O exercício docente na sua relação com a reforma universitária de corrente do processo de Bolonha: o que dizem os professores da Universidade do Porto

Foi no cenário do final do século XX, e em consequência do Processo de Bolonha, que se começaram a sentir efeitos do discurso advindo de um movimento que reclamou uma reformulação dos processos curriculares e o reconhecimento de que o trabalho docente no ensino superior exige um conhecimento pedagógico-didático para além do conhecimento específico do campo das disciplinas em que atua cada professor. No quadro desta situação, este texto tem como objetivo analisar esse discurso e suas implicações no exercício docente. Para isso, dá conta de um estudo realizado na Universidade do Porto, que recolheu opiniões de professores através de um questionário, e que permitiu constatar a existência de tensões paradigmáticas que refletem dilemas para reconfigurações da docência universitária

Digital technologies in support of students learning in Higher Education: literature review

Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning