Production of Promotional Videos in a Multilingual Cross-Curricular Context: A Collaborative, Learner-Centred Experiment

Ribeiro, Sílvia; Calvão, Ana Rita; Simões, Anabela Valente; Neves, Márcia Liliana Seabra

doi:10.21125/iceri.2020.1872

Cited by 2 publications

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“…In this particular case, the collaborative project outlined aimed to develop competences in the understanding and production of multimodal texts in Portuguese and competences in the production, editing and dissemination of digital contents. In fact, and if we take into account the ideal competences for secretarial professionals referred to by Erviti, Fernández-Vallejo and Raskin [16], we find that several are anchored in the articulation of these two domains of knowing/doing, being unquestionable the need for graduates in this area to master the IT tools in use in the various organisations [11], [17] and be excellent users of their mother tongue [18].…”

Section: Figure 1 Cycle Of Preparation and Implementation Of Coil Pro...mentioning

confidence: 90%

“…At Águeda School of Technology and Management of the University of Aveiro (ESTGA-UA), specifically within the scope of the first cycle degree in Office Management and Business Communication (OMBC), several innovative pedagogical initiatives have been implemented over the years [11], making the preference for learner-centred activities even more noticeable. Concurrently, inter-institutional collaboration strategies have been reinforced, namely within the scope of Secretarial Studies, with the participation of the teachers and students of this course in national and international networks and associations in this field, whether in the pedagogical, professional or research scope.…”

Section: Collaborative Learning In the Office Management Studies Fiel...mentioning

confidence: 99%

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Collaborative Learning in the Office Management Studies Field: A Coil Experience Between Portugal and Cabo Verde

Ribeiro¹,

Calvão²,

Andrade³

2022

INTED2022 Proceedings

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The internationalisation of Higher Education Institutions (HEI) can occur across borders and at home. In recent years, the option for virtual mobility or collaborative online international learning (COIL) has been gaining special relevance. COIL "encompasses projects based on the involvement of teachers and students with different geographical, language and cultural backgrounds, for the development of collaborative teaching and learning processes using online communication tools" [1], thus facilitating not only the consolidation of technical skills, but also of transversal skills. This article describes a COIL project that took place between March and June 2021, involving 26 students from the degree in Office Management and Business Communication (OMBC) of the University of Aveiro (Portugal) and the degree in Public Relations and Executive Secretariat (PRES) of the Public University of Cape Verde. The project, entitled "Communication tools in the context of job search in Portuguese-speaking markets: Portugal and Cape Verde", was streamlined in a context of competences aggregation between disciplines in the area of Portuguese and Computer Science, with the participation of 5 teachers. Each student selected a job offer in the partner country and produced a multiformat CV (digital support and video CV), adapting it to a situation of applying for real job opportunities. The project included familiarisation sessions, open classes regarding the labour market in both countries, extraclass meetings between students and moments (in class and extra-class) to follow up the work in progress.After the end of the project, a questionnaire was applied to the students involved, and 24 answers were obtained: 13 from Portugal (all participants) and 11 from Cape Verde (out of 13 possible). The respondents indicated curiosity, the possibility of meeting new cultures/people and acquiring new knowledge as factors that motivated them to participate in this COIL project. Overall, participants were very satisfied with the development of this project. The answers obtained also made it possible to identify the most and least positive aspects in the implementation of the project, to find out the technical and transversal skills developed from this experience, and to list the communication tools/digital tools that the students used the most.

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Section: Figure 1 Cycle Of Preparation and Implementation Of Coil Pro...mentioning

confidence: 90%

Section: Collaborative Learning In the Office Management Studies Fiel...mentioning

confidence: 99%

Collaborative Learning in the Office Management Studies Field: A Coil Experience Between Portugal and Cabo Verde

Ribeiro¹,

Calvão²,

Andrade³

2022

INTED2022 Proceedings

View full text Add to dashboard Cite

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“…The option for this experiment of telecollaboration aimed, on the one hand, to continue the work experiments in Project/Problem-Based Learning already developed at ESTGA-UA in the context of mother tongue and foreign languages teaching [9], [10]. In fact, it is common for these telecollaboration experiments to arise associated with the implementation of Project/Problem-based learning, an option that contributes to the greater engagement and commitment of students and to the strengthening of soft skills [11].…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning and Ict Use in French for Specific Purposes Classes

Ribeiro¹,

Ribeiro²,

Calvão³

2022

INTED2022 Proceedings

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In recent decades, telecollaboration has become more frequent in different teaching contexts, with regular publication of studies on this type of practice [1]. Based on the interaction, mediated by digital communication tools, between students from different geographical, cultural and/or linguistic contexts, telecollaboration favours sharing, dialogue and debate, contributing to the consolidation of linguistic, cultural and digital competences and, therefore, being a pedagogical option increasingly valued in the context of foreign language teaching-learning [2].This paper describes a collaborative learning experiment developed (from October 2020 to January 2021) between two French for Specific Purposes (FOS) classes (25 students), from two undergraduate courses taught in Portuguese higher education institutions. This project, which took place in the first semester of 2020/2021, aimed, above all, to interact with FOS students from different scientific areas (Office Management and Business Communication (OMBC) and Tourism and Cultural Management (TCM)), thus favouring interdisciplinarity.This article, based on data collected through a questionnaire applied to participants in January 2021, presents some digital tools that students used to accomplish the work and describes the technical and soft skills developed by the participants. The technological solutions that students preferred to communicate and share information were WhatsApp, Zoom and MSTeams. Web pages of companies, airlines and accommodation/restaurant service providers were the most used sources of information by the students. For French text validation, students refer to Linguee and GoogleTranslator as the most relevant. The soft skills that were mentioned by the respondents as being the most developed were "tolerance", "resilience" and "autonomy".

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Production of Promotional Videos in a Multilingual Cross-Curricular Context: A Collaborative, Learner-Centred Experiment

Cited by 2 publications

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Collaborative Learning in the Office Management Studies Field: A Coil Experience Between Portugal and Cabo Verde

Collaborative Learning in the Office Management Studies Field: A Coil Experience Between Portugal and Cabo Verde

Collaborative Learning and Ict Use in French for Specific Purposes Classes

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