Browsing by Author "Potes Barbas, Maria"
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- e-Moderation in Virtual Environments - Enhancing e-Learning Contexts in Higher EducationPublication . Loureiro, Ana; Costa, Cátia; Oliveira, Nuno Ricardo; Potes Barbas, MariaOur society is changing rapidly, as are all the citizens that are growing and living in this new, technology-enhanced age. Today’s society, and therefore today’s students, are interconnected, living in a digital age; taking advantage of the easy access to networks; being able to multitask. With today’s networked society we can observe a new way of learning that is discovery based. The Web is now not only an informational and social resource, but also a learning tool that enables new ways of creating and sharing knowledge. Thus, it become more open and interactive, stimulating the participation of users, our students become more active to interpret, analyze, discover, assess, act and solve. There is a growing trend in education and training towards the use of online and distance learning courses (e-learning format). This delivery format provides flexibility and accessibility; it is also viewed as a way to provide education in a more effective way to a broader community. Online courses are comfortable; they are built under the missive of “anyone, anywhere, anytime”. Everyone can participate from home or workplace. Online courses can be developed in a variety of ways, for example, using a LMS (Learning Management System), a LCM (Learning Content System), or a Web 2.0 tool (or some mixture). Teachers are becoming challenged to develop new strategies in order to fulfill the needs and enhance the skills of their digital age students. Combining technology and pedagogy, the e-learning keeps the main goal of learning held by the student, as well as the e-content, which should be interactive and multimedia format. With the development of technologies and the growth of Web, many e-learning solutions arose. Higher Education (HE) is a field that has been taking advantage from this technological development, giving students other ways to access education. Social networks appear to be emerging environments providing channels of communication, sharing and distribution that enhance communication with e-learning students, replacing traditional communication with platforms such as Moodle or acting as a supplement that ensures the participation of the whole community. Participating, collaborating and cooperating with peers are very important in e-learning education. Currently there are several gadgets that allow access to Internet and consequently access to wireless network, so more users are connected and are able to interact with others. This reality of being connected to the network called “always on”, leads to the creation of communication strategies that suit both “digital natives” and “digital immigrants” (Prensky). It’s a way of communicating where users spend more time browsing and posting than in e-mail - a clear shift for social websites / social networks. This paper will present and discuss, based on three implemented pilot studies, how students can benefit from the close contact with social networks and virtual worlds in order to enhance their collaborations and interactions and therefore achieve knowledge in an e-learning context. The target of this study was students from HE and the data has being collected by direct observation and questionnaires. We realized the importance of having a tutor along the course to support and moderate students and help them to understand the contents and to interact with peers.
- e-skills, soft skills & social skills - students' competences on a digital agePublication . Messias, Inês; Loureiro, Ana; Potes Barbas, MariaThe demands on today‟s digital society raise the necessity of students to acquire different skills and competences - a new kind of literacy. Besides digital skills, there is also the need of being in possess of social and soft skills. Learning, due to the advent of social Web and collaborative virtual environments, has a lot to do with socialization. This article aims to know if and how these competences and access to digital and virtual tools can change students learning processes, allowing them to be more participative in constructing their knowledge.
- HANDBOOK do Curso Literacia Digital para o Mercado de Trabalho 2018-2020Publication . Potes Barbas, Maria; Torres, Ana Luísa Mateus Oliveira Chança; Rodrigues, Ana; Cavadas, Bento; Novo, Cristina; Linhares, Elisabete; Hamido, Gracinda; Helena, Luis; Piscalho, Isabel; Samartinho, João; Soares, José; Dias, José; Teixeira, Madalena; José, Mário; Uva, Marta; Silva, Miguel; Lopes, Nádia; Branco, Neusa Cristina Vicente; Matos, Pedro; Seixas, Sónia Raquel Pereira Malta Marruaz; Colaço, Susana; DA SILVA, AnaO presente Relatório reúne um conjunto de informações sobre a 1.a Edição do Curso em Literacia Digital para o Mercado de Trabalho (LD_MT).
- IO2 - Storytelling Escape Room Immersive Games (Agriculture)Publication . Potes Barbas, Maria; Raimundo, DiogoThe construction of an Escape Room at the Escola Superior de Educação (ESE) of the Instituto Politécnico de Santarém (IPSantarém) had its origin and framework in a non-degree course in "Digital Literacy for the Labour Market" for young people with Intellectual and Developmental Disabilities (IDD) with a degree of 60% or more in 2020. This was the first inclusive training and education model in higher education for intellectual disabilities. Its objective is to promote and facilitate the social and labour inclusion and employability of these young people, through their empowerment and the development of specific skills in digital literacy adjusted to the needs of the labour market, with a view to building an adjusted professional profile. In 2022 a new proposal appears based on the existing history but relating it to activities in the field of Agriculture, Health and Sport.
- Learning in Knowledge Society: the different roles of VLEs & PLEsPublication . Loureiro, Ana; Messias, Inês; Potes Barbas, MariaIn the connected world we live in today, people no longer look for information only in formal places. The internet has become a place of choice to gather information. Social networks are no longer only used for pleasure and maintaining contact with friends, and have grown to became platforms where knowledge is created, shared and where connectivity and collaboration are natural. Many people look at the web as a place for learning and use it to create a network which allows them to gather, select, share opinions, reshape ideas and create knowledge to then share on social networks. Students’ learning profile is becoming more proactive in the search for information and constructing valid knowledge.
- MOOC SK4e - Skills for employabilityPublication . Pinto, Paula; Potes Barbas, Maria; Matos, PedroThis Massive Online Open Course aims to facilitate the development of intrapersonal and interpersonal skills important to meet the needs of today’s professional environment and maintain work-life balance. The course is structured in three modules: Module 1 - Soft skills in professional environment; Module 2 - Self-leadership; Module 3 - Communicate efficiently. Completion of all activities is achieved in seven weeks, after which, the participant earns a certificate. The design of the course was based on project TRANSPEER: A transnational skills programme to enhance the employability of researchers (site: https://transpeerdevelopment.org/)
- Online social networks and computer skills of university utudentsPublication . Potes Barbas, Maria; Valerio, Gabriel; Rodríguez-Martínez, María del Carmen; Herrera-Murillo, Dagoberto José; Belmonte-Jiménez, Ana MaríaCurrently a large number of college students belong to social networks and spend several hours a week on them. Some sectors of society, like parents and teachers, are concerned about the negative impact on their academic work and in their personal lives. However, because the potential positive impacts have not been explored enough, this research addresses the question: What are the characteristics of online social networks that could facilitate the development of college students skills’? The research was qualitative and was conducted in a private institution of higher education. Twenty-one college students and thirteen college teachers participated. The results show that the characteristics of social networks that favor the development of ICT skills are primarily: 1) environment conducive to learning where students can learn by playing, racing, linking and imitating; 2) rich environment in technology tools, where there are primarily face tools, external tools executed outside the social network, internal tools, and external tools executed within the social network; 3) appropriate environment for the exchange of information, where communication can be: one to one, one to many, one to all contacts and one to all followers.
- Research coaching: enhancing supervisor’s leader role efficacyPublication . Pinto, Paula; MacCallion, Eammon; Lees, James; Gorini, Lucrecia; Potes Barbas, Maria; Martins, Madalena; Trindade, Margarida; Jones, Melanie; Torjussen, Stian; Sheppard, VictoriaSupervisors’ leader role efficacy is essential to support PhD students in the transference of both research and transferable skills developed during their doctoral programs, into their future jobs. At Rev UIIPS. 2019; 7(2): 68-7169the same time, these leader role efficacy competences will be translated into a more motivated and productive research team. Coaching will facilitate the leader role efficacy development of group leaders and supervisors. This paper reviews the concept of coaching and mentoring; highlights the main aims of coaching, and the fundamental coaching skills the supervisor may use in facilitating students and team members evolution. The paper finalizes presenting the aims of Transpeer project, a transnational skills programme to enhance the employability of researchers. Development of coaching skills in researchers, and follow up of their application in research environment, will permit to build more evidence on the benefits of research coaching, and its future application.
- Students' engagement in Distance Learning: creating a scenario with LMS and Social Network aggregationPublication . Messias, Inês; Morgado, Lina; Potes Barbas, MariaAlready a part of our daily lives, Web 2.0 is becoming also a part of Education, as it evolves to accompany society, education is becoming more personal, and with a focus on knowledge, reflection, social connection and engagement, as to include both digital natives and immigrants [1]. According to Siemens [2] today’s learning depends on connectivity among individuals and it tends to dissolve frontiers between formal and informal learning. This paper presents a study1, that aims to comprehend how an informal platform (such as Facebook) while complement of a formal platform (such as Moodle) can contribute to a greater engagement by the Higher Education level students’, as well as to measure the impact these tools can have on the knowledge acquisition process. Embedded on the Higher Education context, the study is centred in the levels of the students’ engagement and on the frequency and quality of their contributions in Forums, being its participants, lecturers and students of this level of education. Since it is objective of the study to understand how interaction and collaboration contribute to students’ involvement in elearning hybrid contexts the adopted theoretical framework is the Activity Theory, and the methodological approach chosen is of a mixed nature, using Social Network Analysis tools (SNA).
- The T21 Project: a european initiative for young people with special educational needsPublication . Potes Barbas, Maria; Matos, Pedro; Novo, Cristina; Maurício Dias, José; Loureiro, AnaAwareness raising for the inclusion of the citizen with Trisomy 21 has been increasing slowly thanks to a series of measures an d actions taken at national and European level. The European Parliament adopted a declaration on children with Down syndrome in 2012, encouraging the Commission, the Council and the Member States to contribute to their social inclusion through awareness - raising campaigns. The EU also promotes its inclusion in society through the European disability strategy, but much more can and must be done. The work in this area is still mainly carried out by non-profit organizations and social entities with very few resources. Thus, the project T21 aims to make a positive difference in the area of support for children such as Down syndrome.