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- O aluno de química como co-autor de Recursos Educativos Digitais: no palco e espectador de si mesmoPublication . Castro, Cornélia; Andrade, AntónioA transformação das escolas portuguesas em ambientes ricos em tecnologia, tornando os computadores uma janela para trazer o mundo para a escola, veio criar condições para a reconceptualização da atividade do professor confrontado agora com o imperativo de transformar o seu modo de ensinar e envolver os alunos em formas de aprender baseadas numa lógica de trabalho colaborativo e de partilha. Pretendeu-se estabelecer interações dinâmicas alunos-conteúdos-professor de forma a ultrapassar a previamente diagnosticada falta de motivação e empenho dos alunos para o estudo de química. Com esse propósito, desenhou-se uma estratégia de trabalho em sala de aula cujo núcleo consistiu na criação de recursos educativos digitais pelos alunos recorrendo à tecnologia disponível e às ferramentas da web 2.0. Os alunos constituíram-se como co-autores do conhecimento a adquirir e estipulado no programa oficial da disciplina de química do 12.º ano, tendo, ao mesmo tempo desenvolvido as suas competências digitais, de uma forma supervisionada.
- Cognitive communication 2.0 in the classroom - resonance of an experience in higher educationPublication . Ferreira, Sérgio André; Castro, Cornélia; Andrade, AntónioThe communication in the classroom is often carried out on a one-to-many basis, with the teacher, before an audience of dozens of students, playing a traditional role. In this context, still commonly practiced, it is pertinent to introduce mechanisms of interaction mediated by technology, since research shows a significant correlation between the use of technology, the time spent in social media and the engagement of students. In fact, literature shows that social media has attracted the interest of academics more likely to use technology in education, who thereby seek new ways to motivate their students to a more active learning. The adoption of cognitive communication 2.0 morphology, in traditional contexts such in communication one-to-many, is a challenge to be overcome. We consider so of great importance creating and evaluating resources and pedagogical practices that are aligned with this new paradigm. In this study, we intend to make a contribution to understanding the problematic of the morphology of cognitive communication in the context of the classroom in Higher Education, with the integration of web 2.0 tools. On the approach to the problem, we have explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behaviour in the classroom; vi) negative behaviour in the classroom. The goals of this study are: i) to validate the instrument for data collection, ii) to assess the perceptions of students regarding the effects of the resource and pedagogical practices used in the classroom dynamics iii) to set in context and to relate the cognitive communication 2.0 in the classroom with other components of the Hybrid Institutional Personal Learning Environment. This is an exploratory type research, since it seeks to provide a greater familiarity with the problem and to identify dimensions and items to be included in the questionnaire. The data collected will be processed under a quantitative perspective. Considering, therefore, the nature of the study we did not seek to establish correlations between variables, but only to identify trends, using descriptive statistics. It is expected that the results obtained will contribute to the articulation of web 2.0 tools with traditional cognitive communication in the classroom, in such a manner that positive impacts will result in pedagogical and technological effectiveness and thus in students learning achievements.
- Cognitive communication 2.0 in higher education: to tweet or not to tweet?Publication . Andrade, António; Castro, Cornélia; Ferreira, Sérgio AndréResearch has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one-way communication, one-to-many, low or non-existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many-to-many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each other’s views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.
- Teaching chemistry in a social learning environment: facing drivers and barriersPublication . Castro, Cornélia; Andrade, AntónioThe Portuguese Technological Plan for Education (TPE) was established to modernize schools and to consolidate the role of Information and Communication Technologies (ICT) in order to promote the academic success of students and allow schools to be transformed into technological enhanced environments through a significant learning and knowledge building in a participatory, collaborative and sharing logic. With this work we aimed to establish dynamical interactions students-content-teacher in order to overcome a diagnosed students’ lack of effort towards studying curriculum chemistry content. Our methodology design is a non experimental and descriptive one, carried out in a secondary school during a whole school year, in order to answer the question “How to improve the engagement of K-12 students in chemistry classes?”. Students, gathered in small groups, were asked to create digital learning resources (DLR) during classes. The teacher assumed the role of the supervisor, coacher and facilitator of every task that had to be taken or chosen by the students. To enhance interaction student-student and student-teacher, a Twitter account and a Ning community were created for the class. Both supported the Social Learning Environment (SLE) that was intended to be created. The data collected – DLR created, participation of each student in the Ning community, teacher observations and students’ opinions – led us to satisfactory results in what concerns the goals of this exploratory study. We based our research in the following facts: i) the development of a technological basis in education is a social demand and therefore its adoption in a systemic way is no longer a matter of choice; ii) our “digital native” students have different learning styles not considered by traditional instructional practices; iii) SLE promotes and supports collaborative learning through the use of student-created content; iv) involving innovative pedagogical approaches opens up opportunities to engage students in creative learning and can possibly help bridge gaps between innovative and conventional pedagogical approaches and v) the use of well-structured technology, in certain contexts, may have a significant and positive effect on students’ achievements. SLE has been shaped by experience and this study is about that: web 2.0 tools, social media and student-generated content were used to answer to a combination of curriculum very specific skills and the needs and desires of the students. The affordances and constraints of SLE as an open architecture that has potential to facilitate collaborative learning are delineated. The methodology followed out allowed an interaction from many to many and an increased students’ engagement in the proposed tasks. SLE developed ICT skills and established itself as a cognitive tool: students accessed information about learning content and turned it into knowledge. The results seem to demonstrate that TPE, by allowing the ubiquity of computers in schools, let students to be more engaged in working and came out to be a facilitator for integrating ICT in the curriculum. Our findings are important for the Portuguese teachers who still withstand, before these “Net Generation” students, to experimenting pedagogical approaches that integrate ICT into real teaching contexts which is now an imperative cause. Future work should focus on mechanisms that allow assessment both of the methodology used and the students’ generated content in order to improve students’ learning in this environment.