LE@D - Laboratório de Educação a Distância e Elearning | Capítulos livros / Papers in books
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- Managing tacit knowledge in the auditing of Brazil’s Unified Health System (SUS); a tool for institutional learning and organizational sustainabilityPublication . Rocha, Luciano; Henriques, Susana; Lacerda, Juciano; Leal Filho, W.; Trevisan, L.V.; Caeiro, Sandra; Mapar, M.; Trindade, JorgeBridging the gap between the world of rational knowledge production and that of public action is one of the key efforts sustainability scientists can make to address social inequalities, poverty, and hunger. This is particularly important at a time when public policymakers increasingly rely on scientific evidence to justify and support their decisions concerning the Sustainable Development Goals. The same applies to the work of auditors at the National Department of Auditing of Brazil’s Unified Health System (SUS). These professionals must carry out a thorough analysis of records, reports, documents, and facts related to the audited object in order to verify compliance with laws and regulations, identify shortcomings, and propose possible solutions and improvement measures. This chapter highlights that public organisations can become more intelligent and sustainable through the management of the diversity of tacit knowledge generated in health auditing, particularly during the period when auditors engage with audited parties and health system users in their local contexts—the operational phase of compliance audits. Making this knowledge available and accessible to individuals, multidisciplinary teams, and the organisation itself particularly contributes to the achievement of Sustainable Development Goals 3, 10, and 15.
- Towards a sustainability communication plan for Cape Verdean higher education institutions: insights from stakeholder engagementPublication . Semedo, Mirian Benair; Mapar, Mahsa; Henriques, Susana; Leal Filho, W.; Trevisan, L. V.; Caeiro, Sandra; Mapar, M.; Trindade, JorgeSuccessful sustainability initiatives in Higher Education Institutions (HEIs) and their effective communication are closely tied to the active engage ment of stakeholders, including leaders and decision-makers. However, a significant gap remains in formalizing effective sustainability communication plans that mobilize stakeholder participation. This study aims to explore the perspectives of key stakeholders—specifically institutional leaders and decision-makers—regarding the development and implementation of sustainability communication plans in Cape Verdean HEIs. Following a review of the literature on sustainability communication plans and a mapping of initiatives in these HEIs, eleven semi-structured interviews were conducted with decision-makers from the Ministry of Education and key representatives from three Cape Verdean public and private HEIs. The interviews explored current sustainability policies, communication practices, and challenges and opportunities for developing future communication plans. Data were analyzed using qualitative content analysis. The results reveal a limited and often fragmented understanding of sustainability across its multiple dimensions. Most stakeholders associate sustainability with financial or economic issues, highlighting a need for broader awareness and conceptual clarity. Although none of the HEIs currently have a formal communication plan dedicated specifically to sustainability, all report having general institutional communication strategies and occasional activities on that. These could serve as a foundation for developing more targeted and integrated sustainability communication plans.
- Gamified and ActiveLearning: portuguese university teachers experiencePublication . Afonso, Ana Paula; Morgado, Lina; Mendes, António Quintas; Areias, Maria Elisa; Pinto, João; Santoveña-Casal, SoniaThe NOOC 3 - Active and Gamified Learning2, developed by the Universidade Aberta (Portugal) as part of the ENID-Teach project, aims to enhance faculty skills in active learning and gamification. This study evaluates participants’ satisfaction with the course’s structure, content, methodology, technology, and overall learning experience. The chapter describe the preliminary results from the feedback from 21 Portuguese-speaking NOOC 3 participants, primarily higher education professionals, who completed structured or written interviews. Data were analyzed using descriptive statistics to identify trends in satisfaction and, areas for improvement in the future. Participants rated the course highly, with 90% rating the structure and content as “Excellent”. Didactic resources, coherence, and teacher performance received similarly high marks. However, some challenges were noted, including platform usability issues, limited interaction, and course length limitations. Most respondents expressed a strong sense of belonging and willingness to participate in future NOOCs from the ENID-teach program. Results indicate that NOOC 3 effectively supports professional development through well structured, engaging, and relevant content and microlearning design. However, improving platform functionality, interaction opportunities, and course length could enhance the learning experience. These findings contribute to the refinement of future NOOC offerings and the advancement of digital faculty development methodologies.
- 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.
- Formação de professores em zonas desfavorecidas: estão preparados para cuidar de crianças em situações de exclusão social?Publication . Serrano García, Jennifer; Aires, LuísaO poster apresenta dados de uma investigação em curso que pretende avaliar os conhecimentos e a experiência dos professores situados nos territórios ERACIS sobre o acolhimento de crianças em risco de exclusão social. São apresentados e discutidos os dados resultantes da aplicação de um questionário a professores, na Andaluzia, Espanha.
- O NOOC "Aprendizagem Ativa e Gamificada"Publication . Morgado, Lina; Afonso, Ana Paula; Mendes, António Quintas; Penicheiro, FilipeEste capítulo apresenta o NOOC Aprendizagem Ativa e Gamificada (AAG) desenvolvido o âmbito do projeto europeu ENID-Teach. O NOOC centra-se na metodologia da aprendizagem ativa, procurando realçar o contraste entre o ensino transmissivo e a aprendizagem ativa. Também discute conceitos fundamentais como interação e interatividade, tipos de interação (professor-aluno, aluno-aluno, aluno-conteúdo) que conduzem à aprendizagem ativa, bem como questões de distância transacional. A fim de aprofundar uma metodologia de aprendizagem ativa, é dada maior ênfase à gamificação da aprendizagem e à discussão do significado concetual da gamificação e das suas aplicações na aprendizagem. O NOOC AGL proporciona uma exploração guiada de ferramentas digitais para a aprendizagem gamificada e uma caixa de ferramentas de experiência para a conceção de atividades de aprendizagem ativas e gamificadas e um conjunto de 10 REAS descritivas e interativos.
- NOOC: active and gamified learningPublication . Morgado, Lina; Afonso, Ana Paula; Mendes, António Quintas; Penicheiro, FilipeThis chapter presents the NOOC "Active and Gamified Learning" (AGL) NOOC developed as part of the European ENID-Teach project. The NOOC focuses on the methodology of active learning, seeking to highlight the contrast between transmissive teaching and active learning. It also discusses fundamental concepts such as interaction and interactivity, types of interaction (teacher-student, student-student, student-content) that lead to active learning, as well as issues of transactional distance. In order to deepen an active learning methodology, greater emphasis is placed on the gamification of learning and the discussion of the conceptual meaning of gamification and its applications in learning. NOOC AGL provides a guided exploration of digital tools for gamified learning and an experience toolbox for designing active and gamified learning activities and a set of 10 descriptive and interactive OERs.
- Ensinar a distância em tempos de incerteza: o que dizem os docentes sobre o seu papelPublication . Martins, Dércio; Morgado, LinaO crescimento de cursos a distância nos últimos anos tem sido uma constante devido a expansão da Web e ao rápido desenvolvimento tecnológico, potenciando novos cenários de aprendizagem, pedagogi-as e tecnologias emergentes. O processo de docência a distância é diferente da docência presencial, já que existe uma separação geográfica entre o docente e estudante, e se distribui por vários atores específicos, como os professores, os tutores, os técnicos e os próprios materiais de ensino desenvolvidos. Neste artigo apresentam-se os resultados de um focus group realizado com docentes a distância da Universidade Aberta e resultados de um inquérito por questionário integrado no estudo para a tese de doutoramento financiado pela FCT.
- Prefácio. Encontros de vida, formação e pesquisa: notas para a internacionalização académicaPublication . Morgado, LinaEscrever um prefácio de uma obra de Edméa Santos (#Professora Santos) é um privilégio, mas também um ato de grande responsabilidade. O livro que nos apresenta, embora cumpra, como primeira missão, aquela função do nosso labor academicus, ultrapassa em muito esse estatuto e convoca-nos, de forma marcante e disruptiva, para uma reflexão estimulante sobre os desafios da docência pós-digital.
- FLeD learning design tool: scaffolding flexible scenarios through the use of flipped learning patternsPublication . Albó, Laia; Noguera, Ingrid; Hernández-Leo, Davinia; Afonso, Ana Paula; Agostini, Daniele; N. Alkhasawneh, ShathaThis demo paper presents a web-based learning design tool that aims to support university teachers in designing flexible learning scenarios. Its purpose is to pedagogically guide teachers in the design and decision-making process of flexible learning. The tool uses flipped learning patterns as the basis for their designs, and a scaffolding system to facilitate the adaptability of the learning designs to diverse components (digital, inclusiveness and learning regulation). The tool offers automatic recommendations during the design, based on the pattern the user selected at the beginning of the process. Specifically, three patterns are offered to guide teachers in addressing educational needs during flexible and flipped learning by providing strategies to: promote feedback exchange, enhance students' self-regulation during prior preparation, and regulate and manage student collaboration. Moreover, the system offers a playful path to guide and engage teachers throughout the learning design process and community features for teachers to see and reuse other teachers' designs shared within the platform. The tool has been designed and developed in the context of a European project and tested by 20 lecturers in five countries.