Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture. Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect for diversity, underlining the need to listen to all voices of a learning community. According to the sociocultural approach appropriating knowledge and developing competencies is a complex process. Interactive practices shape students' academic performances. Collaborative project work has been used to promote students' engagement. This action-research project developed an alternative curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up investigated the impact of the educational changes on the learners' participation in school and in social practices, and on their future life. We aim at analyzing this alternative curriculum process by focussing on students' narratives. Results highlight improvements in students' academic and social competencies. Changing practices during compulsory education facilitated achievement and resulted in a better socialization.
A avaliação de competências requer uma abordagem que integre conhecimento, habilidades e atitudes, implicando o recurso a diversas estratégias de avaliação. Neste contexto, temos assistido à emergência de um novo conceito, designado por vários autores como cultura da avaliação. Além disso, os ambientes virtuais de aprendizagem do ensino superior têm também promovido a utilização de novas estratégias de avaliação eletrónica. Portanto, torna-se importante repensar o conceito de qualidade da avaliação nos contextos de educação superior online e, particularmente, como desenvolver na atualidade novos cenários de aprendizagem. Neste texto apresentamos um novo quadro teórico para a avaliação digital na educação superior, ancorado em quatro dimensões -autenticidade, consistência, transparência e viabilidade -cada uma delas integrando um conjunto de parâmetros, que visa promover a qualidade das estratégias de avaliação em uso. Com base neste quadro teórico discutem-se ainda os primeiros dados do trabalho de campo realizado, considerando os resultados de um questionário sobre a utilização das tecnologias e serviços digitais para a avaliação (digital), aplicado a professores de todas as universidades públicas portuguesas.
The new adopted pedagogical model (Pereira et al., 2007) at a European distance teaching university called for the use of new assessment strategies aligned with the most recent paradigm for assessment design in online learning. This new scenario supported the introduction of new authentic assessment strategies (Gulikers, Bastiaens, & Kirschner, 2004) that allow learners to attain deeper levels of knowledge, professional development skills and thinking processes. In this case, the authors’ explored a tool (the Learning Contract) to facilitate assessment authenticity as a way to promote student learning. They explored the use of the Learning Contract to increase student’s responsibility and commitment for their own learning, while at the same time facilitating its alignment with their professional practice, and contributing to the development of their life-long learning competencies.
Com os novos cenários de aprendizagem decorrentes do desenvolvimento tecnológico e em particular da Web 2.0, torna-se necessário repensar o processo de ensino-aprendizagem e as práticas docentes, designadamente ao nível de estratégias de avaliação alinhadas com paradigmas mais recentes, onde novos conceitos e perspetivas dão lugar a uma nova cultura de avaliação. Esta nova perspetiva, opõe-se à “cultura psicométrica do teste” e tem por base o construtivismo social, encarando o estudante como um participante ativo que partilha a responsabilidade pelo processo de aprendizagem, que se envolve na avaliação que, por sua vez, deve assumir múltiplas e diversificadas formas. Que novos conceitos emergem nesta abordagem? Que modelos podem ancorar esta nova cultura de avaliação? Como desenhar um sistema de avaliação que garanta a qualidade desta nova abordagem? Como podem os novos media digitais contribuir para uma avaliação mais relevante? Partindo do trabalho empírico desenvolvido em pesquisas neste âmbito e do quadro conceptual do modelo PrACT (Praticabilidade, Consistência, Autenticidade e Transparência) (PEREIRA, OLIVEIRA & TINOCA, 2011; PEREIRA, OLIVEIRA & AMANTE, 2015) assume-se a cultura da avaliação como contraponto à cultura do teste e propõe-se uma abordagem edumétrica na análise da qualidade das novas formas de avaliação. Neste texto argumentamos sobre a importância de desenvolver e aplicar um quadro conceptual, com base no conceito de avaliação digital alternativa, que enquadre as práticas de avaliação e contribua para a sustentabilidade dessas práticas designadamente nos novos contextos de aprendizagem.
E-learning is widely used in academic education, and currently, the COVID-19 pandemic is increasing the demand for e-learning resources. This report describes the results achieved and the experiences gained in the Erasmus+ CBHE (Capacity Building in Higher Education) project “Innovation on Remote Sensing Education and Learning (IRSEL)”. European and Asian universities created an innovative open source e-learning platform in the field of remote sensing. Twenty modules tailored to remote sensing study programs at the four Asian partner universities were developed. Principles of remote sensing as well as specific thematic applications are part of the modules, and a knowledge pool of e-learning teaching and learning materials was created. The focus was given to case studies covering a broad range of applications. Piloting with students gave evidence about the usefulness and quality of the developed modules. In particular, teachers and students who tested the modules appreciated the balance of theory and practice. Currently, the modules are being integrated into the curricula of the participating Asian universities. The content will be available to a broader public.
The new adopted pedagogical model (Pereira et al., 2007) at a European distance teaching university called for the use of new assessment strategies aligned with the most recent paradigm for assessment design in online learning. This new scenario supported the introduction of new authentic assessment strategies (Gulikers, Bastiaens, & Kirschner, 2004) that allow learners to attain deeper levels of knowledge, professional development skills and thinking processes. In this case, the authors’ explored a tool (the Learning Contract) to facilitate assessment authenticity as a way to promote student learning. They explored the use of the Learning Contract to increase student’s responsibility and commitment for their own learning, while at the same time facilitating its alignment with their professional practice, and contributing to the development of their life-long learning competencies.
In this work, making use of Tinoca, Oliveira and Pereira (2013) framework for assessment quality in digital contexts, we discuss the students' perspective about self and peer assessment practices in online environments. This research is based in the analysis of the students' perceptions in a fully online master's course being offered in a distance education university since 2007. We discuss the students' representations since that date until the present, reflecting on their roles as assessors, the challenges they faced, and the strategies they developed to overcome them. The results illustrate the participants' perceptions of self and peer assessment as innovative practices. There is a strong tendency throughout this period towards greater confidence with these practices, and increased trust in their peers' feedback and competence to share the assessment responsibility. Moreover, the transparency promoted by the sharing during the process and of the final products is recognized as crucial to support the participants' reflection process and competence development.
In this work, making use of Tinoca, Oliveira and Pereira (2013) framework for assessment quality in digital contexts, we discuss the students' perspective about self and peer assessment practices in online environments. This research is based in the analysis of the students' perceptions in a fully online master's course being offered in a distance education university since 2007. We discuss the students' representations since that date until the present, reflecting on their roles as assessors, the challenges they faced, and the strategies they developed to overcome them. The results illustrate the participants' perceptions of self and peer assessment as innovative practices. There is a strong tendency throughout this period towards greater confidence with these practices, and increased trust in their peers' feedback and competence to share the assessment responsibility. Moreover, the transparency promoted by the sharing during the process and of the final products is recognized as crucial to support the participants' reflection process and competence development.
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