| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.35 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O modelo convencional de ensino-aprendizagem não atende mais as demandas do mercado de trabalho atual, exigindo a formação de profissionais capacitados em competências trans-versais e transferíveis que se mantenham relevantes ao longo da vida. As Instituições de Ensino Superior Portuguesas (IESP) desempenham um papel crucial na qualificação profis-sional e, desde a implementação do Processo de Bolonha, foram incentivadas a criar novas ecologias de aprendizagem que favoreçam o desenvolvimento dessas competências nos es-tudantes. Destaca-se, nesse contexto, a metodologia de cocriação de inovação como uma ferramenta valiosa para o aprimoramento de competências transversais e transferíveis, como a criatividade, o pensamento crítico, o trabalho colaborativo e o domínio de tecnologias digitais, entre outras. O Projeto de Cocriação Demola Portugal, financiado pelos programas POCH – Programa de Capacitação de Professores em Processos de Cocriação e COMPETE 2020 Co-creation Portugal – Link Me Up 1000 Ideas, durante o período de 2020/2021 a 2022/2023, promoveu a formação de professores e estudantes por meio da metodologia de cocriação Demola, envolvendo um consórcio de 14 IESP portuguesas. Este estudo de caso, com uma abordagem mista, apresenta os resultados alcançados nos três anos do projeto, a partir da perspetiva de três grupos: coordenadores, professores e estudantes participantes, com o objetivo de avaliar se os programas de formação contribuíram para a inovação peda-gógica e o aumento da literacia digital nas 14 IESP do consórcio. Para a população de coor-denadores, foram realizadas entrevistas semiestruturadas, resultando em 16 participações. No caso dos grupos amostrais de professores e estudantes, utilizou-se a metodologia não probabilística por conveniência, por meio de questionários semiestruturados, abrangendo uma amostra de 106 professores (n) e 59 estudantes (n). Os resultados indicam que a parti-cipação no projeto contribuiu significativamente para a inovação pedagógica e para o au-mento da literacia digital nas 14 IESP envolvidas, promovendo a aprendizagem disruptiva e as competências digitais.
The conventional teaching-learning model no longer meets the demands of today's labour market, which requires professionals to be trained in transversal and transferable skills that remain relevant throughout their lives. Portuguese Higher Education Institutions (HEIs) play a crucial role in professional qualification and, since the implementation of the Bologna Process, have been encouraged to create new learning ecologies that favour the development of these skills in students. In this context, the innovation co-creation methodology stands out as a valuable tool for improving transversal and transferable skills, such as creativity, critical thinking, collaborative work and mastery of digital technologies, among others. The Demola Portugal Co-creation Project, funded by the POCH - Teacher Training Programme in Co-creation Processes and COMPETE 2020 Co-creation Portugal - Link Me Up 1000 Ideas programmes, from 2020/2021 to 2022/2023, promoted the training of teachers and students using the Demola co-creation methodology, involving a consortium of 14 Portu-guese HEIs. This case study, with a mixed-methods approach, presents the results achieved in the three years of the project from the perspective of three groups: coordinators, teachers and student participants, with the aim of assessing whether the training programmes con-tributed to pedagogical innovation and increased digital literacy in the 14 HEIs in the con-sortium. Semi-structured interviews were carried out with the population of coordinators (N), resulting in 16 participants (N). In the case of the sample groups of teachers and stu-dents (n), a non-probabilistic convenience methodology was used, using semi-structured questionnaires, covering a sample of 106 teachers (n) and 59 students (n). The results indi-cate that the involvement in the project has made a significant contribution to pedagogical innovation and has increased digital literacy in the 14 HEIs involved, promoting disruptive learning and digital competences.
The conventional teaching-learning model no longer meets the demands of today's labour market, which requires professionals to be trained in transversal and transferable skills that remain relevant throughout their lives. Portuguese Higher Education Institutions (HEIs) play a crucial role in professional qualification and, since the implementation of the Bologna Process, have been encouraged to create new learning ecologies that favour the development of these skills in students. In this context, the innovation co-creation methodology stands out as a valuable tool for improving transversal and transferable skills, such as creativity, critical thinking, collaborative work and mastery of digital technologies, among others. The Demola Portugal Co-creation Project, funded by the POCH - Teacher Training Programme in Co-creation Processes and COMPETE 2020 Co-creation Portugal - Link Me Up 1000 Ideas programmes, from 2020/2021 to 2022/2023, promoted the training of teachers and students using the Demola co-creation methodology, involving a consortium of 14 Portu-guese HEIs. This case study, with a mixed-methods approach, presents the results achieved in the three years of the project from the perspective of three groups: coordinators, teachers and student participants, with the aim of assessing whether the training programmes con-tributed to pedagogical innovation and increased digital literacy in the 14 HEIs in the con-sortium. Semi-structured interviews were carried out with the population of coordinators (N), resulting in 16 participants (N). In the case of the sample groups of teachers and stu-dents (n), a non-probabilistic convenience methodology was used, using semi-structured questionnaires, covering a sample of 106 teachers (n) and 59 students (n). The results indi-cate that the involvement in the project has made a significant contribution to pedagogical innovation and has increased digital literacy in the 14 HEIs involved, promoting disruptive learning and digital competences.
Description
Keywords
Inovação pedagógica Literacia digital Competências transversais e trans-feríveis Cocriação de Inovação Aprendizagem disruptiva