Percorrer por autor "Pereira, Isabel"
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- Computers and Education: towards educational change and innovationPublication . Mendes, António José; Pereira, Isabel; Costa, Rogério
- Cubetto for preschoolers: Computer programming code to codePublication . Anzoategui, Lucia Gabriela Caguana; Pereira, Isabel; Jarrin, Monica del Carmen SolisThis article is derived from a study on the creation of strategies within children's computer programming An analysis of time used by children for the creation and execution of strategies was performed. Another analysis about the children´s errors made during the process was also achieved. Taking as a starting point the fact that computer programming is translated as a set of codes to work out a problem; it is necessary to mention that such codes are created under a specific programming language, which will perform a particular function on the computer. In this case, the codes execute a series of movements that will al-low infants to solve a problem, which has been stated through a child’s story with the purpose that children aged 4 to 5 years old can create playful strategies for the fulfillment of objectives previously set. Through a descriptive and exploratory research, some bibliographic data were collected and a population group of second-level initial education students was directly ob-served. Such children learned to use the Cubetto robot to learn to codify their ideas by giving solution to a problem. It is concluded that the development of the systemic thinking at this level is of great importance since it facilitates the acquisition of new mental processes; in this case, the code-to-code programming strengthens the student's systemic process.
- Editors' introductionPublication . Mendes, António José; Pereira, Isabel; Costa, Rogério
- Extending Open Space Technology for Blended LearningPublication . Pereira, Isabel; Figueiredo, António Dias deThis paper presents a pedagogical strategy for the exploration of blended-learning in higher education. A key component is the adoption of Open Space Technology (OST) to group students according to their motivation for the topics to be studied and tasks to be performed, rather than following their personal affinities. We have developed and tested the strategy throughout two academic years. In the first year, we explored OST in its regular, face-to-face, approach. Although the results were good, we felt that learning could be further improved with a period of on-line discussion after the face-to-face session. With this in mind, in the following year we explored a combination of face-to-face and on-line activities, in what we called blended-OST (or b-OST). We concluded that this approach could lead to a deeper discussion of the proposed tasks, to the emergence of additional possible tasks, and to the participation of students who tended to shy away from expressing their opinions orally. The data collected shows that the involvement of the students increased in the second year. In our view, the use of blended-OST has contributed to the creation of a better learning context. The students' opinions, collected after the course, also support this view.
- Livro de Resumos Partilha de Práticas 2019: 3T´s - Teachers Teaching Teachers: Politécnico de LeiriaPublication . Pereira, Isabel; Ramalho, Sónia; Alexandre, Marta Filipe; Lopes, Maria de São Pedro; Kowalski, Maria; Magueta, Lúcia; Sousa, Jenny; Oliveira, Paulo; Lobão, Catarina; Serrano, LuisDesde o ano letivo 2012/2013, o Politécnico de Leiria organiza um evento anual que visa a partilha de boas práticas promovidas pelos seus docentes, nos vários ciclos de ensino. Inicialmente, foi dado destaque às práticas pedagógicas decorrentes do regime a distância. Contudo, como os ciclos de formação significam mudança, melhoramento e abrangência, no ano letivo de 2015/2016, foram organizadas, em colaboração com os Conselhos Pedagógicos das cinco escolas, as Jornadas Pedagógicas que visam promover a partilha de experiências e a reflexão em torno das práticas pedagógicas desenvolvidas pelos docentes, em ambos os regimes de ensino – presencial e a distância. Em 2018/2019, foi lançado o desafio de criar um livro de resumos das práticas partilhadas no evento, intitulado “3T´s - Teachers Teaching Teachers”, para uma maior disseminação da qualidade do trabalho pedagógico desenvolvido na nossa instituição. Em cada partilha estão histórias e reflexões que cada docente escolheu apresentar, evidenciando dimensões pedagógicas, científicas, metodológicas, organizacionais, relacionais e pessoais. Neste documento estão compilados, apenas, os resumos submetidos pelos docentes, em formulário próprio, não constando todas as práticas partilhadas no evento. Se em cada uma das Jornadas Pedagógicas os momentos de partilha acabam, ficam disponíveis, para cada docente, ferramentas para explorar e construir novas formas de ensinar e de fazer aprender.
- Livro de Resumos V Jornadas Pedagógicas “3T´s - Teachers Teaching Teachers”Publication . Pereira, Isabel; Francisco, Manuela; Rodrigues, CarinaAs Jornadas Pedagógicas de 2020 foram um espaço onde se partilharam dificuldades, decisões, dúvidas, inseguranças, com o propósito de formação e de construção de redes colaborativas entre professores. A sua organização resultou da parceria entre a presidência e os conselhos pedagógicos e integrou sessões de partilha de experiências pedagógicas, oficinas de formação, uma palestra proferida por Sofia Sá (IST) sobre “Instructor Immediacy na relação aluno/docente” e ainda dois painéis de discussão com os diretores e presidentes dos pedagógicos das cinco escolas.
- Promoting motivation and participation in higher education: A b-learning experiencePublication . Pereira, Isabel; Figueiredo, Antonio DiasA b-learning based pedagogical strategy is proposed to promote motivation and participation in higher education. It employs Open Space Technology (OST), collaborative activities, peer evaluation, individual reflection, and the sharing of a final purpose. OST lets the students group themselves according to their interest in a task and develops a mobilizing sense of belonging. A peer-evaluation phase is included, in which each group evaluates and gives suggestions to another group. The groups then produce the final versions of their work, which are presented at a final event whose format has been negotiated to strengthen motivation and shared commitment. The students are also expected to reflect individually on their own participation and learning during the course. The paper describes the pedagogical experiments that supported the development and validation of the strategy and explains why it had a positive impact on student participation and on the overall learning process.
- Teacher training as a starting point to support the initial challenges of emergency remote learning - case studyPublication . Pereira, Isabel; Ferreira, Joana; Francisco, Manuela; Rodrigues, Carina; Esperança, Cláudio; Mineiro, Joana; Pedro, Sónia; Maximiano, Catarina; Almeida, MiguelThe COVID-19 Pandemic affected institutions, students, and faculty around the world. As if it wasn't already evident that technologies were gaining more space on the educational policy agenda, the decision by governments to close educational institutions made it imperative to move to online using distance learning strategies, mainly technological solutions. In this paper, we analyzed an online course created to help Portuguese teachers from different educational levels. This course aimed to support teachers transitioning from face-to-face to online and provide them with an experience as distance student. The information shared by participants, as well as satisfaction questionnaire allowed us to realize two things. On one hand, that the difficulties experienced in Portugal are similar to those identified in previous studies, on the other hand to identify specific needs by education level. We conclude that pedagogical training on distance learning methodologies and hybrid contexts is emerging, should be continued and should integrate governments and educational institutions' strategy.