Abstract
In this chapter, we describe the design and implementation of a Pedagogical Innovation Center (PIC) at the Polytechnic of Porto. The COVID-19 pandemic disrupted our day to day lives, our businesses, the world trade and movements. Education was not spared. In fact, it was one of the sectors most heavily affected by COVID-19 pandemic. Teachers were forced, from night to day, to adjust a purely face-to-face teaching style, to a 100\% online set. This is known as emergency remote teaching. Several difficulties have arisen both for teachers and students. The first had to structure all their teaching materials from scratch, had to design and apply new assessment methods, and struggled to get their students' motivation. On their side, the students lacked engagement, social interaction with peers and teachers, the ability to have a more autonomous learning style.
TopIntroduction
In this chapter, we describe the design and implementation of a Pedagogical Innovation Center (PIC) in Polytechnic of Porto. The COVID-19 pandemic disrupted our day to day lives, our businesses, the world trade and movements. Education was not spared. In fact, it was one of the sectors most heavily affected by COVID-19 pandemic. Teachers were forced, from night to day, to adjust a purely face-to-face teaching style, to a 100\% online set. This is known as emergency remote teaching. Several difficulties have arisen both for teachers and students. The first had to structure all their teaching materials from scratch, had to design and apply new assessment methods, and struggled to get their students' motivation. On their side, the students lacked engagement, social interaction with peers and teachers, the ability to have a more autonomous learning style.
The new “normal” prompted the Higher Education Institutions to transform their campuses into hybrid teaching structures. In these are applied innovative teaching and learning practices and is promoted necessary training to form new teachers' profiles.
PIC was designed to respond to this new reality.
The teaching and learning process requires the (re)building of a teaching professionality in a dynamic, continuous, and complex way which depends on the critical reflection process (Loughran, Keast, & Cooper, 2016). In this context, the literature on teaching and learning and the building of teaching professionality accounts for a professional knowledge that is multifaceted, including: a) content knowledge, b) didactic and pedagogical knowledge of the content, c) sociology, the philosophy, and history underlying the curriculum (Nóvoa, 2017). On the one hand, this knowledge results from higher-level and specialized training, but it should also derive from an investigative, cultural, and contextual update (Loughran, Keast, & Cooper, 2016). The quality of the teaching and learning process, as well as the pedagogical training of higher education teachers, are topics that have been on the agenda. The literature itself reveals a need to encourage practices that focus on the hybridization of learning (Marques & Pinto, 2012), (Xavier & Leite, 2019). The COVID-19 pandemic forced teachers to rethink the teaching and learning processes, having exposed several issues which raised the questioning of practices and strategies, namely: a) lack of student interest, b) the inability to study autonomously, c) limited social interactions and, still, d) little immersion in learning content. In this context, teachers were forced to update themselves in terms of their digital skills, to be able to keep up with the current generation of learners. They started to integrate computers or mobile devices in the context of teaching and learning, elements that are part of students' daily lives, and hence also may act as springboards to develop their soft skills, namely: collaboration, creativity, critical thinking, among others (Cruz, 2021). These transitions, induced by the pandemic and emergency context we are experiencing, have resulted in a questioning of the campus where we operate, students and teachers, in the sense of transforming it into a hybrid campus, which implies an effective transformation of teaching and learning practices and strategies and reconfiguration of the professionality of the teachers of the Polytechnic of Porto. In this context, PIC emerges, as a structure that will seek in the coming academic years:
Key Terms in this Chapter
Just-in-Time Learning: Just-in-time learning refers to accessing learning resources or information when it is needed, typically to address an immediate challenge or problem. It allows learners to acquire knowledge or skills relevant to a specific context or task at the moment of need.
Asynchronous Learning: Asynchronous learning is a type of distance learning where students access and engage with learning materials and activities at their own pace and time. This can involve pre-recorded lectures, discussion boards, or self-paced modules that allow flexibility in learning.
Gamification: Gamification is the integration of game elements and mechanics into non-game contexts, such as learning experiences. It incorporates elements like points, badges, leaderboards, and rewards to enhance engagement, motivation, and learning outcomes.
Blended Learning: Blended learning, also known as hybrid learning, combines online and face-to-face instruction. It involves a mix of traditional classroom-based learning and online learning activities, allowing for flexibility and personalized learning experiences.
Learning Analytics: Learning analytics involves the collection, analysis, and interpretation of data generated from learning activities to inform instructional decisions and improve learning outcomes. It enables educators to gain insights into learner progress, engagement, and performance.
Synchronous Learning: Synchronous learning is a type of distance learning where students and instructors participate in real-time, interactive activities at the same time. This can include live lectures, discussions, or collaborative activities facilitated through video conferencing or virtual classrooms.
Micro-Learning: Micro-learning is an approach to learning that focuses on delivering small, bite-sized units of content or learning activities. It involves short learning modules or resources designed to address specific learning objectives, often delivered in a time-efficient manner.
Learning Management System (LMS): A learning management system is a software platform that facilitates the administration, delivery, and tracking of online courses or training programs. It provides tools for content creation, communication, assessment, and learner management.
Spaced Repetition: Spaced repetition is a learning technique that involves reviewing information at increasingly spaced intervals over time. It aims to enhance long-term retention and memory recall by reinforcing learning at optimal intervals.
Distance Learning: Distance learning refers to a form of education where students and instructors are physically separated, and instruction is delivered remotely through various technologies such as online platforms, video conferencing, or correspondence.
Personalized Learning: Personalized learning involves tailoring educational experiences to meet individual learner needs, preferences, and goals. It emphasizes learner-centric approaches that provide customized content, pacing, and assessments based on learner characteristics and progress.
Mobile Learning: Mobile learning, also known as m-learning, refers to learning experiences delivered through mobile devices such as smartphones or tablets. It allows learners to access learning resources anytime, anywhere, promoting flexibility and on-the-go learning.