Stepping up to Global Challenges (SGC): Empowering Students across the World

Amante, Susana; Antunes, Maria José; Dygala, Magdalena; Gökçe, İlkay

doi:10.2478/plc-2021-0010

Cited by 5 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The use of technology to enhance student performance is ubiquitous in today's educational settings, as it also happens with project-based learning (Amante et al, 2021). Several studies have provided unequivocal evidence that new technologies have a profound impact on the way teachers teach and students co-construct their knowledge, and in the field of FL there are numerous advantages in the use of digital tools, namely digital storytelling platforms, as Pardo (2014), Kasami (2018), Hava (2019) and, among many other scholars, Ramírez-Verdugo & Vega (2021) point out.…”

Section: Project-based Learning Flteaching In He and Digital Toolsmentioning

confidence: 99%

New Approaches to the Investigation of Language Teaching and Literature

2023

Advances in Educational Technologies and Instructional Design

View full text Add to dashboard Cite

The innovation of pedagogical practices is a challenge currently faced by higher education, in which the student is the main actor in the learning process. The aim of this project is to develop collaborative work, using multimodality in communication, adapted to the professional context, as a strategy to foster the learning of foreign languages. The JASM project ([Janela aberta sobre o mundo].Open Window onto

show abstract

Section: Project-based Learning Flteaching In He and Digital Toolsmentioning

confidence: 99%

New Approaches to the Investigation of Language Teaching and Literature

2023

Advances in Educational Technologies and Instructional Design

View full text Add to dashboard Cite

show abstract

“…PBL is a teaching method that has been highly valued in HE, renewing educational practices and allowing for interdisciplinary, student-centred, meaningful, flexible, and collaborative work (European Commission, 2018;Amante et al, 2021a;Amante et al, 2021b). While both the teaching staff and students become more motivated and engaged in their hands-on work, the latter clearly benefit from these learning environments based on cocreation processes (Davies et al, 2013;Pocol et al, 2022), undertaking action research, and developing competencies that will be of great importance in their forthcoming professional lives.…”

Section: Setting the Scene: From Knowledge Production And Transfer To...mentioning

confidence: 99%

Learning based on co-creation processes: a glimpse of the (Demola) Pedagogical Innovation Training course at IPV

Amante

Fernandes

2022

ECIE

View full text Add to dashboard Cite

The development of technologies, services and products in our increasingly global, interconnected, and digital world implies the training of future professionals capable of solving challenges, embracing diversity, and co-constructing innovative and disruptive scenarios. Higher Education (HE) has been adapting to these times of change and, consequently, the academy has started to open doors to partnerships with local organisations, in synergies that go beyond internships to include research and a modernisation agenda, with clear benefits for all the stakeholders and with positive effects on the national economy. Thus, pedagogical practices need to be updated, and Demola model aims at contributing to innovation processes by fostering academia-industry collaboration. In this study, we will focus on the first edition (January-June 2021) of the project entitled “Learning based on co-creation processes,” funded by POCH, developed in a partnership with Demola Global, and in close connection to another project, Link Me Up, integrated in a consortium of 13 Polytechnic Institutes, including the Polytechnic Institute of Viseu (IPV). Specifically, we will focus on 1) the Demola methodology and tools used by the participants in the Pedagogical Innovation Training course at IPV, Viseu, Portugal; 2) the questionnaires applied to the team of IPV trainees/facilitators; and 3) the reports they wrote at the end of the process to a) analyse the profile of the teaching staff seeking alternatives to improve their teaching practice; b) assess their perception of the Demola pedagogical innovation course, and c) the implications on their future practices. Our findings reveal that this project that offers pedagogical innovation is highly valued by the participants at IPV, as they feel they are more open: to collaboration within and outside the academia; to use innovative tools and platforms; to acknowledge the need to accept and manage uncertainty and to facilitate societal challenges in multidisciplinary teams of (inter/)national students.

show abstract

‘Now open for action!’ – A real-world challenge project developed at the Polytechnic Institute of Viseu

Mota Roboredo Amante

2023

Social Sciences & Humanities Open

View full text Add to dashboard Cite

Stepping up to Global Challenges (SGC): Empowering Students across the World

Cited by 5 publications

References 25 publications

New Approaches to the Investigation of Language Teaching and Literature

New Approaches to the Investigation of Language Teaching and Literature

Learning based on co-creation processes: a glimpse of the (Demola) Pedagogical Innovation Training course at IPV

‘Now open for action!’ – A real-world challenge project developed at the Polytechnic Institute of Viseu

Contact Info

Product

Resources

About