Browsing by Author "Pinto, Maria do Carmo Teixeira"
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- Accreditation and Certification of Teaching and Learning Centres Service (ACCEA)Publication . Teixeira, António; Paz, João; Pinto, Maria do Carmo Teixeira
- Advising students with complex trajectories: a practical handbookPublication . Teixeira, António; Villar Aguilles, Alicia; Soeiro, Alfredo; Pinto, Maria do Carmo Teixeira; Paz, João
- An experiment of social-gamification in Massive Open Oline Courses: The ECO iMOOCPublication . Garcia Lopez, Eva; Garcia Cabot, Antonio; Marcos, Luis de; Teixeira, António; Pinto, Maria do Carmo Teixeira
- Assegurar a acessibilidade e a inclusão no ensino superior com o apoio da tecnologia digital: a abordagem integrada de aprendizagem ao longo da vida do projeto EduTechPublication . Pinto, Maria do Carmo Teixeira; Teixeira, António; Paz, João; Cardoso, Teresa Margarida Loureiro; Morgado, Lina; Francisco, ManuelaRecurso Educacional relativo à apresentação do Projeto Edu Tech, Erasmus+ KA2, Cooperation for innovation and the exchange of good practices, Capacity Building in Higher Education, 609785-EPP-1-2019-1-ES-EPPKA2-CBHE-JP
- Attempting to regulate distance higher education: reflections of the portuguese experiencePublication . Teixeira, António; Cabral, Pedro Barbosa; Pinto, Maria do Carmo TeixeiraIn this paper, the authors analyse the RJED draft proposal, highlighting its most controversial aspects, as the limitations it imposes to pedagogical innovation and the specialized role it awards to UAb, and discussing the potential impact such regulations can have in the development of the higher education sector in Europe.
- Attempting to regulate distance higher education: reflections on the portuguese experiencePublication . Teixeira, António; Cabral, Pedro Barbosa; Pinto, Maria do Carmo Teixeira
- Avaliação digital no ensino básico e secundárioPublication . Monteiro, Vera; Pereira, Alda; Amante, Lúcia; Oliveira, Isolina; Paz, João; Oliveira, Ricardo; Pinto, Maria do Carmo Teixeira; Alexandre, Fernando; Santos, José RuiEste REP@ (Recurso Pedagógico Aberto) disponibiliza aos professores dos ensinos Básico e Secundário um espaço onde podem encontrar propostas de soluções que lhe permitam levar a bom termo a sua prática pedagógica, recorrendo às tecnologias digitais no campo da avaliação. Procura, por isso, ser um contributo para o esforço coletivo na superação das dificuldades atualmente sentidas nestes graus de ensino devido à pandemia da COVID-19. A sua conceção e disponibilização foi possível com base na investigação desenvolvida no Laboratório de Educação a Distância e eLearning (LE@D). Este recurso não tem uma sequência única, pode ser explorado de forma livre de acordo com o interesse do professor num dado momento.
- Can MOOCs close the opportunity gaps?: the contribution of social inclusive pedagogical designPublication . Teixeira, António; Mota, José; Pinto, Maria do Carmo Teixeira; Morgado, LinaMassive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has the potential to widen access to higher education since they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for every participant to succeed in their learning experience. Thisgoal depends on the quality of the learning design. To be successful, a massive open online learning experience has to empower learners and to facilitate a networked learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms. Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based research approach, a comparative analysis of two course iterations each representing each model is also presented and discussed.
- A competency framework for teaching and learning innovation centers for the 21st Century: anticipating the post-COVID-19 agePublication . Pérez-Sanagustín, Mar; Kotorov, Iouri; Teixeira, António; Mansilla, Maria Fernanda; Broisin, Julien; Alario-Hoyos, Carlos; Jerez, Oscar; Pinto, Maria do Carmo Teixeira; García, Bonni; Delgado Kloos, Carlos; Morales, Miguel; Solarte, Mario; Oliva-Córdova, Luis Magdiel; Gonzalez Lopez, Astrid HelenaDuring the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards “emergency online education”, experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers’, students’, and managers’ development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students’ support actions.
- As comunidades cristãs novas portuguesas no século XVI: breve descrição de uma identidade irreconhecívelPublication . Pinto, Maria do Carmo Teixeira