E-SKILLS IP – MASTERING THE 21ST CENTURY SKILLS

In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme (e-skills IP - Competences for Collaboration and Knowledge Sharing in Digital Society), which has promoted the development of 21st century skills among participants. The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Intensive Programme took place during 2014 spring in Timisoara, Romania involving the participation of teachers (with skills in the areas of ICT, digital literacy, non-formal education and intervention, design & illustration and teacher education) and students (of teacher training, social education and intercultural relations and migration fields) from four different countries. The classes covered different tools and six tutors were involved. At the end, attendees were: able to master the different tools & applications; capable to use and select the most adequate web 2.0 tools & applications according with a specific situation; able to create and manage their PLE/N; able to share and work collaboratively in a synchronous and asynchronous way; able to communicate an idea and to interact with peers from different countries. The working methodology was hands on workshop based and a package of a two and a half weeks of sessions covering a variety of web 2.0 tools was prepared and delivered to the participants. The e-skills IP had a positive impact in the participants since they saw their 21st century skills enhanced along with foreign language skills improvement. They had the opportunity to learn about different cultures through the nation nights activities and to discover a bit more about cultural aspects of the host region/country through the social events. A website was built in order to aggregate all the contents and results of the IP. The IP gave an intense overview about the different tools that are available in the web 2.0 and that can be very useful for teaching/learning activities. Learning, literacy and life skills are key competences in this information age, with an impact not only in our daily lives but also in our professional and academic careers.info:eu-repo/semantics/publishedVersio

Tangible storytelling: let children play with the bits

The use of tangible objects makes it possible to create interactions, or dynamics, which are alternatives to the mouse and keyboard in the process of communicating with the computer. The construction of these objects incorporating electronic components lets us bring that momentum to another level. This meeting with the technology allows children to take an active role, while there is a purpose of control over the objects, which becomes important to them. With the reinforcement of that control, the introduction of programmable digital electronic components also allows the child to develop, strengthen and feel the impact of their role as competent designer and creator of technology. Current technology allows the construction of these objects and the communication with computers at a low cost through micro-controllers, using, on one hand, the open source software and on the other the open hardware.info:eu-repo/semantics/publishedVersio

Competences for collaboration and knowledge sharing in digital society - a case study with an erasmus intensive programme

With the advent of social and collaborative environments, students became more active and participative - they not only have access to contents but also create and share them, becoming proactive. Communication has evolved, and with this evolution came the new media and the possibility of live conferencing, video sharing, social networking, collaborative tools, allowing the student to create, work collaboratively and communicate in a more direct way with their peers and their teachers. Instead of merely searching for information, applications such as bookmarking, feeds, tweeter and pinboards, digital portfolios, etc., along with the possibility of creating your own personal webpage, today’s Web gives students also the chance to create a PLE - A Personal Learning Environment. A PLE “recognizes that learning is continuing and seeks to provide tools to support that learning” (Attwell, 2007). The Individuals are responsible for the management of their own learning environment and for the selection of tools and contexts where learning will take place. Students need to acquire certain skills and competences, specific of a digital and connected society, in order to “effectively benefit from e-government, e-learning and e-health services, and participate actively in the knowledge society as co-creators, and not simply consumers, as highlighted by the European e-skills strategy” (McCormack, 2010). To only possess hard skills (that comes with experience and formal education) may not be enough to get someone a job. Besides e-skills and e-literacy competences, soft and social skills are also required. These can be practiced and enhanced in virtual environments. Digital literacy, and therefore e-skills, are transversal competences needed to every citizen. In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme, which has promoted the development of digital literacies among participants. The Programme took place during 2013 summer and involved students and teachers (of teacher education and social service fields) from 3 different countries. The classes covered different tools and 12 tutors were involved. The main objectives were to provide students with information and communication technologies (ICT) skills for a digital society, namely: • Identification of students’ competencies in ICT; • Present students with different available collaboration tools by exploring the web 2.0; • Selection of specific tools to create students' personal learning environment (PLE); • Acquire necessary knowledge to master the selected tools; • Work collaboratively with the web 2.0 tools; • Establish methods for instruction and course design based on Web 2.0 (teacher education) with the goal to integrate technology enhanced learning and individual knowledge management in educational processes. At the end attendees were able to: • Master the different tools & services; • Be capable to use and select the most adequate web 2.0 tools & services; • Create and manage their PLE; • Share and to work collaboratively; • Be digitally skilled.info:eu-repo/semantics/publishedVersio

q-Differential equations for q-classical polynomials and q-Jacobi-Stirling numbers

We introduce, characterise and provide a combinatorial interpretation for the so-called q-Jacobi–Stirling numbers. This study is motivated by their key role in the (reciprocal) expansion of any power of a second order q-differential operator having the q-classical polynomials as eigenfunctions in terms of other even order operators, which we explicitly construct in this work. The results here obtained can be viewed as the q-version of those given by Everitt et al. and by the first author, whilst the combinatorics of this new set of numbers is a q-version of the Jacobi–Stirling numbers given by Gelineau and the second author

The use of virtual environments as an extended classroom – A case study with adult learners in tertiary education

This study was conducted in immersive 3D virtual environment Second Life®, with the support of web 2.0 tools as a complement to physical classroom - extended classroom. It was assumed that socialization is a key factor for collaborative learning and knowledge construction. The study aims to identify the variables that may influence knowledge sharing in learning contexts using virtual environments; with the aim of contributing to the improvement of learning situations using the online tools. This research is exploratory in nature and falls within the field of phenomenological studies. The study was implemented in a tertiary education institution involving regular and adult learners. We conclude that in virtual environments learners tend to feel more confident, open, participatory, creative, understanding and seem to participate in training sessions because they are indeed interested in learning. On the other hand, the possibility of providing online tutorial session allows reaching a larger number of learners. These online sessions can be established in a time and place (virtual) free of constraints and can be tailored, allowing a more effective participation from learners.info:eu-repo/semantics/publishedVersio

FDI, income inequality and poverty : a time series analysis of Portugal, 1973–2016

Using time series data for Portugal between 1973 and 2016, this paper examines to what extent, inward FDI contributes to income inequality and poverty in the long-run. It was found that increased flows of inward FDI are associated with a less unequal income distribution and lower poverty rates. The results further suggest that, in the Portuguese case there is mutual causality between inward FDI and poverty in the long run, i.e., FDI significantly reduces poverty, and lower levels of poverty lead to higher inward FDI flows. In the case of inequality, the evidence shows that FDI does not contribute to higher (or lower) income inequality. Instead, more unequal income distributions significantly and negatively impact on inward FDI in the long run. Finally, human capital emerged as a key determinant to mitigate income inequality and circumvent poverty, contributing, indirectly, to fostering additional FDI inflows. Such results call for integrated public policy interventions that emphasize social and institu- tional dimensions.info:eu-repo/semantics/publishedVersio

Programas de self-management em pacientes com DPOC: uma revisão sistemática

Introdução: Programas de self-management têm como objectivo habilitar os pacientes com estratégias necessárias para levar a cabo procedimentos específicos para a patologia. A última revisão sistemática sobre selfmanagament em DPOC foi realizada em 2007, concluindo-se que ainda não era possível fornecer dados claros e suficientes acerca de recomendações sobre a estrutura e conteúdo de programas de self-managament na DPOC. A presente revisão tem o intuito de complementar a análise da revisão anterior, numa tentativa de inferir a influência do ensino do self-management na DPOC. Objectivos: verificar a influência dos programas de self-management na DPOC, em diversos indicadores relacionados com o estado de saúde do paciente e na sua utilização dos serviços de saúde. Estratégia de busca: pesquisa efectuada nas bases de dados PubMed e Cochrane Collaboration (01/01/2007 – 31/08/2010). Palavras-chave: selfmanagement education, self-management program, COPD e pulmonary rehabilitation. Critérios de Selecção: estudos randomizados sobre programas de selfmanagement na DPOC. Extracção e Análise dos Dados: 2 investigadores realizaram, independentemente, a avaliação e extracção de dados de cada artigo. Resultados: foram considerados 4 estudos randomizados em selfmanagement na DPOC nos quais se verificaram benefícios destes programas em diversas variáveis: qualidade de vida a curto e médio prazo, utilização dos diferentes recursos de saúde, adesões a medicação de rotina, controle das exacerbações e diminuição da sintomatologia. Parece não ocorrer alteração na função pulmonar e no uso de medicação de emergência, sendo inconclusivo o seu efeito na capacidade de realização de exercício. Conclusões: programas de self-management aparentam ter impacto positivo na qualidade de vida, recurso a serviços de saúde, adesão à medicação, planos de acção e níveis de conhecimento da DPOC. Discrepâncias nos critérios de selecção das amostras utilizadas, períodos de seguimento desiguais, consistência das variáveis mensuradas, condicionam a informação disponibilizada sobre este assunto.Background: Self-management programs aim to enable patients with skills needed to carry out specific procedures to the disease. The last systematic review of self-managament in COPD was conducted in 2007, concluding that it was not possible to provide clear and sufficient information about recommendations on its structure and content. This review is intended to complement the previous review in an attempt to infer the influence of teaching self-management in COPD. Objectives: verify the influence of COPD self-management education programmes in several indicators of this disease, assigned to the patients health status and use of health care services. Search strategy: the search was conducted through PubMed and Cochrane Collaboration databases (01 January 2007 until 31 August 2010). Keywords: self-management education, self-management program, COPD and pulmonary rehabilitation. Selection criteria: randomized trials of self-management education programmes in patients with COPD. Data collection and analysis: two reviewers conducted independently the assessment and data extraction of each article. Results: four randomized studies were considered in self-management in COPD in which benefits on several outcomes have been reported: short to medium term quality of life, routine medication adherence, health resources utilization, control of exacerbations and reduction in symptoms. It seems not to have any influence in lung function and use of rescue medication, being inconclusive its effect on exercise capacity. Conclusions: self-management programs appear to have positive impact on quality of life, health services utilization, medication compliance, action plan and levels of awareness of COPD. Discrepancies in the criteria for selection of samples used, uneven follow-up periods, and consistency of the variables measured, restrict the information on this subject

Online Scientific Volunteering: the technological immersion for the co-construction of knowledge, employability, entrepreneurship and innovation in a logic of inclusion

“We all have something to learn and something to share” is the motto of this project, through which we aim to assess the impact of a multilingual platform which combines and makes the most of the potentials of digital environments and favours inclusion, in the co-construction of knowledge in learning/practice, in employability, entrepreneurism and innovation. In this article we will introduce an ongoing project which is founded on the principle of openness to the research community. Its philosophy is Online Scientific Volunteering for the co-construction of knowledge about learning best practices. The platform that will emerge from the project will be open access. The academic community, whether national or international, can contribute with content and knowledge to the platform, through interaction and discussions around relevant and emerging topics. The community may also exploit, without encumbrance, the contents of the platform for their own benefit. This way students and scientific expertise can share in a common knowledge space, and together build a comprehensive knowledge base.info:eu-repo/semantics/publishedVersio

Bringing the MOOC into the classroom: an innovative pedagogical practice at the Polytechnic Institute of Santarém

Innovative pedagogical practices refer to a new or creative approach to teaching and learning that goes beyond traditional methods with the aim of improving learners' performance, critical thinking, problem-solving skills and overall learning outcomes. It involves the use of innovative strategies, techniques and tools supported by research and designed to meet the needs and interests of learners.info:eu-repo/semantics/publishedVersio