Customized X-learning environment: social networks & knowledge-sharing tools

The educational model based on fixed time, place, curriculum, and pace is not enough in today’s society and knowledge-based economy. The education system needs to address the diversity of students’ backgrounds and needs. Furthermore, educational equity is not about equal access and inputs, but ensuring that a student’s educational path, curriculum, instruction, and schedule is developed in order to meet students’ needs. Finally, personalized learning requires a leveraging of modern technologies enabled by smart e-learning systems, developed to track and manage the learning needs of all students, and to provide access to learning content, resources, and learning opportunities which areinfo:eu-repo/semantics/publishedVersio

Média, género e direitos humanos: diálogos (im)possíveis

[Excerto] Os média assumem um papel central enquanto (in)formadores da opinião pública, constituindo “lugares sociais e políticos de construção de identidades” (Silveirinha, 2004: 9). São dos mais importantes agentes de socialização, influenciando aquilo que se pensa e como se age individual e coletivamente. Neste sentido, a atenção que tem sido prestada aos média e à relação destes com as (des)igualdades de género e os direitos humanos já não é recente, tendo tido o seu início nas décadas de 1960 e de 1970 (Cerqueira & Cabecinhas, 2012). Desde essa altura até à atualidade, houve mudanças substanciais nas relações de género, no ativismo feminista, no campo mediático e na sociedade em geral (Byerly, 2013; Carter, Steiner & McLaughlin, 2015; Gallagher, 2014; Gallego, 2013; Krijnen, Álvares & Van Bauwel, 2011; Krijnen & Van Bauwel, 2015; Lobo, Silveirinha, Subtil, & Torres, 2015; Ross, 2009; Silveirinha, 2001; Van Zoonen, 1994, 2010, in Cerqueira, Magalhães & Cabecinhas, 2016: 5).info:eu-repo/semantics/publishedVersio

Building global skills through collaboration in the EFL classroom

Empathy, mutual respect, curiosity, collaboration, awareness (of self, others and the world) and openness to new experiences are some of the skills the OECD (2019) has identified as being associated with academic success and better preparation for the challenges of an ever more global and interconnected world. As global skills grow in importance, educators are challenged to consider new pedagogical approaches and design learning experiences that foster the development of these skills. The aim of this poster is to present a collaborative project developed at the University of Aveiro, during the 1st term of the 2021/22 academic year, and involving students from two different departments and English as a Foreign Language (EFL) subjects. In addition to consolidating students’ intercultural awareness and language competences, this learner-centred project also aimed to foster the development of personal, social and learning-to-learn competences, as these are defined in the Recommendation on Key Competences for Lifelong Learning (Council of Europe, 2018), which establishes a framework of competences citizens need in ever more diverse, mobile, digital, and global societies. In addition to a description of the project and presentation of the outputs, this poster summarises students’ perceptions of the process. The data showed that students had a generally positive perception of the activity per se and that they engaged with the acquisition and expression of cognitive, social and intercultural competencies.publishe

Who and how should participate in health care priority setting? evidence from a Portuguese survey

This article provides highlights of the evolution of the health care rationing debate towards a more transparent and open approach involving public participation. Discretionary models that have dominated health sector decision-making are being questioned by different sectors of society. Using data from 442 college students, we explore public’s views on its involvement in health care rationing decisions. Findings suggest that although citizens wish to be consulted, they believe doctors should play the most important role on the rationing decisions. Nonetheless, the confidence in doctors is not independent of the criteria used to support their decisions.This research was partially funded by Fundação para a Ciência e a Tecnologia (FCT) through the Applied Microeconomics Research Unit (NIMA) award no. PEst-OE/EGE/UI3181/201

Linking production paradigms and organizational approaches to production systems

Manufacturing system design and operation is critical to achieve strategic company objectives. This must aim fitting manufacturing systems capabilities to the different demand market environments, having in consideration the different approaches and strategies that should be used. In this paper we develop a framework for characterizing production system conceptual models and linking them to both production paradigms and organizational approaches to production, such as lean and agile manufacturing. The conceptual models identified are useful for aiding to implement organizational approaches and fit manufacturing systems to manufacturing requirements determined by different product demand patterns.(undefined

As mulheres com VIH-SIDA no discurso jornalístico: um estudo feminista sobre a activação ideológica dos estereótipos

Dissertação de mestrado em Ciências da Comunicação (área de especialização em Informação e Jornalismo)Esta dissertação visa destrinçar e analisar as ideologias que influenciam o discurso jornalístico sobre mulheres com VIH/SIDA. Em particular, procura destacar os estereótipos que integram essas ideologias. O corpus deste estudo é composto por treze notícias sobre mulheres com VIH/SIDA, publicadas em jornais diários, generalistas e de âmbito nacional entre Janeiro de 2007 e Setembro de 2008. Com base na Análise Crítica Feminista do Discurso, este estudo releva a imbuição de ideologias de género, sexista, xenófoba e racista nos modelos mentais dos/as jornalistas. Influenciando o uso de estereótipos no discurso jornalístico, estas ideologias manifestaram-se na construção das prostitutas como repositório/fonte de VIH e como criminosas sexuais. Privilegiaram ainda a representação das africanas como negligentes em relação ao vírus, das grávidas como fonte de perigo para os bebés, das mulheres idosas como sexualmente inactivas e das mães solteiras como mulheres mais vulneráveis. Os resultados mostram, assim, a ausência da perspectiva de género nas rotinas jornalísticas. Importa, portanto, apostar em práticas feministizadas no sentido da promoção de discursos emancipatórios, heterogéneos e inclusivos; da valorização de temáticas referentes ou que envolvem mulheres – como, por exemplo, a feminização do VIH/SIDA; da credibilização das mulheres como fontes de informação; e da erradicação do patriarcado que reveste as relações de poder.This dissertation aims to discriminate and to analyze the ideologies which influence the media discourse about women living with HIV/AIDS. Particularly, it attempts to highlight the stereotypes which are included in those ideologies. Its corpus is composed by thirteen news about women living with HIV/AIDS. They were published from January 2007 to September 2008 in the daily and generalist newspapers with a national scope. Based on Feminist Critical Discourse Analysis, this research brings to light the influence of the gender, sexist, xenophobic and racist ideologies in the mental models of journalists. Influencing the use of stereotypes in the media discourse, these ideologies are noticeable in the construction of prostitutes as a repository/source of HIV and as sexual criminals. They also favored the representation of African women as negligent in relation to the virus, pregnant women as a danger to their babies, elderly women as sexually inactive and single mothers as more vulnerable. The results show the exclusion of the gender perspective from journalist routines. Therefore, it‟s important to support feministized practices to promote emancipatory, heterogeneous and inclusive discourses; to draw attention to issues which refer to or involve women – for instance, the feminization of HIV/AIDS –; to give credibility to women as media sources; to eradicate the patriarchy from the power relations

O papel dos tutores na aprendizagem baseada em projectos : três anos de experiência na Escola de Engenharia da Universidade do Minho

Este artigo relata a experiência de acompanhamento tutorial na Aprendizagem Baseada em Projectos Interdisciplinares (Project Led Education, PLE), em 4 edições semestrais ao longo de 3 anos lectivos consecutivos, na Escola de Engenharia da Universidade do Minho. O acompanhamento tutorial foi realizado essencialmente por docentes, das unidades curriculares de apoio directo ao projecto, a grupos de alunos do 1º ano de Engenharia e Gestão Industrial. A existência da figura de tutor, na Aprendizagem Baseada em Projectos Interdisciplinares adoptada neste curso, fundamentou-se na necessidade de: (1) estabelecer uma maior proximidade com os respectivos grupos de projecto; (2) monitorizar o andamento dos projectos; (3) identificar problemas organizacionais do grupo; (4) veicular informação relevante ao grupo; e, (5) apoiar a equipa de coordenação PLE na avaliação individual dos membros do grupo. Este artigo inclui uma revisão bibliográfica sobre o papel do tutor na Aprendizagem Baseada em Projectos, apresentado-se uma súmula das diversas visões encontradas. Expõem-se igualmente resultados da avaliação desta experiência de três anos de acompanhamento tutorial e ainda uma análise crítica à luz das várias visões encontradas na revisão bibliográfica

Active learning using physical prototypes and serious games

It is widely accepted that the “learning by doing” approach results in higher levels of knowledge retention. This paper describes how this subject is addressed in the Integrated Master degree on Industrial Engineering and Management (IEM) at University of Minho, Portugal. Serious games are used as a learning tool in different years of the IEM degree to illustrate and consolidate important concepts, namely production dynamics and performance issues. To reinforce “learning by doing” the development of physical prototypes was included in one of the IEM Project‐Led Education semesters involving the design of a production system using Lego® Mindstorms® NXT building blocks. This paper provides a reflection on the use of serious games and physical prototypes, mainly in terms of learning outcomes and, to a lesser extent, on students learning styles. Moreover, it provides some hints on the integration of the tools on the curricular structure and on its practical implementation

"O Novo Paradigma da Inclusão: Representações e Práticas dos Docentes"Decreto-Lei 54/2018 de 6 de Julho

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