Vitor Goncalves
@ipb.pt
Department of Educational Technology and Information Management in the School of Education (ESE) of the Polytechnic Institute of Bragança (IPB).
Vitor Gonçalves
Is professor in the Department of Educational Technology and Information Management in the School of Education (ESE) of the Polytechnic Institute of Bragança (IPB). He is currently a researcher at the Research Centre in Basic Education (CIEB-IPB-Portugal), collaborating member in the research group of the University of Salamanca (Spain) “Innovación y Educación Digital”; member of the Interdisciplinary Research Group on Information and Communication Technologies (GPITIC), member of the Interdisciplinary Research Group on Secretariat (GPISEC) (Brazil). He was coordinator of the ESE-IPB International Relations Office (incoming) from 2018 to 2022. He is director of the scientific journal adolesCiência since 2011. Among others, has participated in national and international projects in the field of education. From 2008 to 2018 he was member of the IPB Entrepreneurship Office and coordinator of the Application Administration and Development Center (ESE-IPB). Now is facilitator of the Demola.
EDUCATION
He is PhD in Electrical and Computer Engineering since 2007 and Master in Multimedia Technology since 2002 from the Faculty of Engineering of the University of Porto. He is Degree in Management Informatics from Universidade do Minho since 1997.
RESEARCH INTERESTS
Educational Technology
Multimedia
Entrepreneurship Education
Cocreation
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Bruno F. Gonçalves, Piedade Vaz-Rebelo, Maria Teresa R. Pessôa, and Vítor Gonçalves
Springer Nature Switzerland
Vitor Gonçalves and Bruno F. Gonçalves
Springer Nature Switzerland
Bruno F. Gonçalves and Vitor Gonçalves
Springer Nature Switzerland
Bruno F. Gonçalves and Vitor Gonçalves
Springer Nature Switzerland
Vitor Gonçalves and Juliana Costa
Springer Nature Singapore
Juliana Costa and Vitor Gonçalves
IEEE
Education is the key to achieving a more sustainable society. In Portugal, the educational systems determine some rules to promote an educational process that leads students to attain specific skills, abilities, and attitudes according to the student profile at the end of compulsory education. Study or training visits are didactic tools that contribute to the link between theoretical content and practice, adding value to the teaching and learning process. In this sense, virtual study visits (VSVs) using digital technologies are a way to promote connections between knowledge and know-how since they have a low cost, require less bureaucratic processes, and allow teachers to make use of this resource within the timetable of the curricular units. VSVs can be used in all curricular units, adding value to the contents covered. This study rooted in the Design Science Research methodology, proposes the construction of an artefact that can contribute to the training processes within teaching. It is based on an innovation idea awarded in 2021 and consists of creating a web portal to promote virtual visits, which may be used as an environment for the promotion of virtual field trips customised according to the curricular units and the level of the classes. It is expected that the web portal can contribute to the sustainable development of the regions, as it will use local tour guides who will receive all the training to prepare multimedia material and deal with each level of education.
Vitor Gonçalves and Bruno F. Gonçalves
IEEE
Software localization is the process of adapting a software, web or mobile app to the culture and language of users in a specific market. Is a growing phenomenon, resulting from the pressing need that various public and private entities must adapt their products and services to one or more languages, locations and/or cultures. In this context, the study presented herein had as its main objective to analyse and compare two tools (OpenOffice Writer and LibreOffice Writer) in their English version and their respective translation into Portuguese, with the aim of understanding their level of terminological quality based on the Portuguese language. What is the degree of consistency between the terminology used in the interface of each of the two tools, corresponded to the main research question. The comparative study seemed to us to be the research methodology that would best suit an analysis of concrete data and respective deduction of similarities and divergences of the elements. Inconsistency can lead to incomprehension, less speed in handling and, potentially, constant errors on the part of those using the software were some of the main results. It is also pointed out points that are considered important for the improvement of localisation support tools, as well as possible suggestions to facilitate the improvement of terminological accuracy in the final products. It is hoped that this study may instigate more attentive and detailed studies that contribute to the improvement of the localisation of such tools.
Bruno F. Gonçalves and Vitor Gonçalves
Springer Nature Singapore
Bruno M. F. Goncalves and Vitor M. B. Goncalves
IEEE
The covid-19 pandemic triggered the widespread use of digital technologies in practically all countries not only because of the need for organizations, companies and institutions to continue to produce, but also as a way for individuals - beings of a social nature - to communicate and interact with each other during this whole troubled period. Higher education institutions were also no exception and were forced to implement online teaching across the country so that students would not be left without access to knowledge and, consequently, regress in learning. The University Tunas that constitute themselves as musical groups and are normally assigned to these institutions (of higher education) are also an example of organizations or associations that have had to adapt to new contingencies through the latest digital technologies. This study focuses precisely on this issue of the use of digital technologies by University Tunas. However, the specific case study is the "RaussTuna - Tuna Mista de Bragança (TMB)" of the Polytechnic Institute of Bragança (Portugal). In general, we intend to understand how this group of young people use digital technologies within the scope of their activity as an associative group: What are the digital technologies adopted by the University Tunas? What restrictions do members of a Tuna have in the use of digital technologies? What suggestions can be implemented to improve the digital quality of Tuna's activities? The results point to the use of a wide range of digital technologies for different purposes, especially office tools, electronic presentation software, audio, video, management of conferences or events and social networks. Members assume that they have a set of restrictions regarding the use of technologies and because of this they need training in the area to improve their skills. Finally, Tuna members present a set of improvements both at the software and at the hardware level that eventually can be implemented to increase digital quality.
Luana Cristina Barbieri da Silva, Ana Claudia Loureiro, Fabio Moda Magoni, and Vitor Manuel Barrigao Goncalves
IEEE
The advent of active learning methodologies and educational technologies allowed a major change in pedagogical practice, making conventional teaching processes increasingly decontextualized with the training demands of today's digital society. What is also perceived is the emergence of methods and digital technological resources that promote student-centered teaching and the teacher increasingly assuming the role of mediator of learning. In this perspective, the present work deals with a systematic review of the literature on the use of digital educational technologies and active methodologies in the context of basic education, essentially in classes from 6th to 9th grade. Our objective was to systematically, through parameter and guidelines Prisma Group, bring together a collection of published works, in bibliographic bases (Web of Science, Scopus and Scielo) on this topic in order to verify the potential of using digital technologies to support active methodologies for the student's learning process.
Leticia Morais, Vitor Goncalves, and Lilian Bambirra de Assis
IEEE
The present article corresponds to the result of an internship at the Polytechnic Institute of Bragança. After accomplishing a systematic literature review looking for the clarification of the main concepts of gamification and flipped classroom, it was performed a case study which main purpose was to identify and analyze how students react to the use of educational games as diagnostic or formative evaluation. Many tools were evaluated, but only four were chosen, which were: Kahoot!, Socrative, Quizizz and Nearpods. Subsequently, these tools were distributed to the third year of the course of management degree through Google Classroom and shared with other professors of the European community through the platform AduLeT (Advanced use of Learning Technologies in Higher Education). That contributed to share and reuse strategies to face the world’s current scenario due to the COVID-19 pandemic. We can affirm henceforth that all the use experiences, which related a learning method with one of the tools referred, showed satisfactory results involving a greater dynamic and interest during the classes.
Silvana Freitas Sousa and Vitor Goncalves
IEEE
The exponential growth of bullying in schools has contributed significantly to the urgent need for training on this topic, both for teachers and parents, as well as for students. At the same time, the technological changes that we have witnessed in the last decade allow us to diversify and adapt training to current realities, including online environments where cyberbullying can take on dimensions that many children are not prepared for. Thus, the creation of a MOOC seems the most appropriate and dynamic way to teach and prevent bullying in times of a pandemic. Supported by a panel of experts, this study aims to answer clearly and objectively the following research questions: i) What types of MOOC exist in the scope of bullying in Primary Education and the respective platforms for its distribution? How can this type of training contribute to teacher training? What characteristics can we include to improve or innovate the structure of a new MOOC?
Luciene Ortet Lopes and Vitor Goncalves
IEEE
The use of augmented reality (AR) technology has been shown to be useful in several areas of human activity. In this sense, this study aims to understand whether these AR technologies can contribute to inform and educate children of the 2nd cycle of primary school about the outbreak by COVID-19. For this purpose, in addition to the systematic review of the literature of the last 5 years on AR, a case study was carried out with a group of experts who evaluated an AR application using Metaverse Studio. The study showed a very favorable response in relation to the use of these applications in the teaching-learning context, namely in basic education, confirming that it can improve the cognitive capacity of children, allowing them to retain knowledge and develop creative and autonomous learning after the experience of using this technology.
Vitor Gonçalves, Juliana Costa, Arlinda Semedo, and Sofia Bergano
Universitat Politècnica de València
The SocialNEET project, promoted at the Polytechnic Institute of Bragança, between November 2020 and February 2021, whose main goal is the (re)integration in the labour market of young people, through the creation of innovative social business solutions and finding employment in companies or associations in the social sector. It provides learning for active life and education for entrepreneurship, through the participation of facilitators (students of higher education) who will simplify the connection between mentors (successful entrepreneurs and consultants) and young NEET (not in education, employment or training), in the sense of creating life projects, social projects or innovative social business and job search solutions in companies or associations in the social sector. The essential focus of this article corresponds on the training of facilitators (N=10) and its objective is to understand the capacities developed by them in this process, as well as the limitations felt and the strategies to minimize them. For this purpose, a qualitative case study was carried out based on the documentary analysis of the training, namely an observation grid, a questionnaire to the trainees and the reflective analysis of the trainers. We conclude that the strengthening of soft skills, intercultural communication and education for entrepreneurship may be the priority ways to promote social improvements and thus contribute to the 2030 Agenda.
Vitor Gonçalves and Bruno Gonçalves
Universitat Politècnica de València
The world is currently experiencing the covid-19 pandemic that has been going on for almost a year and which has transformed the way of carrying out the economic activities that support contemporary societies. The education sector is precisely an example of this abrupt change. The face-to-face teaching-learning process was converted to an online format, so students, teachers, schools and families had to adapt immediately to this transformation. There was no time to provide schools and persons with digital equipment and tools, nor with educational agents for training oriented to the practice of online teaching. Everyone had to do their best, adapting, learning autonomously and with their peers and solving their own problems. This research was developed with the support of the case study methodology in a Portuguese educational institution and aims to understand, through the Dynamic Digital Competence Reference Framework (DigComp), the evolution of students in terms of digital skills in the period of the covid-19 pandemic. The results show that students acquired a set of digital skills that allowed them to participate and interact with stakeholders in the online teaching-learning process. In addition, a set of suggestions is also presented for the acquisition or improvement of other students' skills.
Fabio Gomes Rocha, Guillermo Rodriguez, Eli Emanuel F. Andrade, Adolfo Guimarães, Vitor Gonçalves, and Rosimeri F. Sabino
Springer International Publishing
Raquel Branquinho, Vitor Gonçalves, Paula Fortunato Vaz, Ivone Fachada, and Carlos Aguiar
IGI Global
The diversity transferred through the migratory pathways conveys new challenges to the higher education institutions regarding the conception of new strategies and educational resources that promote integration, interaction, intercultural dialogue, collective social capital, and individual skills. Thus, between 2016-2018, Bragança Ciência Viva Science Center in partnership with Polytechnic Institute of Bragança promoted the project “INTEGRA(-TE): Scientific Routes for an Intercultural Integration.” This project aimed a group of young foreigner students from a Community of Portuguese Language Countries who studied at IPB and lived in Bragança, using scientific, technological, pedagogical, and entrepreneurial experiences. The first edition of the project involved n=110 students and the second n=124 students. Overall, results from these editions pointed a very positive result and suggested an increased labor opportunity created by practical entrepreneurial actions.
Bruno Miguel F. Goncalves and Vitor Barrigao Goncalves
IEEE
The increase in the number and quality of technologies has imposed on education in general new forms of learning, some with less relevance, but others with recognized results in the educational and scientific community. The Massive Open Online Courses (MOOC)are an example of one of these technologies with recognized results because that seems to contribute to the acquisition and mastery of digital competences in the context of the realization of the teaching-learning process supported by the networks. It is in these networks that all the participants in the educational process interact and collaborate with all, cultivate connections, debate the themes, present their criticisms, update their knowledge, acquire new skills, make decisions, but generically develop as members of a connectivist community. Based on these assumptions, in this research we intend to make a review of the literature to identify the aspects that, in detriment of regular education, to encourage the teachers to adopt the MOOC as technology for their professional development and to carry out the process of teaching and learning. Thus, through an exploratory research, characterized as documentary, we use the main sources of information, in this case scientific articles published on the subject to understand the relevance and contribution of the MOOC in an educational universe supported by technologies. In general, the results, although preliminary because of temporal limitations issues in accompanying the rapid evolution of the scientific production of knowledge, suggest that on the one hand the teachers opt for MOOC education for the ease of distance learning; on the other hand, adopt the MOOCs for the acquisition of digital skills oriented to the new challenges.