The tutor's role in student learning

Higher education in Portugal, in the last forty years, has undergone profound changes with the enlargement of public higher education network, the appearance of new institutions, the quantity and the heterogeneity of students. The implementation of the Bologna Process in European community countries led to the redesign of higher education Portuguese courses as well as their corresponding curricula. In recent years, the use of Project-led education was one of the most significant changes in teaching and learning, particularly in engineering in higher education in Portugal. This teaching methodology encourages students and teachers to undertake new roles, new responsibilities and a new learning perspective. This study aims at understanding whether the role of the tutor is to be suitable to the needs and expectations of Project-led education students. These changes however are not only structural. At the University of Minho, new teaching and learning methodologies were adopted, which could guide the training of professionals on to the twenty-first century. The opportunity arising from the implementation of Project-led education in Engineering methodology was used in the University of Minho���s courses. This teaching method is intended to provide students with educational support programs that benefit the academic performance, allowing the opportunity to upgrade, train and develop the ability to study and learn more effectively. Through the Project-led education it is possible to provide students with techniques and procedures and develop the ability to communicate orally and in writing. Students and teachers have assumed new roles in the teaching-learning process allowing in one hand the students to explore, discover and question themselves about some knowledge and on the other hand the teachers to change to a tutor, a companion and to a student project guide. Therefore, surveys were analyzed, comprising questions about the most significant contribution of the tutor as well as if there are some initial expectations that have not been foreseen by the tutor.

Adult learning and education policies in Germany, Portugal and Sweden: An analysis of national reports to CONFINTEA VI

The chapter presents a theoretical proposal of three analytical models of Adult Learning and Education (ALE) policies. Some analytical categories and the corresponding dimensions are organised according to the ALE rationale which is typical of each social policy model. Historical, cultural and educational features are mentioned in connexion with the different policy models and its interpretative capacity to making sense of policies and practices implemented in Germany, Portugal and Sweden. !e analysis includes the states of the art and the official representations of ALE produced by the respective national authorities through national reports which were presented to CONFINTEA VI (2009).

Sustainability education in PBL education: the case study of IEM-UMINHO

Sustainability-related skills are becoming more and more relevant for a proficient and professional engineering practice. Industrial engineers in particular, given their broad field of intervention and being at the heart of industrial activity, hold a great deal of potential and responsibility in providing and delivering best industrial practices, that support enhanced industrial systems and products. Therefore making a real contribution in generating wealth and income for all the companies��� stakeholders, including local communities, as well as adding up to more sustainable ecosystems. Previous work by the authors focused on studying the inclusion of this subject on the education of industrial engineers, especially through active-learning methodologies, as well as presenting results on the use of one such approach. The study conducted tried to identify the impacts on sustainability learning using a given specific activity, i.e. a workshop on industrial ecology, held in the 2014/2015 academic year on the Integrated MSc degree on Industrial Engineering and Management at the University of Minho, Portugal. The study uses content analysis of student teams��� reports for two consecutive academic years. The former did not include one such workshop, while the latter did. The Fink taxonomy was used in the discussion of results and reflection. The study outcomes aimed at supporting decision making on worthiness of investment on similar education instruments for sustainability competency development. Some results of the study highlight that: (1) the workshop seem to globally have a positive contribution on the sustainability learning; (2) a number of dimensions of the Life cycle design strategy wheel was developed, but the approach was not broadly used, (3) There was a mismatch on the workshop schedule; (4) students enjoy the workshop; (5) a clearer endorsement on relevance of this aspect is required. Suggestions for future work are also issued.

Ensino, aprendizagem e avalia����o no Ensino Superior: Perspetivas e pr��ticas

Tese de Doutoramento em Ci��ncias da Educa����o - Especialidade de Desenvolvimento Curricular

Rela����o entre o desenvolvimento motor das crian��as, quanto ao desempenho motor no controlo de objetos e as suas carater��sticas empreendedoras

Relat��rio de est��gio de mestrado em Ensino de Educa����o F��sica nos Ensinos B��sico e Secund��rio

As Intelig��ncias M��ltiplas no processo de ensino-aprendizagem de ELE

Relat��rio de est��gio de mestrado em Ensino de Ingl��s e Espanhol no 3�� Ciclo do Ensino B��sico e no Ensino Secund��rio

Participa����o de fisioterapeutas em equipes multidisciplinares que atuam junto a alunos com necessidades educativas especiais: um estudo quantitativo em escolas de ensino fundamental da rede p��blica de Manaus

Disserta����o de mestrado em Educa����o Especial (��rea de especializa����o em Dificuldades de Aprendizagem Espec��ficas)

�� descoberta do mundo pelo jogo dos sentidos

Relat��rio de est��gio de mestrado em Educa����o Pr��-Escolar

A utiliza����o das TIC em contexto de ensino - aprendizagem: potencialidades da Internet na promo����o da express��o escrita

Relat��rio de est��gio de mestrado em Ensino de Portugu��s no 3�� Ciclo do Ensino B��sico e no Ensino Secund��rio e de Espanhol nos Ensinos B��sico e Secund��rio

��lbuns narrativos e aprendizagens no pr��-escolar. Um estudo de caso

Tese de Doutoramento em Estudos da Crian��a (��rea de especializa����o em Literatura para a Inf��ncia).

Viver a (e para) aprender: uma interven����o-a����o para a promo����o do envelhecimento ativo

A interven����o aqui descrita teve como objetivo contribuir para o envelhecimento ativo de usu��rios de centros-dia/conv��vio para idosos, desenvolvendo harmoniosamente todas suas dimens��es, visando que os utentes fossem aut��nomos, participativos e ativos. Recorrendo ao paradigma interpretativo-hermen��utico, apoiamo-nos num trabalho de investiga����o-a����o participativa, constru��do e implementado em dois centros-dia/conv��vio do conselho da P��voa de Lanhoso, distrito de Braga, Portugal, e que contou com um total de 25 usu��rios: 12 no centro de conv��vio A e 13 no centro de conv��vio B. O objetivo foi transversal a todas as atividades implementadas, tendo sido alcan��ado como revelam os resultados satisfat��rios obtidos na avalia����o da interven����o (e de cada uma das atividades). A avalia����o cont��nua e final permitiu, igualmente, aferir que todas as atividades desenvolvidas foram do agrado dos usu��rios e que todas lhes possibilitaram novos conhecimentos que os ajudaram na sua vida di��ria, aumentando, consequentemente, sua qualidade de vida e tornando-os mais aut��nomos, participativos e ativos.

"Construir(-se) com palavras": a escrita criativa no desenvolvimento da compet��ncia estrat��gica na aula de l��ngua estrangeira

Relat��rio de est��gio de mestrado em Ensino de Ingl��s e de Espanhol no 3��ciclo do Ensino B��sico e Ensino Secund��rio