27 resultados para Student Learning, Economics Education, Perceptions
em Instituto Politécnico do Porto, Portugal
Resumo:
In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of weariness and vulnerability), as well the positive perceptions of these student teachers regarding their growing knowledge and skilfulness, as well as their sense of efficacy, flexibility and spontaneity in their performance and interactions. Their perception of their accomplishments in achieving reasonable levels of acceptance and recognition within the school community and their positive evaluation of the guidance and support provided by their supervisors are also emphasised. Differences were found in terms of gender and graduate course background in the way these student teachers experienced some aspects of teaching practice.
Resumo:
This article examines Lifelong Learning, from the perspective of the adult learner in higher education, by presenting some of the results of a project, funded by the European Commission's Socrates Programme, LIHE, Learning in Higher Education. It is structured as follows: first, the background of the project is described, then the experiences of the adult student, concerning their induction and tuition, are presented. Some future trends concerning adults in higher education and lifelong learning are outlined and conclusions drawn.
Resumo:
In the context of the Bologna Declaration a change is taking place in the teaching/learning paradigm. From teaching-centered education, which emphasizes the acquisition and transmission of knowledge, we now speak of learning-centered education, which is more demanding for students. This paradigm promotes a continuum of lifelong learning, where the individual needs to be able to handle knowledge, to select what is appropriate for a particular context, to learn permanently and to understand how to learn in new and rapidly changing situations. One attempt to face these challenges has been the experience of ISCAP regarding the teaching/learning of accounting in the course Managerial Simulation. This paper describes the process of teaching, learning and assessment in an action-based learning environment. After a brief general framework that focuses on education objectives, we report the strengths and limitations of this teaching/learning tool. We conclude with some lessons from the implementation of the project.
Resumo:
Intl J. of Information and Communication Technology Education, 3(2), 1-14, April-June 2007
Resumo:
This article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams anyone who wants to develop effective blearning instructions.
Resumo:
In these days the learning experience is no longer confined within the four walls of a classroom. Computers and primarily the internet have broadened this horizon by creating a way of delivering education that is known as e-learning. In the meantime, the internet, or more precisely, the Web is heading towards a new paradigm where the user is no longer just a consumer of information and becomes an active part in the communication. This two-way channel where the user takes the role of the producer of content triggered the appearance of new types of services such as Social Networks, Blogs and Wikis. To seize this second generation of communities and services, educational vendors are willing to develop e-learning systems focused on the new and emergent users needs. This paper describes the analysis and specification of an e-learning environment at our School (ESEIG) towards this new Web generation, called PEACE Project for ESEIG Academic Environment. This new model relies on the integration of several services controlled by teachers and students such as social networks, repositories libraries, e-portfolios and e-conference sytems, intelligent tutors, recommendation systems, automatic evaluators, virtual classrooms and 3D avatars.
Resumo:
The developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes instructors, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab students attention and motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them lecturers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels. We will also discuss some thoughts and examples for the use of teaching materials to enhance students learning and try to change ideas about the potentialities and future of videos annotation new software resources, as incoming open tools for group work involvement.
Resumo:
The Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the Mathematics Without Limits MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.
Resumo:
MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As Massive and Online, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As Open they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project Matemtica 100 STRESS (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Portos Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course Probabilities and Combinatorics in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.
Resumo:
The Online Mathematics Education Project (MatActiva) is an exciting new initiative which aims to support and enhance mathematics education. The project is led by the Institute of Accounting and Administration of Porto (ISCAP), part of the Polytechnic Institute of Porto (IPP). It provides innovative resources and carefully constructed materials around themes such as Elementary Mathematics, Calculus, Algebra, Statistics and Financial Mathematics to help support and inspire students and teachers of mathematics. The goal is to increase mathematical understanding, confidence and enjoyment, enrich the mathematical experience of each person, and promote creative and imaginative approaches to mathematics. Furthermore the project can be used to deliver engaging and effective mathematics instruction through the flipped classroom model. This paper also presents the findings of a large survey, whose propose was to study the students reaction to the project.
Resumo:
A Era Tecnolgica em que nos vemos inseridos, cujos avanos acontecem a uma velocidade vertiginosa exige, por parte das Instituies de Ensino Superior (IES) uma atitude proactiva no sentido de utilizao dos muitos recursos disponveis. Por outro lado, os elementos prprios da sociedade da informao flexibilidade, formao ao longo da vida, acessibilidade informao, mobilidade, entre muito outros atuam como fortes impulsionadores externos para que as IES procurem e analisem novas modalidades formativas. Perante a mobilidade crescente, que se tem revelado massiva, a aprendizagem tende a ser cada vez mais individualizada, visual e prtica. A conjugao de vrias formas/tipologias de transmisso de conhecimento, de mtodos didticos e mesmo de ambientes e situaes de aprendizagem induzem uma melhor adaptao do estudante, que poder procurar aqueles que melhor vo ao encontro das suas expetativas, isto , favorecem um processo de ensino-aprendizagem eficiente na perspetiva da forma de aprender de cada um. A definio de polticas estratgicas relacionadas com novas modalidades de ensino/formao tem sido uma preocupao constante na nossa instituio, nomeadamente no domnio do ensino distncia, seja ele e-Learning, b-Learning ou, mais recentemente, open-Learning, onde se inserem os MOOC Massive Open Online Courses (no esquecendo a vertente m-Learning), de acordo com as vrias tendncias europeias (OECD, 2007) (Comisso Europeia, 2014) e com os objetivos da Europa 2020. Neste sentido surge o Projeto Matemtica 100 STRESS, integrado no projeto e-IPP | Unidade de e-Learning do Politcnico do Porto que criou a sua plataforma MOOC, abrindo em junho de 2014 o seu primeiro curso Probabilidades e Combinatria. Pretendemos dar a conhecer este Projeto, e em particular este curso, que envolveu vrios docentes de diferentes unidades orgnicas do IPP.
Resumo:
MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As Massive and Online, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As Open they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project Matemtica 100 STRESS (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Portos Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course Probabilities and Combinatorics in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.
Resumo:
Aprender a ler um dos maiores desafios que as crianas enfrentam quando entram para a escola. A dificuldade no domnio do cdigo alfabtico, nos nveis da conscincia fonolgica e a falta de fluncia na leitura so fatores que interferem em larga escala na aprendizagem global dos alunos. Habilitar um aluno para a prtica da leitura um estmulo que tem vindo a dar origem a vrias investigaes e intervenes no campo da educao. Este projeto descreve dois programas de treino: Programa de treino da percepo Visual e Programa de promoo do desenvolvimento da conscincia fonolgica, num aluno do 2 ciclo do ensino bsico com dificuldade de fluncia na leitura, ao longo de quinze aulas de 90 minutos. No que respeita aos resultados do primeiro estudo, que teve por base o Programa de treino da percepo visual, no foram encontradas diferenas relevantes quanto ao seu efeito na fluncia da leitura do aluno. No entanto, no segundo estudo, que se centrou na aplicao do Programa de promoo do desenvolvimento da conscincia fonolgica em complemento com o Programa de treino da percepo visual, mostrou que o aluno ficou mais fluente na leitura diminuindo o nmero de erros de preciso (substituies, omisses, inverses, adies e erros complexos). Assim, sugere-se uma monotorizao sistemtica das aprendizagens dos alunos para que as intervenes possam ser cada vez mais precoces e direcionadas para as suas necessidades.
Resumo:
The usage of information and communication technologies has been growing among students and teachers. In order to improve the use of the Internet as a tool to support teaching and learning it is necessary to understand the Internet usage habits of students. Thus, a study was conducted with 1397 students from five schools of the Polytechnic of Porto. The data was collected through an online questionnaire abd was analized by age range, gender and scientific field. In this paper,gender differences are analyzed and presented in 3 dimensions: type of Internet usage, communication tools and the role of the Internet tools in education.
Resumo:
O presente relatrio espelha o processo de desenvolvimento e aprendizagem da mestranda no mbito das unidades curriculares Prtica Pedaggica Supervisionada em Educao Pr-Escolar e no 1. ciclo do Ensino Bsico, integradas no Mestrado em Educao Pr-Escolar e Ensino do 1. Ciclo do Ensino Bsico. Enquanto futura profissional de educao, os saberes adquiridos e mobilizados ao longo das Prticas Pedaggicas Supervisionadas e da sua formao inicial foram imprescindveis para uma ao educativa sustentada tanto para os momentos de estgio como para a sua prtica futura. O quadro terico que sustentou a sua ao permitiu-lhe o desenvolvimento da sua pessoalidade na forma de pensar e agir no contexto, com vista a uma melhor prtica educativa. A metodologia de investigao-ao teve tambm um papel preponderante no processo de aprendizagem da mestranda. Esta metodologia cclica e integra as fases da observao, planificao, ao, avaliao e reflexo. Esta metodologia possibilitou mestranda a planificao da sua ao educativa de forma intencional, de acordo com as especificidades dos dois grupos de crianas com que contactou diariamente nos diferentes contextos. Assim, a formanda procurou desenvolver as suas competncias profissionais tendo por base a perspetiva holstica e construtivista da educao a criana no cerne do seu processo de ensino e aprendizagem adotando, para isso, uma atitude indagadora, investigadora, reflexiva e crtica, com vista melhoria das suas prticas. Atravs de processos reflexivos e colaborativos, esta formao permitiu mestranda a construo de um perfil profissional duplo constituindo-se assim como o primeiro passo para a sua formao/aprendizagem ao longo da vida da mestranda.
