<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152020000400027</article-id>
<article-id pub-id-type="doi">10.29352/mill0205e.01.00251</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Colaborative integrated learning: study case of aplication to food engineering]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem integrada colaborativa: estudo de caso de aplicação à engenharia de alimentos]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje integrado colaborativo: estudio de caso de aplicación a la ingeniería de alimentos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guiné]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Polytechnic Institute of Viseu CI&amp;DETS/CERNAS Research Centres ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<numero>esp5</numero>
<fpage>27</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152020000400027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152020000400027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152020000400027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching approaches or age groups.  Objectives:  The objective of this work was to discuss the advantages and drawbacks of using innovative learning tools or techniques to promote active learning from a real practice experience.  Methods:  The integrated learning on subjects in area of Food Engineering was analysed based on the learning outcomes, advances of collaborative work, difficulties found, problem solving strategies and learning assessment limitations.  Results:  The results obtained allowed concluding that the integrated project developed in the 3 different syllabus is beneficial and the students tend to engage in the requested activities with true commitment; this approach allows the development of complementary competences and far beyond simple knowledge; and finally, it prepares the students for real life experiences, while guarantying a fair evaluation of learning outcomes for all while still at university.  Conclusions:  This work highlighted the need to deepen the debate on this topic in order to improve students&#8217; knowledge and learning skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  A aprendizagem colaborativa compreende um conjunto de métodos de ensino/aprendizagem em que os alunos são estimulados a trabalhar em conjunto para cumprir um objetivo comum de aprendizagem. Esta abordagem foi adotada através de uma ampla variedade de disciplinas, currículos, ambientes escolares, abordagens de ensino ou grupos etários.  Objetivos: O objetivo deste trabalho foi discutir as vantagens e desvantagens de usar ferramentas ou técnicas inovadoras de aprendizagem para promover a aprendizagem ativa a partir de uma experiência prática real.  Métodos:  A aprendizagem integrada em disciplinas na área de Engenharia de Alimentos foi analisada com base nos resultados de aprendizagem, avanços do trabalho colaborativo, dificuldades encontradas, estratégias de resolução de problemas e limitações na avaliação da aprendizagem.  Resultados:  Os resultados obtidos permitiram concluir que o projeto integrado desenvolvido nas 3 unidades curriculares diferentes é benéfico e os alunos tendem a se envolver nas atividades solicitadas com compromisso verdadeiro; esta abordagem permite o desenvolvimento de competências complementares e muito para além do simples conhecimento; e, finalmente, prepara os alunos para experiências da vida real, ao mesmo tempo m que garante uma avaliação justa dos resultados da aprendizagem para todos, enquanto ainda a frequentar a universidade.  Conclusões:  Este trabalho destacou a necessidade de aprofundar o debate sobre este tema, a fim de melhorar o conhecimento dos alunos e as habilidades de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El aprendizaje colaborativo comprende un conjunto de métodos de enseñanza/aprendizaje en los cuales los estudiantes son estimulados a trabajar juntos para cumplir una meta de aprendizaje común. Este enfoque ha sido adoptado a través de una gran variedad de disciplinas, planes de estudio, entornos escolares, enfoques de enseñanza o grupos de edad.  Objetivos:  El objetivo de este trabajo fue discutir las ventajas e inconvenientes de utilizar herramientas o técnicas de aprendizaje innovadoras para promover el aprendizaje activo desde una experiencia de práctica real.  Métodos:  El aprendizaje integrado sobre temas en el área de Ingeniería de Alimentos se analizó en función de los resultados del aprendizaje, los avances del trabajo colaborativo, las dificultades encontradas, las estrategias de resolución de problemas y las limitaciones de la evaluación del aprendizaje.  Resultados:  Los resultados obtenidos permitieron concluir que el proyecto integrado desarrollado en los 3 programas de estudio diferentes es beneficioso y los estudiantes tienden a participar en las actividades solicitadas con verdadero compromiso; este enfoque permite el desarrollo de competencias complementarias y mucho más allá del simple conocimiento; y, finalmente, prepara a los estudiantes para las experiencias de la vida real, al tiempo que garantiza una evaluación justa de los resultados de aprendizaje para todos mientras están en la universidad.  Conclusiones:  Este trabajo destacó la necesidad de profundizar el debate sobre este tema para mejorar el conocimiento y las habilidades de aprendizaje de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[learning outcomes]]></kwd>
<kwd lng="en"><![CDATA[assessment risks]]></kwd>
<kwd lng="en"><![CDATA[innovative learning]]></kwd>
<kwd lng="pt"><![CDATA[resultados de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[riscos de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem inovadora]]></kwd>
<kwd lng="es"><![CDATA[resultados de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[riesgos de evaluación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje innovador]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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