Testemunho de uma supervisora de doutoramento a distância

Microcredenciais em Supervisão da Investigação Pós-Graduada. Coordenação científica: Isabel HuetEntrevista a uma supervisora de doutoramento a distância da Universidade de Liverpool, Reino Unido - Professora Doutora Lucilla Crosta para partilhar a sua experiência de supervisão de doutoramentos a distância.Plano de Recuperação e Resiliência (PRR) - UAb Impulso 2025info:eu-repo/semantics/publishedVersio

Pass the port(o) to the right - building a community of practice for Portuguese professors to profess

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Práticas de avaliação online e digitais no ensino superior: o caso de uma universidade inglesa durante a pandemia COVID19

In this paper, we discuss the approach taken to online and digital assessment by an English university during the Covid19 pandemic. We explore this case because of the institutional investment in changing its assessment approach during the pandemic. This approach is explored against a sustainability model for learning technologies adoption, specifically looking at level 1 - financial support; level 2 - instructional and technical support; level 3 - institutional ownership; level 4 - institutional impact; and level 5 - stakeholders’ ownership. This will hopefully help academics and institutions to both reflect on past experiences and think forward about the sustainability of their online and digital assessment strategies. We argue in this paper that higher education should be looking at the electronic management of the assessment process in a more sustainable way. This paper concludes by recommending institutions to embrace the efforts made during the pandemic and rethink how online and digital assessments can be managed over time to encourage authentic learning.Neste artigo, discutimos a abordagem desenvolvida para a avaliação online e digital por uma universidade inglesa durante a pandemia Covid19. Exploramos este caso devido ao investimento institucional na mudança da sua abordagem de avaliação durante a pandemia. Esta abordagem é explorada face a um modelo de sustentabilidade para a adoção de tecnologias de aprendizagem, analisando especificamente o nível 1 - apoio financeiro; nível 2 - apoio instrucional e técnico; nível 3 - apropriação institucional; nível 4 - impacto institucional; e nível 5 - apropriação dos agentes educativos. Espera-se que o artigo ajude quer os docentes quer as instituições de ensino superior a refletirem sobre experiências passadas e a pensar na sustentabilidade das suas estratégias de avaliação digital e online. Neste documento, defendemos que o ensino superior deveria analisar a gestão digital do processo de avaliação de forma mais sustentável. Terminamos este artigo recomendando às instituições que abracem o esforço feito durante a pandemia para repensar as estratégias de avaliação, refletindo sobre a forma como a avaliação online e digital pode ser gerida ao longo do tempo para promover uma avaliação potenciadora de aprendizagens autênticas.info:eu-repo/semantics/publishedVersio

Research quality assessment: a research project

Research is a major driver of economic growth and competitiveness. In this context, the evaluation of its quality appears as a prime area for action and investment. This paper describes an ongoing research project developed in the Research Centre “Didactics and Technology in Education of Trainers” (CIDTFF) about the assessment of the quality of research. We intend to present the project context, methods and expected results aiming to get an integrated contribution of the theme of evaluation of the quality of research focused on developing strategies and tools to promote the implementation of a quality culture at the institutional level. The close collaboration with CIDTFF management and the researchers allowed the design of the Institutional Matrix for Research Quality Assessment, the organisation of the Research Quality Workshop and data collection through the questionnaire: Quality Research in Education. It intends that the results could be helpful for the creation of tools to support the development of research excellence and the promotion of a quality culture

Assessment of research quality in higher education: contribution for an institutional framework

The past twenty years have seen a remarkable rise in the measurement of the impact/cost-benefit and value-for money of research outcomes. The implications for knowledge construction, higher education institutions and researchers are massive. This paper presents a proposal for addressing the question —how can institutions evaluate and monitor the quality of research in order to promote research excellence? The present study combines a strong documental analysis of major reference frameworks that are/were used across European higher education institutions with data analysis of a case study developed in the UK about the perceptions and recommendations of the main intervenients in the last Research Assessment Exercise (RAE). The dimensions and indicators identified in this study will contribute for the design of the Institutional Research Quality Assessment Framework that will be used in a research centre at the University of Aveiro. We provide examples of processes and practices of how institutions can develop internal evaluation exercises. We argue for an integrated/integrative approach where the basic principles of quality are identified, openly discussed and developed in order to reinforce the identity and promote the empowerment and engagement of researchers in the process of research assessment

Growing separation between teaching/learning and research – anticipating the impacts from REF 2014

Most quality assessment systems are based on an explicit separation of teaching/learning and research; however, in spite of their having enhanced both the organisation and quality improvement of each of these fields, they have also been contributing to a widening of the gap between the two and to the devaluation of teaching. The present study, developed in the UK, intends to provide some insights into the perceptions of former panel members, managers and academics, as they anticipate the impacts from REF 2014. Increasing pressure to achieve high-quality research has been leading institutions to hire the most prestigious researchers. Were there to be equivalent effort to achieve parity in the quality of teaching, this situation might be less worrying, for teaching does not currently enjoy the same investment; rather, its very inferiority is considered to have an even more negative impact on the development of new practices, as well as on student learning and support

Promoting the development of a quality culture: Steps and tools for research management

This paper presents a case study of a Portuguese research centre, demonstrating the barriers to developing a quality culture. Two main barriers are identified: (i) need for meta-governance at institutional level to develop strategies dissociated from governments’ objectives and goals and central administration level and (ii) lack of a sound internal quality culture based on the engagement and cohesion across the community. Four possible strategies for overcoming these barriers are discussed: (i) collecting information, experiences and good practices; (ii) designing contextualized research monitoring/ assessment tools (Institutional Research Assessment Matrix); (iii) promoting the creation of internal shared quality perspectives (Research Quality Workshop and Research Quality Questionnaire); ivproviding support. We worked on the intersection between the European policy (research assessment guidelines and frameworks) and the national/institutional research assessment experiences and practicesaiming to assist research managers in their strategic planning initiatives

ICT in Higher Education: a case-study of mediated blended-learning

Teaching in on-line and collaborative situations requires a variety of responses including changes in pedagogy as instructors taking the role of facilitators of information while guiding students toward solutions. In order for online learning to be successful, therefore, teachers as well as learners will need to explore new roles in the teaching-learning relationship. In this paper, the authors propose to examine how educators can mediate instruction by first designing their course goals and objectives and then consider how the on-line environment can best serve the instructional objectives and plan appropriate activities and assessment. We seek to explore the use of online environments as the bridge between real world and reflective knowledge

The experience of co-designing a learning space with teachers and students

This paper presents the findings of an empirical research study investigating the perspectives of students and teachers on learning spaces in higher education and their participation in the design process of such spaces. The study employed a participatory design method, using workshops to involve teachers and students in redesigning a prototype learning space named the ‘Cube’. This approach allowed the researchers to actively engage users in reflective thinking on the learning spaces and their role in learning and to co-create new learning spaces through the use of their experiences and ideas. The findings are organised into 10 design themes, highlighting key considerations for the design of meaningful and effective learning spaces. The study concludes that involving teachers and students in the design process can significantly improve the learning and teaching experiences by fostering an active sense of agency and ownership over the learning spaces.This work is financially supported by National Funds through FCT—Fundação para a Ciência e a Tecnologia, I.P., under the project UIDB/00194/2020 (CIDTFF), and by the Fundação de Amparo a Pesquisa do Estado do Amazonas, CAPES and CNPQ. Fundação de Amparo a Pesquisa do Estado do Amazonas.info:eu-repo/semantics/publishedVersio

Current reality and preferences for continuing professional development (CPD) of pharmacists in England : supporting pharmacists to achieve their CPD requirments

Background: Continuing professional development (CPD) is essential for pharmacists and is a regulator requirement in Great Britain (GB). Objectives: The aim of this study was to establish current participation in CPD activity in GB, in terms of format and providers, plus preferences of pharmacists, including motivators and barriers, and support needed for application of learning. Methods: This study utilised a questionnaire and semi-structured interviews of pharmacists in South London, England. Results: The majority of responders (n=293/338, 86.6%) had taken part in CPD activity in the past 12 months. Although face-to-face workshops were the most preferred activity, digital completion was the most used activity. There was increasing non-participation with reduced working hours (p=0.003). The employer was the most commonly used provider. From 19 interviews, three main themes emerged: Engagement, Intervention and Application. Conclusions: It is clear that no single format is preferred by all. There needs to be a strategy to ensure good utilisation of providers, and CPD-based events having an impact on practice