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- 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.
- 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.
- 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.