Morais, Paula
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Morais
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Paula
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Paula Morais
Biography
Concluiu o Doutoramento em Tecnologias e Sistemas de Informação em 2002 pelo(a) Universidade do Minho. É Professora Associada na Universidade Portucalense Infante Dom Henrique, lecionando e fazendo investigação nas áreas de desenvolvimento de sistemas de informação e tecnologias de informação na educação.
Afiliação:
REMIT - Research on Economics, Management and Information Technologies.
DCT - Departamento de Ciência e Tecnologia.
A216-71B3-E14C
55523185400
L-1800-2016Research 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 Improving student engagement with Project-Based Learning: A case study in Software Engineering2021-02 - Veloso, Bruno; Morais, Paula; Ferreira, Maria JoãoIn the area of Information and Communication Technologies, in addition to the problem of engagement, students often have difficulties in learning subjects related to modeling and programming. The reasons for these difficulties are well known and described in the literature, pointing to difficulties in abstraction and logic thinking. Knowing that the value of flexible and personalized learning, teachers are changing the way they teach, using different active learning methodologies, such as flipped classroom, project-based learning, and peer instruction. This paper describes an experiment conducted to improve the learning experiences of the students enrolled in the Computer Science bachelor’s degree course, attending three curricular units: Information Systems Development, Data Structures, and Web Languages and Technologies. The approach followed by the teachers used project-based learning as an active learning methodology. This methodology allows us to achieve four main objectives: (i) improve student engagement; (ii) improve learning outcomes achievement (iii) increase the course success rate and (iv) allow students to experience the need for the software development lifecycle, feeling that software engineering is not a block-based process but depending on previous activity, often leads to the need to go back in the process. The results obtained with the use of the active methodology were well accepted by the students and allowed both teachers and students to reach the objectives set.Publication Open Access The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes2018-06 - Mesquita, Diana; Morais, Paula; Fernandes, Sandra; Fernandes, Sara M.; Abelha, Marta; Albuquerque, Ana SílviaThis paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff development, provide pedagogic training for teachers, create pedagogical resources and enhance the dissemination of best practices and teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff, according to data collected through an online questionnaire to participants. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presented in this paper.Publication Open Access Improving learning outcomes in an Object-oriented Programming Course, using a flipped classroom2020-11 - Morais, PaulaObject Oriented Programming has been a core discipline in Computer Science studies. However, students often have difficulties in learning subjects related to programming. The reasons for these difficulties are well described in the literature and are mainly related to the abstract nature of the subject. To improve the learning process, different teachers are using different active learning methodologies, such as flipped classroom, project-based learning, and peer instruction. This paper describes an experiment conducted to improve the learning experiences of the students attending an Object-Oriented Programming course, form the first year of an Informatics B.Sc. curriculum, using a flipped classroom methodology. One of the learning outcomes in this course aims that students understand the concepts and constructs intrinsic to the object-oriented programming paradigm. Two fundamental concepts arise, the concept of class and the concept of an object. From experience, it is notorious the difficulty students have in learning those. The experiment took place during a class, divided into two moments: at moment one, students were expected to explore the topics, which were then discussed and worked on at moment two. As a final objective the students, who were organized in groups, produced a poster, summarizing the two concepts. The posters were posted on the classroom board. As in the gallery walking strategy, students in groups move through the posters and interact and share knowledge. After the class students were asked to answer an anonymous questionnaire aiming to know their opinion on the use of these pedagogical strategies. Two kinds of results were observed: first, the posters and knowledge sharing moment allowed to recognize that students achieve the desired learning outcome. Second, from the questionnaire answers, it was evident that the use of this methodology was well accepted by the students improving their engagement.