Learning Exchange: A Collaborative Work Between Course Units

Abstract

The joint reflection between teachers from different areas, and with different backgrounds, on the strategies to be implemented in some course units, with the aim of building a scenario that fosters learning and, in parallel, allows the development of transversal skills, led to the idealization of a teaching proposal in which, in addition to valuing learning in a real work context, it was intended to promote the exchange of knowledge acquired by the students from different course units.The proposal in question involved the course units of Mechanical Technology I and Manufacturing Processes I, of the 2nd year of the Bachelor in Mechanical Engineering and in Technology and Industrial Management, respectively, and the course unit of Safety and Environment of the 1th year of the Higher Professional Technical Course in Mechanical Technology and Vehicles.Summing up, in addition to two study visits to companies in the field of metallomechanics, there was an exchange of knowledge between students. In this context, undergraduate students were given the role of conducting communication sessions that would clarify some of the mechanical processes observed in companies. Similarly, to the students of the Higher Professional Technical Course were tasked with sharing about the hazards and risks inherent in the real work context in the visited companies and the respective awareness of the means of protection to be used.The analysis and evaluation of the experience carried out was based on the observations of the teachers of the classes, in the productions developed by the students, in the intermediate questionnaires that were carried out after the visits, more directed to the expectations and learning carried out and, in a final questionnaire, in which students were asked for their opinion on various aspects related to the developed experience. In this sense, in addition to describing the project carried out, it is intended to focus on some of the opinions/perceptions of teachers and students involved about the contribution of the experience to the promotion of learning.

Learning Scenarios in Safety at Work in the Scope of Polytechnic Higher Education Courses

“…In this context, Bachelor's students were assigned the role of performing communication sessions to clarify some of the mechanical processes observed in the companies. Similarly, the CTeSP students were responsible for sharing the hazards and risks inherent to the real work context in the visited companies and for raising awareness about the means of protection to be used [8].…”

“…This approach was followed in the classes of the Safety and Environment CU of the Chemical and Biological Analysis (CBAnalysis) and Mechanical Technology and Vehicles (MTVehicles) CTeSPs of a higher education Institution in the North of Portugal, between the academic years 2016/17 and 2020/21. Based on the experiences carried out in the mentioned CU, Silva, Barros, and Ribeiro [5][6][7][8][9] concluded that when learning with a strong connection to practice is promoted, either in a laboratory or business context, there is evidence of a positive impact on student's motivation and learning. In this way, this paper aims to explain the approach applied in different academic years, reflecting on their advantages/disadvantages and possible perspectives of adaptation to the other component of the CU (Environment) or other courses.…”

Interaction Between Course Units: An Experience in Higher Education

“…Not only are students' agents of their own transformation, but also higher education institutions and teachers have a fundamental role in mediating these processes, facilitating and moderating learning contexts that are intended to be in constant evolution, transmutation, and transformation. It should be noted that the collaboration between teachers from different areas and with different backgrounds, who have been working as a team for some time [3], [4], [5], [6], [7], [8], [9], has contributed to the debate on teaching and assessment practices, leading to the implementation of some more student-centred practices, with results considered favourable from a motivational and learning point of view. For example, Silva, Barros, and Ribeiro [3], [4], [8], [9] concluded, based on their experiences with CTeSP students, that learning is promoted with a strong connection to practice, namely in the laboratory context, there is evidence of a positive impact on students learning.…”

“…It should be noted that the collaboration between teachers from different areas and with different backgrounds, who have been working as a team for some time [3], [4], [5], [6], [7], [8], [9], has contributed to the debate on teaching and assessment practices, leading to the implementation of some more student-centred practices, with results considered favourable from a motivational and learning point of view. For example, Silva, Barros, and Ribeiro [3], [4], [8], [9] concluded, based on their experiences with CTeSP students, that learning is promoted with a strong connection to practice, namely in the laboratory context, there is evidence of a positive impact on students learning. They also verified that the knowledge acquired in the performance of tasks can be useful for other course units.…”

Experiencing the Technical-Scientific Production Process With Master's Students

“…In order to contribute to the development of some of these skills, and based on teaching experiences already carried out by the authors with course units related to manufacturing processes [9], [10], [11], within the scope of the Manufacturing Processes course unit (UC) of the Master's Degree in Industrial Engineering, from a higher education institution in the north of Portugal, it was proposed to the students to carry out a group work which, in addition to the laboratory component, involved the writing of a scientific article in English and the peer review. As reported by Azevedo, Castro & Gadelha [12], collaborative learning techniques, such as peer review, provide students with the opportunity to exchange experiences that can help them achieve better results, developing critical and self-critical skills during learning.…”