Educational collaboration as a means to foster authentic learning and enhance employability

  • Maria de Lurdes Martins Instituto Politécnico de Viseu, Escola Superior de Tecnologia e Gestão, Viseu, Portugal
  • Isabel Oliveira Instituto Politécnico de Viseu, Escola Superior de Tecnologia e Gestão, Viseu, Portugal
Keywords: collaboration, competences, English language, heritage, interpretation

Abstract

Introduction: The need to prepare higher education students to face the job market makes it crucial to develop real world and hands-on activities. It is also important to consider the mobility between companies and countries, which makes students’ career path unpredictable. Thus, the teaching-learning process should be multidirectional, with a concern to provide tools and information sources that can be used in knowledge construction.

Objectives: To stimulate interinstitutional collaboration; Foster situational and communicational authenticity through real activities of interpretation of local heritage through guided tours; Improve the quality of outputs produced by students; identify students' perceptions after carrying out the activity.

Methods: This is a collaborative project carried out within English language courses with students from two higher education degrees in different cities. The project encompassed a preparation phase, drawing a script with the main points of interest of their cities. After the elaboration of interpretive scripts and at the end of the experience of conducting the guided tour, the students answered an anonymous questionnaire where they expressed their perceptions.

Results: From the final SWOT analysis it was verified that, among other aspects, one of the strengths of this methodology is the preparation for future activities with real audiences; one of the weakest points was the perception of insecurity before the real groups; the threats are centered, among other aspects in the group of visitors, and the identified opportunities refer mainly to the positive experience to face the labor market.

Conclusions: The development of interinstitutional collaborative activities was relevant for students, especially in the perspective of preparation for similar situations in the labor market.

References

Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 7-24.

Coutinho, C., Sousa, A., Dias, A., Bessa, F., Ferreira, M. & Vieira, S. (2009). Investigação-acção: metodologia preferencial nas práticas educativas. Psicologia, Educação e Cultura, XIII(2), 455-479.

Mills, G. (2010). Action Research. A guide for the teacher researcher. London: Pearson.

Siemens, G. & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. Disponível em http://techcommittee.wikis.msad52.org/file/view/HETL.pdf

Tudor, I. (2005). Higher Education language policy in Europe: A snapshot of action and trends [Discussion brief posted on the website of Task Group 1, Institution wide language policies, of the ENLU website].

Disponível em http://web.fu-berlin.de/enlu/

Wills, S., Leigh, E. & Ip, A. (2011). The power of role-based e-learning. New York: Routledge.

Wills, S., Rosser, E., Devonshire, E., Leigh, E., Russel, C., & Shepherd, J. (2009). Encouraging Role Based Online Learning Environments by Building, Linking, Understanding, Extending: the BLUE Report. Australian Teaching and Learning Council. Disponível em http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1114&context=asdpapers

Published
2019-06-07
Section
Education and Social Development Sciences