LE@D - Laboratório de Educação a Distância e eLearning / Laboratory of Distance Education and eLearning
URI permanente desta comunidade:
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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Percorrer LE@D - Laboratório de Educação a Distância e eLearning / Laboratory of Distance Education and eLearning por Domínios Científicos e Tecnológicos (FOS) "Engenharia e Tecnologia"
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- 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.
- Facing challenges in higher education: enhancing accessibility and inclusion through flexible learning designPublication . Afonso, Ana Paula; Morgado, Lina; Carvalho, Isabel Cristina; Spilker, Maria JoãoThis resource is the vídeo-abstrat of the article Facing Challenges in Higher Education: Enhancing Accessibility and Inclusion Through Flexible Learning Design. The increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities or diverse learning needs. This study evaluates the effectiveness of the Learning Design for Flexible Education (FLeD) Tool—a web-based platform developed to support teachers in designing flexible and inclusive learning scenarios. The research adopts a qualitative approach, featuring semi-structured interviews with two Portuguese experts in accessibility and inclusion. The experts analyzed three learning scenarios designed using the FLeD Tool, through the lens of Universal Design for Learning standards. The collected dataset was analyzed using thematic analysis to identify common issues, strengths, and opportunities for improvement. The findings show a gap between institutional policies and their practical application, mainly due to inconsistent teacher training and technical limitations. While the FLeD Tool supports more flexible and inclusive pedagogical designs, experts have identified key shortcomings such as the lack of automated accessibility checks and limited support for specific disabilities. Despite the reduced number of participants (two experts) and dataset (three learning scenarios), which limits the study’s generalizability, the conclusions draw attention to the pivotal role of systematic teacher training, embedded accessibility features and solid institutional policies in bridging the gap between policy aspiration and effective inclusive practice.
- 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.
- Flexible learning design: enhancing faculty digital competence and engagement through the FLeD ProjectPublication . Afonso, Ana Paula; Morgado, Lina; Noguera, Ingrid; Sepúlveda-Parrini, Paloma; Hernandez-Leo, Davinia; Alkhasawneh, Shata N.; Spilker, Maria João; Carvalho, Isabel CristinaVideo abstract about the article Flexible Learning by Design: Enhancing Faculty Digital Competence and Engagement Through the FLeD Project. Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from european teachers and students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology.