António Dias de Figueiredo

Managing Learning in Virtual Settings: The Role of Context

Sample of Contents: Context and Learning: a Philosophical Framework Context Engineering For Learning Space As A Learning Context The Dynamics Of Online Collaboration Quality Assurance During Distributed Collaboration Building A Learning Community On-Line.

Action Research and Design in Information Systems

As the production of knowledge moves from a linear innovation model in an explanations-oriented world to a networked innovation model in a solutions-oriented world, the practice of design in engineering and industry and the practice of research in academia are getting closer and closer. This proximity is calling for a renewal of the debates on the nature of academic research, on the epistemology of design, and on the relationship between research and design. This is particularly challenging as we concentrate on the specific field of information systems. It is, also, mostly enlightening as we look into the philosophical groundings of both the design disciplines and action research. This chapter attempts to escort the reader in the examination of these issues. It starts with a brief characterization of the two main modes of knowledge production, followed by a debate on the relationships between research and design. It then puts forward a simple philosophical framework that will be used to put in perspective the designerly ways of knowing, their relationship with action research, and the resulting implications on information systems research. The chapter closes with the re-examination, under this new perspective, of some recent debates on topics such as the rigor vs relevance dilemma and the ethical dimension of action research in information systems.

A strategy to improve student's motivation levels in programming courses

In this paper we present and discuss a pedagogical strategy to promote programming learning. It was conceived to help students maximize their learning through the conscious assessment of their self-efficacy level, while they develop a suitable programming study behavior. We present and discuss the results of a two years experience conducted in the context of a Programming course at the University of Coimbra. In those experiences we used several instruments to assess different aspects, like motivation, self-efficacy and satisfaction with course activities and demonstrate an alternative model to make introductory programming courses more productive and attractive, increase motivation for learning and decrease dropout levels among students.

Information Systems Development as Flowing Wholeness

This paper asserts that information systems development (ISD) should be understood as a continuous and holistic process. To support this view, ISD is analyzed in light of the current challenges of permanent business model innovation and of the ensuing pressures on the fast, but controlled, adjustment of the supporting information systems. In a context of growing complexity, increased interaction between people, departments, and enterprises, wide availability of heterogeneous enterprise software applications that call for integration, and concerns about the preservation of legacy, the need of completely new approaches to ISD becomes absolute. This paper describes an approach we have developed to this end, and shows how it can be used to fulfill the aim of continuous and holistic ISD.

Extending Open Space Technology for Blended Learning

This paper presents a pedagogical strategy for the exploration of blended-learning in higher education. A key component is the adoption of Open Space Technology (OST) to group students according to their motivation for the topics to be studied and tasks to be performed, rather than following their personal affinities. We have developed and tested the strategy throughout two academic years. In the first year, we explored OST in its regular, face-to-face, approach. Although the results were good, we felt that learning could be further improved with a period of on-line discussion after the face-to-face session. With this in mind, in the following year we explored a combination of face-to-face and on-line activities, in what we called blended-OST (or b-OST). We concluded that this approach could lead to a deeper discussion of the proposed tasks, to the emergence of additional possible tasks, and to the participation of students who tended to shy away from expressing their opinions orally. The data collected shows that the involvement of the students increased in the second year. In our view, the use of blended-OST has contributed to the creation of a better learning context. The students’ opinions, collected after the course, also support this view.

Student reflections as an influence in the dynamics of an introductory programming course

Learning computer programming is known to be difficult for many students. In the context of a wider study, which aims to design a pedagogical strategy for introductory programming, we decided to use some less conventional activities. This strategy was applied in the last three academic years with some success. In this paper we will discuss a component that proved very relevant, the biweekly reflections we asked the students to write during the course. They were expected to reflect on the course, the different activities, their learning, the difficulties felt, and any other aspect they considered important. The analysis of the texts written gave the teacher several hints that lead to some successful individual interventions. From a research point of view this analysis gave also some important clues to the refinement of our pedagogical strategy.

Promoting motivation and participation in higher education: A b-learning experience

A b-learning based pedagogical strategy is proposed to promote motivation and participation in higher education. It employs Open Space Technology (OST), collaborative activities, peer evaluation, individual reflection, and the sharing of a final purpose. OST lets the students group themselves according to their interest in a task and develops a mobilizing sense of belonging. A peer-evaluation phase is included, in which each group evaluates and gives suggestions to another group. The groups then produce the final versions of their work, which are presented at a final event whose format has been negotiated to strengthen motivation and shared commitment. The students are also expected to reflect individually on their own participation and learning during the course. The paper describes the pedagogical experiments that supported the development and validation of the strategy and explains why it had a positive impact on student participation and on the overall learning process.

Diversifying activities to improve student performance in programming courses

This paper presents a pedagogical strategy that intends to help students maximize learning and minimize drop-out rates in programming courses. The goal is to motivate students to develop a better programming study behaviour through the utilization of appropriate learning activities and the conscious assessment of their self-efficacy level. The paper also includes some preliminary results of the strategy application with students of Design and Multimedia.

Future utility as a key dimension in e-learning quality

We propose future utility as an important dimension in the appraisal of the quality of e-learning-based professional training. Our empirical results show that future utility is the second most important dimension of quality, following satisfaction. We also conclude that three major factors explain the perception of quality: training attitudes, training process and training utility. A relevant additional conclusion is that the length of the course affects final motivation and the perceptions of quality. These findings are useful for e-learning-based professional training providers, employers and all those who plan or evaluate the impact of e-learning courses.

Writing a Research Paper: From the Parts to the Whole

Good research paper writing can be made much simpler than most people think provided a few important principles are kept in mind. We cover these principles here, in just two pages, as we go through a description of the successive parts of a typical research paper. We hope this will help young researchers achieve in a short time the high standards expected at top international journals and conferences. Abstract. The abstract should not exceed 200 words, and should clarify very concisely, but not telegraphically: 1. The work the authors did, which is described in the paper.