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- O Ensino de estatística a um estudante com deficiência visual permanente bilateral (cegueira) no Ensino SuperiorPublication . Oliveira, Cristina; Rodrigues, Ana Maria; Ribeiro, Sandra; Bigotte Chorão, GraçaO Ensino de estatística a um estudante com deficiência visual permanente bilateral (cegueira) no Ensino Superior
- Intercultural awareness through. Digital storytellingPublication . Ribeiro, SandraIn today’s globalized world, communication students need to be capable of efficiently communicating across the globe. At ISCAP, part of the 3rd year syllabus in Translation and New Technologies course is focused on culture and the need to be culturally knowledgeable. We argue the approach to incorporate cultural aspects in HE needs to be studentcentered, in order to encompass not only intercultural awareness, but also the 21st century skills students need to be successful and competent citizens. Additionally, as studies have shown, the manipulation of digital tools fosters greater student involvement in learning activities. We have adopted Digital Storytelling - multimodal storytelling technique - to promote a personal, student-centered reflection on intercultural communication. We intend to present student and teacher perspectives on this learning experience and assess its relevance in HE contexts, based on the content analysis of student expressed perspectives on this activity as well as a multimodal analysis of the digital stories created. A preliminary analysis of our case study has demonstrated that Digital Storytelling potentiates two complimentary types of reflection: on the one hand, students felt the need to reflect on their own intercultural knowledge, create and adapt their finding in the form of a story; on the other hand, viewing others’ stories they have raised questions and demonstrated points of view otherwise ignored.
- 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...
- 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.
- Language tools: communicating in today’s world of businessPublication . Ribeiro, Sandra; Noronha Cunha, Suzana; Silva, ManuelIn a society increasingly mediated by technology, the medium has created unparalleled opportunities. As a result, it has refocused educators’ attention on how technological literacy is both an essential learning outcome in all higher education programs, and the intermediary, the means to achieve the digital competences expected from employees. In the field of English for Specific Purposes, and at a time when technology is perceived to enable quick and effective access to a vast number of sources of information and knowledge, teaching a language confronts teachers and students with divergent views that converge into what we perceive to be interconnected paths. We critically reflect upon these interconnected paths in order to obtain further insights on how technology, namely Machine Translation and Computer-Aided Translation, is perceived by business communicators who are learning English in an ESP environment. Within the premises that translation is an act of intercultural communication, our case study addresses mirrored perceptions of the English language, the act of translation, and the use of technological tools. Our study draws on both perspectives and discusses how mirrored images of students and teachers converge through project-based approaches, rooted in practical, short visual tasks with a clear and immediately visible purpose.
- Developing intercultural awareness using digital storytellingPublication . Ribeiro, SandraHigher Education mirrors the shifting nature of society and work. Mobility may provide unparalleled learning opportunities for all stakeholders; however, in order to live and work in plural societies as socially responsible and intercultural knowledgeable citizens, intercultural awareness and intercultural communication skills need to be mastered. In parallel, the relevance of a digital agenda and the studies that attest to the positive student engagement brought about by the inclusion of information and communication technologies (ICT) across all grade levels push educators to seek and incorporate technology-based learning and teaching strategies. Digital Storytelling was implemented in an undergraduate degree in Business Communication, where students discuss and reflect on key issues in Intercultural Communication. Our case study draws on the qualitative analysis of a questionnaire, which intended to understand student perceptions regarding an assignment where they are asked to create Digital Stories and consider on the their own reflection process regarding intercultural differences and communicating across cultures. Our analysis of the 140 questionnaires revealed that Digital Storytelling was able to engage students in a serious and productive debate revolving around technology-enhanced learning and cultural differences, empowering them to construct new personal and group meanings and improve their intercultural awareness.