Application of the Multiple Perspectives Model in an Undergraduate Course @ World Computer Congress 2010 Australia, Brisbane, 2014

1. Application of the Multiple Perspectives Model in an Undergraduate Course Célio Gonçalo Cardoso Marques PolytechnicInstituteof Tomar - Portugal celiomarques@ipt.pt Ana Amélia Amorim Carvalho Universityof Minho - Portugal aac@ie.uminho.pt Brisbane, Australia, 20 September 2010

2. HigherEducationChallenges 2 New methodologies that enhance active learning Multiple Prespectives Model  b-learning model (Carvalho, 2009) Lifelong learning needs Strong development of information technologies Globalization and market expansion Higher education faces a series of challenges LMSs, Web 2.0, mobile technologies, interactive and immersive VR tools Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia)

3. Multiple Perspectives Model Face-to-face component Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia) 3

4. Multiple Perspectives Model On-line component Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia) 4

5. Multiple Perspectives Model Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia) 5 The Multiple Perspectives model focuses on the exploration of cases available in the form of learning objects structured according to the MPLO Model (Carvalho, 2007). 1stComponent: Case Case: text, video or audio 2ndComponent: Perspectives P1 … Pn 3rd Componente: Deconstruction P1 P2 P3 Mini- Case P4 Pn Additional information

7. 1staction research cycle: computer architecture;

8. 2ndaction research cycle:computer networks;

10. The sample consisted of 40 students attending the undergraduate programme in Human Resources Management and Organizational Behaviour. Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia) 7

11. Application of the Model Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia) 8

12. Application of the Model Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia) 9

13. PresentationandAnalysisofResults Application of the Multiple Perspectives Model in an Undergraduate Course, World Computer Congress 2010, Brisbane (Australia) 10 Chat participation

15. 57% of the individuals fully agreed with the fact that chat sessions helped themrealise that there were gaps in their understanding of specific aspects of the subject matter, 40% agreed partially.

18. 68% of the individuals fully agreed that forum questions contributed to a greater involvement in computer architecture related subjects, 29% agreed partially and 3% did not know.

20. All respondents agreed that cases prepare them better to solve problems.

23. The most addressed topic was the chat room. According to some of the students interviewed, there should be more chat schedules and they should be earlier. Furthermore, some of them found chat sessions a little confusing due to the large number of participants.

25. Its use in the course of the Human Resources Management and Organizational Behaviour programme produced favourable results and was well accepted among students, which makes us believe that it may be a credible option for all teachers wishing to implement blended learning in their courses.

27. The number of chat sessions will increase which will enable us to provide afternoon and evening sessions, thus meeting the desire of all students.

28. A contingency plan will be created to cope with possible delays or absences in chat sessions.

30. The final comment will made available in podcast format, thus allowing more students to access the comment and listen to it as they wish.