mir@gens

Foi mesmo uma excelente ideia, a da Cristina, de se poder utilizar apenas um slide, em 7 minutos, para cada apresentação. Depois, foi o trabalho dos próprios assistentes de responderem às questões colocadas. No meu caso, “O que fazer?” e “Como fazer?”, para levar os estudantes a uma maior implicação no processo de aprendizagem (mais capacidade reflexiva e maior interação com os colegas). Aqui fica uma panorâmica da sessão e da participação de todos os presentes.

Albuquerque Costa, Fernando; Cruz, Elisabete; Viana, Joana
Universidade de Lisboa |Instituto de Educação

“Managing personal learning environments: the voice of the students”

Abstract
The main purpose of this paper is to contribute to a better understanding of the kind of educational work to be done with higher education students (undergraduate) in order to encourage them to create and use personal learning environments (PLEs) as a strategy for learning (Attwell, 2007). Based on our current classroom work with students of the 2nd year of a degree in Education and mainly using the functionalities of the Ning system (Copyright © 2010 Ning, Inc.), as well as other tools available on the Internet, we tried to implement a strategy based not only on the presentation of content by the teacher, but also on the recognition of the importance of student’s leadership in the organisation and management of their own learning. Therefore, in addition to face-to-face lectures, we tried to extend the discussion outside the classroom walls using the different services offered by Ning, proposing to integrate the work done by students in their individual evaluation (50% of the final classification). At the end of the semester we observed evidence of a general difficulty felt by the students, particularly in terms of self-regulation and personal organisation. So we decided to try to understand the problem observed in depth. For the purpose of understanding the nature and the extent of these difficulties, we used a methodology focused on analysis of a questionnaire applied to the students about their perception of the difficulties in managing the learning process and about the strategies used for dealing with those difficulties. Although the students acknowledge that the development of the individual online portfolio in a PLE requires that, for the most part, largely they themselves have to get organised and manage of their own learning (Barrett, 2000; Attwell, 2007), one can see that they do not feel prepared for this, experiencing difficulties in personal organisation, time management and regular participation in the proposed activities. In strategic terms, they value the appraisals and/or suggestions given by the teachers, but do not adopt an attitude of reflection or interaction and sharing with others, as catered for by the platform and its functionalities.
Keywords: personal learning environments; strategies for learning; student’s leadership; student’s portfolio; self-regulation

No Instituto de Educação da Universidade de Lisboa, fez-se hoje história com a realização do primeiro encontro de “jovens investigadores” de todas as áreas científicas oferecidas. O mesmo é dizer, doutorandos em Ciências da Educação já com projectos de tese defendidos.

Com uma organização interessante assente na ideia de pôr os doutorandos de várias áreas a “conversarem” entre si tendo como base o comentário de investigadores seniores, este primeiro dia acabou por ser uma experiência muito rica para todos e um bom motivo para que a experiência se volte a repetir em anos futuros. Eu estive na sala 5 e comentei os projectos da Fátima, da Leonor e do Alberto.

Eis um aspecto da sessão de abertura, antes de os jovens investigadores apresentarem os seus trabalhos.