Free software and free culture in Higher Education: pipelines and workflows for creative purposes

OpenLab ESEV is a project of the School of Education of the Polytechnic Institute of Viseu (ESEV), Portugal, that aims to promote, foster and support the use of Free/Libre Software and Open Source Software, Open Educational Resources, Free Culture, Free file formats and more flexible copyright licenses for creative and educational purposes in the ESEV's domains of activity (education, arts, media). Most of the OpenLab ESEV activities are related to the teacher education and arts and multimedia programs, with a special focus on the later. In this paper, the project and some activities are presented, starting with its origins and its conceptual framework. The presented overview is intended as background for the examination of the use of Free/Libre Software and Free Culture in educational settings, specially at the higher education level, and for creative purposes. The activities developed with students and professionals generated pipelines and workflows implemented for different creative purposes, software packages used for different tasks, choices for file formats and copyright licenses. Finished and ongoing multimedia and arts projects will be presented as real case scenarios

O Projecto NetInfância e a construção de conhecimento profissional numa licenciatura em Educação de Infância

Numa altura de alteração na formação inicial de educadores de infância que, de novo, realça a relação com a investigação e a produção de conhecimento profissional específico, apresenta-se uma análise de estudos desenvolvidos no âmbito de uma licenciatura que focaram a utilização das tecnologias de informação e comunicação (tic) na educação pré-escolar. A análise orientou-se por preocupações relativas à produção de conhecimento por professores e à necessidade de estudos que apoiem a decisão sobre a utilização das tic na educação pré-escolar. Foram apreciadas as instâncias conceptual, substantiva e metodológica dos estudos, em detrimento de uma revisão de resultados. Destacam-se características de investigação realizada por práticos e de conhecimento pedagógico de conteúdo concretizados por alguns desses estudos, bem como as combinatórias metodológicas e os procedimentos de acesso ao campo bem sucedidos. A criação de espaços de produção de investigação nos novos mestrados pode beneficiar da análise destes processos nessas dimensões

A deck of cards for creative drawing based on algorithmic thinking

Deck of cards created as a pedagogical tool for the project Algolittle "Algorithmic Thinking Skills through Play-Based Learning for Future’s Code Literates" (2020-1-TR01-KA203-092333). Supports children in creating collaborative drawings based on prompts while learning concepts related to algorithms, especially conditions, and loops.info:eu-repo/semantics/publishedVersio

Animação Livre: uma proposta para uma pipeline e fluxo de trabalho baseados em Software Livre

OpenLab ESEV is a project of the Polytechnic Institute of Viseu’s School of Education that aims to promote, foster and support the use of Free/Libre and Open Source Software (F/LOSS), Free file formats and more flexible copyright licenses for creative and educational purposes. This paper presents a description and an evaluation of the pipeline and workflow implemented by OpenLab ESEV to support students' animation work and projects. The presented detailed view and evaluation might be of interest to schools and studios, teachers and independent animators interested in exploring the potential of Free Software alternatives to the standard proprietary software pipeline for animation and media production. The first part of the paper presents information about the workflow and pipeline. The description includes a diagram portraying the workflow, software packages used for different tasks, adopted file formats and chosen copyright licenses. It provides a complete view of the pipeline and workflow, from pre-production to post-production, from the presentation of the initial idea to the distribution of the final work, using finished and ongoing students’ works as real case scenarios. The second part presents a first draft of an ongoing analysis and evaluation of the Strengths, Weaknesses, Opportunities and Threats (SWOT) of the pipeline. We'll share and discuss the results of a SWOT analysis carried out within the project coordination team and students involved with the project as users of the pipeline

Portfólios digitais na educação pré-escolar: análise de uma experiência focada na participação dos pais

Apresenta-se um estudo de implementação de portfólios digitais com um grupo de 12 crianças e 24 pais em contexto de educação pré-escolar. O estudo foi desenvolvido como mudança de práticas da educadora de infância, incrementando a participação dos pais na avaliação das crianças. Discutem-se dados de acesso das famílias e aspetos da construção e dinamização dos portfólios pela educadora, na plataforma Moodle. As famílias participaram de forma distinta, mas com interesses específicos e reconhecimento da relevância do instrumento de avaliação em formato digital. Algumas famílias assumiram uma participação proativa. A Moodle revelou-se adequada para as necessidades dos portfólios e das famílias. A study about e-portfolios with a group of 12 children and 24 parents in an early childhood context is presented. The study was developed as profesisonal development with a focus on parental envolvement in chidlren's evaluation. Data from the families access to the platform and portfolios are discussed together with the process of creating and mantaining the portfolios in the Moodle. The families participated in different ways but showed specifi interests in the portfolios as well as overall recognition of the relevance of the digital version. Some families were proactive. Moodle responded to the needs of both the portfolios and the families

Playgrounds going wrong: study of the adult style and children's rights during recess in an early childhood and primary education center

Recent perspectives on Pedagogy for Early Childhood Education emphasize children's participation in line with the Children's Rights Convention. The study aimed to analyse how children's rights are dealt with during recess in a school (Early Childhood and Primary Education) in Portugal. The aims were: to characterize the style of the adult (teaching assistants) and the interactions that are established with the children at the playground/recess, and analyse them in terms of children's rights. The qualitative approach was based on the observation during the recess for three weeks. The Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) was used to register and code the dynamics of six teaching assistants (3 ECE and 3 PE). Critical incidents were also registered. Statistical analysis of the ASOS-ECE levels were complemented with the content analysis of the notes. The playground space was quite limited and affected children's play and well-being. The outdoor playground was never used for the Early Childhood classes, only for Primary Education students but with little supervision. Children were often deprived of playground time by decision of the teaching assistants, as punishment. The results obtained through the Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) are not satisfactory and are below what would meet the minimum quality value (3,5). For Early Childhood Education, sensibility is the most valued dimension but with very low levels (<2,5). For Primary Education it was autonomy that scored highest (<2,5). The analysis of the notes/critical incidents highlighted articles 12 (expression of own views), 13 (freedom of expression), 19 (protection against violence), 29 (development of personality) and 31 (rest and leisure, play and recreational activities) as being put into question by actions of the adults responsible for the children. Children's rights and well-being need to be put forward in the knowledge base for all adults working with children so that Pedagogy can fulfil its purpose fully