- I have been an IBM Systems Engineer from 1969 to 1989, partner and CEO of an organizational change consulting firm si... moreI have been an IBM Systems Engineer from 1969 to 1989, partner and CEO of an organizational change consulting firm since 1989 and later a guest professor at the University of Coimbra (4 years) and at the Technical University of Lisbon (11 years) until I retired in 2014. I am currently an author and independent consultant. I have interests in the processes of learning, in the sustainability of the earth and of humanity and in the relations between technology and the social and human dimensions.edit
Este texto irá ter várias partes, relativas a aspectos diferentes da minha relação com actividades de aprendizagem, quer como educando/formando, quer como formador/docente/"facilitador de aprendizagens", como adiante se clarificará. Esta... more
Este texto irá ter várias partes, relativas a aspectos diferentes da minha relação com actividades de aprendizagem, quer como educando/formando, quer como formador/docente/"facilitador de aprendizagens", como adiante se clarificará. Esta primeira parte1 refere-se à comparação entre o ensino que tive nos últimos anos do IST e a formação na NCR (em férias) e depois, durante ano e meio, como "Engenheiro de Sistemas trainee" na IBM Portugal, em tempo parcial (manhãs), enquanto continuava a estudar no IST às tardes. Introdução A minha experiência com a aprendizagem (e com a sua relação-por vezes paradoxal-com o ensino) passa, no essencial, pela minha vivência de "reflective practitioner" (Schön, 1983), enquanto: 1. Estudante no Liceu Camões, com uma passagem por Moçambique no 7º ano do liceu, e depois no IST, onde fui também delegado de curso e membro da Direcção da AEIST, bem como-já num âmbito mais alargado-membro do Secretariado da Reunião Inter-Associações (RIA) de Lisboa; 2. Engenheiro de Sistemas (apoio técnico de software aos clientes) na IBM Portugal (e, portanto, membro de uma comunidade alargada que incluía os outros técnicos da IBM e os profissionais dos clientes)
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A Metodologia de Reunião em Espaço Aberto, ou Open Space Technology (OST), é uma técnica de facilitação de reuniões, que assenta na auto-organização dos sistemas complexos e se baseia nos trabalhos de Harrison Owen e de uma larga... more
A Metodologia de Reunião em Espaço Aberto, ou Open Space Technology (OST), é uma técnica de facilitação de reuniões, que assenta na auto-organização dos sistemas complexos e se baseia nos trabalhos de Harrison Owen e de uma larga comunidade de facilitadores em todo o mundo.
O Espaço Aberto potencia os efeitos positivos da complexidade e do caos, constituindo-se assim como um momento de transformação organizacional, e de aprendizagem individual e colectiva, podendo produzir resultados significativos na definição de objectivos, no desenvolvimento de projectos, bem como no networking, inovação e colaboração empenhada entre os participantes.
As Reuniões em Espaço Aberto são reuniões não estruturadas, onde não existem apresentações formais de oradores, estimulam o pensamento “out of the box” e a emergência de perspectivas inovadoras que, noutros tipos de reuniões mais formais, não se formam naturalmente.
O Espaço Aberto potencia os efeitos positivos da complexidade e do caos, constituindo-se assim como um momento de transformação organizacional, e de aprendizagem individual e colectiva, podendo produzir resultados significativos na definição de objectivos, no desenvolvimento de projectos, bem como no networking, inovação e colaboração empenhada entre os participantes.
As Reuniões em Espaço Aberto são reuniões não estruturadas, onde não existem apresentações formais de oradores, estimulam o pensamento “out of the box” e a emergência de perspectivas inovadoras que, noutros tipos de reuniões mais formais, não se formam naturalmente.
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Compara-se a aprendizagem como Systems Engineering que estava a ter em 1969/1970 na IBM com ao ensino universitário que frequentava em simultâneo
On raconte un parcours personnel qui a conduit à la découverte par l’auteur du Forum Ouvert. On montre comment l’esprit du Forum Ouvert a été appliqué au cours d’expériences d’innovation pédagogique dans le cadre de l’enseignement... more
On raconte un parcours personnel qui a conduit à la découverte par l’auteur du Forum Ouvert. On montre comment l’esprit du Forum Ouvert a été appliqué au cours d’expériences d’innovation pédagogique dans le cadre de l’enseignement universitaire. Et comment la méthodologie du FO a été appliquée dans beaucoup de cas au Portugal et sa contribution à promouvoir la résilience et l’apprentissage organisationnels.
This paper presents a research project in progress aiming at accelerating and making more profound the learning in organizations. The concepts of learning organization is revised and a learning architecture based on Alexander's patterns... more
This paper presents a research project in progress aiming at accelerating and making more profound the
learning in organizations. The concepts of learning organization is revised and a learning architecture based
on Alexander's patterns is proposed. Some aspects of the context and methodology used are also mentioned.
learning in organizations. The concepts of learning organization is revised and a learning architecture based
on Alexander's patterns is proposed. Some aspects of the context and methodology used are also mentioned.
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We present and analyse a work experience, now in its fifth year, to help students in developing soft skills, through execution and reporting, during a period of six semesters, of extra-curricular activities that are validated and... more
We present and analyse a work experience, now in its fifth year, to help students in developing soft skills, through execution and reporting, during a period of six semesters, of extra-curricular activities that are validated and evaluated by the faculty and, in a certain way, integrated in the curriculum throughout in the form of a ‘Personal Portfolio’. The global objective of the Personal Portfolio is to develop the student’s soft skills through the practice of extra-curricular activities and the reflection on that practice. In this paper we clarify the initial design of the learning environment, the objectives and regulation of Personal Portfolio, the information system that supports the activities and the evolution of students’ numbers and of the faculty. We comment on the major activities that have been developed, the main results obtained, the differences between the experiences in two campuses and the evolution of the Portfolio concept resulting from the adoption of the Bologna Agreement.
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Abstract This paper summarizes an experience in teaching Management to undergraduate Engineering students. The aim was to enable, motivate, lead and coach students in learning management skills and concepts through their engagement in... more
Abstract This paper summarizes an experience in
teaching Management to undergraduate Engineering
students. The aim was to enable, motivate, lead and coach
students in learning management skills and concepts
through their engagement in organizational and
management work. This was closely associated with their
reflection on such practice, and was complemented with
theoretical studies, mostly self-directed and carried out in a
cooperative environment – as though each class was a
learning organization. We describe the pedagogical design,
the projects and the activities developed with and by the
students, and the way practical projects and theoretical
studies interrelated. We also describe the cooperative
learning environment that was built around class and
mailing list discussions, the dissemination of information on
paper, and the use of the Web. Students have been evaluated,
through projects and papers, as they would in real work
situations. Every moment of evaluation led to further
learning and there was no need to resort to conventional
examinations.
Index Terms Management skills, learning organizations,
learning by doing, reflection in action.
teaching Management to undergraduate Engineering
students. The aim was to enable, motivate, lead and coach
students in learning management skills and concepts
through their engagement in organizational and
management work. This was closely associated with their
reflection on such practice, and was complemented with
theoretical studies, mostly self-directed and carried out in a
cooperative environment – as though each class was a
learning organization. We describe the pedagogical design,
the projects and the activities developed with and by the
students, and the way practical projects and theoretical
studies interrelated. We also describe the cooperative
learning environment that was built around class and
mailing list discussions, the dissemination of information on
paper, and the use of the Web. Students have been evaluated,
through projects and papers, as they would in real work
situations. Every moment of evaluation led to further
learning and there was no need to resort to conventional
examinations.
Index Terms Management skills, learning organizations,
learning by doing, reflection in action.
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Explica-se porque é que a aprendizagem é muito mais vasta que a situação de "ser ensinado". Usam-se exemplos das primeiras aprendizagens infantis e do ensino escolar. Mostram-se vários inconvenientes de "ser ensinado".
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Porque é que há coisas mais importantes para pensar agora que a educação
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Primiera parte de um texto que explica que aprender não se confunde com educar, nem com ser ensinado.