LE@D - Laboratório de Educação a Distância e Elearning | Comunicações em congressos, conferências, seminários / Communications
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- A biblioteca escolar como espaço de cidadaniaPublication . Jesus, Gabriela Estevão de; Bastos, GlóriaA escola é um meio importante para desenvolver um trabalho sistemático, organizado e contínuo de promoção junto dos alunos de valores e princípios de cidadania como: a democracia, a igualdade, a justiça social e a solidariedade. A Biblioteca Escolar emerge como um parceiro que pode desempenhar um papel importante nesse contexto. O presente estudo parte da relevância crescente da biblioteca como espaço pedagógico na organização escolar, e do seu papel na realização de atividades, em articulação com os docentes, que permitam o debate de princípios e valores de uma cidadania global. Para analisar estas questões, realizou-se um estudo empírico localizado numa escola que tem encarado a Educação para a Cidadania como uma prioridade. Os resultados obtidos revelaram que embora os participantes mostrem interesse e distingam a importância da área de Educação para o Desenvolvimento, fazem poucas atividades neste âmbito e na sua disciplina. Os professores respondem às atividades promovidas e propostas pela biblioteca, numa atitude de cooperação, mas com reduzida iniciativa própria relativa a uma abordagem mais consistente sobre os temas de educação para a cidadania.
- 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.
- 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.
- Flexible design tools and training for teachers: results from a european projectPublication . Ballardini, H.; Agostini, D.; Picasso, F.; Filosofi, F.; Afonso, Ana Paula; Serbarti, A.; Chova, Luís Gomes; Martinez, Chelo González; Lees, JoannaThe need to design courses in diverse teaching scenarios, i.e. face-to-face, blended, or online requires flexibility and modularity, is becoming nowadays an increasingly urgent and imperative necessity. Among the teaching approaches, the well-known Flipped Classroom (FC) model has been recognized and appreciated in the educational field, but the literature highlights the lack of adequate support for teachers in developing teaching skills for effective learning. To this end, the Erasmus+ Learning Design for Flexible Education project (FLeD Project), involving six European universities and a multidisciplinary research team, has developed a digital teaching design platform, called FLeD Tool, that integrates Scaffolding and Learning Design Patterns guidelines, combining design flexibility with inclusiveness and accessibility. The project also aimed to create multilingual open-access resources on the main topics covered, which have been fully integrated into the FLed Tool platform as guidelines and patterns for the instructional design. The Tool and the related resources of the Toolkit have been subjected to a validation process by a group of experts. The research evidence of the pilot phase and the first results of the project, led to the development of a MOOC (Massive Open Online Course), a self-paced course in which the flexibility approach is concretely applied to FC to support teachers in the design of flexible and inclusive learning scenarios, using the resources of the FleD Toolkit in a technological design environment, allowing users to interactively experiment with this methodological proposal: as a result, participants have the opportunity to learn about and interact first-hand with the learning environment created by the FLeD project through the resources of the Toolkit and the MOOC. The original and innovative aspect of the present proposal lies in providing a technological design model and environment that responds to current needs, rich in resources and above all concrete and practical, a tool for university teachers, but also feasible for teachers of schools of all levels.
- The Nano MOOC Experience of higher education teachers: the case of active and gamified coursePublication . Afonso, Ana Paula; Morgado, Lina; Mendes, António QuintasThe NOOC Active and Gamified Learning, developed by Universidade Aberta (Portugal) within the European ENID-Teach project [1], aims to strengthen faculty competencies in active learning and gamification. This study assesses participants' satisfaction regarding the NOOC’s structure, content, methodology, technology, and overall learning experience. This presentation reports preliminary findings from feedback from Portuguese-speaking participants, primarily higher education teachers, gathered through interviews. Descriptive statistical analysis identified satisfaction trends and areas for future improvement. Results show high satisfaction levels: 90% rated the structure and content as “Excellent.” Didactic resources, content coherence, and instructor performance received similarly positive evaluations.
- The Nano MOOC experience of higher education of higer education teachers: the case of active and gamified coursePublication . Afonso, Ana Paula; Morgado, Lina; Mendes, António Quintas; Chova, Luis Gómez; Martínez , Chelo González; Lees , JoannaThe NOOC Active and Gamified Learning, developed by Universidade Aberta (Portugal) within the European ENID-Teach project, aims to strengthen faculty competencies in active learning and gamification. This study assesses participants' satisfaction regarding the NOOC’s structure, content, methodology, technology, and overall learning experience. This article reports preliminary findings from feedback from Portuguese-speaking participants, primarily higher education teachers, gathered through interviews. Descriptive statistical analysis identified satisfaction trends and areas for future improvement.
- Projeto de semestralização do ano escolar no município de S. João da Madeira: perspetivas de professoresPublication . Machado, Eusébio André; Abelha, Marta; Seabra, Filipa; Correia, Luís GrossoA semestralização do calendário escolar foi implementada a título experimental no âmbito de Planos de Inovação/Ação, formalizados através de contratos entre as escolas e o Ministério da Educação (ME), através da Direção-Geral da Educação (DGE), conforme estabelecido na Portaria n.º 181/2019, de 11 de junho. Cinquenta e cinco escolas ou agrupamentos participaram na fase piloto, cuja avaliação, conduzida por uma equipa da Universidade de Lisboa em 2020 (Costa, Almeida & Viana, 2020), apontou várias vantagens, embora sem a considerar uma solução inevitável. Em 2020/2021, o Município de S. João da Madeira aderiu à semestralização nos seus três agrupamentos de escolas e solicitou, a peritos externos, a monitorização deste processo. O projeto teve origem na necessidade de responder a um conjunto de dificuldades que afetavam o ensino e a aprendizagem, tais como: i) o desequilíbrio no número de dias entre períodos letivos; ii) a burocratização do sistema de ensino; iii) o elevado número de reuniões de avaliação sumativa, que priorizam a avaliação das aprendizagens em detrimento da avaliação para as aprendizagens; e iv) o foco excessivo dos Encarregados de Educação na avaliação quantitativa dos alunos, em vez da qualidade das suas aprendizagens. Era, assim, fundamental encontrar soluções para mitigar esses constrangimentos. Nesta comunicação, apresentamos os resultados de inquéritos realizados em 2021 junto dos professores do município, que identificam os aspetos mais e menos bem-sucedidos na implementação da semestralização. Foram recolhidos dados sobre a partiipação dos professores no processo, bem como sobre os impactos na avaliação das aprendizagens, nas dinâmicas do trabalho pedagógico e no sucesso escolar. As perspe]vas dos professores revelam-se, em geral, favoráveis à semestralização, embora e a título de exemplo, parte significativa dos professores discorda ter havido desburocratização com o projeto de semestralização.