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- O papel da interação entre pares e da tecnologia na aprendizagem: perceção de estudantes do ensino superiorPublication . Rodrigues, Maria Rosário; Oliveira Pires, Ana Luisa; Pessoa, Ana MariaO presente estudo enquadra-se no âmbito do projeto Empower Eportfolio Process financiado pelo ERASMUS+ KA2, cujo objetivo é promover o desenvolvimento de boas práticas no Ensino Superior, estimulando a cooperação e a partilha entre docentes e investigadores de diversos países europeus. O trabalho que tem vindo a ser desenvolvido no projeto tem permitido sistematizar algumas reflexões sobre a perspetiva dos estudantes quanto à utilização dos portefólios digitais como instrumento de aprendizagem e de avaliação. De entre essas conclusões provisórias, destacamos a opinião que os estudantes construiram sobre o papel dos pares no processo de aprendizagem. Esta análise foi feita pelo grupo de trabalho português que promoveu três entrevistas coletivas com estudantes de diversos cursos da ESEIPS. Uma primeira análise dos dados recolhidos permitiu perceber que a interação entre pares tem um papel muito importante na aprendizagem dos estudantes e que, por essa razão, deve ser estimulada.
- Transforming pedagogy in higher educationPublication . Oliveira Pires, Ana Luisa; Rodrigues, Maria Rosário; Pessoa, Ana MariaIn this article we present some reflections of the ongoing research, developed within the scope of the EEP project — Empowering ePortfolio Process. We discuss some central ideas that emerged from the study focused on the students’ experiences and perspectives of ePortfolios, developed at the School of Education of the Polytechnic Institute of Setubal. We discuss its preliminary results broadening the focus to its implications to Higher Education pedagogy and to the development of students’ transformative capabilities — autonomy, reflexivity, critical thought, creativity and cooperation, amongst others. We highlight the ePortfolio contribution, as an epistemic framework, to the HE pedagogical transformation.
- Higher education students' perspectives on the use of ePortefoliosPublication . Rodrigues, Maria Rosário; Oliveira Pires, Ana Luisa; Pessoa, Ana MariaThis article is part of a study conducted within the scope of an ERASMUS+ KA2 project titled Empowering ePortfolio Process. The goal of the project is to study the practices employed in the use of ePortfolios as learning and assessment tools in higher education in the five partner-countries involved in the project. Aiming to understand the students’ views on the use of ePortfolios, interviews were carried out with Portuguese students with previous experience in the use of ePortfolios in the Curricular Unit (CU) “Portuguese Language and Information and Communication Technologies”, which is part of the curriculum of the Degree in Basic Education. According to data analysis, the students highlight, in reference to this CU, the collaborative learning and the discovery of new work-methods, more focused on the students, recognizing them as a significant context for learning.
- ePortfolio as a learning and assessment toolPublication . Rodrigues, Maria Rosário; Pinto, Jorge; Oliveira Pires, Ana LuisaThis paper falls within the ERASMUS+ KA2 project Empowering Eportfolio Process (EEP). This project aims to promote the development of best practices in Higher Education, by encouraging cooperation and sharing between teachers and researchers from several European countries using digital portfolios. The work so far has allowed us to systematize some reflections on the students’ perspective related to the use of digital portfolios as learning and evaluation tools. Among the conclusions of the project, we highlight the opinion students have built on the role of portfolios as a transforming element of evaluation processes, giving it a character of greater integration in learning. The students suggest that evaluation should be run more frequently and should meet their needs. This analysis was carried out by the Portuguese working group that promoted three collective interviews with students of several courses of the School of Education of the Polytechnic Institute of Setúbal (ESE-IPS). The analysis of the collected data allowed us to perceive the evaluation that the students attribute to the feedback and to the monitoring of their work by the teacher. We advocate that these aspects should be appropriated by teachers, thus promoting the quality of the process of learning and teaching in higher education.