Teresa Pessoa

Cyberbullying – do diagnóstico de necesidades à construçao de um manual de formaçao.

O impacto do cyberbullying na sociedade e junto das criancas e jovens, tao mais complexo quanto mais sofisticadas as ferramentas tecnologicas disponiveis, tem chamado a atencao para a importância, a nivel internacional, da definicao de estrategias de prevencao e intervencao junto de potenciais agentes educativos, isto e, para o desenvolvimento de uma proposta, com dimensao europeia, de Cyber- Training. Neste trabalho apos uma breve apresentacao do projectoCyberTraining: A Researchbased Training Manual On Cyberbullying1 dar-se-a a conhecer o processo de desenvolvimento de um manual de formacao baseado numa investigacao a nivel europeu suportada na plataforma Moodle e, nesta, pela ferramenta Forum. Atraves de uma analise de necesidades junto de formadores e do estudo, junto de especialistas, do estado de arte no dominio a nivel de diferentes paises, e mostrado todo um percurso inovador de construcao colaborativa de conhecimento relativamente ao conceito cyberbullying assim como relativamente ao desenvolvimento de praticas de formacao ou cybertraining. ---------------------------------------------------------------- The impact of the cyberbullying on society and among children and young people, revealed as ever more complex as more sophisticated technological tools become available, has called attention to the importance, at the international level, of a definition of strategies for prevention and intervention among potential educational agents, i.e. to develop a proposal for Cyber-Training, with a European dimension. In this paper, after a brief presentation of the European project CyberTraining: A Researchbased Training Manual on Cyberbullying, an account will be given of the process of developing a training manual based on research at European level supported in the Moodle platform, and within this, by the Forum tool. By means of a needs analysis among trainers and analysis by experts of the state of the art in the area in different countries, innovative paths to collaborative knowledge building are demonstrated, relating to the cyberbullying concept as well as to the development of training practices or cybertraining.

Cyberbullying in Portuguese Schools: Prevalence and Characteristics

ABSTRACT This study examined the extent and nature of cyberbullying in 23 Portuguese schools. A sample of 3,525 sixth-, eighth-, and eleventh-grade students completed a self-response questionnaire assessing their perceptions and experiences of cyberbullying. The findings showed that 7.6% of students have been victimized, and 3.9% have bullied others at least once over the last year. The incidences of victimization were higher for females and for the older students. In contrast, more boys reported having bullied others in the eleventh grade. The most frequent medium of cyberbullying was via websites, whilst sending offensive messages was the most widely reported type of behavior. Telling someone about cyberbullying is among the most frequent coping strategies used by cybervictims, who usually chose to tell their friends rather than adults. Implications of these findings for students, schools, and parents are discussed.

Learning Computational Thinking and scratch at distance

Learning Computational Thinking concepts by all has gained quite importance in last years. Scratch is also one of the most used products to promote it worldwide. Yet, most teachers face difficulties when using it in the classroom with their students. With this idea in mind we developed and run a distance education course under the Project of Distance Education of the University of Coimbra specially designed for elementary school teachers to learn both Computational Thinking concepts and Scratch via an e-learning course using Moodle as a Learning Management System. In this paper we describe this first experience of teaching and learning online, the results obtained and also our future work about this course. Results of this first experience showed that it was possible for the trainees to learn Computational Thinking concepts and Scratch programming and also to develop useful products for their classroom practice using this modality of teaching and learning. As such, a second edition of the course is already planned to take place shortly. The design and implementation of a distance education course.The course is about CT and Scratch programming.The course is for elementary school teachers.

Development and psychometric properties of the additional facets of the European Portuguese version of the WHOQOL-SRPB (Spirituality, religiousness and personal beliefs)

O grupo WHOQOL-SRPB da Organizacao Mundial de Saude (OMS) desenvolveu o WHOQOL-SRPB, um instrumento de medida que avalia o dominio da espiritualidade, religiosidade e crencas pessoais da qualidade de vida (WHOQOL-SRPB Group, 2006). A validacao das versoes nacionais desse instrumento de medida obedece a um protocolo definido pela OMS/Grupo WHOQOL, que envolve as seguintes etapas: (1) traducao dos instrumentos; (2) etapa qualitativa; (3) desenvolvimento das escalas de resposta; (4) estudo de campo quantitativo. Os dois estudos que compoem o presente artigo tem os seguintes objetivos: (1) apresentar os resultados da etapa qualitativa, com grupos focais, que conduziram ao desenvolvimento de duas novas facetas – SP9. Relacao com os outros e SP10. Estilo de vida (Estudo 1); e (2) apresentar as caracteristicas psicometricas destas duas facetas adicionais (Estudo 2). O estudo qualitativo foi composto por 12 grupos focais e o estudo de campo quantitativo abrangeu uma amostra de 606 participantes. Os resultados atestam a fiabilidade e validade das novas facetas portuguesas, constituindo‑se como um acrescimo relevante e original ao questionario WHOQOL-SRPB.

Ser Professor Universitário: estudo exploratório em torno de concepções e de práticas

Este estudo visa uma caracterizacao e analise de concepcoes e praticas sobre o que e Ser Professor Universitario, procurando identificar os principais indicadores sobre a tematica. Tem como referencial a consideracao das multiplas funcoes do docente universitario, que envolvem o ensino mas, tambem, a investigacao e actividades de gestao, entre outras, e um modelo da complexidade da propria docencia, onde se jogam elementos que vao das crencas, aos objectivos ou as praticas de ensino-aprendizagem. Neste contexto, elaborou-se um guiao de entrevista semi-estruturada, que incidiu em temas fundamentais, nomeadamente na caracterizacao dos percursos e funcoes do professor universitario; nas concepcoes, intencoes e praticas da docencia universitaria; nos aspectos positivos e negativos da concretizacao do processo de Bolonha; na caracterizacao dos modelos de formacao e sugestoes para o desenvolvimento profissional do docente universitario. Com base na analise de conteudo dos dados obtidos foram identificados um conjunto de subcategorias e de indicadores que, apesar do caracter exploratorio do estudo, constituem um contributo para a caracterizacao e analise da tematica.

Distance vocational training in Portugal: A review of academic studies between 2000 and 2015

A changing society needs multiple mechanisms of action and intervention that encourages the development of skills and the subsequent process of prosperity of nations and social justice. Vocational distance training plays an important role in promoting skills and solving problems as the lack of specialized professionals or the need for retraining or upgrading assets. We advocate that educational research has an important contribution in the analysis of continuing vocational distance training and its strategic design. In this sense, within this article we developed a study review published in RCAAP (Scientific Open Access Repository of Portugal) between 2000 and 2015, seeking to understand the number, type and other characteristics of the studies focused on continuing vocational distance training The analysis focused on a total of 60 studies leading to an academic degree seeking to highlight the main conclusions and investigative trends in this area and also main recommendations shared by researchers.

E-moderation and Interaction in a Course Promoted by the Distance Education Project of the University of Coimbra

This article focuses on the study of e-moderation strategies adopted in the Violence and Conflict Management in Schools course promoted by the Distance Education Project of the University of Coimbra. This course resulted from a partnership between the Faculty of Psychology and Educational Sciences (University of Coimbra) and the Portuguese Ministry of Education.

Reconceptualizing planning: Conceiving new ways of planning educational processes with authoring tools

Planning in education is a process that can determine the success of learning. This has major impact in engineering education, where students have to develop complex competences in order to make decisions that can influence the world and humankind. Teachers are reluctant regarding the effective practice of planning educational processes, identifying the lack of time and appropriate pedagogical training as main causes for the problem. Our aim is contribute to solve this problem. This paper presents the exploration of the capabilities of conceptualization of planning by the IMS-LD educational modelling language, through CADMOS authoring tool. To do so we used a learning object of a discipline of a Computer Engineering higher education course. Several specifications were made in CADMOS, based on different learning strategies common used in engineering education. The results show that IMS-LD and CADMOS can help and simplify the planning process for teachers, allowing them to implement changes, reuse and share planning products. Limitations were identified, but they do not preclude the use of the tool for planning.