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Martins, A., Ferreira, J., Ulpan, Bruno Almeida & Marado, L. (2023). INTELIGÊNCIA ARTIFICIAL PARA A ADMINISTRAÇÃO PÚBLICA COMO EXPERIÊNCIA PEDAGÓGICA. In LEARNING ON THE EDGE: BLOCKCHAIN FOR SUPPLY CHAIN  MANAGEMENT – A MULTIMETHODOLOGICAL EXPERIENCE. Lisboa: Iscte - Instituto Universitário de Lisboa.

A. L. Martins et al.,  "INTELIGÊNCIA ARTIFICIAL PARA A ADMINISTRAÇÃO PÚBLICA COMO EXPERIÊNCIA PEDAGÓGICA", in LEARNING ON THE EDGE: BLOCKCHAIN FOR SUPPLY CHAIN  MANAGEMENT – A MULTIMETHODOLOGICAL EXPERIENCE, Lisboa, Iscte - Instituto Universitário de Lisboa, 2023

@incollection{martins2023_1731867596023,
	author = "Martins, A. and Ferreira, J. and Ulpan and Bruno Almeida and Marado, L.",
	title = "INTELIGÊNCIA ARTIFICIAL PARA A ADMINISTRAÇÃO PÚBLICA COMO EXPERIÊNCIA PEDAGÓGICA",
	chapter = "",
	booktitle = "LEARNING ON THE EDGE: BLOCKCHAIN FOR SUPPLY CHAIN  MANAGEMENT – A MULTIMETHODOLOGICAL EXPERIENCE",
	year = "2023",
	volume = "",
	series = "",
	edition = "",
	publisher = "Iscte - Instituto Universitário de Lisboa",
	address = "Lisboa"
}

TY  - CHAP
TI  - INTELIGÊNCIA ARTIFICIAL PARA A ADMINISTRAÇÃO PÚBLICA COMO EXPERIÊNCIA PEDAGÓGICA
T2  - LEARNING ON THE EDGE: BLOCKCHAIN FOR SUPPLY CHAIN  MANAGEMENT – A MULTIMETHODOLOGICAL EXPERIENCE
AU  - Martins, A.
AU  - Ferreira, J.
AU  - Ulpan
AU  - Bruno Almeida
AU  - Marado, L.
PY  - 2023
CY  - Lisboa
AB  - Traditionally, pedagogical practices were centred on the teaching perspective, disregarding the 
learning component. Additionally, each scientific area was mostly focussed on its technical 
aspects and/or the purity of the concepts very often disregarding the acquisition of practical 
competencies and the links with other scientific areas. Managing a supply chain successfully 
requires coordinating and integrating different entities, and visibility is key to that success. 
Blockchain is a disruptive technology that promotes visibility and overcoming trust issues, but 
supply chain managers often lack skills in such technologies. This paper aims to describe an 
innovative pedagogical project developed to promote blockchain hands-on competencies to 
management students, on the edge between technology and supply chain management, using 
diverse learning activities. The design of the pedagogical project was based on a combination 
of teaching methodologies, minimising lectures and enhancing experiential, active and 
participating methodologies. Several activities were used, from games to simulation of supply 
dynamics, with and without information, to a hands-on project in which DAML language was 
used to develop smart contracts to help overcome supply chain management trust challenges. 
A team of five faculty, all with different backgrounds, including two from the industry, facilitated 
the learning process by providing continuous feedback to the students during the learning 
process. The project’s success relied heavily on the preparation of the learning experience. 
Students were capacitated with management and technological skills in an integrated way. 
The games and the hands-on project promoted a multidimensional learn-by-doing experience. 
Additionally, students developed teamwork, oral and critical thinking skills, having to present 
their final group projects to experts from the industry
ER  -