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- Teaching biology and geology as reflective decision-making: designing an asynchronous online professional development course for in-service science teachersPublication . Almeida, Patrícia Albergaria; Abelha, MartaProfessional development in discipline-specific pedagogy remains a persistent challenge in teacher education, particularly when addressed in fully online, asynchronous settings with in-service practitioners. This article describes and theorises the design of Specific Didactics of Biology and Geology, a 14-week professional development course offered at Universidade Aberta, Portugal’s public open distance university, within the framework of the institution’s Pedagogical Model. The course targets in-service Biology and Geology teachers enrolled in the first year of a teacher professionalisation programme. Rather than reporting a completed impact evaluation, the article offers a theoretically grounded, design-oriented practitioner inquiry account of course design, early implementation reflections, and transferable design principles for asynchronous online teacher professional development. Its conceptual core is the framing of teaching as didactic decision-making, integrating reflective practice, didactic transposition, and experiential learning theory into a coherent design philosophy that places participants’ existing professional experience at the centre of learning. The article argues that subject-specific professional development can be meaningfully designed in a fully asynchronous online format, provided that the e-activity repertoire is epistemically varied, experientially anchored, and coherent with the pedagogical principles under study. Three structural features are discussed in detail: a two-tier activity design distinguishing non-assessed preparatory tasks from assessed e-activities; a deliberately diverse typology of digital activity formats, each serving a distinct cognitive and social function; and an integrative culminating task, the Professional Development and Pedagogical Action Plan, developed progressively across the final three weeks of the course. By describing the course design in sufficient detail to enable adaptation to comparable contexts, the article contributes to research-informed approaches to online teacher professional development. It highlights the pedagogical potential of asynchronous learning environments when they are designed not as simplified substitutes for face-to-face provision, but as coherent spaces for reflective, situated, and discipline-specific professional learning.
- Metamorfoses digitais: a reconfiguração estética entre literatura e arte visual na era da inteligência artificialPublication . Romão, Joaquina; Childs, Jeffrey ScottEsta dissertação examina a hibridização literário-visual no digital, questionando o autor foucaultiano (Foucault, 1969) reconfigurado pela IA em ecologias rizomáticas de coautoria. Funda.menta-se na ero.são Lessing.uiana (Les.sing, 176.6/18.87: tem.po poéti.co ver.sus esp.aço pic.tórico), complex.ificada pelo diál.ogo palav.ra-imagem (Hayles, 2008; Manovich, 2013; Bolter & Grusin, 1999). O corpus selecionado materializa a civirtualidade - neologismo original aqui proposto para designar a fusão gesto-algoritmo que une real e virtual num ato criador partilhado (como abrir camadas oculares em Pry), distinto de ciborguismos harawayanos (Haraway, 1991), virtualidades cibernéticas gibsonianas (Gibson, 1984) ou redes rizomáticas deleuziano-guattariano (Deleuze & Guattari, 1980) -, em Pry v1.0 e v2.0 (Tender Claws, 2014, 2015; trauma bélico tátil), Quantum Garden (Anadol, 2020; cores quânticas vivas), Device 6 (Simogo, 2013; labirintos narrativos) e Le Moulin de la Galette reimaginado por IA (Renoir, 1876). A metodologia tríplice - close reading literário-visual, Processamento de Linguagem Natural (VADER) e Redes Neurais Convolucionais - triangula ambiguidade lexical performativa em Pry v2.0 e Device 6, caos criador em Quantum Garden e mutação generativa em Le Moulin de la Galette civirtualizado (Renoir, 1876), confirmando duas das três hipóteses de investigação sobre coautoria conjunta. Os resultados consubstanciam a hibridização como poética rizomática e processual: em Pry, os gestos pinch/spread/peel abrem memórias traumáticas; Quantum Garden dança fluxos em respirabstraction viva; Device 6 entrelaça histórias quânticas; Renoir ganha vida digital e transfigura o património em ecologia GAN. Reconhecem-se, contudo, limites estruturais: opacidades algorítmicas e vieses eurocêntricos (Bender et al., 2021). O contributo sistemático compreende um quadro-síntese analítico, Glossário (8 neologismos originais como civirtualidade, neuroplasticidade estética, ergódia somatossensorial) e uma ontologia operativa que renova os Estudos Comparados para o século XXI, articulando a tradição experimental portuguesa (Hatherly, 2006; Barbosa, 1997; Portela, 2017) com as vanguardas globais da IA generativa.