Ferreira, Maria João
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Ferreira
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Maria João
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Maria João Ferreira
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Maria João Ferreira is Associate Professor and Researcher in the field of Information Systems at the Science and TechnologiesDepartment at Universidade Portucalense, Porto, Portugal. Graduated in Applied Mathematics and Computation at Portucalense University, she was awarded with a M.Sc. (1993) and a Ph.D. (2003) degrees in Computation by the University of Manchester. Currently, she teaches subjects in the areas of IT in Organizations, Information Systems, Requirements Engineering and Information Systems Development at undergraduate and master level while supervising M.Sc. and Ph.D. students. She is both a researcher at REMIT - Research on Economics, Management and Information Technologies at Universidade Portucalense - and at ISTTOS - Centro Algoritmi, a research unit in Information Systems and Technologies institutionally hosted by University of Minho. Her research focuses on Information Systems, Digital Transformation in Organizations (including Higher Education). She was coordinator during 10 years of the MSc in Information Technologies in Education. She is a co-author of several scientific publications with peer-review on national and international conferences, book chapters and journals and has been involved in several conferences as a program committee member, organizer committee member and local-chair member. She is also an Editorial Board Member of the IJADS and the IJAS.
5C16-639B-5E48
57193559489
O-3023-2015Research Projects
Organizational Units
REMIT – Research on Economics, Management and Information Technologies
Centro de investigação que que tem como objetivo principal produzir e disseminar conhecimento teórico e aplicado que possibilite uma maior compreensão das dinâmicas e tendências económicas, empresariais, territoriais e tecnológicas do mundo contemporâneo e dos seus efeitos socioeconómicos. O REMIT adota uma perspetiva multidisciplinar que integra vários domínios científicos: Economia e Gestão; Ciências e Tecnologia; Turismo, Património e Cultura.
Founded in 2017, REMIT – Research on Economics, Management and Information Technologies is a research unit of Portucalense University. Based on a multidisciplinary and interdisciplinary perspective it aims at responding to social challenges through a holistic approach involving a wide range of scientific fields such as Economics, Management, Science, Technology, Tourism, Heritage and Culture.
Grounded on the production of advanced scientific knowledge, REMIT has a special focus on its application to the resolution of real issues and challenges, having as strategic orientations:
- the understanding of local, national and international environment;
- the development of activities oriented to professional practice, namely in the business world.
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Publication Open Access Teaching and learning modelling and specification based on mobile devices and cloud2017 - Ferreira, Maria João; Moreira, FernandoIn this paper, and in the context of a course of 1st cycle in Informatics, and following the guidelines of the Information Systems courses provided by ACM/AIS, we propose the use of Google tools and Lucidchart modeling tool, aligned with Bloom's taxonomy in our model BML Context Oriented (BML-CO) in a Requirements Engineering course based on Unified Modelling Language (UML) to modeling and specify requirements to a software system. Teaching Requirements Engineering and, in particular modeling and specification requirements, at the higher education institutions is an “arduous” task according to the literature that the proposed approach wants contribute for filling this gap.Publication Open Access Teaching collaborative data modeling: an approach based on cloud and mobile technologies2016 - Moreira, Fernando; Ferreira, Maria JoãoPublication Open Access A traditional school towards a new dimension: social learning.2013 - Seruca, Isabel; Ferreira, Maria João; Moreira, FernandoSchools have suffered a large (r)evolution at social, economic and technological levels, particularly during the last 10 years, when traditional barriers of transferring information and knowledge silos have been progressively eliminated. Finding experts and knowledge within a school is now easier through Social Learning. A change of paradigm in day-to-day use of information systems and technologies (IST) by students does not sustain such a transformation by itself, however. A change of culture and behavior is also necessary. The appropriate use of IST integrated with the school's processes will depend on both individual and collective efforts, that is, on what may be called "collective leadership". The younger generation is accustomed to sharing, often through mobile devices (MDs), personal information on Facebook, and Twitter, among other platforms, and enters the job market looking for similar tools. These new "social tools" eliminate the barriers of communication and sharing, allowing the production, sharing, and management of information and knowledge within the school between peers and other stakeholders. We believe that Social Learning is much more than just collaboration and sharing, since the IST that is currently available, by itself, allows the school processes to be more dynamic, more "social". These developments, along with the European Commission report "A Roadmap for Advanced Cloud Technologies H2020 under...", imply that the environment of IST (market research, education, etc.) is constantly changing. It is necessary to identify the major changes that can be expected in the next 5-10 years that may affect the IST environment. It is expected, for example, that in 2015 the concept "Bring your own Device" (BYOD) as well as the use of Cloud Computing will be practically general. Taking advantage of these technologies for teaching students through Social Learning, in particular nomadic students, requires a comprehension exercise in how to demonstrate its usefulness with regard to the creation, access and sharing of targeted and safe content. We propose a concept associated with mobile learning, called Create, Share, Document and Teach (m_CSDT). Structured and organized Social Learning, with different ISTs including MDs that comply with the concept m_CSDT will contribute in a particular way to the well-being of the school through the intelligence and agility dimensions. We believe that the intelligence dimension, on its different indicators, is achieved through "collective leadership", since this one is more efficient than hierarchic management, for certain types of tasks, allowing the internal relations of cooperation to increase and improve the flow of knowledge. This because broad participation is usually more effective and leads to more information that can be processed and used in decision-making. The agility dimension is achieved through collaborative work supported mainly by nomadic students, allowing a systemic perception, especially taking advantage of the interconnections between the school's capabilities and learning with IST's opportunities. This research intends to provide a comprehensive view of a new dimension in the traditional schools, i.e. social learning supported by mobile IST – m_CSDT – in order to improve their well-being through the intelligence and agility dimension.Publication Open Access FCASM2T: The tools and functionalities / Features identification process2015 - Ferreira, Maria João; Seruca, Isabel; Moreira, FernandoThe huge popularity and evolution of the Web in the last decade, and the rapid advances in ICT allowed an exponential growth of the volume and diversity of data produced by social media. The widespread use of social media has encouraged citizens to give their opinions more freely and actively participate in several aspects of modern life. The data provided in this context can have a great impact on business, where often opinions of customers may contribute to the success of a product or service, or destroy the reputation of a brand or a company. The effective and full use of social media by organizations require that they are able to monitor and analyse the high volumes of heterogeneous data that are produced by these media, so as to obtain relevant information and valuable insights for decision making and for conducting their business. Due to the diversity of social media monitoring tools available and wide range of features offered, the FCASM2T (Framework for classification and adoption of social media monitoring tools) was proposed to classify and guide the process of adoption of such a tool (or set of tools) by an organization. This paper addresses the first stage of the framework, the Tools and functionalities/features identification process, describing its rationale and way-of-working.Publication Open Access A Blended Mobile Learning Model-Context Oriented (BML-CO).2010 - Ferreira, Maria João; Sobral, Sónia Rolland; Moreira, FernandoThe steady increase in the number of mobile devices nowadays, particularly among younger people, leads to the emergence of new paradigms in several areas of activity including education. As an example of a new paradigm in the teaching / learning we could refer the m-learning (mobile learning) that, just as technology, has continued and evolved into the Blended Mobile Learning (BML) model. In this paper we propose a BML context oriented model that relies on the use of open source software for the LMS, mLMS and a tool related to the programming environment. The learning context is a relevant aspect of the proposed model by the technical and economic constraints that BML involves.Publication Restricted Access Teaching and learning Modelling and Specification based on gamification2020-06 - Fonseco Escudero, David; Ferreira, Maria João; Durão, Natércia; Moreira, Fernando; Santos-Pereira, CarlaVideo games are understood by society, particularly young people, and young adults, as a form of entertainment. However, given the transformation of society towards the digital, in recent years the games have crossed the barriers of entertainment, and have been used in more ambitious environments and purposes, especially in business and education. In this context, this practice is called gamification, being used at education and aims to make the teaching and learning more attractive and motivating. Gamification, as noted, has the principles of video games, i.e., leverage the elements of the games, which underpin its enormous success, to make learning more engaging, customizable and relevant. Its use in the teachinglearning process has been carried out in parallel with active methodologies, and in the use of learning management systems that include various elements of the game to be integrated into teaching, learning and evaluation activities. In this paper, the gamified programmatic contents idea is presented, and it specifies a level-based programmatic contents structure as well as other gamification elements used, such as points and different types of rewards, the progress bar, the leaderboard, content locking and trading. The gamified programmatic contents will be implemented on the Moodle platform.Publication Open Access Mobile learning with gamification and augmented reality in portuguese high education2017 - Ferreira, Maria João; Durão, Natércia; Moreira, Fernando; Santos-Pereira, CarlaThe new technologies such as devices and mobile internet are becoming mainstream at a massive new scale. They are disrupting the ways organizations; namely higher education has operated for decades. Higher education schools must transform their teaching learning process and approaches to change how they engage with their students, innovate around new techniques and models and rethink how they operate. To lead in this digital era, higher education professors must use IT to enable students’ intimacy at a massive scale, establish high-value in and out of the school. The future is promising for higher education transforming and overcome in this era. In this context is critical to understand whether users (students and professors) are receptive and aware to adapt to this new trends before deciding to implement teaching-learning approaches on mobile technology. The aim of this study is to investigate the perception if the Portuguese Universities professors using Mobile Learning with gamification and augmented reality and if so how they can be used to promote student’s engagement inside and outside of the classroom.Publication Open Access A rede social Facebook enquanto ferramenta de suporte ao ensino colaborativo/cooperativo.2011 - Garcia, Luís Manuel Mendes; Ferreira, Maria JoãoAs redes sociais conquistaram o seu espaço no quotidiano da nossa sociedade. Não podemos por isso ignorar as suas potencialidades no que à aprendizagem colaborativa concerne. Acompanhar a implementação e aceitação de novos espaços de comunicação, como o Facebook, pelos cibernautas, apresenta-se-nos como motivação extra na utilização destas ferramentas no contexto do processo ensino/aprendizagem. Compreender se os alunos estarão, também eles, motivados a participar e tirar proveito destas plataformas, enquanto facilitadoras da sua aprendizagem parece-nos uma questão merecedora de uma reflexão.Publication Open Access Work in progress: A blended mobile learning context oriented model applied to an information systems undergraduate degree curriculum.2011 - Ferreira, Maria João; Moreira, FernandoThe increasing number of mobile devices on day-to-day of the general population and particularly among youth people, leads to the emergence of new paradigms in several areas of activity, particularly in education. As an example of a new paradigm in the teaching / learning process can be invoked the mobile learning, such as technologies did not stop and progressed to become part of the Blended Mobile Learning (BML) model. In this paper and in the context of three-year courses Bologna Process European Degree structure at school, in Portugal, following the Curriculum Guidelines for Undergraduate Degree in Information Systems from ACM/AIS, we intend to test Mobile Google Docs system in our BML Context Oriented (BML-CO) model into an Information System course.Publication Open Access Profile-oriented programming teaching to non-technical students: A case study2017 - Collazos, César A.; Cano, Sandra; Ferreira, Maria João; Moreira, FernandoProgramming education has been one of the most complex tasks in higher education over the years. One of the great difficulties that students face when they start a curricular unit linked to programming is to acquire skills which allow them solving real life problems through the use of algorithms. Such skills require the development of the ability to abstract as well as to apply algorithms development techniques. These difficulties are even greater when students attend to a course that does not have as main objective the programming of computers and their basic education is on non-technological areas. As a result of the difficulty in obtaining these competences, there are high failure and dropout rates in courses related to this study field. In order to solve this problem, we propose a methodology based on VARK questionnaire and students background to define the students' profile and, consequently, define what are the appropriate educational materials and tools. To validate this model, a pilot experiment with students to be divided into two groups was carried out, in the academic year 2015-2016, with the application of the model to one of them. In the end, it was found that the final results obtained in the group where the proposed methodology was applied were superior.