Browsing by Author "Cardoso, Paula"
Now showing 1 - 10 of 20
Results Per Page
Sort Options
- Affordances of flipped learning in emergency remote teachingPublication . Cardoso, Paula; Chagas, LauraThe Emergency Remote Teaching context that followed the COVID-19 pandemic situation and the challenges that resulted from it allowed new opportunities for experimenting different pedagogical approaches. One of the pedagogical frameworks that has gained momentum at tertiary level was flipped learning, which seems to be adequate to the current circumstances and the profile of new higher education students, who prefer visual forms of learning and are highly connected, with a low attention span. This approach involves an active learning methodology, in which students are introduced to new contents at home while lectures are used for practice. This promotes independent learning and students’ autonomy and self-regulation. In other words, according to Bloom’s Taxonomy, which defined different categories of cognitive tasks in the 1950s, later updated in the year 2000s, students are able to perform individually cognitive tasks of lower difficulty or complexity and then engage in more complex cognitive tasks in the context of the online classroom. In this paper, we describe how online flipped learning can be applied to the context of English Language Learning to develop student autonomy, learning, control and responsibility (Fisher, Ross, LaFerriere & Martiz, 2017), namely through the use of four specific tools: weekly lesson plans; short videos; digital portfolio; rubrics.
- Análise de uma experiência num MOOC : da imersão à participação periféricaPublication . Martin-Fernandes, Isabelle; Cardoso, Paula; Morgado, LinaEste artigo descreve uma experiência de participação num MOOC, um Massive Open Online Course como atividade formal de aprendizagem integrada no seminário curricular de doutoramento sobre ‘Ambientes e Pedagogias Emergentes´ (EDEL, Universidade Aberta) e a sua problematização na perspetiva de um estudante online. A atual popularidade do fenómeno dos MOOC exige uma reflexão sobre o contexto do seu aparecimento e uma análise dos seus principais conceitos e pressupostos. Partindo da nossa experiência inicial no OLDSMOOC, efetuámos uma reflexão à luz do modelo de prática reflexiva de Gibbs (1988) e dos princípios conectivistas de Downes (2007): autonomia, diversidade, grau de abertura e conetividade/interatividade. Embora a nossa participação possa ser considerada periférica na perspetiva de Lave e Wenger (1991), esta perspetiva permitiu identificar os fatores que poderão potencialmente influenciar o tipo de experiência num MOOC e apresentar algumas pistas úteis no processo de preparação para uma experiência bem sucedida.
- Análise de uma experiência num MOOC: Da imersão à participação periféricaPublication . Martin-Fernandes, Isabelle; Cardoso, Paula; Morgado, LinaEste artigo descreve uma experiência de participação num MOOC, um Massive Open Online Course como atividade formal de aprendizagem integrada no seminário curricular de doutoramento sobre ‘Ambientes e Pedagogias Emergentes´ (EDEL, Universidade Aberta) e a sua problematização na perspetiva de um estudante online. A atual popularidade do fenómeno dos MOOC exige uma reflexão sobre o contexto do seu aparecimento e uma análise dos seus principais conceitos e pressupostos. Partindo da nossa experiência inicial no OLDSMOOC, efetuámos uma reflexão à luz do modelo de prática reflexiva de Gibbs (1988) e dos princípios conectivistas de Downes (2007): autonomia, diversidade, grau de abertura e conetividade/interatividade. Embora a nossa participação possa ser considerada periférica na perspetiva de Lave e Wenger (1991), esta perspetiva permitiu identificar os fatores que poderão potencialmente influenciar o tipo de experiência num MOOC e apresentar algumas pistas úteis no processo de preparação para uma experiência bem sucedida.
- Aprendizagem colaborativa no ensino superior: uma experiência em língua estrangeira na área do turismoPublication . Cardoso, Paula; Chagas, LauraConsiderando o futuro da indústria do Turismo e a necessidade de adaptar as competências dos estudantes do ensino superior à realidade profissional que os espera, o paradigma tradicional de ensino deve ir incluindo, progressivamente, metodologias e estratégias de aprendizagem ativa e participativa, procurando fomentar a autonomia do estudante e a sua responsabilização no processo de aprendizagem. Este artigo relata uma experiência pedagógica desenvolvida junto de estudantes de licenciatura na área do Turismo, numa unidade curricular de língua inglesa, em que se desenvolveu uma metodologia de aprendizagem ativa e colaborativa, centrada nos estudantes e tendo o professor como facilitador do processo de aprendizagem. Os resultados demonstram que os estudantes percecionam esta experiência como promotora da sua autonomia e de um trabalho mais colaborativo, no contexto de um processo de aprendizagem um pouco mais flexível que o habitual, mas revela também algumas fragilidades por parte dos estudantes, nomeadamente a nível da insegurança e da constante necessidade de feedback por parte do professor
- Learning during emergency remote teaching in Portugal: higher education students' emotional snapshotPublication . Cardoso, Paula; Morgado, Lina; Paz, João; Mendes, Elizabete; Loureiro, Ana; Messias, Inês; Oliveira, Nuno Ricardo; Runa, Ana; Pereira, Hugo; Vieira, Márcia de Freitas; Paiva, Ana; Seco, CarlosThis chapter will address results of LE@D’s project “Teaching in Times of Emergency: Digital Transition,” which focused on the experience of rapid digital transition to an “emergency teaching,” a scenario quite different from distance education. Through a mixed methods approach, data was collected through an online questionnaire applied to students and videoconference interviews conducted with both higher education faculty and students. Participants in this research are students and faculty from eight Portuguese higher education institutions, four from universities (three public and one private) and four from polytechnic insti tutes (three public and one private), covering the regions of Lisbon and Tagus Valley, Alentejo and Algarve (Central and Southern Portugal). In this chapter, the authors present a preliminary analysis of the results obtained related to the psychological aspects experienced during this period, aiming at understanding the impact this shift has had on students’ cognitive adaptation and social and emotional processes.
- Mov2EAD. Move to distance education: emergency teaching & digital transformation in higher educationPublication . Morgado, Lina; Paiva, Ana; Paz, João; Loureiro, Ana; Runa, Ana; Afonso, Ana Paula; Seco, Carlos; Pereira, Hugo; Mendes, Elizabeth; Messias, Inês; Vieira, Márcia de Freitas; Rocha, Maria Antonieta; Spilker, Maria João; Oliveira, Nuno Ricardo; Cardoso, PaulaThe project MOv2EAD- Move to Distance Education: Emergency Teaching & Digital Transformation in Higher Education is a project integrated in Laboratory of Distance Education and eLearning (https://lead.uab.pt/mov2ead) started in the heart of the pandemic and with the involvement of 8 Portuguese public and private higher education institutions. Its goal was to understand the experiences of HE teachers and students and the digital transition of face to face teaching to Distance Learning (DL) during the pandemic and post-pandemic period. The results gathered a robust overview of the pandemics experience and relevant indicators to enhance the digital transformation of the HEIs involved. It also helped to develop new inter-institutional cooperation and produced several publication outputs and transformational actions in institutions.
- O movimento dos recursos educacionais abertos e o acesso aberto no ensino superior: o caso de PortugalPublication . Cardoso, PaulaA importância da partilha de conhecimento e do papel dos sistemas do ensino superior na atual economia global do conhecimento tem sido reconhecida ao longo dos últimos anos, por iniciativas e entidades um pouco por todo o mundo. Neste contexto, têm sido fundamentais na criação de oportunidades de inovação pedagógica os movimentos dos Recursos Educacionais Abertos e do Acesso Aberto, por estarem intimamente relacionados com a carreira dos docentes do ensino superior, nomeadamente nas funções pedagógica e científica.
- Online communication and assessment practices during the Covid Pandemic: a study of the portuguese higher education students’ perceptionsPublication . Morgado, Lina; Paz, João; Pereira, Hugo; Loureiro, Ana; Messias, Inês; Cardoso, Paula; Paiva, Ana Maria Videira; Runa, Ana; Seco, Carlos; Mendes, Elizabete; Vieira, Márcia de Freitas; Oliveira, Nuno RicardoThis proposal is part of an ongoing research and presents the results on the perceptions and pedagogical practices experienced by students from various higher education degrees in Portuguese higher education institutions, during the period of social confinement determined by the Portuguese Government, due to the COVID-19 pandemic. The main objective of the general research was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during the period. The research was based on a mixed methods approach and, in order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and faculty, focusing on technological and pedagogical dimensions, as well as the assessment of the experience. Data collection was carried out after the first lockdown, at the end of the first semester of 2020, and took place in eight higher education institutions. In this paper we will present a preliminary analysis of Questionnaire results related to two dimensions: online communication and assessment.
- Online communication and interaction during the COVID-19 pandemic: perceptions of tourism higher education faculty and studentsPublication . Paiva, Ana Maria Videira; Runa, Ana; Loureiro, Ana; Seco, Carlos; Mendes, Elizabeth; Pereira, Hugo; Messias, Inês; Paz, João; Morgado, Lina; Vieira, Márcia de Freitas; Oliveira, Nuno Ricardo; Cardoso, PaulaThis proposal is part of an ongoing research and presents the results of the perceptions on online communication and interaction by students and faculty of Tourism undergraduate degrees, during the first period of confinement enforced by the Portuguese government as a consequence of the COVID-19 pandemic. The main objective of the general research was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during the period.
- Open educational practices in public higher education in PortugalPublication . Cardoso, Paula; Morgado, LinaThe main objective of this PhD research is to identify and understand the education and research practices of teachers/researchers of public Higher Education Institutions (HEI) in Portugal, as well as the influence of recommendations, initiatives and public support in the development of open educational practices. To contextualize the problem, the study involves three levels of analysis: i) macro level, in terms of guidelines on open education and open access, both at European and national levels, as well as the strategies aligned with these guidelines; ii) mezzo level, regarding public HEI in Portugal, characterizing their openness degree and support of open practices development; iii) micro level, focusing on the practices of teachers/researchers in their academic context, when playing the dual role in research and education.