Co-work Between University Teachers: Is it Possible to Build a Common Language?

Authors

  • Luísa Soares University of Madeira, Miti-Madeira Interactive Technologies Institute
  • Dulce Pacheco University of Madeira, Miti-Madeira Interactive Technologies Institute

DOI:

https://doi.org/10.3991/ijac.v7i3.3983

Keywords:

bridging, language and university teachers

Abstract


Some of the ideas/categories that resulted from this work suggest a common language should be built between different professionals that work together: i) consider the human side of technology; ii) important behaviours for team work are complementarity, cohesion and synchronization; iii) attention to details motivates students; iv) stimulate new experiences/new thoughts; v) master four different abilities: inform, educate, inspire and entertain; vi) the essential will always remain, although times are changing and new fields of science are coming; vii) the web changed the way we work and learn and that´s more important than the way we interact with the contents of the web; viii) technology should improve teaching skills; ix) working together can be painful, so eliminating personnel barriers could result in a good cooperation/collaboration; x) team building; xi) create relevant contents; xii) build channels to reach all over the world; xiii) bridging programs can be very useful after a 1st graduation course where the main abilities from one area are already consolidated; xiv) Commitment to the team goals; xv) Psychologists are needed in teams and xv) dream university is the one that has pleasant and large spaces to be used by people and to inspire them.

Author Biography

Luísa Soares, University of Madeira, Miti-Madeira Interactive Technologies Institute

Assistant Professor of Psychology University of Madeira, Miti- Madeira Interactive Technologies Institute

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Published

2014-10-13

How to Cite

Soares, L., & Pacheco, D. (2014). Co-work Between University Teachers: Is it Possible to Build a Common Language?. International Journal of Advanced Corporate Learning (iJAC), 7(3), pp. 5–7. https://doi.org/10.3991/ijac.v7i3.3983

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Section

Papers