2,434 research outputs found
QUANDO O JORNALISTA VIRA TORCEDOR, COMO FICA A COBERTURA ESPORTIVA?
Para acompanhar a lógica do espectáculo em que se transformou o futebol, os jornalistas deixaram de polemizar os principais acontecimentos relacionados com a indústria. Os profissionais da comunicação social vestiram a pele de porta-vozes dos clubes e dos jogadores. Com edições diárias de várias publicações competindo no mercado, os jornalistas optam por não desagradar os clubes, como mostra a experiência em Portugal
Contributos para uma análise dos planos curriculares de formação no ensino superior. O caso da engenharia e gestão industrial em Portugal
A reorganização curricular constituiu uma das mudanças mais significativas no âmbito
do Processo de Bolonha. Esta comunicação, que decorre de um projecto de investigação mais
vasto, incide na análise dos planos curriculares dos cursos de Engenharia e Gestão Industrial em
Portugal. Partindo dos planos curriculares de três cursos, analisam-se os ciclos de estudo /
distribuição de ECTS, as questões da diversidade curricular e da componente prática do currÃculo,
bem como o perfil profissional / competências técnicas. A análise do currÃculo da formação implica
aspectos que vão para além da sua estrutura e organização, incluindo o estudo das práticas
curriculares se se pretende estudar as mudanças efectivamente ocorridas no âmbito do processo
de Bolonha
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal
According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed
A aprendizagem baseada em projectos interdisciplinares: avaliação do impacto de uma experiência no ensino de engenharia
Neste artigo apresentamos dados de um projecto de investigação mais vasto que pretende avaliar o
impacto de uma experiência de Aprendizagem Baseada em Projectos Interdisciplinares no Mestrado
Integrado de Engenharia e Gestão Industrial (MIEGI). Para tal, foi utilizado o Modelo de Avaliação
CIPP (Context, Input, Process, Product) de Stufflebeam (2003) como quadro de referência para a
avaliação do projecto nas suas várias dimensões. O design da investigação caracterizou-se por uma
metodologia eminentemente qualitativa, com recurso a alguns métodos quantitativos. Os resultados
da investigação de que damos conta neste artigo baseiam-se, sobretudo, nas percepções dos
estudantes sobre o processo de implementação e avaliação desta experiência. No que diz respeito
ao seu impacto nos resultados e processos de aprendizagem dos alunos, ele surge associado a uma
maior compreensão e aplicação dos conteúdos e ao desenvolvimento de um conjunto de competências
transversais, tais como a capacidade de comunicação, de trabalho em equipa, de resolução
de problemas, de gestão de conflitos e, ainda, o sentido de responsabilidade
The role of project-based learning in engineering curriculum: the case of the industrial engineering and management program at the University of Minho
One of the key questions arising from literature in Higher Education is the mismatch between curriculum
and professional practice. This work presents an analysis of an engineering program, based on a model of
curriculum development that includes three dimensions: professional profile, curriculum elements and
framework of competences. These dimensions were considered in the methodological approach that
involves a case study of the Industrial Engineering and Management (IEM) program at the University of
Minho, Portugal. Data were collected through a combination of methods, including a survey, narratives,
interviews and focus group. The aim was to get to know the perceptions of students and teachers of IEM
program and professionals working in this engineering field. The findings highlight the relevance of projectbased
learning within the engineering curriculum in so far as it provides students with opportunities to
develop both technical and transversal competences related to their professional practice. This implies
developing learning situations in which it is possible to solve engineering problems, linking theory and
practice based upon an interdisciplinary approach. Furthermore, the implementation of project-based
learning have implications for curriculum development, namely in regard to the definition of the
assessment (e.g. milestones, feedback, etc.), coordination and communication between the faculty,
content selection according to the problem to be solved, amongst other issues with impact in teaching
practice.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio
Developing professional competencies through projects in interaction with companies : a study in Industrial Engineering and Management Master Degree
This paper draws upon a part of a research project aiming to analyze curricula elements and competencies related to professional practice, in order to contribute to the improvement of the quality of the training program in engineering courses. Data were collected through a general survey to students, teachers and professionals. This paper focus on professionals’ perspectives and the results show the relevance that PBL experiences assumed in professional situations. Four main topics emerged from data, were analyzed, and discussed, namely technical competencies, transversal competencies, curriculum organization and interaction with companies. The results of the professionals’ survey point to the relevance of PBL experiences in professional situations. The findings also highlight the importance of project-learning approach for the quality of engineering curriculum and the development of both technical and transversal competencies.Fundação para a Ciência e a Tecnologia (FCT
Project approaches in interaction with industry for the development of professional competences
The engineering education involves the development of professional competences. For this purpose, it is necessary to understand the specific engineering field and to identify the specific professional needs of future engineers. Further, it is important to develop the adequate educational approaches that will foster the development of these competences. This paper aims to contribute to identifying the education needs in the field of Industrial Engineering and Management (IEM) based on the professionals perspectives, articulated with internship students and a group of university teachers. It also aims to reflect on two cases of interdisciplinary project approaches of the IEM program at the University of Minho, Portugal, which directly involves the interaction with industrial companies. One of the cases involves courses of semester seven of the IEM program and the other involves four different engineering programs. The triangulation of data from interviews with professionals, focus groups with university teachers and narratives from internship students contributed to identifying competence needs and the contribution of project-based learning in articulation with companies for students’ professional competences development. The analysis of professional needs points to the importance of practicing the professional practice at the level of education and training. Furthermore, the reflection on the results also stresses the relevance of these kinds of approach from the point of view of all the stakeholders, namely students, university teachers and professionals.(undefined
Teachers' and students' perspectives about curriculum development in engineering education: Implications for academic work
This study had the financial support of Research Centres ALGORITMI and CIEC, by the Strategic Project UID-CEC-00319-2013and UID-CED-00317-2013, through the FCT (Foundation for Science and Technology) Portuguese National Funds, and projects POCI-01-0145-FEDER-007043and POCI-01-0145-FEDER-007562, by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI).ICCS - International Council for Canadian Studies (UID-CEC-00319-2013
Editorial - The relevance of child studies
[Excerpt] This is the inaugural issue of the journal Child Studies published by the Research
Centre on Child Studies, University of Minho, Portugal. Child Studies is an international
peer-reviewed journal which publishes empirical and theoretical articles focusing on
children’s social contexts and their social practices and relationships, both at local and
global level and from a contemporary as well as historical viewpoint. Taking a holistic
perspective, Child Studies aims to provide a multidisciplinary forum for sharing and
discussing issues such as children’s rights, development and well-being; child
education and care services and institutions such as families and schools; professional
practices and professional development of social workers, teachers, nurses and other
professionals working with children; children’s leisure and play in urban spaces and
communities; children and the media in the digital world; child and childhood
representation in public discourse (media, law, religion, literature, academia…);
children and the arts; children’s literature; intercultural and intergenerational relations
and the broader societal, political and cultural issues impacting children’s lived
realities
- …