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  • Open Access English
    Authors: 
    Paula Fortunato Vaz; Vitor Gonçalves; Carlos Teixeira;
    Publisher: IATED
    Country: Portugal

    This paper presents the results of a quantitative study based on the assessment of competencies to facilitate the learning of reading and writing at the beginning of the 1st year of schooling. This study is part of the "Promoting Reading and Writing" project, which has been underway since 2018 in 11 school clusters of the Intermunicipal Community of Terras de Trás-os-Montes - Portugal. This project's main goals are to conduct screenings in the first four years of schooling to detect risks in the learning of reading and writing skills of the children involved, at an early stage of the school year and to train the respective teachers in the teaching of reading and writing to improve their classroom practices, in order to contribute to the success of all their students in these skills. In the screening carried out in the school year 2020/2021 (in the context of the Covid-19 Pandemic and after months of distance learning), 544 students from the eleven school clusters involved participated. The data collection tool used for this screening was the Know, Act and Change (Conhecer, Atuar e Mudar (CAM)) tests - Version 3 (2020) which, for the 1st year of schooling: (i) assesses knowledge of letters, (ii) identification of the final syllable, (iii) cultural knowledge of the printed word, (iv) identification of the initial phoneme and, consequently, (v) provides information on phonological awareness (identification of the final syllable plus identification of the initial phoneme). After the analysis of results, using descriptive statistics, it was possible to verify (based on data presented throughout the text) that regarding letter knowledge, most students were at the highest level of performance, and the data collected is in line with others that the team collected in previous years. As regards the identification of the final syllable, the results are not as good as in the previous item, with almost 40% (39.34%) of the scores obtained being in the two lowest levels ("very fragile" and "fragile. Regarding cultural knowledge of the printed word, 91.91% have no relevant difficulties in this competence, as they get between 7 and 12 answers right (12 being the maximum result). With regard to the identification of the initial phoneme, where more than half (51.47%) of the scores were placed in the two lowest levels, and phonological awareness, where 41% of the scores were placed in the same two levels, the greatest weakness in the area of these competences is evident. These results highlight that, on the one hand, no negative effect is visible from the changes forcibly introduced because of the Covid-19 Pandemic about letter knowledge and cultural knowledge of print. On the other hand, there is an added need for great attention and particular and intentional action in the development of phonological competence, remembering that this development is crucial for learning to read and write. The reflection and training with the teachers involved also included sessions whose objective was to work with different digital technologies (namely Storyjumper and vizia.com), from which they could develop reading and writing activities that promoted learning, in person or remotely. We would highlight yet the importance of professionals keeping a close eye on those students who are not in the majority group and who present a risk in one or more of the skills assessed. It is mainly to these students that our work with these teachers was directed. This work has been supported by FCT – Fundação para a Ciência e a Tecnologia within the Project Scope: UIDB/05777/2020. info:eu-repo/semantics/publishedVersion

  • Open Access English
    Authors: 
    Carlos Batista; Carlos Alves;
    Country: Portugal

    Trabalho apresentado em 15th anual International Conference of Education, Research and Innovation (ICERI2022), 7-9 novembro 2022, Sevilha, Espanha This article describes the implementation of an online Open-Source Enterprise Resource Planning (ERP) software solution to support the laboratory component of the theoretical/laboratory classes of the curricular unit “Information and Communication Technologies in Distribution and Logistics Management” of the degree in “Distribution and Logistics Management” and its contribution to the student assessment process, during the Covid-19 lockdown and resulting restrictions imposed to the normal functioning of presential classroom lessons in the period 2020-2022. The curricular unit's program foresees the use of demonstrative and experimental methods to illustrate the role of Information and Communication Technologies (ICT) support to the fundamental area of the study cycle. An ERP software solution and a database from a simulation company are normally used in classroom-based classes to carry out laboratory exercises, where it is intended to highlight the role of ICT as a facilitator of supply chain processes and logistical activities. The objective of implementing this online solution was to continue to ensure the teaching of the laboratory component, which was initially limited to use in the classroom. It was thus possible to continue helping students to develop their knowledge and practical technical experience in accordance with the curricular unit ́s program. The technological implementation of the solution and the training of the teachers involved had to be carried out in a very short period. From a methodological point of view, an approach based on experiential learning was used and the ePortfolio, as instrument to assess the practical knowledge acquired. Demonstrations of the system with resolution of synchronous online laboratory exercises, online debate and clarification sessions, recordings with resolution of laboratory exercises for asynchronous viewing and the proposal of exercises to be integrated in the ePortfolio were used. This article details the laboratory structure that was developed, taught, and evaluated to the students of the 2nd year of the degree course, at the School of Business Administration of the Polytechnic Institute of Setúbal, in Portugal. The results of the students assessment in the laboratory component were positive, and the proposed solution contributed to the conclusion of the curricular unit. The ERP OPEN-Source solution was also evaluated by the students through a survey, and the results revealed a positive impact of the approach in the acquisition of knowledge and practical technical experience. N/A

  • Open Access
    Authors: 
    Ilda Freire-Ribeiro; Elza Mesquita; Angelina Sanches;
    Publisher: IATED
    Country: Portugal

    The pedagogical internship is considered by future teachers as a determining factor in the whole process of initial training, occupying a significant place. It involves moments of authentic and experiential knowledge of the school, and its public, as well as of the teaching and learning process, always with the aim of forming reflective professionals and concomitantly researchers of their practices. That is, a future professional socially committed and able to introduce significant changes in their practices and pedagogical innovation. In times of pandemic caused by COVID-19, which led to lockdown, non-faceto-face teaching practices were privileged in different educational institutions and future teachers, in a probationary situation, were invited to participate. In this scenario, the pedagogical internship required overcoming and (re)adaptation. This article has as main objective to carry out a documentary analysis of 10 final reports of Supervised Teaching Practice to understand how future teachers narrate their experiences during the pedagogical internship and understand how they managed to cope with the constraints that the lockdown produced in the school in years 2019/2020 and 2020/2021. The investigative process follows a qualitative and interpretative approach, carried out through procedures of categorisation and cross-referencing of the data corpus. For data analysis we used MAXQDA (Software for Qualitative and Mixed Methods Research), to survey and content analysis of the information collected in the final reports. From the analysis of the data collected, it stands out that the use of digital tools contributed to enabling distance teaching and learning, making the practice more innovative, which allowed the dialogue in real-time, as well as a more or less close monitoring of the children, depending, of course, on the adaptation of the cooperating teachers to new technologies and on the integration, or not, of future teachers in the contact platforms that they maintained with the children. This work is funded by National Funds through the FCT - Foundation for Science and Technology, I.P., within the scope of the project Ref.ª UIDB/05507/2020. Furthermore, we would like to thank the Centre for Studies in Education and Innovation (CI&DEI) for their support. info:eu-repo/semantics/publishedVersion

  • Open Access Portuguese
    Authors: 
    Bastos, Glória; Carvalho, Madalena;
    Publisher: Zenodo
    Country: Portugal

    Poster apresentado na 13ª Conferência Lusófona de Ciência Aberta. O estudo pretende contribuir para determinar de que forma a situação decorrente da pandemia de Covid 19, especialmente considerando o ensino remoto emergencial, se refletiu no interesse pela utilização de recursos educacionais abertos (REA). Tendo em atenção que no contexto português, a Universidade Aberta (UAb) é única instituição de ensino que organiza de forma sistemática REA numa comunidade específica do seu repositório institucional, é efetuada uma análise comparativa dos dados de utilização do Repositório, expressos em números e locais de utilização dos conteúdos da comunidade REA, nos períodos antes e durante a situação pandémica, de modo a percecionar a existência de padrões de utilização. Partindo da premissa de que os repositórios institucionais contribuem para a internacionalização do conhecimento e o acesso aberto permite ampliar o papel social das universidades, o estudo reflete ainda sobre a contribuição dos REA para a globalização da ciência e da sua mediação pedagógica, percebida pelas estatísticas de utilização das coleções de REA disponibilizadas pela UAb. A análise dos dados revela a importância do Repositório para aumentar a visibilidade das coleções e o potencial impacto junto da comunidade científica e educacional, nacional e internacional info:eu-repo/semantics/acceptedVersion

  • Open Access
    Authors: 
    Martins, Jo?o; Mota, Lu?s;
    Publisher: The Design Society
    Country: Portugal

    Leisure or entertainment, like other everyday needs, are fundamental activities for human well-being. The creation of activities that lead to moments of satisfaction and relaxation are also a focus of attention and one of the areas of intervention where design can contribute solutions. This project challenged a group of students on a degree course in product design to develop modern, alternative board games, centred on users and on situations and environments of use, in order to exercise the practice of product design and seek to present innovative solutions. The challenge came through a local Cultural Association, with a tradition in promoting this type of game. The project followed a design project methodology that led students through a first phase of immersion in the theme, mechanics and strategies of games and their variety, going through the generation of ideas, models, evaluation tests, to the production of prototypes. The project was subject to the constraints of the Covid-19 pandemic, which forced students and teachers to work at home. To improve teaching and learning experiences, the project involved specialists and professionals who shared their knowledge and experience in developing this type of product. This gave rise to a great diversity of solutions, resulting from the use of an adequate methodology, making it possible to design new board games in which the mechanics, when articulated with a theme of interest to the target audience, can result in a proposal for an appealing and unique game. 101E-1BBD-F278 | Jo?o Carlos Monteiro Martins info:eu-repo/semantics/publishedVersion

  • Open Access
    Authors: 
    Moreira, Fernando; González, Juan Manuel; Collazos, Cesar; Fardoun, Habib;
    Publisher: IEEE
    Country: Portugal

    Currently, due to the COVID-19 lockdown, many institutions have been subject to an unpredicted change, because, they were forced to move from an in-person education to an online and emergency education. There are many studies about teachers’ and students’ perceptions with the experienced online setting during the lockdown. However, there is a lack of studies about how Institutions with special needs people have handled this complicated situation, and how people from this important sector of education have had more problems in the adaptation to this new online and emergency education. This paper describes the results of some Latin-American countries study and reflects on factors that need to be improved to increase the quality of emergency education on special needs institutions.

  • Publication . Article . Other literature type . Conference object . 2022
    Open Access
    Authors: 
    Ana Luísa Gago;
    Publisher: OpenEdition
    Country: Portugal

    O projeto de investigação “(Re)criar o Património – Caracterização de Problemáticas e Tendências para a Curadoria de Residências Artísticas em Portugal” tem como objetivo principal o levantamento de práticas na programação e curadoria de residências artísticas, orientadas para o estudo e/ou valorização do património, em Portugal, na atualidade. Neste contexto, são apresentados os resultados preliminares da análise de 58 programas ou iniciativas de residência artística com estas características, dinamizados, na abrangência do território nacional, entre os anos de 2004 e 2020. A análise de resultados é precedida de um breve enquadramento do projeto ao nível de problemáticas identificadas, no cruzamento entre os campos disciplinares dos estudos de património e estudos artísticos, com enfoque em recentes estudos e doscumentos orientadores, produzidos em contexto português. Discutem-se, ainda, os constrangimentos provocados pela pandemia COVID-19 no que diz respeito ao desenvolvimento do projeto, e, numa outra escala, sobre a programação de residências artísticas. Perspetivamos estratégias de futuro, evidenciando o papel dos museus enquanto promotores deste tipo de iniciativas e enquanto possível interface para a participação (cultural), a nível local. The research project “(Re)creating Heritage” aims to identify contemporary practices and trends in cultural programming of heritage-based artist-in-residence initiatives. In this short article, we will discuss the preliminary findings from a survey on 58 Portuguese artist-in-residence programmes developed from 2004 to 2020. The discussion is preceded by a brief problematization, placing the project at the intersection between heritage studies and artistic studies. The constraints caused by COVID-19 pandemic to the project are explored, including the impact on the programming of artistic residencies. We highlight the importance of museums as promoters of artist-in-residence programmes, as a way to increase participation of local publics and communities in post-pandemic times.

  • Open Access
    Authors: 
    Filomena Soares; Ana Paula Lopes; Anna Cellmer; Anne Uukkivi; Carles Serrat; Chara Pantazi; Cristina Feniser; Elena Safiulina; Errol Martin; Florina Serdean; +11 more
    Publisher: IATED
    Country: Portugal

    According to the New UNESCO global survey studying the effect of Covid-19 on higher education (2021) the pandemic has had an impact on higher education systems in terms of access and quality of teaching and learning. Covid-19 has caused the suspension and cancellation of teaching activities and its major impact on teaching and learning is the increase in online education. The Engimath - Mathematics on-line learning model in engineering education - was successfully carried out at the very right moment, as in recent two years there has been a significant increase in demand for a 100% online mathematics course with interactive learning materials and largescale practicing opportunities as well as for a mathematics online assessment model. This project has successfully developed a high-level online course as a basis for offering output-oriented education in engineering mathematics. Some of development stages, that led this project – EngiMath - to an outstanding successful end, will be presented in this paper. These go from the educational needs’ analysis to its implementation and use, even allowing an open and live test.

  • Open Access English
    Authors: 
    Sónia Pais; Andreia Hall; Ana Elisa Sousa;
    Publisher: IATED
    Country: Portugal

    Mathematics is one of the school subjects where demotivation is a frequent concern. Relating mathematics with other areas usually draws students’ attention and increases their involvement in the classes. It is necessary to go beyond the traditional; the teacher must look for resources that make his classes flow, so that the students acquire or increase their interest in mathematics. After the generalized lockdown imposed by the Covid19 pandemic, millions of students and teachers faced new challenges as they progressively come back to their face-to-face school activities. Despite all the constraints caused by the pandemic, this is an opportunity to move towards an innovative and transformative educational model for the future, which must avoid sending us back to the negative aspects of past educational practices. During the lockdown, with face-to-face teaching activities in schools having been suspended and emergency remote teaching (ERT) being put into practice, the teachers involved in this study were faced with the need to adapt activities and didactic materials to be used exclusively at distance with the aid of technology. This included the promotion of asynchronous tasks/activities, which could be developed autonomously by students. Technologies have multiple benefits in the field of Education, such as improving student performance and motivation. Information and Communication Technologies (ICTs) are tools that may be used to innovate the way mathematics is taught and they may facilitate students' learning. Being aware of these benefits, one of the authors of this work decided to adapt and introduce part of the activities and teaching materials prepared for the ERT, in the face-to-face teaching of her classes after lockdown. In order to understand how these changes were perceived by the students, a quantitative survey was conducted. The participants in the study are undergraduate students from a Portuguese higher education institution enrolled in the curricular unit of Statistical Analysis. published

  • Publication . Conference object . Part of book or chapter of book . 2022
    Open Access
    Authors: 
    Bastos, N. R. O.;
    Publisher: IATED
    Country: Portugal

    In this paper it’s described a study of the use of breakout rooms for small group work in synchronous online classes. Since the lockdown started, due to the pandemic COVID-19, higher education institutions needed to adapt to the new realities and start using, most frequently, remote learning. In the universe of the most common platforms (e.g. Zoom, Cisco WebEx, Microsoft Teams), the Zoom platform has been the selected one in the institution where I teach. This study was done over the second semester of 2020/2021 in a freshman math class. While teaching large class the interaction and participation of students becomes more difficult and can lead to consequences such as demotivation and lack of involvement of those students. One of the strategies for all students to have (and be) an active part during the learning process in a class is to put them to work in groups. Breakout rooms is a feature in Zoom that allows split large groups into smaller groups. The teacher has different options to create the rooms, fixed number of groups or randomly. One of the benefits of using breakout rooms is that it facilitates collaborative learning and interaction (between the students in each breakout room and between students and teacher). This study was with the use of breakout rooms, randomly created, with a maximum of 5 participants. During that period the classes were mainly divided into three main parts: an introductory part where some theoretical concepts were complemented with examples, a second part where students were placed in breakout rooms to solve specific group tasks and a last part, a spokesperson, selected by each group, presented the work done by the group to the whole class. During the time where students are working in separate breakout rooms, I go to each room, see the work that was done until that moment and notice if they need help. Beside those moments participants can, at any moment, click the “Ask for Help” button to call the teacher to that room. As all this process was very interactive, students worked in small groups and the collaboration was huge, at the end, I noticed that every group concluded, mostly with success, the exercises and they mentioned that the classes was very productive. This study will also offer some insights for educators in higher education who wish to incorporate breakout rooms as a collaborative learning tool. published

Advanced search in Research products
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The following results are related to COVID-19. Are you interested to view more results? Visit OpenAIRE - Explore.
285 Research products, page 1 of 29
  • Open Access English
    Authors: 
    Paula Fortunato Vaz; Vitor Gonçalves; Carlos Teixeira;
    Publisher: IATED
    Country: Portugal

    This paper presents the results of a quantitative study based on the assessment of competencies to facilitate the learning of reading and writing at the beginning of the 1st year of schooling. This study is part of the "Promoting Reading and Writing" project, which has been underway since 2018 in 11 school clusters of the Intermunicipal Community of Terras de Trás-os-Montes - Portugal. This project's main goals are to conduct screenings in the first four years of schooling to detect risks in the learning of reading and writing skills of the children involved, at an early stage of the school year and to train the respective teachers in the teaching of reading and writing to improve their classroom practices, in order to contribute to the success of all their students in these skills. In the screening carried out in the school year 2020/2021 (in the context of the Covid-19 Pandemic and after months of distance learning), 544 students from the eleven school clusters involved participated. The data collection tool used for this screening was the Know, Act and Change (Conhecer, Atuar e Mudar (CAM)) tests - Version 3 (2020) which, for the 1st year of schooling: (i) assesses knowledge of letters, (ii) identification of the final syllable, (iii) cultural knowledge of the printed word, (iv) identification of the initial phoneme and, consequently, (v) provides information on phonological awareness (identification of the final syllable plus identification of the initial phoneme). After the analysis of results, using descriptive statistics, it was possible to verify (based on data presented throughout the text) that regarding letter knowledge, most students were at the highest level of performance, and the data collected is in line with others that the team collected in previous years. As regards the identification of the final syllable, the results are not as good as in the previous item, with almost 40% (39.34%) of the scores obtained being in the two lowest levels ("very fragile" and "fragile. Regarding cultural knowledge of the printed word, 91.91% have no relevant difficulties in this competence, as they get between 7 and 12 answers right (12 being the maximum result). With regard to the identification of the initial phoneme, where more than half (51.47%) of the scores were placed in the two lowest levels, and phonological awareness, where 41% of the scores were placed in the same two levels, the greatest weakness in the area of these competences is evident. These results highlight that, on the one hand, no negative effect is visible from the changes forcibly introduced because of the Covid-19 Pandemic about letter knowledge and cultural knowledge of print. On the other hand, there is an added need for great attention and particular and intentional action in the development of phonological competence, remembering that this development is crucial for learning to read and write. The reflection and training with the teachers involved also included sessions whose objective was to work with different digital technologies (namely Storyjumper and vizia.com), from which they could develop reading and writing activities that promoted learning, in person or remotely. We would highlight yet the importance of professionals keeping a close eye on those students who are not in the majority group and who present a risk in one or more of the skills assessed. It is mainly to these students that our work with these teachers was directed. This work has been supported by FCT – Fundação para a Ciência e a Tecnologia within the Project Scope: UIDB/05777/2020. info:eu-repo/semantics/publishedVersion

  • Open Access English
    Authors: 
    Carlos Batista; Carlos Alves;
    Country: Portugal

    Trabalho apresentado em 15th anual International Conference of Education, Research and Innovation (ICERI2022), 7-9 novembro 2022, Sevilha, Espanha This article describes the implementation of an online Open-Source Enterprise Resource Planning (ERP) software solution to support the laboratory component of the theoretical/laboratory classes of the curricular unit “Information and Communication Technologies in Distribution and Logistics Management” of the degree in “Distribution and Logistics Management” and its contribution to the student assessment process, during the Covid-19 lockdown and resulting restrictions imposed to the normal functioning of presential classroom lessons in the period 2020-2022. The curricular unit's program foresees the use of demonstrative and experimental methods to illustrate the role of Information and Communication Technologies (ICT) support to the fundamental area of the study cycle. An ERP software solution and a database from a simulation company are normally used in classroom-based classes to carry out laboratory exercises, where it is intended to highlight the role of ICT as a facilitator of supply chain processes and logistical activities. The objective of implementing this online solution was to continue to ensure the teaching of the laboratory component, which was initially limited to use in the classroom. It was thus possible to continue helping students to develop their knowledge and practical technical experience in accordance with the curricular unit ́s program. The technological implementation of the solution and the training of the teachers involved had to be carried out in a very short period. From a methodological point of view, an approach based on experiential learning was used and the ePortfolio, as instrument to assess the practical knowledge acquired. Demonstrations of the system with resolution of synchronous online laboratory exercises, online debate and clarification sessions, recordings with resolution of laboratory exercises for asynchronous viewing and the proposal of exercises to be integrated in the ePortfolio were used. This article details the laboratory structure that was developed, taught, and evaluated to the students of the 2nd year of the degree course, at the School of Business Administration of the Polytechnic Institute of Setúbal, in Portugal. The results of the students assessment in the laboratory component were positive, and the proposed solution contributed to the conclusion of the curricular unit. The ERP OPEN-Source solution was also evaluated by the students through a survey, and the results revealed a positive impact of the approach in the acquisition of knowledge and practical technical experience. N/A

  • Open Access
    Authors: 
    Ilda Freire-Ribeiro; Elza Mesquita; Angelina Sanches;
    Publisher: IATED
    Country: Portugal

    The pedagogical internship is considered by future teachers as a determining factor in the whole process of initial training, occupying a significant place. It involves moments of authentic and experiential knowledge of the school, and its public, as well as of the teaching and learning process, always with the aim of forming reflective professionals and concomitantly researchers of their practices. That is, a future professional socially committed and able to introduce significant changes in their practices and pedagogical innovation. In times of pandemic caused by COVID-19, which led to lockdown, non-faceto-face teaching practices were privileged in different educational institutions and future teachers, in a probationary situation, were invited to participate. In this scenario, the pedagogical internship required overcoming and (re)adaptation. This article has as main objective to carry out a documentary analysis of 10 final reports of Supervised Teaching Practice to understand how future teachers narrate their experiences during the pedagogical internship and understand how they managed to cope with the constraints that the lockdown produced in the school in years 2019/2020 and 2020/2021. The investigative process follows a qualitative and interpretative approach, carried out through procedures of categorisation and cross-referencing of the data corpus. For data analysis we used MAXQDA (Software for Qualitative and Mixed Methods Research), to survey and content analysis of the information collected in the final reports. From the analysis of the data collected, it stands out that the use of digital tools contributed to enabling distance teaching and learning, making the practice more innovative, which allowed the dialogue in real-time, as well as a more or less close monitoring of the children, depending, of course, on the adaptation of the cooperating teachers to new technologies and on the integration, or not, of future teachers in the contact platforms that they maintained with the children. This work is funded by National Funds through the FCT - Foundation for Science and Technology, I.P., within the scope of the project Ref.ª UIDB/05507/2020. Furthermore, we would like to thank the Centre for Studies in Education and Innovation (CI&DEI) for their support. info:eu-repo/semantics/publishedVersion

  • Open Access Portuguese
    Authors: 
    Bastos, Glória; Carvalho, Madalena;
    Publisher: Zenodo
    Country: Portugal

    Poster apresentado na 13ª Conferência Lusófona de Ciência Aberta. O estudo pretende contribuir para determinar de que forma a situação decorrente da pandemia de Covid 19, especialmente considerando o ensino remoto emergencial, se refletiu no interesse pela utilização de recursos educacionais abertos (REA). Tendo em atenção que no contexto português, a Universidade Aberta (UAb) é única instituição de ensino que organiza de forma sistemática REA numa comunidade específica do seu repositório institucional, é efetuada uma análise comparativa dos dados de utilização do Repositório, expressos em números e locais de utilização dos conteúdos da comunidade REA, nos períodos antes e durante a situação pandémica, de modo a percecionar a existência de padrões de utilização. Partindo da premissa de que os repositórios institucionais contribuem para a internacionalização do conhecimento e o acesso aberto permite ampliar o papel social das universidades, o estudo reflete ainda sobre a contribuição dos REA para a globalização da ciência e da sua mediação pedagógica, percebida pelas estatísticas de utilização das coleções de REA disponibilizadas pela UAb. A análise dos dados revela a importância do Repositório para aumentar a visibilidade das coleções e o potencial impacto junto da comunidade científica e educacional, nacional e internacional info:eu-repo/semantics/acceptedVersion

  • Open Access
    Authors: 
    Martins, Jo?o; Mota, Lu?s;
    Publisher: The Design Society
    Country: Portugal

    Leisure or entertainment, like other everyday needs, are fundamental activities for human well-being. The creation of activities that lead to moments of satisfaction and relaxation are also a focus of attention and one of the areas of intervention where design can contribute solutions. This project challenged a group of students on a degree course in product design to develop modern, alternative board games, centred on users and on situations and environments of use, in order to exercise the practice of product design and seek to present innovative solutions. The challenge came through a local Cultural Association, with a tradition in promoting this type of game. The project followed a design project methodology that led students through a first phase of immersion in the theme, mechanics and strategies of games and their variety, going through the generation of ideas, models, evaluation tests, to the production of prototypes. The project was subject to the constraints of the Covid-19 pandemic, which forced students and teachers to work at home. To improve teaching and learning experiences, the project involved specialists and professionals who shared their knowledge and experience in developing this type of product. This gave rise to a great diversity of solutions, resulting from the use of an adequate methodology, making it possible to design new board games in which the mechanics, when articulated with a theme of interest to the target audience, can result in a proposal for an appealing and unique game. 101E-1BBD-F278 | Jo?o Carlos Monteiro Martins info:eu-repo/semantics/publishedVersion

  • Open Access
    Authors: 
    Moreira, Fernando; González, Juan Manuel; Collazos, Cesar; Fardoun, Habib;
    Publisher: IEEE
    Country: Portugal

    Currently, due to the COVID-19 lockdown, many institutions have been subject to an unpredicted change, because, they were forced to move from an in-person education to an online and emergency education. There are many studies about teachers’ and students’ perceptions with the experienced online setting during the lockdown. However, there is a lack of studies about how Institutions with special needs people have handled this complicated situation, and how people from this important sector of education have had more problems in the adaptation to this new online and emergency education. This paper describes the results of some Latin-American countries study and reflects on factors that need to be improved to increase the quality of emergency education on special needs institutions.

  • Publication . Article . Other literature type . Conference object . 2022
    Open Access
    Authors: 
    Ana Luísa Gago;
    Publisher: OpenEdition
    Country: Portugal

    O projeto de investigação “(Re)criar o Património – Caracterização de Problemáticas e Tendências para a Curadoria de Residências Artísticas em Portugal” tem como objetivo principal o levantamento de práticas na programação e curadoria de residências artísticas, orientadas para o estudo e/ou valorização do património, em Portugal, na atualidade. Neste contexto, são apresentados os resultados preliminares da análise de 58 programas ou iniciativas de residência artística com estas características, dinamizados, na abrangência do território nacional, entre os anos de 2004 e 2020. A análise de resultados é precedida de um breve enquadramento do projeto ao nível de problemáticas identificadas, no cruzamento entre os campos disciplinares dos estudos de património e estudos artísticos, com enfoque em recentes estudos e doscumentos orientadores, produzidos em contexto português. Discutem-se, ainda, os constrangimentos provocados pela pandemia COVID-19 no que diz respeito ao desenvolvimento do projeto, e, numa outra escala, sobre a programação de residências artísticas. Perspetivamos estratégias de futuro, evidenciando o papel dos museus enquanto promotores deste tipo de iniciativas e enquanto possível interface para a participação (cultural), a nível local. The research project “(Re)creating Heritage” aims to identify contemporary practices and trends in cultural programming of heritage-based artist-in-residence initiatives. In this short article, we will discuss the preliminary findings from a survey on 58 Portuguese artist-in-residence programmes developed from 2004 to 2020. The discussion is preceded by a brief problematization, placing the project at the intersection between heritage studies and artistic studies. The constraints caused by COVID-19 pandemic to the project are explored, including the impact on the programming of artistic residencies. We highlight the importance of museums as promoters of artist-in-residence programmes, as a way to increase participation of local publics and communities in post-pandemic times.

  • Open Access
    Authors: 
    Filomena Soares; Ana Paula Lopes; Anna Cellmer; Anne Uukkivi; Carles Serrat; Chara Pantazi; Cristina Feniser; Elena Safiulina; Errol Martin; Florina Serdean; +11 more
    Publisher: IATED
    Country: Portugal

    According to the New UNESCO global survey studying the effect of Covid-19 on higher education (2021) the pandemic has had an impact on higher education systems in terms of access and quality of teaching and learning. Covid-19 has caused the suspension and cancellation of teaching activities and its major impact on teaching and learning is the increase in online education. The Engimath - Mathematics on-line learning model in engineering education - was successfully carried out at the very right moment, as in recent two years there has been a significant increase in demand for a 100% online mathematics course with interactive learning materials and largescale practicing opportunities as well as for a mathematics online assessment model. This project has successfully developed a high-level online course as a basis for offering output-oriented education in engineering mathematics. Some of development stages, that led this project – EngiMath - to an outstanding successful end, will be presented in this paper. These go from the educational needs’ analysis to its implementation and use, even allowing an open and live test.

  • Open Access English
    Authors: 
    Sónia Pais; Andreia Hall; Ana Elisa Sousa;
    Publisher: IATED
    Country: Portugal

    Mathematics is one of the school subjects where demotivation is a frequent concern. Relating mathematics with other areas usually draws students’ attention and increases their involvement in the classes. It is necessary to go beyond the traditional; the teacher must look for resources that make his classes flow, so that the students acquire or increase their interest in mathematics. After the generalized lockdown imposed by the Covid19 pandemic, millions of students and teachers faced new challenges as they progressively come back to their face-to-face school activities. Despite all the constraints caused by the pandemic, this is an opportunity to move towards an innovative and transformative educational model for the future, which must avoid sending us back to the negative aspects of past educational practices. During the lockdown, with face-to-face teaching activities in schools having been suspended and emergency remote teaching (ERT) being put into practice, the teachers involved in this study were faced with the need to adapt activities and didactic materials to be used exclusively at distance with the aid of technology. This included the promotion of asynchronous tasks/activities, which could be developed autonomously by students. Technologies have multiple benefits in the field of Education, such as improving student performance and motivation. Information and Communication Technologies (ICTs) are tools that may be used to innovate the way mathematics is taught and they may facilitate students' learning. Being aware of these benefits, one of the authors of this work decided to adapt and introduce part of the activities and teaching materials prepared for the ERT, in the face-to-face teaching of her classes after lockdown. In order to understand how these changes were perceived by the students, a quantitative survey was conducted. The participants in the study are undergraduate students from a Portuguese higher education institution enrolled in the curricular unit of Statistical Analysis. published

  • Publication . Conference object . Part of book or chapter of book . 2022
    Open Access
    Authors: 
    Bastos, N. R. O.;
    Publisher: IATED
    Country: Portugal

    In this paper it’s described a study of the use of breakout rooms for small group work in synchronous online classes. Since the lockdown started, due to the pandemic COVID-19, higher education institutions needed to adapt to the new realities and start using, most frequently, remote learning. In the universe of the most common platforms (e.g. Zoom, Cisco WebEx, Microsoft Teams), the Zoom platform has been the selected one in the institution where I teach. This study was done over the second semester of 2020/2021 in a freshman math class. While teaching large class the interaction and participation of students becomes more difficult and can lead to consequences such as demotivation and lack of involvement of those students. One of the strategies for all students to have (and be) an active part during the learning process in a class is to put them to work in groups. Breakout rooms is a feature in Zoom that allows split large groups into smaller groups. The teacher has different options to create the rooms, fixed number of groups or randomly. One of the benefits of using breakout rooms is that it facilitates collaborative learning and interaction (between the students in each breakout room and between students and teacher). This study was with the use of breakout rooms, randomly created, with a maximum of 5 participants. During that period the classes were mainly divided into three main parts: an introductory part where some theoretical concepts were complemented with examples, a second part where students were placed in breakout rooms to solve specific group tasks and a last part, a spokesperson, selected by each group, presented the work done by the group to the whole class. During the time where students are working in separate breakout rooms, I go to each room, see the work that was done until that moment and notice if they need help. Beside those moments participants can, at any moment, click the “Ask for Help” button to call the teacher to that room. As all this process was very interactive, students worked in small groups and the collaboration was huge, at the end, I noticed that every group concluded, mostly with success, the exercises and they mentioned that the classes was very productive. This study will also offer some insights for educators in higher education who wish to incorporate breakout rooms as a collaborative learning tool. published