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- Design thinking as an innovative pedagogical toolPublication . Isaias, Pedro; Miranda, Paula; Sampson, Demetrios; Ifenthaler, Dirk; Isaías, PedroThe transformation of educational systems requires pedagogical approaches that move beyond the conventional format of learning by transmission of content. It is pressing to address the challenges deriving from the changing landscape of the workplace. Diverse, hybrid, technologically enhanced, focused on 21st century skills, and an advocate of innovation, the contemporary workplace requires a labour force that is prepared for these demands. Design thinking has been implemented in educational settings with significant success in the development and practice of creativity, problem-solving, critical thinking, resilience and other important transferable competences. This paper aims to explore the role of design thinking as an innovative pedagogical approach, by reporting on a study with undergraduate students that were asked to use design thinking on an innovation-based project. The students completed a pre-session and project questionnaire and a post-session and project questionnaire to assess their experience, having reported important progress and significant learning benefits from the incorporation of design thinking. Design thinking imported structure and method into the problem-solving process and endowed it with empathy, allowing the students to have a better understanding of the human perspective of the problem.
- SmartODS: um modelo conceptual de análise de Smart Governance na promoção e concretização dos Objetivos de Desenvolvimento Sustentável em PortugalPublication . Bernardo, Maria do Rosário ; Lima, Miguel Carlos; Lacerda, Angela Nobre
- Desafios da implementação de um sistema de gestão da qualidade nas indústrias culturais e criativasPublication . Bernardo, Maria do Rosário ; Lima, Miguel Carlos; Tavares, Mirian; Teixeira, Luis Miguel Lopes; Lacerda, Angela Nobre
- Diseño, desarrollo y validación de un instrumento para el uso de recursos educativos de realidad aumentada en etapas de educación secundaria y formación profesionalPublication . Delgado-Rodríguez, Santiago; Isaias, Pedro; Cabero-Almenara, J.; Palacios-Rodríguez, A; Montenegro-Rueda, M.; Fernández-Cerero, J.En la actualidad, el ámbito educativo en general, requiere de metodologías que sean más significativas, que utilicen recursos que resulten familiares al alumnado, que despierten su interés y que sean motivadores e inmersivos en los temas tratados. Investigaciones efectuadas recientemente, respaldan la implementación de enfoques que incorporan tecnologías inmersivas como la Realidad Aumentada (RA), debido a su capacidad para incrementar la motivación del alumnado y mejorar los resultados en los procesos educativos. Este estudio utiliza una metodología cuantitativa con el propósito de diseñar, desarrollar y validar un instrumento eficiente y eficaz, que permita la medición tanto del nivel de motivación, como del grado de aceptación de recursos educativos inmersivos basados en RA. Pero que también permita identificar aquellos otros factores que influyen en el proceso de aprendizaje. Tanto el instrumento utilizado como los datos recopilados con él, permitirán integrar metodologías innovadoras que utilicen tecnología inmersiva de RA y sistemas de evaluación digitales como herramientas educativas, tanto en niveles de Educación Secundaria como de Formación Profesional.
- ‘You Told the Students?’: experts’ views on design and measurement of active learning in higher educationPublication . Isaias, Pedro; Miranda, Paula; Pifano, SaraThe higher education sector is constantly pivoting towards innovation and adopting new strategies to improve education delivery. Active learning is at the centre of various teaching approaches that focus on the increasing participation of the students in their own learning process. While it is becoming a widespread strategy in higher education, its adoption remains limited and it continues to be surrounded by some uncertainty, in particular at the level of its design and effectiveness. This paper aims to examine the viewpoints of university lecturers with concern to active learning´s design and instructional impact measurement, which were collected in a two-phase research strategy combining an online questionnaire and semi-structured interviews. The findings portray active learning as a valuable teaching strategy and enable the proposition of an assortment of design guidelines, as well as recommendations for measuring the instructional impact of active learning initiatives that can contribute to a more fruitful implementation.