Browsing by Author "Costa, Ana Maria"
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- Aprendizaje de lenguas extranjeras en la enseñanza superior: pedagogías activas y excelencia para la sociedad y el mercado laboralPublication . Costa, Ana Maria; Delplancq, Véronique; Fidalgo, Susana; Gillain, Romain; Martin, Justine Anne Sophie Celine; Pereira, JoséLas pedagogías activas en la Educación Superior (ES), cuando se aplican adecuadamente, contribuyen al éxito del aprendizaje a diferentes niveles (Delplancq et al., 2023). En el contexto de la enseñanza de lenguas extranjeras (FL), permiten el desarrollo de múltiples competencias (CEDEFOP, 2023) en un entorno favorable al aprendizaje. En la realidad global de la revolución digital, las herramientas digitales tienen un papel fundamental en la renovación de las prácticas, con vistas a trabajar con contenidos más actualizados, abiertos al mundo, sostenibles, en un formato dinámico (Cowling, et al., 2022). En un contexto global cada vez más complejo, el aprendizaje se caracteriza evidentemente por la multimodalidad; hace tiempo que dejó de ser una actividad cognitiva esencialmente visual para movilizar otras representaciones sensoriales (Gilakjani, Ismail & Ahmadi, 2011). Esta ponencia presentará brevemente la trayectoria experimental seguida a lo largo de varios proyectos de aprendizaje de ESL en cursos de formación profesional en la Escuela de Educación del Instituto Politécnico de Viseu (Portugal), que ha permitido recoger observaciones y conclusiones sólidas, una mejora gradual de las prácticas y nuevas perspectivas de investigación a la luz de los resultados de trabajos internacionales, con la aparición de nuevos conceptos y paradigmas. Además, se hablará sobre los desafíos a los que estudiantes y profesores han tenido que enfrentarse en las diversas etapas de implementación de las pedagogías activas (gamificación, pedagogía basada en proyectos, flipped classroom, trabajo colaborativo, M-learning) utilizando herramientas digitales. También se muestra las consecuencias de la evolución de la comunicación sobre el entorno de aprendizaje y las relaciones entre alumnos y profesores, especialmente en términos de compromiso cognitivo, desarrollo de nuevas competencias y mejora o fortalecimiento de las relaciones sociales. Por último, se pretende contribuir a sistematizar las ventajas, desventajas, dificultades y amenazas de las estrategias de pedagogía activa, como la gamificación, en el aprendizaje de inglés como lengua extranjera utilizando herramientas digitales con IA. En conclusión, el simple uso de herramientas digitales durante el aprendizaje asistido por ordenador (AC) o el aprendizaje móvil (M-learning) no garantiza el éxito del aprendizaje, ni en términos de competencias y conocimientos adquiridos por el alumnado ni en términos de creación de un entorno de aprendizaje favorable para el bienestar de los implicados. La fase de elección pertinente en las herramientas digitales disponibles es primordial, en los contenidos impartidos en función de las características de los destinatarios para producir mejor sus propios contenidos en soportes originales y personalizados, en los enfoques que favorecerán el desarrollo de las competencias lingüísticas, interculturales, sociales, etc. La oportunidad creada para ofrecer actividades más diversificadas y motivadoras a los estudiantes no puede ocultar el propósito del aprendizaje actual: formar profesionales excelentes y competitivos para un mercado laboral en rápida evolución y ciudadanos responsables en un entorno global inestable. En este contexto, la LE desempeña un papel crucial.
- O encontro da arte digital com a aprendizagem das línguas estrangeiras no ensino superior em Portugal: uma experiência de interdisciplinaridadePublication . Delplancq, Véronique; Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaUm dos desafios atuais do Ensino Superior (ES) é inovar nas suas práticas, con-siderando o estudante como ator ativo da sua aprendizagem, na perspetiva das exigências do mercado do trabalho, a sua rápida evolução e a variedade de ca-pacidades requeridas. A criação de narrativas digitais não lineares dinâmicas com o Korsakow 6 revelou ser uma ferramenta poderosa na aprendizagem ati-va das línguas estrangeiras (LE): estimula a mobilização de competências em diversas áreas e constitui uma forte motivação para os estudantes do século XXI. O projeto JASM (Janela aberta sobre o mundo: LE, criatividade multimodal e inovação pedagógica no ES), desenvolvido por uma equipa pluridisciplinar de docentes do ES, utiliza este sistema para produzir curtas-metragens, em francês e inglês, por alunos do curso de licenciatura em Comunicação Social da Escola Superior de Educação de Viseu (ESEV), tendo por base o percurso de vida e as tradições de imigrantes em Viseu. Recorre a abordagens diversas, de criação e de diferentes modos, com o objetivo de levar os estudantes a desenvolver uma consciência multilingue e multicultural, num ambiente criativo, colaborativo e interdisciplinar. O recurso às novas tecnologias permitiu prosseguir o trabalho à distância, assegurando a continuidade da produção de conteúdos e o refina-mento da qualidade dos documentos. O artigo problematiza a metodologia adotada, apresenta os resultados em termos de conteúdos produzidos, de aquisição de competências, mas também de avaliação por parte dos alunos e dos docentes.
- JASM: Active Pedagogy for Foreign Language Learning in Higher Education.Publication . Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Roush, Paula; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueJASM project (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) consists of an experience of active pedagogy with students of the undergraduate course in Media Studies at the School of Education in Viseu (Portugal). The main objective of JASM is to promote the acquisition of multilingual and multicultural skills and to generate multilingual awareness. In addition to the cognitive dimension, students explore the aesthetic and emotional dimensions of language. Experiences of artistic creativity (media arts, multimedia art, among others) enable multimodal communication in English and French, starting off with information gathering pertaining to the cultural and linguistic diversity of Viseu. After conducting research on the countries of origin of the chosen nationalities as well as the underlying cultures, the students, working in groups, found out about the life stories of migrants on the basis of interviews. Experiences of artistic creativity made it possible to exercise multimodal communication. An object or a tradition mentioned in the stories told by migrants allowed them to build a fictional story around the said object or tradition. Photos were taken at all stages of this work. A storyboard of each fictional story was developed. The Korsakow system made it possible to create dynamic documentaries. The disclosure of this learning experience is made public on the project site and through an e-book.The students' language level (written and oral comprehension and expression) was assessed at the start of the project, using tests. The intermediate evaluation is of a qualitative type as well as the final evaluation (interview type, carried out with students and teachers) due to COVID-19 crisis. The progress of the learning process, as well as the involvement of the teachers could thus be documented.
- Livro de publicações e outras atividades de divulgação, JASM: Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superiorPublication . Delplancq, Véronique; Costa, Ana Maria; Oliveira, Isabel; Pereira, José; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana Rocha; Costa, C. A.; Coutinho, E.
- Multimodal creativity at the service of foreign language teaching in higher education in Portugal: the Jasm ProjectPublication . Delplancq, Véronique; Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José Manuel de Almeida; Delplancq, Véronique.; Gillain, Romain; Relvas, Susana; Fidalgo, Susana; Amante, SusanaThe JASM project used the Korsakow6 platform to produce Storytelling in foreign languages (FL), by students of the Media Studies degree course (Higher Education-HE) of the Escola Superior de Educação de Viseu (ESEV, Portugal). Objective: Look into the impact of non-linear digital narratives upon FL learning in HE, assessing the role of multimodal tools in fostering linguistic, cultural, and technological skills. Theoretical Framework: The study was grounded in active methodologies with a focus on integrating intercultural skills. Using new technologies is a catalyst for enhancing student motivation and autonomy. Method: The project, developed within the context of French and English, involved 25 voluntarily participating students attending the first year. Following language level tests, each group gathered information about the nationality and culture of migrants living in Viseu. Students conducted interviews and documented migrants’ life stories, traditions, using digital narratives. Final outputs included short films, social media posts, exhibitions, and an e-book. Results and Discussion: Students enhanced cognitive, emotional and aesthetic skills within collaborative environments, integrating experiences from multilingual and multicultural contexts with creative and multimodal abilities and increased autonomy and initiative. Challenges were identified, highlighting the need for ongoing teacher training. Research Implications: This project showed how digital and active pedagogies can foster the development of FL and intercultural competencies in HE students. Originality/Value: This study provides for an innovative approach relying on multimodal technologies for teaching FL in HE. The transformative potential of digital narratives as an impactful pedagogical tool is highlighted.
- Storytelling and digital art as a means to improve multilingual skillsPublication . Delplancq, Véronique; Costa, Ana Maria; Costa, Cristina Amaro; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaThe use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
- The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HEPublication . Costa, Ana Maria; Oliveira, Isabel; Pereira, José; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueThe Covid-19 pandemic has posed great challenges to higher education (HE) and, in particular, to foreign language (FL) teaching. If, on the one hand, the lockdown and remote learning measures have brought constraints to teaching and research activities, on the other hand, they have fostered resilience, promoted creativity, and accelerated the use of technologies and digital transformation. The use of the Korsakow platform and the creation of non-linear storytelling are the strategies underlying an innovative methodology concerning the learning process of French and English as FL, in HE in Portugal. The JASM project (Open window onto the world: foreign languages, multimodal creativity, and pedagogical innovation in higher education) involves a group of students attending the bachelor’s course in Media Studies of the School of Education in Viseu. Students develop their assignments based on data analysis, related to diverse cultural and linguistic contexts within the city of Viseu, including interviews, photographs, and narratives centred on a migrant’s tradition. Digital art and online tools ensure greater motivation in acquiring multilingual skills and developing multilingual awareness. In this way, the various dimensions of language (aesthetic, emotional, and cognitive) are reinforced, in a remote teaching scenario/context, which is creative and collaborative while also mobilizing interdisciplinary skills. Such a reflection appears to be particularly relevant at a time when one needs clearly to adapt teaching and learning to the needs of society and rely upon pedagogical innovation, with students whose HE training has specific objectives other than the ones of those enrolled in language courses. The methodology is discussed, and the results of this project-based learning are presented.
- Using Digital Tools to Innovate in Higher Education: From Icebreakers to Various Skills DevelopmentPublication . Delplancq, Véronique; Costa, Ana Maria; Pereira, José; Gillain, Romain; Fidalgo, SusanaThis chapter explores the evolving role of pedagogical innovation in foreign language (FL) classes for media studies undergraduates at the School of Education (ESEV) of the Polytechnic Institute of Viseu (Portugal). It highlights the transformation of digital tools, initially seen as “icebreakers,” into powerful aids for active methodologies, fostering both hard and soft skills essential for contemporary society and the job market. Teachers commonly integrate online applications, online platforms, and social networks to enhance FL learning. The narrative delves into challenges faced by teachers and students amid constant societal changes. The text emphasizes skills development, improvements over traditional methods, encountered difficulties, and the dynamics within the teaching-learning process. One relies upon gamification as a tool in FL classes, so as to look into its potential to contribute to the systematic exploration of successful educational innovations supported by digital tools in higher education, providing a foundation for future research.