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- Artificial intelligence for supporting human cognition and exploratory learning in the digital agePublication . Isaias, Pedro; Sampson, Demetrios; Ifenthaler, DirkThe Cognition and Exploratory Learning in the Digital Age (CELDA) conference focuses on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. This edited volume, “Artificial Intelligence for Supporting Human Cognition and Exploratory Learning in the Digital Age”, provides a platform for the continuous conversation stemming from the CELDA conference series. It includes four parts focusing on Artificial Intelligence and Learning Analytics, namely, Part I—Artificial Intelligence and Its Challenges in Education; Part II—Does ChatGPT Disrupt Education?; Part III—Learning Analytics and Its Applications; and Part IV—Exploratory Technologies and Its Benefits.
- A comparative analysis of the creative ecology of cultural and creative Industries in UK and the Southern European countries: lace market versus Portugal, Spain and GreecePublication . Totterdill, Peter; Porfírio, José; Exton, Rosemary; Carrilho, Tiago; LLadósmasllorens, Joseph; Rodriguez-Ardura, Inma; Schulze, Juliane; Christopoulou, Popi; Gkiontsi, Dimitra; French, Anna; Meloni, AlessandraThe unique ecology of Nottingham’s creative industry sector was the inspiration for CINET, the creative industries network funded by the EU’s Leonardo programme. CINET is a Leonardo da Vinci Transfer of Innovation Project funded by the European Union which brings together creative industry clusters in Nottingham, Greece, Portugal and Spain. Its aim is to facilitate shared learning amongst entrepreneurs and to promote entrepreneurship in the Cultural and Creative Industries (CCIs) by developing the conditions for learning and collaborative advantage within small firm clusters. CINET started with an analysis of Nottingham’s creative ecology, not to provide a blueprint for other countries but as a generative resource to stimulate new thinking and innovative ways of supporting entrepreneurs in one of Europe’s increasingly important sectors. Geographical clusters of creative enterprises such as that found in Nottingham’s Lace Market can become learning networks where entrepreneurs share knowledge and experience with each other and build “collaborative advantage” by working together. Nottingham’s experience also demonstrates the important role that institutional actors such as local authorities, universities and colleges, social entrepreneurs and places of cultural consumption can play in sustaining and growing a dynamic creative economy. In addition to its account of Nottingham’s creative ecology, this eBook includes analyses of the sector in Greece, Portugal and Spain as well as reflections from experiences gained during the CINET project. These provide valuable insights into the emergence of the creative sector in Southern Europe and the types of learning interventions that will both enhance the success of individual entrepreneurs and maximise their contribution to the wider economy. CINET partners are: Universidade Aberta, Lisbon (Portugal); UK WON (UK Work Organisation Network) ;Universitat Oberta de Catalunya, Barcelona (Spain); Kentro Erevnon Panepistimiou Pireos - University of Piraeus Research Centre, Athens (Greece); Association for Education and Sustainable Development (Romania); DNA, Cascais (Portugal); Media Deals Association (France)
- Creative Industries’ Network of Entrepreneurs Lessons learned from the offering of an Acceleration Program in Portugal, Spain and Greece, to foster entrepreneurship in CCIsPublication . Hassid, Joseph; Porfírio, José; Carrilho, Tiago; Polemis, Michael; Gilabert, Eva; Rodriguez-Ardura, InmaThe Creative Industries Network of Entrepreneurs (CINet) is a research project in innovation and creative entrepreneurship being implemented, within the Lifelong Learning Programme, Leonardo da Vinci, of the European Commission. The CINet project aims at improving business skills for creative entrepreneurs and enhancing the potential for business creation in the creative industries in three Southern European countries (Greece, Portugal, and Spain). To achieve its objectives, CINet brings together six partners (Universidade Aberta, the University of Piraeus, the Open University of Catalonia, UKWON, MediaDeals, and DNA Cascais), with expertise in entrepreneurship research and education provision for potential entrepreneurs. The course was offered in a pilot fashion, during the April – June 2015 period, and aimed to help and provide support to would-be entrepreneurs who desire to start-up in the creative sector (including arts and crafts, architecture, gastronomy, leisure, videogames, advertising, press and media, film and audiovisual activities, public relations and publishing industry, among others). After a period of conception, development and testing, this acceleration program was offered in Portugal, Spain and Greece in three different modalities: face-to-face in Greece; bLearning in Portugal; and eLearning in Spain.
- Ensino superior para pessoas com deficiência visual e auditiva em Portugal : diagnóstico e contributos para uma efetiva inclusãoPublication . Porfírio, José; Gronita, Joaquim; Carrilho, Tiago; Silva, Helena Vaz daNo presente livro, apresenta-se uma síntese do trabalho de campo desenvolvido para Portugal, no âmbito do primeiro ano de atividade do projeto ERASMUS+ intitulado ISOLearn for HEI: Innovation and Social Learning for Higher Education Institutions (http://www.ISOLearn.net/), entre Outubro de 2014 e Outubro de 2016. No âmbito deste projeto europeu, coordenado pela Universidade Aberta, procurou-se fazer um levantamento das condições existentes para a inclusão de pessoas com deficiência visual e auditiva no Ensino Superior, em 4 países europeus: Portugal; Itália; Suécia e Eslovénia. Para tal foi desenvolvido um trabalho que consistiu na realização de entrevistas a Instituições de Ensino Superior (IES), e um conjunto de questionários online, a estudantes com este tipo de deficiências. Procurou-se fazer este levantamento enquadrado na legislação existente sobre este tema, e sobretudo na sensibilidade das principais partes interessadas (stakeholders) nesta temática, aferindo a sua perceção da realidade, procurando-se desta forma identificar eventuais desajustes entre o enquadramento legal e institucional vigente, e a prática das Instituições de Ensino Superior (IES) em cada um dos quatro países envolvidos. Considerando que os parceiros portugueses incluem entidades que se dedicam exclusivamente aos problemas da população em estudo, como é o caso da ACAPO – Associação dos Cegos e Amblíopes de Portugal; da APS – Associação Portuguesa de Surdos; e da Fundação Calouste Gulbenkian, que tem vindo a desenvolver trabalho na consagração dos Direitos Humanos e da inclusão de pessoas com deficiência; que por essa razão o trabalho de campo desenvolvido pelos parceiros portugueses foi extremamente rigoroso e em certa medida mais aprofundado, quer em termos metodológicos, quer em termos de amostra obtida – com entrevistas a 23 IES, e a participação de 49 estudantes, repartidos entre estudantes com deficiência visual e estudantes com deficiência auditiva – entendeu-se que seria importante autonomizar o trabalho sobre Portugal, dando-lhe a visibilidade que a edição eletrónica do presente livro pretende comportar. A presente edição pretende, pois, constituir apenas um pequeno pilar para o desenvolvimento do conhecimento sobre esta matéria em Portugal. É objetivo da equipa do projeto que, a partir da sua leitura se despertem consciências que levem à realização de mais trabalhos sobre esta temática, que possam permitir, não apenas uma maior sensibilização da sociedade portuguesa em geral sobre estas matérias, mas também, incitar todas as partes interessadas à ação, no sentido de uma maior inclusão das pessoas com deficiência visual e auditiva, no Ensino Superior. Naturalmente, tratando-se de um trabalho desenvolvido no âmbito de um projeto europeu, os objetivos definitivos vão para além das fronteiras nacionais, esperando-se que ele possa ajudar a própria Europa a desenvolver mais e melhores políticas para abordagem à temática da inclusão das pessoas com deficiência visual e auditiva no Ensino Superior no espaço europeu. Este deve ser considerado um trabalho em aberto; apenas um primeiro passo de uma longa e, espera-se, frutuosa caminhada, cujo destino será a inclusão das pessoas com deficiência visual e auditiva, no Ensino Superior.
- Gaps and needs analysis: european report and roadmapPublication . Carrilho, Tiago; Porfírio, José; Gronita, Joaquim; Silva, Helena Vaz da; Martins, Mariana; Gerardo, Graça; Brëcko, Barbara; Spatafora, Mario; Rashidi, Ali; Averhed, YevgenyiaNeeds assessment analysis within the ISOLEARN project focused on under-researched topic of needs in education process of visually and hearing impaired students in HE in Europe. Applying a mixed-method design with desk research, a web survey with students and in-depth interviews with representatives of higher education institutions revealed valuable feedback for increasing the understanding on needs of this vulnerable group. These two groups need different adaptations as they have different needs. Also we can say they are not satisfied with current adaptations and there is a lot of room for improvement. From the interviews and also desk research we can conclude, that the institutions are trying to help students on their way to academic success, but results of the survey shows, that they (institutions) are successful only to a certain extent.
- Glossário de responsabilidade socialPublication . Ribeiro, Anabela Vaz; Jorge, Vitor Santos; Neves, Francisco; Pires, Amadora Sónia; Benedito, Ana; Saramago, Ana; Rodrigues, Isabel; Velhas, Margarida; Oliveira, Paula; Fidalgo, Maria do Rosário; Elias, Isabel; Jesus, Clara de; Nunes, Bruno; Santos, Regina; Araújo, Sandra; Carreira, Fernando; Queiróz, Ludgero; Gil, Celina; Silva, Ana Sofia; Pinto, Ana; Aires, Maria Angélica; Pereira, Paulo; Negas, Mário CarrilhoEste Glossário de Responsabilidade Social foi desenvolvido no âmbito da Rede RSO PT, no Grupo de Trabalho da ISO 26 000 (GT ISO 26000). A missão do GT ISO 26000 consiste em promover e aprofundar o conhecimento sobre a norma NP ISO 26000 Linhas de Orientação para a Responsabilidade Social. O Glossário de Responsabilidade Social seguiu a estrutura da norma de referência NP ISO 26000 Linhas de orientação para a responsabilidade social, pelo que os termos se encontram associados aos sete temas da norma.
- Handbook of research on entrepreneurship and marketing for global reach in the digital economyPublication . Carvalho, Luísa Margarida Cagica; Isaias, PedroThe digital economy is a driver of change, innovation, and competitiveness for international businesses and organizations. Because of this, it is important to highlight emergent and innovative aspects of marketing strategies and entrepreneurial approaches to overcome the challenges of the digital world. The Handbook of Research on Entrepreneurship and Marketing for Global Reach in the Digital Economy provides innovative insights into the key developments and new trends associated with online challenges and opportunities. The content within this publication represents research encompassing corporate social responsibility, economic policy, and female entrepreneurship, and it is a vital reference source for policymakers, managers, entrepreneurs, graduate-level business students, researchers, and academicians seeking coverage on topics centered on conceptual, technological, and design issues related to digital developments in the economy.
- Innovation and social learning in higher education institutionsPublication . Carrilho, Tiago; Porfírio, José; Caforio, Alessandro; Rashidi, Ali; Gerardo, Graça; Martins, Mariana; Valle, Luísa; Spatafora, Mario; Vesna, Dolnicar; Gronita, JoaquimConsidering the existing experiences and the concrete needs of the hearing - impaired and visually - impaired groups for accessing HEI programmes, this handboook brings some important innovations: 1. A functional approach, proposing the methods and procedures to be used for developing and delivering ICT based learning offer valid also for these target group (not specially done for them, but designed in such a way that correspond also to their specific needs). This is that will support the target groups in their education and also social inclusion. 2. A subsequent proposal of a kind of “Quality Label”, to establish quality standards and assessment procedures and instruments to be used for evaluating whether Higher Educational Institutions’ offers and training programmes correspond to the ISOLearn standards regarding the accessibility of these groups to their learning offer. 3. Both the Handbook and the “Quality Label” should be tested on a specific qualification which should become a benchmark for the HEI ICT based learning programmes. The concrete experience will demonstrate the benefits for all the stakeholders (e.g. HEI and disadvantaged groups) of promoting social learning approach in HEI.
- Measurement methodologies to assess the effectiveness of global online learningPublication . Isaias, Pedro; Issa, Tomayess; Kommers, PietWhile online learning was an existing practice, the COVID-19 pandemic greatly accelerated its capabilities and forced educational organizations to swiftly introduce online learning for all units. Though schools will not always be faced with forced online learning, it is apparent that there are clear advantages and disadvantages to this teaching method, with its usage in the future cemented. As such, it is imperative that methods for measuring and assessing the effectiveness of online and blended learning are examined in order to improve outcomes and future practices. Measurement Methodologies to Assess the Effectiveness of Global Online Learning aims to assess the effectiveness of online teaching and learning in normal and pandemic situations by addressing challenges and opportunities of adoption of online platforms as well as effective learning strategies, investigating the best pedagogical practices in digital learning, questioning how to improve student motivation and performance, and managing and measuring academic workloads online. Covering a wide range of topics such as the future of education and digital literacy, it is ideal for teachers, instructional designers, curriculum developers, educational software developers, academics, researchers, and students.
- Open and inclusive educational practice in the digital worldPublication . Ifenthaler, Dirk; Sampson, Demetrios; Isaias, PedroThis book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. It represents the best work reported during CELDA 2021, comprising expanded peer reviewed chapters from best papers focusing on open education models, inclusive learning environments and adaptive as well as personalized learning support.