661 resultados para Student Learning, Economics Education, Perceptions
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Relatrio de Estgio apresentado Escola Superior de Educao de Lisboa para obteno de grau de mestre em Ensino do 1. e 2. Ciclo do Ensino Bsico
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Relatrio de Estgio apresentado Escola Superior de Educao de Lisboa para obteno de grau de mestre em Ensino do 1. e 2. Ciclo do Ensino Bsico
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Relatrio de estgio de mestrado em Ensino de Educao Fsica nos Ensinos Bsico e Secundrio
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Relatrio de estgio de mestrado em Ensino de Ingls e Espanhol no 3 Ciclo do Ensino Bsico e no Ensino Secundrio
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Dissertao de mestrado em Educao Especial (rea de especializao em Dificuldades de Aprendizagem Especficas)
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El projecte del grup de treball en el portafoli daprenentatge de l'estudiant de la UPC (GtPoE) ha tingut una durada d'un any i s'ha realitzat a la Universitat Politcnica de Catalunya. Els objectius del projecte, que majoritriament shan assolit, han estat essencialment: (1) formaci d'un grup dinters per impulsar el portafoli i portafoli electrnic com a eines d'avaluaci vlides en el context nou de l'EEES, format per professors de la UPC i daltres universitats que shan volgut incorporar; (2) posta a punt i s duna plataforma intranet i web per a la coordinaci del grup i exposici de materials; (3) realitzaci de seminaris especfics amb ponents expert en aquesta matria per assolir les bases de la metodologia; (4) assaig per part de professors del grup de treball, dexperincies del portafoli de lestudiant en assignatures tant obligatories com optatives en diversos centres de la UPC, i la introducci del portafoli de la carrera (o carpeta de competncies) en lEPSC; (5) adquirir documentaci i referncies bibliogrfiques sobre aquesta eina del portafoli i altres tcniques dinnovaci docent; i (6), participar en congressos i jornades per explicar els resultats del projecte. Actualment, al final daquest projecte, el grup t 26 membres i la voluntat de continuar desenvolupant la tasca dinserci del portafoli en els nous plans destudis. Aix com tamb es treballa coordinadament amb els altres grups dinters que shan format al voltant de lICE de la UPC a l'entorn de la innovaci docent, al mateix temps que es participa en les activitats que desenvolupa la RED E-Portfolio a nivell estatal amb objectius similars coordinada per professors de la UOC.
