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Novo modelo pedagógico

5 Agosto 2019, 12:35 Miguel Mira da Silva

The digital transformation has (finally) come to FSI

As students are attending less and less classes, this year we will "digitalize" the course while maintaining the same program, book (Laudon) and also the basic structure of the evaluation method.

This year the assignments will be based on videos. In the first part of the course (20%) students will produce a video (up to 5 minutes) about a single section of the book. In the second part of the course (30%) students will watch all the videos (covering the entire program) and answer some multiple choice questions about each video.

During the semester students will analyze, write, present and discuss in group the experience of "digitalizing" the course (25%) based on the topics covered in the course. At the end of the course students will write and answer a case study (25%) about a chapter of the book.

This pedagogical method is based on Problem Based Learning [1,2] which is a type of Active Learning [3,4] where students are challenged to solve a problem (with support from the professors) to learn the topics in the program -- in this case, that an information system is not only technology but also includes management and organization.

More traditional students may choose to take the course according to the traditional pedagogical method based on weekly case studies. Although case studies have been successfully used as a pedagogical method for over 100 years (and in this course for 20 years) they are only representations of reality - not reality itself!

At the end of the first part students will be able to change the chosen pedagogical method.

For any questions, issues, criticisms, compliments or suggestions, please use WhatsApp:



[1] Hmelo-Silver, Cindy E. "Problem-based learning: What and how do students learn?" Educational psychology review 16.3 (2004): 235-266.

[2] Perrenet, J. C., P. A. J. Bouhuijs, and J. G. M. M. Smits. "The suitability of problem-based learning for engineering education: theory and practice" Teaching in higher education 5.3 (2000): 345-358.

[3] Prince, Michael. "Does active learning work? A review of the research" Journal of engineering education 93.3 (2004): 223-231.

[4] Freeman, Scott, et al. "Active learning increases student performance in science, engineering, and mathematics" Proceedings of the National Academy of Sciences 111.23 (2014): 8410-8415.

Corpo Docente

Miguel Mira da Silva