CLIL promotes the 3rd Edition of Communities of Learning and Practice for UCP and INOV-Norte faculty
The CLIL - Católica Learning Innovation Lab is hosting the 3rd Edition of the Communities of Learning and Practice (ColP) from March to December 2025. This initiative aims to provide higher education faculty the opportunity to collaboratively plan and implement innovative learning scenarios, aligned in common thematic areas.
This year, our CoLPs have expanded their horizons through the INOV-NORTE | Activity 4.2 project, involving faculty from six prestigious higher education institutions that make up the consortium: the University of Porto, which leads the consortium, the University of Trás-os-Montes and Alto Douro, the Polytechnic Institute of Bragança, the Polytechnic Institute of Porto, the Porto Nursing School, and, of course, the Universidade Católica Portuguesa. This consortium reinforces the commitment to innovation and academic excellence, creating new synergies and opportunities for the development of innovative teaching practices in the context of higher education.
Each community aims to be a space for sharing pedagogical experiences among faculty, facilitated by a team of facilitators.
This edition will feature six CoLPs, two of which are exclusively designed for faculty from the four campuses of the Catholic University of Portugal (UCP).
As in previous editions, faculty are invited to register as participants in the CoLP whose thematic area aligns with their preference.
Participation is voluntary and aims to support the pedagogical development goals of those who participate.
Registrations for the CoLPs close on March 16, 2025, and should be made through the following form.
For any doubts or questions, please contact us via the Católica Learning Innovation Lab (CLIL) at the email clil@ucp.pt.
Discover the six Learning and Practice Communities:
Evidence-Based Practice [CAP | UCP]
This CAP is aimed at higher education faculty interested in deepening their reflection on teaching and learning through a systematic and evidence-based approach. Focused on the continuous improvement of pedagogical practice, this community aims to promote the sharing and application of research on practice, encouraging experimentation and evaluation of teaching strategies. By valuing the interconnection between theory and practice, this CAP seeks to create a collaborative space where participants can develop, document, and disseminate knowledge that contributes to meaningful teaching practices.
Responsible for the CAP: UCP
Assessment of, for, and as Learning [CAP | UCP]
This CAP is aimed at higher education faculty interested in reflecting on assessment practices that promote the holistic development of students. The work within the community will be centered on a view of assessment not only as a measurement tool but also as a formative and transformative process. This CAP encourages the use of diversified strategies grounded in evidence. Through the sharing of experiences, critical reflection, and pedagogical experimentation, the goal is to foster approaches that integrate assessment into the teaching-learning journey.
Responsible for the CAP: UCP
Active Learning Strategies: First Steps [CAP | INOV-Norte]
This community is aimed at faculty interested in exploring active learning strategies and methodologies that involve a lower complexity in terms of planning and implementation. The focus is on strategies and methodologies that can be used more sporadically, such as structured debates, simulations, flipped classrooms, case studies, among other approaches. The goal is to find alternatives for developing more dynamic, interactive, and student-centered lessons, promoting engagement and participation.
Responsible for the CAP: UCP
Facilitators: Rita Tavares de Sousa, Andréia Magalhães, Paula Queirós
Problem, Question, and Project-Based Learning Methodologies: From Planning to Implementation [CAP | INOV-Norte]
This community is for faculty who wish to discuss teaching methodologies that involve greater complexity in terms of planning and implementation, such as Problem-Based Learning and/or Project-Based Learning, as well as interdisciplinary practices. The focus is on the collaborative development of strategies that integrate content, skills, and competencies into robust and transformative learning experiences. The proposal is to provide a space for exchange, planning, and curricular innovation that supports faculty in implementing methodologies aimed at promoting greater student autonomy.
Responsible for the CAP: UCP
Facilitators: Diana Mesquita, Patrícia Coutinho, and Elisabete Silva
Generative Artificial Intelligence and Higher Education: First Steps [CAP | INOV-Norte]
This community aims to bring together higher education faculty interested in exploring the potential of artificial intelligence (AI) to transform pedagogical and research practices. The space will be dedicated to exchanging experiences, identifying innovative opportunities, and critically reflecting on the ethical, technical, and pedagogical challenges of using AI in education. Through collaborative dialogues, participants will be able to discuss everything from practical applications, such as specific tools, to broader issues, such as the role of the teacher in an era of emerging technologies.
Responsible for the CAP: IPP
Facilitators: Mário Cruz, Ricardo Queirós, and Jacinta Costa
Inclusion [CAP | INOV-Norte]
This community aims to promote discussions about an approach that values inclusion and diversity. The goal is to create a collaborative space where faculty can share pedagogical strategies that promote more equitable and reflective teaching, considering the multiple cultural and social perspectives of students.
Responsible for the CAP: UTAD
Facilitators: Armanda Pereira, Susana Martins, and Susana Barbosa