- Details
- Category: Discipline
- PMBOK (2021). A Guide to the Project Management - Body of Knowledge, 7 th ed., Project Management Institute (PMI). Miguel, António (2019). Gestão Moderna de Projetos - Melhores Técnicas e Práticas, FCA. Slides/Folhas de apoio disponibilizadas pelo docente no âmbito da gestão e avaliação de projetos. Pinto e Tscharf (2019). SCRUM A Gestão Ágil de Projetos, FCA. ICB4 (2015). Referencial de Competências Individuais para Gestão de Projetos, Programas e Portefólios, v. 4.0 Português (APOGEP), Internacional Project Management Association (IPMA).
- Development for the Web and Mobile Devices
- 6378
- 11132
- Information Systems Project Management
- IPLUSO6378-11132
- 2
- 5
- 0
- 4
- Não
- Português
- It consists of: (1) theoretical - practical sessions lasting four hours, in which teaching has a practical orientation, with the resource whenever pertinent to problem solving / Case Studies and in whose discussion the participation of students will be requested ; (2) theoretical exposition, complemented with problem solving and application of theory to practical situations in the context of project management; (3) and teaching fundamentally uses: (i) the expository and demonstrative pedagogical method; (ii) problem solving; (iii) and group discussion. The evaluation is carried out through a theoretical test (45% of the final grade), a group work, related to a project plan, in turn, based on a case study previously provided by the teacher (40% of the final grade) and an analysis of an academic article (chosen by the student but with the prior approval of the teacher), related to project management (15% of the final grade).
- Mandatory
- OA1: Define and relate some of the main concepts of project management (PM), including the stakeholders involved, and what are the main competencies of a project manager; OA2: Acquire skills in the area of ¿¿soft skills according to the international standardization reference of PMBOK(PMI); OA3: Identify existing project types, as well as their main phases, within the scope of their life cycle; OA4: Describe the main processes and areas of PM knowledge according to the PMBOK (PMI) international standardization framework, as well as the main PM typologies; OA5: Identify and define requirements, as well as the main documents that accompany a project; OA6: Define and sequence the activities of a process through CPM / PERT techniques and analyze the critical path; OA7: Use a project management tool (e.g., Microsoft Project, Project Libre);
- CP1: Project management: concepts, organization and management, success factors, standardization and life cycle; CP2: Project manager; individual competences for the GP; CP3: Main paradigms in GP; Agile Methods vs Traditional Methods (waterfall); CP4: Main bodies and certifications in GP and existing references. Presentation of the PMBOK (PMI) framework: processes and knowledge areas of the PM; CP5: People Domain; Leadership Styles, Leadership Practices, Communication, Motivation and Team Development, Conflict Management, Emotional Intelligence; CP6: Domain of Processes within the project life cycle; initiation, planning, execution, monitoring and control, and closure. Preparation of management plans: scope, schedule, costs, quality, resources, communications, acquisitions, risks and stakeholders; CP7: Agile project management (Scrum Method): Definition, values, Scrum cycle, Scrum roles, iterations, product backlogs, sprints, cost control.
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
08-01-2027
45%
Trabalho de grupo
15-01-2027
40%
Apresentação e analise de um artigo academico no âmbito da Gestão de Projectos
11-12-2026
15%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- Main theme is the project management based on the PMBOK® 7th ed.(PMI)(processes and support knowledge areas); Scope: Information Systems, involving IT project management Focus: People (soft skills), Processes and areas of knowledge.
- Details
- Category: Discipline
- . Arbach, J. (2011). O discurso da ilustração. Revista A3, Universidade Federal de Juiz de Fora, Minas Gerais, ed, 1. . Cohn, N. (2013). Visual Narrative Structure. Cognitive Science, 37(3), 413-452. https://doi.org/10.1111/cogs.12016 . Cohn, N. (2020). Who Understands Comics?: Questioning the Universality of Visual Language Comprehension. Bloomsbury Publishing. . Glebas, F. (2009). Directing the Story: Professional Storytelling and Storyboarding Tecnhiques for Live Action and Animation. Focal Press. . Mateu-Mestre, M. (2010) Framed Ink: Drawing and Composition for Visual Storytellers. Design Studio Press. . Mateu-Mestre, M. (2020) Framed Ink vol. 2: Frame, Format, Energy, and composition for Visual Storytellers. Design Studio Press. . Oliveira, D. J. L. D. (2019). A presença da ilustração na comunicação. ESAD.CR. . Salisbury, M., e Styles, M. (2012). Childrens Picture Books, The Art of Visual Storytelling. Laurence King Publishing.
- Drawing
- 6947
- 26027
- Visual Narrative
- IPLUSO6947-3-26027
- 1
- 5
- 0
- 4
- Não
- Português
- The teaching and learning methodologies of this course unit were designed to align fully with the institution's pedagogical model and the specific objectives of the unit. Adopting a primarily experimental teaching approach, the emphasis is on providing individualized tutorial guidance, allowing instruction to be tailored to the needs and levels of specialization of each student in the artistic, technical, and scientific domains of scientific drawing and illustration. This method complements the learning objectives of the course unit by encouraging students to apply research methodologies and technical skills in a practical manner. Individualized tutorial guidance enables targeted attention to each student’s specific aptitudes.
- Mandatory
- Upon completing this Cycle of Studies, students should be capable of: a) Developing and applying research methodologies specific to the field of scientific drawing and illustration; b) Acquiring and applying technical skills and principles of design, in both digital and analog formats; c) Fostering expressiveness and graphic identity as key components in artistic communication, valuing originality; d) Cultivating critical thinking applied to visual narrative, adaptable to the artistic or scientific context of the specialization; e) Encouraging collaboration and interdisciplinarity in artistic projects, spanning platforms such as exhibitions and competitions; f) Communicating the results of artistic practice and research effectively, demonstrating competency in the area of Scientific Drawing and Illustration.
- 1. Historical notions of Illustration as a tool for visual communication; 2. Brainstorming, thinking, development, and projection of ideas and concepts; 3. Planning and structuring of the project using a storyboard; 4. Composition, balance, and sequential narrative (visual clarity); 5. Practice of observational drawing (field drawing/graphic diary/sketchbook) and comparative, creative, and/or fantastical drawing in analog and/or digital form; 6. Production of a final sequential project within a context to be defined (portfolio).
Ponderação da Avaliação:
. Assiduidade, participação e pontualidade: 20%
. Realização de um projeto artístico com posterior apresentação: 50%
. Breve reflexão escrita, sobre o processo de trabalho na UC: 30%
De acordo com o Regulamento de Avaliação da IES, é mandatório que os estudantes cumpram com um requisito de presença mínima nas aulas para aprovação na unidade curricular. A falta de cumprimento desta exigência resultará na necessidade de prestação de exame.
Exame de Recurso:
O exame de recurso será dividido em duas partes: um exame prático que contará 50% e a apresentação de todos os trabalhos realizados ao longo do semestre, que também terá um peso de 50%.
Assessment Weighting:
. Attendance, participation, and punctuality: 20%
. Completion of an artistic project with subsequent presentation: 50%
. Brief written reflection on the work process in the course unit (UC): 30%
In accordance with the Assessment Regulations of the Higher Education Institution, it is mandatory for students to meet a minimum attendance requirement for passing the course unit. Failure to comply with this requirement will necessitate taking an examination.
Resit Exam: The resit exam will be divided into two parts: a practical exam accounting for 50% and the presentation of all work completed throughout the semester, which will also carry a weight of 50%.
- Semestral
- The discipline prepares students to develop research and practice in scientific drawing and illustration, combining technical skills, critical thinking, graphic identity and effective communication in artistic and scientific contexts.
- Details
- Category: Discipline
- Abell, S., et al. (2010). Designing and teaching the elementary science methods course. NY: Routledge. Arends, R. (2008). Aprender a Ensinar. McGraw-Hill. Cachapuz, A., Praia, J. & Jorge, M. (2002). Ciência, Educação em Ciência e Ensino das Ciências. Ministério da Educação. Cachapuz, A.; Paixão, F.; Lopes, J. & Guerra, C. (2008). Do Estado da Arte da Pesquisa em Educação em Ciências: Galvão, C. & Reis, P. (2008). A promoção do interesse e da relevância do ensino da ciência através da discussão de controvérsias socio científicas. In Ciência-Tecnologia-Sociedade no Ensino das Ciências. Educação Científica e Desenvolvimento Sustentável, 131 - 135. Universidade de Aveiro. Libânio, C. (2008). Didática. Cortez. Osborne, J. & Dillon, J. (2010). Good practice in science teaching: what research has to say? Berkshire:OU Press. Roldão, M. C. (2008). Gestão do currículo e avaliação de competências: As questões dos professores. Editorial Presença
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 27225
- Didactics of Natural Sciences in the 2nd Cycle of Basic Education
- IPLUSO6857-27225
- 1
- 5
- 0
- 4
- Não
- Português
- Theoretical-practical classes adopting diversified active methods: discussion, analysis of conceptual issues and real cases, Flipped Classroom and problem-solving. Students also conduct documentary research in order to identify problems and trends and produce synthesis.
- Mandatory
- *To know the current guidelines of Science Education for the development of scientific and technological culture. *Understand the role of Didactics in the Training of Science Teachers. *Develop skills for learning in the Natural Sciences *Mobilize scientific knowledge, focusing on designing and implementing activities in motivating and innovative learning scenarios. *Interpret results of research in Didactics of Sciences aiming at its application in educational practices. *Design science teaching strategies are identifying their potential and limitations. *Problematize formal and non-formal situations of everyday life or through non-real situations supporting epistemological and methodological references. *Design and coordinate projects in conjunction with other areas of knowledge in an integrated and participatory way. *Develop autonomy and the ability to work collaboratively from a continuing training perspective.
- The selected programme content is conceptually interrelated and should therefore be understood in an articulated rather than linear manner: Theme 1: Science education: objectives; socio-constructivist and interdisciplinary paradigm of science teaching and learning. Theme 2: Natural science teaching: concept(s). Lines of research. Impacts on teacher training Theme 3: Natural Sciences in Basic Education: purposes; obstacles; curricula and suggested approaches Theme 4: Contexts for teaching and learning Natural Sciences; processes and strategies that stimulate and promote conceptual evolution Theme 5: Professional knowledge: stages of construction; role of the student and teacher competencies; Conceptual and reference frameworks; Theme 6: Assessment of learning: types, purposes and instruments; Planning of natural science teaching activities.
Descrição
Data limite
Ponderação
Trabalho de grupo (com apresentação e discussão)
Durante o semestre
40%
Prova escrita individual
Durante o semestre
40%
Participação nas aulas e em atividades de integração e desenvolvimento curricular
Durante o semestre
20%
- Semestral
- The CU Didactics of Natural Sciences in the 2nd Cycle of the EB" aims to provide students with learning opportunities regarding problems, difficulties, and strategies to be used in the teaching of the Natural Sciences of the 2nd Cycle of the EB to ensure that future teachers can have preparation from their teaching practice.
- Details
- Category: Discipline
- Material de apoio fornecdio pelo docente; QUEIRÓS, Ricardo, Android Profissional - Desenvolvimento Moderno de Aplicações, FCA, 2018; MARCELINO, Luís & SILVA, Catarina, Desenvolvimento em SWIFT para IOS, FCA, 2017; T. Mikkonen, "Programming Mobile Devices: An Introduction for Practitioners", Wiley, 2007;
- Development for the Web and Mobile Devices
- 6378
- 23530
- Mobile Device Programming
- IPLUSO6378-23530
- 2
- 7
- 0
- 4
- Não
- Português
- The course will use current software tools to familiarize students with the concepts used in the labor market.
- Mandatory
- Identify and acquire knowledge and elements in the design, development and evaluation of applications for various devices; Learn and become familiar with the main tools and technologies used in native application programming platforms, Android and IOS; Know the various programming practices and languages used in this type of mobile development and their resources; Develop applications capable of interacting with the user of the device and with the resources available on the mobile device.
- Introduction to mobile device development: Overview and understanding of current technologies and market; Characteristics, features, and evolution. Object-Oriented programming revisions: Encapsulation; Inheritance; Polymorphism; Interfaces. Fundamentals of mobile application development: Tools and environments: IDEs, SDKs, emulators; Native development on Android/iOS; Cross-platform and hybrid development; Web programming (HTML5, CSS3, JavaScript) in hybrid applications; UI design and user experience (UX). Platforms, frameworks, and services: Asynchronous and multithread programming; Real-time communication; Backend integration; Data persistence models; Security and privacy. Final project development. Planning, conception, development, testing, and delivery; Project management methodologies and presentation.
Descrição
Data limite
Ponderação
Mini-Testes de avaliação
A definir consoante a matéria
30%
Projecto final
09-01-2025
70%
- Semestral
- The Mobile Device Programming course introduces the various concepts of designing and developing applications and services used on a mobile device. It uses tecniques and the software tools available on the technology market, from their frameworks, standards and platforms to develop applications for the world's two main operating systems, Android and IOS.
- Details
- Category: Discipline
- . Butler, J. (2002). Gender trouble. Routledge. . Cota, C. et al. (2022). Contemporary Art Therapists: Study of Identity Within Artmaking. LMU. . Cottingham, L. (2013). Seeing through the seventies: essays on feminism and art. Routledge. . Goffman, E. (2016). The presentation of self in everyday life. Em: Social Theory Re-Wired (pp. 482-493). . Jones, A. (2013). Seeing differently: A history and theory of identification and the visual arts. Routledge. . Kaprow, A. (2003). Essays on the blurring of art and life: Expanded edition. Univ of California Press. . Pollock, G. (2015). Vision and difference: Feminism, femininity and histories of art. Routledge. . Rubin, R. (2023) The Creative Act: a Way of Being. Penguin Press. . Santos, R. A. F. D. (2016). A construção da identidade afrodescendente por meio das artes visuais contemporâneas: estudos de produções e de poéticas. Unesp. . West, S. (2004). Portraiture. OUP Oxford.
- Drawing
- 6947
- 26963
- Art and Identity
- IPLUSO6947-3-26963
- 1
- 5
- 1183
- 4
- Não
- Português
- The pedagogical approach combines expository teaching with active learning methods. Each module begins with a theoretical presentation that provides students with the necessary context for the topics under discussion. Following the theoretical exposition, students engage in practical and collaborative activities that encourage them to apply the issues addressed to their own practice and perspective. These exercises range from the development of quick sketches exploring aspects of personal identity to the creation of more elaborate works that incorporate the studied theories and concepts. The teaching methodology culminates in the development and presentation of a final, open-ended project centred on the concept of identity. This project must include an oral presentation and be accompanied by an explanatory text, both of which are integrated into the final portfolio used for assessment.
- Optional
- This theoretical-practical course unit aims to: . Equip students to understand and explore the concept of identity through various prisms, such as cultural, social, gender, and individual; . Promote a deep understanding of the representation of identity in art, both in practice and theory; . Foster students' ability to incorporate concepts and debates about identity into their own works, thereby enhancing authorship and originality; . Establish connections between the artistic representation of identity and the cultural and social contexts in which it is situated; . Develop skills for effectively communicating about themes of identity in art, both orally and in writing; . Encourage dialogue and collaboration among students from the three areas of specialization, thereby advancing an interdisciplinary approach to the study of identity in art.
- 1. Theoretical Introduction to Concepts of Identity: Individual, social, cultural, and gender. Exercise representing one aspect of the student's personal identity. 2. Identity in Different Cultures and Social Contexts: Creation of artwork that reflects various cultural or social aspects of identity. 3. Historical and Contemporary Representations: Recreation or adaptation of a historical work, incorporating elements of modern identity. 4. Gender and Identity: Creation of sketches or illustrations that explore gender issues. 5. Techniques and Mediums: Experimentation with different mediums to represent identity. 6. Development and Conclusion of a Final Project. 7. Portfolio Presentation with Written Explanatory Text and Oral Presentation of the Final Project: Group critique session.
Esta UC segue um método de avaliação contínuo e presencial.
Ponderação da Avaliação:
Exercícios práticos: 20%
Projeto Final: 50 %
Portfolio, texto escrito e apresentação oral: 15%
Assiduidade, participação e pontualidade: 15%
De acordo com o Regulamento de Avaliação da IES, é mandatório que os estudantes cumpram com um requisito de presença mínima nas aulas para aprovação na unidade curricular. A falta de cumprimento desta exigência resultará na necessidade de prestação de exame.
Exame de Recurso:
O exame de recurso será dividido em duas partes: um exame prático que contará 50% e a apresentação de todos os trabalhos realizados ao longo do semestre, que também terá um peso de 50%.
This course unit (UC) follows a method of continuous and in-person assessment.
Assessment Weighting:
Practical Exercises: 20%
Final Project: 50%
Portfolio, Written Text, and Oral Presentation: 15%
Attendance, Participation, and Punctuality: 15%
In accordance with the Assessment Regulations of the Higher Education Institution, it is mandatory for students to meet a minimum
attendance requirement for passing the course unit. Failure to comply with this requirement will necessitate taking an examination.
Resit Exam: The resit exam will be divided into two parts: a practical exam accounting for 50% and the presentation of all work completed throughout the semester, which will also carry a weight of 50%.
- Semestral
- The course explores the concept of identity in art from multiple perspectives, promoting the critical integration of these debates into individual artistic practice and interdisciplinary contexts.
