CIAC-UAb - Centro de Investigação em Artes e Comunicação, Polo da Universidade Aberta
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Este grupo de investigação visa a realização de pesquisa tanto ao nível da computação e dos computadores como das tecnologias dos media juntamente com a conceção de experiências estéticas altamente apelativas e envolventes que fundamentem o desenvolvimento de artefactos computacionais criativos e inovadores fortemente interligados com cenários de fruição e uso de cariz artístico, intercultural e socialmente intervencionistas, permitindo compreender e alargar as fronteiras da arte e da tecnologia, da cultura, do entretenimento e da educação e as suas implicações no quotidiano.
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Percorrer CIAC-UAb - Centro de Investigação em Artes e Comunicação, Polo da Universidade Aberta por Domínios Científicos e Tecnológicos (FOS) "Ciências Sociais::Ciências da Educação"
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- Digital narratives as academic projects for resilient and culturally sustainable online teachingPublication . Maneira, António; Pereira, Selma; Marcos, AdéritoDigital narratives are gaining prominence in academic settings, demonstrating clear advantages for enriching learning environments and fostering deeper engagement, particularly in online education. This paper presents a comprehensive framework for strategically employing digital narratives to cultivate vibrant learning communities through meaningful cultural exchange and to integrate individual perspectives into a broader, interconnected global context. Investigating the nuanced role of personal digital narratives in e-learning, we underscore their significant potential to foster inclusive pedagogical approaches that champion cultural sustainability, promote intercultural understanding, and bolster resilience in the face of globalization’s challenges. Drawing upon a comprehensive and critical review of existing literature, an insightful analysis of student-created projects, and direct feedback from student participants, this study robustly highlights digital storytelling's capacity to facilitate deeper and more empathetic cultural understanding, safeguard intangible cultural heritage by providing platforms for its expression, and shape both individual and collective identities within a globalized world. We advocate for the thoughtful and ethical integration of digital narratives to transform online higher education, fostering more impactful, culturally sensitive, and ultimately transformative learning experiences in globally connected and multicultural learning environments. Additionally, the study examines the growing potential of accessible technologies and AI-assisted pedagogical tools to enhance creativity, inclusion, and reflective practice in online higher education. We advocate for the thoughtful and ethical integration of digital narratives to transform online higher education, fostering more impactful, culturally sensitive, and ultimately transformative learning experiences in globally connected and multicultural learning environments.
- Facing challenges in higher education: enhancing accessibility and inclusion through flexible learning designPublication . Afonso, Ana Paula; Morgado, Lina; Carvalho, Isabel Cristina; Spilker, Maria João; Kuyini, Ahmed Bawa; Opoku, Maxwel Peprah; Das, Ajay Kumar; Nketsia, WilliamThe 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.