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Pintassilgo, S., Monteiro, J., Paio, A., Fonseca, S., Fonseca, S., Sebastião, P....Pedro, N. (2023). Active and collaborative learning environments in higher education: A participatory construction process at Iscte-University Institute of Lisbon. In Gómez Chova, L., González Martínez, C., and Lees, J. (Ed.), EDULEARN23 Proceedings. (pp. 7017-7026). Palma, Spain: IATED Academy.

S. I. Pintassilgo et al.,  "Active and collaborative learning environments in higher education: A participatory construction process at Iscte-University Institute of Lisbon", in EDULEARN23 Proc., Gómez Chova, L., González Martínez, C., and Lees, J., Ed., Palma, Spain, IATED Academy, 2023, pp. 7017-7026

@inproceedings{pintassilgo2023_1732203059947,
	author = "Pintassilgo, S. and Monteiro, J. and Paio, A. and Fonseca, S. and Fonseca, S. and Sebastião, P. and Pedro, N.",
	title = "Active and collaborative learning environments in higher education: A participatory construction process at Iscte-University Institute of Lisbon",
	booktitle = "EDULEARN23 Proceedings",
	year = "2023",
	editor = "Gómez Chova, L., González Martínez, C., and Lees, J.",
	volume = "",
	number = "",
	series = "",
	doi = "10.21125/edulearn.2023.1839",
	pages = "7017-7026",
	publisher = "IATED Academy",
	address = "Palma, Spain",
	organization = "IATED",
	url = "https://library.iated.org/publications/EDULEARN23"
}

TY  - CPAPER
TI  - Active and collaborative learning environments in higher education: A participatory construction process at Iscte-University Institute of Lisbon
T2  - EDULEARN23 Proceedings
AU  - Pintassilgo, S.
AU  - Monteiro, J.
AU  - Paio, A.
AU  - Fonseca, S.
AU  - Fonseca, S.
AU  - Sebastião, P.
AU  - Pedro, N.
PY  - 2023
SP  - 7017-7026
DO  - 10.21125/edulearn.2023.1839
CY  - Palma, Spain
UR  - https://library.iated.org/publications/EDULEARN23
AB  - The implementing of the Bologna process was a key process in the transformation of Higher Education institutions in Portugal. The curriculum redesign was one of the main focuses of such transformation, establishing new ways of organizing teaching and learning, aiming for a gradual evolution towards learning environments that promote a higher interaction and, therefore, the development of active and dynamic learning methodologies and strategies, supported by digital technologies and digital environments.

However, for this process of change, other essential success factors should be considered, such as:
a) the pedagogical development of teachers,
b) the contribution of information technologies to the change of pedagogical paradigm and, finally,
c) the redesign of spaces and learning environments.

The current work is focused on the last factor - redesign of spaces and learning environments - constituting a problem in the institutional context, in view of the necessary change of educational paradigm, but, equally, as a contribution and sustaining element for pedagogical innovation and academic success.
Based on a participatory methodology, involving the key stakeholders of the teaching-learning process in the higher education context (teachers, students and staff, n=30), the paper reports the findings of the first institutional initiative at Iscte-Instituto Universitário de Lisboa to map a set of indicators to design flexible, active, dynamic, collaborative, and innovative teaching and learning environments in higher education.

The findings highlight a three-level structure in the approach to learning spaces, with the three dimensions, represented by the interdependence between the three dimensions: pedagogical, technological and spatial/architectural. The results show the interdependence between these elements, especially the pedagogical dimension, as the leading element that has a significant influence on the other dimensions. The participants involved in this study also recognized the importance of space and technology for an innovative and successful pedagogical practice in the today's educational context.
ER  -