LE@D - Laboratório de Educação a Distância e eLearning / Laboratory of Distance Education and eLearning
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O Laboratório de Educação a Distância e eLearning (LE@D), da Universidade Aberta, é um centro de investigação financiado por fundos nacionais através da FCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito dos projetos, UIDB/04372/2020 e UIDP/04372/2020.
O LE@D encontra-se organizado em Áreas Estratégicas de Investigação onde se integram os investigadores e projetos nacionais e internacionais: Área 1 – Teorias e Práticas em Educação Aberta e a Distância; Área 2 - Educação e Sustentabilidades; Área 3 - Educação e problemáticas no pós-digital
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- Assessing digital and Info-communication competencies in higher education: a blended approach for e-Learning environmentsPublication . Henriques, Susana; Correia, Joana Duarte ; Carvalho, João Vidal; Abreu, António; Silva, Manuel; Costa, Eusébio Ferreira da; Costa, José Alfredo Ferreira daIn an era increasingly shaped by information and communication technologies, assessing digital and info-communication competencies among students has become a focal point for academic and institutional initiatives. Various projects, both within and outside Academia, have sought to classify students’ competencies at different levels, often relying on standardized tests and self-assessment questionnaires. However, as technological advancements rapidly evolve, universities face mounting pressure to align educational strategies with high levels of digital and info-communication proficiency and with the competitive demands of the labor market. It is, therefore, important to study these assessment tools further. Blended assessment methods, combining practical tests with self-perception questionnaires, offer a more nuanced evaluation of students’ digital competencies. By integrating objective skills assessments with self-reported proficiency, this approach captures a broader spectrum of abilities, recognizing the influence of diverse teaching models, students’ academic backgrounds, prior digital exposure, and access to technological resources. This is particularly relevant in distance higher education, where continuous engagement in virtual learning environments provides ongoing opportunities for monitoring digital and info-communication competencies development. Despite growing academic interest in this field, empirical research on digital and info-communication competencies in Portuguese higher education, particularly in e-learning contexts, remains limited. This paper presents the development of a digital literacy test and a questionnaire designed to assess students’ digital and info-communication practices. These instruments were created as part of the ongoing research project Digital and Infocommunicational Competencies in Virtual Learning Environments: Practices in e-Learning Curricular Units in Portuguese Higher Education.
- Cyberbullying: da consciencialização à prevençãoPublication . Morgado, Lina; Afonso, Ana PaulaO cyberbullying é uma realidade que afecta milhares de jovens e crianças em todo o mundo. Este vídeo pretende divulgar a ação de formação sobre esta temática. Apresentamos o curso de formação contínua: ‘Cyberbullying: da Consciencialização à Prevenção’. Uma oferta formativa da Universidade Aberta, em regime de ensino e aprendizagem a distância, totalmente online. Neste curso, irá aprender a identificar sinais de cyberbullying, compreender o seu impacto emocional e social e, ainda, a aplicar estratégias eficazes de prevenção em contexto escolar. Com um conteúdo atualizado e orientado por especialistas, este curso oferece ferramentas práticas para lidar com o cyberbullying em ambiente escolar. No final, estará mais preparado para criar um ambiente seguro e inclusivo para os seus alunos.
- Dimensões de qualidade da EaD e do eLearning no Ensino Superior Moçambicano: implicações para a formação docente e inovação com inteligência artificialPublication . Tumbo, Dionísio; Morgado, Lina; Universidade AbertaA EaD e o eLearning assumem-se, em Moçambique, como instrumentos essenciais para a democratização do acesso ao ensino superior, ainda que marcados por desafios estruturais associados à credibilidade académica, coerência pedagógica, inovação de conteúdos e robustez tecnológica. Apesar dos esforços do Conselho Nacional de Avaliação da Qualidade (CNAQ) e do Instituto Nacional de Educação a Distância (INED), evidenciam-se assimetrias significativas entre instituições e fragilidades persistentes que exigem referenciais de qualidade contextualizados. O presente estudo contribui para esse propósito, propondo um modelo de avaliação articulado com padrões internacionais, mas ajustado às realidades socioculturais e económicas moçambicanas, no quadro das transformações induzidas pela digitalização e pela IA na educação superior.
- Education for democracy in virtual environment: teacher training practices for aesthetic and embodied learningPublication . Neves, Claudia; Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroThis paper presents the results of an online continuous training course developed within the scope of the European project AECED (Aesthetic and Embodied Learning for Democracy-as-becoming), focused on teachers and educators of pre-school, early years and vocational education in Portugal. Based on the principles of Aesthetic and Embodied Learning for Democracy (AELD) and anchored in the Participatory Action Research (PAR) methodology, the training promoted spaces for co-research, critical reflection and pedagogical co-creation in a digital environment. The training proposal articulated somatic and aesthetic approaches with the foundations of democratic pedagogy, aiming to reconfigure teaching practices and expand the possibilities of an education centered on sensitivity, expression and dialogue. The research was based on the qualitative analysis of multiple data sources — discussion forums, reflective diaries, interviews and pedagogical projects with audiovisual and narrative documentation in all phases of the course, lasting eight weeks. The analysis revealed significant changes in the participants’ conceptions of democracy in education, revealing a shift from a normative and curricular vision to a relational, sensitive perspective situated in everyday practices. Teachers began to recognize the body and sensoriality as legitimate dimensions of mediation of knowledge and democratic coexistence, assuming their role as facilitators of participatory and inclusive contexts. Despite the technical and institutional challenges associated with eLearning — such as limitations on sharing multimedia materials, ethical restrictions on the use of images, and difficulties in emotional connection in asynchronous environments — participants mobilized creative strategies that allowed them to overcome these obstacles. The activities developed included visual narratives, movement workshops, the creation of thematic performances, and sensitive listening dynamics, fostering critical thinking, empathy, inclusion, and mutual respect. These experiences revealed that, even in digital environments, it is possible to create aesthetic and embodied learning spaces capable of promoting democratic values and renewing pedagogical engagement. Another central aspect that emerged was the appreciation of collaborative dynamics, which were expressed in forums and shared activities as ways of building online learning communities. Through mutual support, sharing of vulnerabilities and active listening, participants created networks of co-reflection and pedagogical experimentation. The application of the Community of Inquiry model allowed us to analyze how cognitive, social and pedagogical presence was constructed throughout the course, favoring an ethical, critical and relational learning experience. The results suggest that the articulation between AELD and PAR in digital environments represents a promising path for the professional development of teachers and for the reinvention of more sensitive, participatory and democratic educational practices. The work also continued with recommendations to expand the integration of aesthetic and embodied approaches in teacher training, including greater curricular flexibility, institutional support for pedagogical experimentation, appreciation of sensitive and bodily expression as a formative dimension, and public policies that encourage education centered on listening, inclusion and democratic transformation.
- Empowering (e)ducators, inspiring learners: a cross-cultural exploration for interprofessional development through the lens of the Capability ApproachPublication . Gómez-Rey, P.; Maradiaga, J. R.; Fernández-Navarro, F.; Teixeira, António; Barroso-Tristán, J. M.The development of interprofessional capabilities has become a crucial strategy for addressing the multifaceted challenges of today’s increasingly interconnected and volatile workplace environment. This study examines Martha Nussbaum’s Capability Approach (CA) as a framework for cultivating key tangible outcomes - such as communication, critical reasoning, empathy, and collaboration - that are vital in the interprofessional context. Methodologically, the research adopts a quantitative approach to validate a life skills evaluation instrument and assess its effectiveness in diverse cultural settings. To achieve this, a Confirmatory Factor Analysis (CFA) was conducted on a dataset comprising 138 online instructors, complemented by statistical tests to identify significant cross-cultural differences in the prioritization and implementation of key skills. The main findings underscore the potential of e-learning practices, grounded in the CA framework, as a powerful tool for fostering the development of crucial capabilities essential for cultivating competent and well-rounded professional human beings. The findings of this study provided information on how to design teaching and learning for interprofessional development in the context of Pakistan, Portugal, Spain, and the United Kingdom.
- The ENID-Teach project in the virtual community "EPALE": impacting partnerships of cooperation or just sharing good practices?Publication . Morgado, Lina; Pinto, João; Afonso, Ana PaulaThis proposal looks at the relationship between the ENID-Teach project and the community platform for Adult Learning in Europe - EPALE. The project aims to train university academics in digital pedagogies, promote flexible teaching models and re-establish the ReCoIn-TaD cooperation network between university professors. The EPALE platform is a European Union initiative for adult education with the aim of promoting knowledge sharing and building a transnational community of educators. The aim of this presentation is to report about the strategy for using EPALE by the Portuguese ENID-Teach team, explaining the decisions made and sharing the experience gained. The results obtained are positive and its possible to conclude that EPALE, despite some limitations, is a valuable tool for european dissemination, collaboration and network building with some impacts in building partnerships of cooperation. It is a platform for sharing and cooperation for those who have links to the field of adult education, and is an asset to the university environment.
- The ENID-Teach Project in the Virtual Community "EPALE": impacting partnerships of cooperation or just sharing good practices?Publication . Morgado, Lina; Pinto, João; Afonso, Ana PaulaThis proposal looks at the relationship between the ENID-Teach project (1) and the community platform for Adult Learning in Europe - EPALE. The project aims to train university academics in digital pedagogies, promote flexible teaching models and re-establish the ReCoIn-TaD cooperation network between university professors. The EPALE platform is a European Union initiative for adult education with the aim of promoting knowledge sharing and building a transnational community of educators. The aim of this presentation is to report about the strategy for using EPALE by the Portuguese ENID-Teach team, explaining the decisions made and sharing the experience gained. The results obtained are positive and its possible to conclude that EPALE, despite some limitations, is a valuable tool for european dissemination, collaboration and network building with some impacts in building partnerships of cooperation. It is a platform for sharing and cooperation for those who have links to the field of adult education and is an asset to the university environment.
- Ensinar para além do ecrã: competências pedagógicas para ambientes imersivos de aprendizagemPublication . Afonso, Ana PaulaRecurso Educacional Aberto resultante da comunicação apresentada no webinar 'Competências pedagógicas para formar em ambientes imersivos', 15 de outubro 2025. Organização: Centros Locais de Aprendizagem da Universidade Aberta em Ansião e Cantanhede, e do Centro Nacional de Qualificação de Formadores – CNQF.
- Escala de Usos da Internet: validação da versão portuguesaPublication . Aires, Luísa; Almeida, Leandro; Instituto de Educação, Universidade do MinhoA evolução tecnológica e a crescente pressão social para o uso da Internet têm evidenciado desigualdades no seu uso, tanto nas condições de acesso, como das competência de uso e usufruto. Estas desigualdades impactam na vida das pessoas, em particular na sua formação e atividade profissional. O conceito de fosso digital tem evoluído, passando do acesso básico às tecnologias digitais (1º nível) para as competências de uso destas tecnologias (2º nível) e, mais recentemente, para os resultados tangíveis do uso da internet (3º nível) (Scheerder et al., 2017). No presente estudo foi aplicada e validada uma escala de Usos da Internet. A Escala de Usos da Internet adaptada ao contexto português mostrou-se robusta e adequada para avaliação dos padrões de uso entre os estudantes universitários.
- FLeD Garden BadgesPublication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel CristinaReport of the design and implementation of the system of badges create in the playful experience designed for teacher´s self-training in flexible learning design about Flexible Learning Design, integrate in FLED TOOL in the european project FLED, Ref number:2022-1-ES01-KA220-HED-000085250.
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