCAP (School of Accounting and Administration has initiated a project called PAOL – Projecto de Apoio On-Line (On-Line Support Project). Its main goal is to provide support to the implementation of computer assisted teaching, it being constituted by human and material resources (software – an open source LMS, called Moodle, and hardware). This article intends to reveal the knowledge acquired throughout the experience in the use of the LMS Moodle at ISCAP, in the second semester of the 2004/2005 school year.