The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Social software is increasingly being used in higher and further education to support teaching and learning processes. These applications provide students with social and cognitive stimulation and also add to the interaction between students and educators. However, in addition to the benefits the introduction of social software into a course environment can also have adverse implications on students, educators and the education institution as a whole, a phenomenon which has received much less attention in the literature. In this study we explore the various implications of introducing social software into a course environment in order to identify the associated benefits, but also the potential drawbacks. We draw on data from 20 social software initiatives in UK based higher and further education institutions to identify the diverse experiences and concerns of students and educators. The findings are presented in form of a SWOT analysis, which allows us to better understand the otherwise ambiguous implications of social software in terms of its strengths, weaknesses, opportunities and threats. From the analysis we have derived concrete recommendations for the use of social software as a teaching and learning tool.

Extracurricular language activities in higher education: Perspectives of teachers and students

This Master’s thesis researches the topic “Extracurricular language activities in higher education: Perspectives of teachers and students”. In the light of several learning theories, namely, Self-Determination Theory, Social Learning Theory and Incidental Learning Theory, extracurricular participation in language related activities is studied. The main aims of the research are as follows: to study how extracurricular language activities can be organized and supported by the education institution; to investigate how such activities can promote the participants’ learning; and, to research how these activities can be developed and improved in the future. Due to the qualitative character of this research, the empirical data collected through interviews and their thematic analysis allow to study the participants’ perceptions on the above-mentioned issues. Among other results of the research, it can be noted that the organizers of extracurricular language activities and the participants of the activities may have different perspectives on the aims of the activities, as well as their advantages. Additionally, it has been found that the participants of activities would often speak on certain categories that imply the connection to some learning theories, which allows to hypothesize that some learning could be observed in those participants, following participation in extracurricular activities. This is an implication for further research in the area, which can focus on correlations between participation in extracurricular language activities and learning outcomes of the participants.

Attachment patterns and suicidal behaviours on higher education students

Introduction: Every individual has a necessity to establish affective relationships throughout life in order to feel comfort and support. This need is called attachment and allows the human being to explore the world, acquiring knowledge about himself and everyone else(1) There are several changes that occur on students’ lives when enrolling and attending university, a period that is known to include a set of situational and academic transitions which might lead to mental health problems, and thus making students more vulnerable and more prone to develop suicidal behaviours. Objectives: To determine the prevalence of suicidal ideation on higher education students and to assess its relationship with attachment patterns. Methods: Quantitative, descriptive and correlational study, applied on a sample of 1074 students from a Portuguese higher education institution. Data collection was possible through an online platform that included a survey with questions regarding sociodemographical and academic profiling, the Portuguese version of the Adult Attachment Scale (EVA)(2) and the Suicidal Ideation Questionnaire(3) Results: Students’ age varies between the 17 and 49 ( = 23,9 years old ± 6,107 Sd), the vast majority (64.7%) are females. Results show that the presence/severity of suicidal thoughts is low ( = 13.84; ± 20.29 Sd) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicidal risk, and based on that, 84 students were identified (7,8%). We verified significant relationships between suicidal ideation and anxiety and attachment (r=0.314 p=0.000). Conclusions: Although there is not a high prevalence of suicidal ideation on students, we found 84 students in our sample (7,8%) that reveal a potential risk for suicide. The results also show that young students with safe attachment patterns display less suicidal ideation. Safe attachment patterns are essential on interpersonal and social relationships and play an important role during the academic period. We cannot be indifferent towards this issue due to its individual, familiar and social repercussions. Every higher education institution should then establish student support offices and develop mental health promotion programs as well as suicide prevention campaigns.

Student’s Perceptions of the Community Impact of Social Education Degree Internship

Evaluating the impact of an intervention is a very important stage in social educators’ practice, since it allows them to improve the quality of socio-educational projects. The aim of this study is to rethink the internship of the social education degree through students’ perceptions about the impact of their projects in the community. This is a qualitative and exploratory study using documental analysis of 50 internship final reports of a social education degree from a Portuguese polytechnic higher education institution and whose emerging categorical content analysis was performed with NVivo software. The analysis revealed four distinct indicators linked to the project (accomplished objectives, evaluation of activities, sustainability and innovation), the target group (participation, motivation and benefits), the institution (satisfaction of collaborators, improved dynamic, routines and space enhancements), and the students (relational, reflexive and planning skills; satisfaction). It also revealed instruments, feedback, observation, document analysis and case reports as means of verification. The use of indicators related to the project’s objectives, the changes perceived from the benefits in the target-group and in the institution, and the interveners’ level of satisfaction should be noted as positive. Given the inconsistency in the use of formal assessment instruments, the results show the need to strengthen students’ mobilisation of project assessment skills in order to improve the quality of undergraduate education.

Development of an institutional framework to guide transitions into enhanced blended learning in higher education

The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of online learning technologies to enhance the student experience and student learning outcomes. Evidence from a qualitative study comprising 20 semi-structured interviews, informed by a literature review, has resulted in the development of a holistic framework to guide HEIs transitioning into enhanced blended learning. The proposed framework addresses questions relating to the why (change agents), what (institutional considerations), how (organisational preparedness) and who (stakeholders) of transitions into enhanced blended learning. The involvement of all stakeholder groups is essential to a successful institutional transition into enhanced blended learning.

Atividade motora adaptada : o conhecimento produzido nos programas Stricto Sensu em Educação Física no Brasil

Universidade Estadual de Campinas . Faculdade de Educação Física

Como avaliar as aprendizagens das práticas musicais em Educação Musical

É do conhecimento geral que muitos professores ensinam os alunos a ouvir, cantar e compor, mas usam testes escritos para avaliar as aprendizagens. Este facto revela que, por um lado, há quem tenha a ideia que os testes escritos estão mesmo a avaliar as práticas musicais e, por outro lado, também há quem considere que é muito difícil e inconsistente avaliar as práticas musicais porque a Música tem um carácter transitório, efémero, imaterial. Além do problema ser interessante, ele é abrangente porque existe tanto entre os professores especialistas de Música como entre os professores generalistas de Educação de Infância e de 1º Ciclo. A experiência levada a cabo nos últimos três anos no Mestrado em Ensino de Educação Musical no Ensino Básico sobre a forma de avaliar as aprendizagens dos alunos em Educação Musical mantém os testes escritos para avaliar os conhecimentos teóricos, mas introduz um instrumento de avaliação das práticas musicais, as grelhas de descritores de desempenho. Estas grelhas, ainda que mantendo princípios orientadores comuns, são sempre feitas à medida para cada situação específica de obra, atividade musical, alunos e são aplicadas não só em observação direta, mas também sobre registos áudio/vídeo. Estes instrumentos são construídos pelos docentes e não em conjunto com os alunos, mas são-lhes apresentados e explicados desde o início de cada unidade didática, usados regulamente para autoavaliação formativa e nas apresentações finais para avaliação sumativa. Desta forma os alunos sabem desde o início onde se espera que cheguem e sabem em cada momento do processo em que ponto se encontram e que problemas/dificuldades musicais devem ser ultrapassados. Em cada atividade comparámos a autoavaliação dos alunos com a avaliação dos professores e verificámos em todas as situações uma elevada correlação positiva (r > 0,9). Teremos ainda que consolidar os dados já obtidos pelo que esperamos o envolvimento de mais professores. A possibilidade de divulgar a solução aqui apresentada, nomeadamente, através de ações de formação contínua, permitirá um evidente aumento da consistência e fiabilidade da avaliação das práticas musicais em Educação Musical.

Praxe académica : meio de integração ou ações de humilhação?

Esta investigação incidiu sobre o modo como estudantes de uma instituição portuguesa de ensino superior percecionam a praxe académica e situações de bullying na praxe. Os dados foram recolhidos através da escala de “Avaliação das situações de Bullying nas Praxes do Ensino Superior”, organizada em três fatores: Relação Positiva com a Praxe, Relação Negativa com a Praxe e Dimensão Social (Matos, Jesus, Simões & Nave,2010). Participaram no estudo 247 estudantes de ambos os sexos, entre os 18 e os 43 anos, de diferentes anos, cursos e departamentos. Os resultados indicaram diferenças significativas a nível da Relação Positiva com a Praxe entre o género (masculino e o feminino; p=0.001 < α=0.05) e entre faixas etárias (“20 ou menos anos” e com “mais de 20 anos”; p=0.024 < α=0.05). Permitiram, também, observar diferenças significativas entre os anos dos cursos (1º, 2º ou 3º ano) a nível da Relação Positiva com a Praxe (p=0.04 < α=0.05) e da Dimensão Social (p=0.017 < α=0.05). Finalmente indicaram diferenças significativas entre os departamentos de pertença dos alunos no que concerne à Relação Positiva com a Praxe (p=0.02 < α=0.05) e à Relação Negativa com a Praxe (p=0.02 < α=0.05). As correlações obtidas entre os três apresentaram-se estatisticamente significativas, considerando nível de significância de 1% (respetivamente, p=0.02; p=0.00 e p=0.00).

Resposta contextual automática a mensagens electrónicas

A evolução tecnológica, associada às mudanças sociais a que temos assistido, nomeadamente nas últimas décadas, originou mudanças significativas na forma como os utentes interagem com as instituições, passando a privilegiar a utilização de meios electrónicos, tais como as mensagens de correio electrónico, em detrimento de formas mais tradicionais, como a carta e o telefone. Neste contexto, sendo o ISEP uma instituição de ensino superior que alberga milhares de alunos e recebe centenas de novos alunos todos os anos, necessita de ter condições para que possa responder de forma atempada às inúmeras mensagens de correio electrónico que recebe. Esta necessidade fez com que surgisse um projecto, de nome SiRAC, que servisse para auxiliar na resposta a essas mensagens. O SiRAC tem como objectivo responder a mensagens de correio electrónico de forma automática. De salientar que se admite não ser possível responder a todas as mensagens, privilegiando-se aquelas que são recorrentemente colocadas à Divisão Académica. Assim será possível encurtar o tempo de comunicação entre os diversos intervenientes, criando uma relação mais próxima entre o ISEP e o público que o contacta. O SiRAC analisa as mensagens e procura responder de forma automática sempre que o seu conteúdo possa ser classificado como fazendo parte de um conjunto de questões previamente identificadas pelos recursos humanos da Divisão Académica como recorrentes e para as quais já exista uma resposta tipo. As questões constantes da mensagem são identificadas através de palavras e expressões normalmente associadas aos diferentes tipos de questão. O envio da resposta pressupõe a identificação correcta dos tipos associados e de acordo com requisitos mínimos definidos, de forma a evitar enviar uma resposta errada a uma mensagem. A implementação do SiRAC permite a libertação de recursos humanos da Divisão Académica que anteriormente estavam afectas à resposta de mensagens para o desempenho de outras funções.

Academic mobility: a non-Machiavellian means to global citizenship

Although Mobility is a trendy and an important keyword in education matters, it has been a knowledge tool since the beginning of times, namely the Classical Antiquity, when students were moving from place to place following the masters. Over the time, different types of academic mobility can be found and this tool has been taken both by the education and business sector as almost a compulsory process since the world has gone global. Mobility is, of course, not an end but a means. And as far as academic mobility is concerned it is above all a means to get knowledge, being it theoretical or practical. But why does it still make sense to move from one place to another to get knowledge if never as before we have heaps of information and experiences available around us, either through personal contacts, in books, journals, newspapers or online? With this paper we intend to discuss the purpose of international mobility in the global world of the 21st century as a means to the development of world citizens able to live, work and learn in different and unfamiliar contexts. Based on our own experience as International Coordinator in a Higher Education Institution (HEI) over the last 8 years, on the latest research on academic mobility and still on studies on employability we will show how and why academic mobility can develop skills either in students or in other academic staff that are hardly possible to build in a classroom, or in a non-mobile academic or professional experience and that are highly valued by employers and society in general.

Educational in a global environment: non-formal examples of learning practices at the international office

23rd SPACE AGM and Conference from 9 to 12 May 2012 Conference theme: The Role of Professional Higher Education: Responsibility and Reflection Venue: Mikkeli University of Applied Sciences, Mikkeli, Finland

Contributos para o desenvolvimento de um modelo de avaliação do capital intelectual em instituições de ensino superior

Mestrado em Gestão e Empreendedorismo

PBL in healthcare sciences: a case study on curriculum innovation

Students of a Cardiopulmonary Sciences curriculum in a Portuguese higher education institution have shown poor learning outcomes and low satisfaction on a course about lung function tests. A transmissive pedagogical approach, mainly based on lectures, was the common teaching practice. Aiming for a change, PBL was considered as a powerful alternative and also as a contribution for progressively innovating the curriculum. Purpose: to create PBL activities in a lung function tests course. to describe their implementation, to analyse the effects of PBL integration in students’ performance and attitudes, to characterize the generated learning environment.

Plataforma de interoperabilidade da Universidade da Beira Interior

Comunicação apresentada no 8º Congresso Nacional de Administração Pública - Desafios e Soluções, em Carcavelos de 21 a 22 de Novembro de 2011.

Integração de aplicações Web 2.0 e sistemas de gestão de conteúdos em ambientes pessoais de aprendizagem

A utilização de aplicações Web 2.0 no processo ensino/aprendizagem tem vindo a intensificar-se nos últimos tempos, mais por iniciativas individuais de docentes e estudantes do que por estratégia das Instituições de Ensino. Este artigo apresenta um projecto já em curso que consiste na implementação de uma plataforma de criação de ambientes de aprendizagem controlados pelos estudantes, integrando aplicações Web 2.0 e sistemas de gestão de conteúdos. A plataforma permitirá a utilização segura de conteúdos criados em aplicações Web 2.0, no processo de avaliação, possibilitando a sua publicação na infra-estrutura controlada pela Instituição de Ensino Superior, contribuindo assim para a adequação do binómio ensino/aprendizagem ao novo paradigma implicado no processo de Bolonha.