Percorrer por autor "Casanova, Diogo"
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- Building a community of practice for engaging pharmacy students to learn in a collaborative research environmentPublication . ElShaer, Amr; Calabrese, Gianpiero; Casanova, Diogo; Huet, IsabelConventional research project supervision is not always compatible with current challenges facing higher education, such as students’ diverse backgrounds, increasing demands, and multidisciplinary research interests. Additionally, research students may experience isolation at different stages of research. To help students coping with these challenges, approaches such as progress reports, departmental presentations, and co-supervision have been introduced. Community of practices (CoP) are alternative approaches that if successfully adopted may improve the students’ learning experience. These communities were developed as knowledge-based social structures between groups of people sharing goals and interests. Considering the importance of CoPs as a strategy to engage students and researchers to work collaboratively; this study aims to investigate the impact of a formal CoP on the students’ learning experience at different levels of study.
- Desenho, pedagogia e tecnologia: uma abordagem participativa para o desenvolvimento de espaços de aprendizagem com tecnologiaPublication . Casanova, DiogoEste artigo visa discutir o objetivo e o valor das tecnologias, redesenhando uma sala de aula potenciada pela tecnologia de grande e de pequena dimensões. Pretende-se explorar de que forma os estudantes e professores redesenhariam os seus espaços de aprendizagem e de como utilizariam a tecnologia para responder aos diferentes desafios da concepção do espaço. A pesquisa realiza-se no âmbito do ensino superior, mas os seus resultados podem e devem ser refletidos e enquadrados noutros contextos educativos.
- Digital competence of higher education teachers at a distance learning University in PortugalPublication . Moreira, José António; Nunes, Catarina S.; Casanova, DiogoThe Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the strengths and weaknesses of teachers’ digital skills within the Digital Competence Framework for Educators (DigCompEdu). Using a quantitative approach, the research utilized the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population, to evaluate teachers’ perceptions of their digital competences. A total of 118 teachers participated in the assessment. Findings revealed that the teachers exhibited a notably high overall level of digital competence, positioned at the intersection of B2 (Expert) and C1 (Leader) on the DigCompEdu scale. However, specific areas for improvement were identified, particularly in Digital Technologies Resources and Assessment, the core pedagogical components of DigCompEdu, which displayed comparatively lower proficiency levels. To ensure continuous progress and alignment with the Digital Education Action Plan’s strategic priorities, targeted teacher training initiatives should focus on enhancing competences related to Digital Technologies Resources and Assessment.
- Distance learning in higher education: challenges for the futurePublication . Casanova, Diogo; Cadima, Rita; Costa, Jorge; Peres, Paula; Amaral Clara
- Ecological footprint assessment as a pathway to sustainabin the OpenEU AlliancePublication . Nicolau, Paula Bacelar; Martins, Rute; Caeiro, Sandra; Mapar, Mahsa; Casanova, DiogoThe integration of sustainable practices into the daily operations and infrastructure of HigherEducation Institutions (HEIs) plays a vital role in advancing the Sustainable Development Goals(SDGs) (Purcell et al., 2019; Žalėnienė & Pereira, 2021). Developing action-oriented competenceswithin HEIs, such as collaborative sustainability governance strategies and actions, is a key inthis process (Mapar & Caeiro, 2024; Saleem & Dare, 2023). As part of this effort, assessing andreducing the Ecological Footprint (EF) has become a priority in many HEIs, with EF monitoringserving as an essential decision-making tool to encourage more responsible resource use withinthe institution (Valls-Val & Bovea, 2021). The OpenEU Alliance, coordinated by the Universitat Oberta de Catalunya, brings together tenEuropean HEIs — including both Distance Teaching and face-to-face HEIs — in a joint effort todrive digital transformation in higher education and establish a pan-European, student-centred,inclusive, digital, and green Distance Teaching university. As a part of this broader initiative, aspecific task has been set to reduce the Alliance EF by 5% over four years (2024–2028). To thatend, the adopted tool was the University Footprint Calculator (Mancini et al., 2022), an open-access digital tool, developed under the EEUSTEPs Erasmus project (EUSTEPs, n.d.), that allowsHEIs to evaluate and keep records of consumption of natural resources and ecosystem serviceswithin their activities and operations. The methodology involved: (i) establishing the baseline EFfor each university in Year 1, and propose a set of recommendations to reduce the EF based onthe most impactful categories; and (ii) monitoring the changes over the following three years, totrack the progress towards the overall OpenEU EF reduction by Year 4. This study presents the outcomes of the first year of OpenEU Alliance EF assessment, in whichkey initial milestones were achieved, including the establishment of a Community of Practice inEcological Footprint, with representatives from all partner universities. Activities comprised twointroductory meetings and a training session to explain the EUSTEPs calculator and the datacollection process, followed by regular meetings to share the efforts and challenges within theprocess. Based on that, each partner university collected its data on infrastructure and utilitycategories (e.g., energy use, buildings) and community-related activities (such as mobility foracademic purposes or food services). The achieved results provide a solid foundation fordeveloping the recommendations and implementing future actions. The collaborative framework, fostered within the OpenEU Alliance and supported by its baselineassessment, not only enhances data transparency but also builds institutional capacity toimplement targeted, impactful measures for reducing the EF. Through continued monitoringand shared learning, the Alliance will achieve its ultimate EF reduction target by 2028,contributing tangibly to the broader goals of the OpenEU Alliance on digital transformation,inclusivity, and green higher education.
- Educação a distância no ensino superior: desafios para o futuroPublication . Casanova, Diogo; Cadima, Rita; Costa, Jorge; Peres, Paula; Amaral, Clara
- Estratégias para promover a agência do estudante no processo de avaliação e feedback digitalPublication . Casanova, DiogoA avaliação e o feedback digital têm vindo a crescer como temas de investigação nos últimos anos, em particular no ensino superior. Dentro destes temas, o papel do estudante como tendo agência no processo de avaliação e feedback é considerado uma área relevante sobretudo tendo em conta o contexto do ensino superior, no qual se pretende que o estudante desenvolva competências de aprendizagem ao longo da vida. Nesta investigação pretende-se investigar a disponibilidade dos docentes para ceder ao estudante algum do poder que detêm no processo de avaliação. Procura-se, também, identificar que estratégias podem ser utilizadas pelos docentes no sentido de promover este novo papel do estudante na avaliação digital. A partir de uma metodologia qualitativa, foram recolhidos dados de 58 docentes que participaram em 10 focus-group criativos, uma abordagem ao focus-group na qual, para além de se envolverem em discussão sobre as suas práticas, os participantes procuraram, em grupo, desenvolver soluções de melhoria pedagógica e tecnológica nas suas práticas de avaliação digital. Como resultado da investigação, identifica-se um conjunto de recomendações para promover maior envolvimento do estudante nas estratégias de avaliação, organizado em três temas: (i) a preparação para a avaliação; (ii) a avaliação formativa; e (iii) o feedback após a submissão.
- Exploring the professional development of doctoral supervisors through workplace learning: a literature reviewPublication . Huet, Isabel; Casanova, DiogoThe professional development of doctoral supervisors is a relatively new area of academic development that is still non-existent in many higher education institutions worldwide. This is particularly relevant to explore as several other studies indicate that the quality of doctoral supervision has a direct impact on the doctoral student progression and attrition rates and on the quality of the student experience. The purpose of this literature review is to explore what has been written about the professional development of doctoral supervisors, with a focus on understanding how learning takes place in the workplace. Through a systematic literature review approach, 20 manuscripts in the social sciences were identified as providing an in-depth exploration of the topic under study. The analysis of these manuscripts was situated within the theories of adult and workplace learning. Professional development occurred in different shapes and forms and is shaped by institutional and national academic cultures. There was a common understanding that learning occurred more often through self-reflection and dialogue, in both formal and informal learning spaces, and that there is a need for focusing more on the pedagogy of the doctorate. The article ends by suggesting a set of institutional recommendations for promoting the professional development of supervisors.
- Exploring the professional development of online and distance doctoral supervisorsPublication . Huet, Isabel; Casanova, DiogoThe supervision of doctoral students has been evolving in the last decade. Supervisors supervise students on campus or at a distance and supervision takes place in formal or informal environments with the latter occurring more often through online encounters. This context of supervision has changed supervisory practices and students’ own approaches to learning. This paradigmatic shift demands a rethinking of how supervisors develop themselves and how they learn to cope with the challenges of ‘modern’ supervision. To date, little has been said or written about the development or training of doctoral supervisors who supervise students online or at a distance. This paper aims to fill this gap by presenting a model for the professional development of supervisors in these contexts. This model can be adapted and implemented by institutions that wish to support supervisors who support students online or at the distance.
- Exploring the value and perception of microcredentials: a case study of the Universidade AbertaPublication . Casanova, Diogo; Caetano, Fernando J. P.; Moreira, DarlindaThe Universidade Aberta (UAb) – the Portuguese Open University - has extensive experience inproviding continuous professional development courses for adult learners, ranging frompostgraduate certificates to short learning programmes and MOOCs. In 2021, the UAb initiateda new portfolio of short learning opportunities leading to micro-credentials, driven by anationally-funded project called "Impulso Adultos" which aims to reskill and upskill the adultpopulation either already in work or looking to transition to a new professional opportunity.Micro-credentials are a form of recognition for learning that are based on short, stackable, andfocused learning blocks, leading learners to develop specific skills or competencies. The conceptof micro-credentials has gained popularity in recent years, initially in North America andAustralia, and more recently in Europe (Brown & Mhichil, 2022). When publishing its EuropeanSkills Agenda, the Commission set out policy priorities and actions aimed at increasing theemployability of citizens and boosting the skills for the workplace (European Skills Agenda forSustainable Competitiveness, Social Fairness and Resilience, 2020). In its action 10, theCommission set the ground for the relevance given to Micro-credentials. According to theCommission, Micro-credentials should: (i) encourage the take-up of flexible and quality-assuredcourses; (ii) make learning more visible and understood; (iii) be validated and guided; and (iv)should be easy to store and communicate through Europass. The UAb's portfolio of micro-credentials comprises over 20 courses, which have been offered tomore than 2,000 students over a period of two years. These courses cover various thematicareas, including distance and digital education, language and communication, sustainabledevelopment goals, and digital transition and transformation. All of these courses are deliveredonline and often involve collaborative development with industry and organizations. They aredesigned to be short (ranging from 1 to 4 ECTS) and cater to working students, typicallyrequiring around 7 hours of learning per week. Moreover, the assessments for these coursesare usually applicable within students' professional settings. UAb decided that the courses arepredominantly asynchronous to take advantage of the flexibility that online learning promotes.Students can access content anytime and from anywhere the flexibility of online learning suitsstudents’ needs and personal and professional commitments (Kumar, 2019) which is particularlyrelevant for adult learners that are, at the same time, employed. This communication will present an evaluation study of the UAb micro-credentials project, witha focus on assessing students' satisfaction, their perception of the relevance of the learningexperiences, and their views on the pedagogical approach and the framework employed. Giventhe limited research available on substantial cohorts of students attending micro-credentialsand their perception of the value of this type of recognition, this study aims to shed light on howstudents perceive and value micro-credentials. Furthermore, the findings of this research willprovide evidence that can inform other projects and institutions in shaping their strategicobjectives and initiatives in this domain.