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- Unit 2.6: Open Educational Resources (OER) and MOOCs in online-oriented STEM teaching (Lecture Notes)Publication . Teixeira, António; Paz, João; Pinto, Maria do Carmo TeixeiraObjective 1: to recognise the different movements promoting openness in science research, innovation and education and identify synergies and interconnections between them. Objective 2: to characterize Open Educational Resources (OERs) and identify its typical features and contexts of use. Objective 3: to distinguish MOOCs according to different design patterns and select the most appropriate to each given learning need. Objective 4: to search, find and assess OERs and MOOCs for STEM teaching and learning situations. Objective 5: to implement Open Educational Practices in STEM teaching and learning.
- Encontro ou desencontro de culturas (de aprendizagem)? uma experiência de mobilidade virtual no contexto do projeto OUVMPublication . Pinto, Maria do Carmo Teixeira; Miranda, Branca; Teixeira, António; Morgado, LinaNo âmbito do projeto de financiamento europeu Opening Universities to Virtual Mobility (OUVM), mais de uma dezena de estudantes de cursos formais da Universidade Aberta de Portugal de vários cursos e áreas científicas realizaram uma experiência de mobilidade virtual em universidades presenciais estrangeiras - Universidade de Oviedo, Vittautas Magnus University de Kaunas e Universidade de Pavia em unidades curriculares distintas desenhadas de acordo com diferentes culturas de aprendizagem. Neste trabalho, os autores apresentam os resultados preliminares desta experiência transcultural, analisando os principais fatores de sucesso e insucesso registados.
- An experiment of social-gamification in Massive Open Oline Courses: The ECO iMOOCPublication . Garcia Lopez, Eva; Garcia Cabot, Antonio; Marcos, Luis de; Teixeira, António; Pinto, Maria do Carmo Teixeira
- O currículo e o conteúdo do curso OpenGamePublication . De La Higuera, Colin; Harquevaux, Mélanie Pauly; Masse, Bastien; Padilla, Natalia; Burgos, Daniel; Nascimbeni, Fabio; Alonso, Joaquin; García-Holgado, Alicia; García Holgado, Lucia; García Peñalvo, Francisco Peñalvo; Teixeira, António; Bidarra, José; Pinto, Maria do Carmo Teixeira; Bonaudo, Patricia; Ehlers, Ulf-Daniel; Eigbrecht, Laura; Brunton, James; Brown, MarkO curso sobre educação aberta aqui proposto é composto por 8 módulos baseados em 8 competências. Para cada competência, definimos resultados de aprendizagem. Os módulos são construídos em torno das práticas identificadas e descritas em IO1. Em cada módulo são utilizadas 3 práticas para envolver os formandos. As próprias práticas são transformadas em atividades de aprendizagem, permitindo aos formandos interagir ativamente com ativamente com as atividades de aprendizagem..
- Regulating tutoring in distance higher education: the portuguese experiencePublication . Teixeira, António; Morgado, Lina; Cabral, Pedro Barbosa; Pinto, Maria do Carmo TeixeiraAs the traditional division between course development and learning support gradually blurs in collaborative online learning environments, new requirements for the roles and competencies of tutors have emerged. They are now asked to play a larger part in the design and delivery of the courses, as well as in assessing students. This new approach has been widely used in Portugal, since the Universidade Aberta (UAb), the Portuguese open university, has implemented its virtual pedagogical model, in 2007. However, there is no legal provision for the pedagogical role of online tutors in the country. The Portuguese Government's recent draft proposal for the Legal Framework for Higher Distance Education (Regime Jurídico do Ensino Superior a Distância - RJED), submitted to public discussion in the Spring of 2019, surprisingly fails to solve this problem. The RJED applies a traditional approach to distance education in which tutoring plays just a peripheral role. Tutors are not part of the teaching staff as such and it is not foreseen that they may assess students. Representing a risk to the more advanced tutoring models already being used by Portuguese Higher Education institutions, this regulation has generated significant criticism. In this paper, the authors analyse the RJED draft proposal approach to learning support and discuss the limitations of the tutoring model it promotes. The paper highlights the multidimensional role tutors should play in institutional open online learning support ecosystems and projects how artificial intelligence can contribute to further enhance the new emerging tutoring dimensions in digital learning environments.
- Padre António Vieira, 1608-2008Publication . Câmara, Maria Alexandra Gago da; Avelar, Ana Paula; Pinto, Maria do Carmo Teixeira; Guerreiro, Maria João; Piedade, GuilhermeA vida e obra do Padre António Vieira, no ano das comemorações dos 400 anos do nascimento, através dos depoimentos de Alexandra Gago da Câmara, Maria do Carmo Teixeira Pinto e Ana Paula Avelar, docentes da Universidade Aberta e de Arnaldo do Espírito Santo, docente da Faculdade de Letras da Universidade de Lisboa.
- Accreditation and Certification of Teaching and Learning Centres Service (ACCEA)Publication . Teixeira, António; Paz, João; Pinto, Maria do Carmo Teixeira
- Unit 6.3: Degree evaluation (Lecture Notes)Publication . Teixeira, António; Paz, João; Pinto, Maria do Carmo TeixeiraThis topic is about Degree Evaluation and has the following objectives: Objective 1: To identify main standards and guidelines of a reference framework for internal quality assurance systems in Higher Education based on the case of Portugal Objective 2: To characterize the accreditation procedures of Higher Education Study Programs in Portugal Objective 3: To clarify how students may participate in quality evaluation procedures -Objective 4: To reflect on quality assurance of teaching staff
- Online peer assessment in a first cycle university degree: which challenges?Publication . Relvas, Maria de Jesus; Pinto, Maria do Carmo Teixeira; Oliveira, Isolina; Pereira, AldaAuthenticity and transparency constitute two essential dimensions in the digital assessment of competences. Authenticity emphasises the importance of the complexity inherent to online assessment tasks related to real life contexts, and are recognised as relevant by students, teachers and potential employers. Transparency has to do with the students’ involvement in the assessment tasks, through the democratisation and knowledge of the used strategies. Self-, co- and peer assessment are powerful instruments in the transparency operationalisation. The current study presents the peer assessment (PA) implementation process in a first cycle university degree curricular unit, in online context. The study was planned according to the following purposes: 1) to identify peer assessment potentialities and constraints in first cycle university degrees; 2) to analyse the questions that are brought forward among students by the application of a scoring rubric; 3) to reflect on the obtained results, aiming at the improvement of the implementation process and its applicability to other curricular units. In this essay, the authors present and discuss the obtained results, and propose recommendations to improve the quality of the peer assessment process.
- Evaluating continuous assessment quality in competence-based education online : the case of the e-FolioPublication . Relvas, Maria de Jesus; Pereira, Alda; Oliveira, Isolina; Tinoca, Luís; Amante, Lúcia; Pinto, Maria do Carmo Teixeira; Moreira, DarlindaThe pedagogical model, in use at Universidade Aberta (UAb) since 2007, is based on four cornerstones: student-centered learning; flexibility; interaction; digital inclusion. The cornerstone of digital inclusion is particularly important in the context of a fully virtual learning environment such as the one offered at UAb. The article was the result of a research project developed at the Distance Education Laboratory (LE@D – Laboratório de Educação a Distância) of UAb, focused on assessment issues, namely the two main types of instruments (e-folios and p-folios) used in undergraduate fully online courses at UAb. The research work developed by the team (Alda Pereira; Isolina Oliveira; Luís Tinoca; Lúcia Amante; Maria de Jesus C. Relvas; Maria do Carmo T. Pinto; Darlinda Moreira), whose members produced this paper, was particularly focused on the e-folio which a) is a short digital document; b) should clearly demonstrate the student’s acquired or developed given competence; c) may include a critical reflection about the student’s own learning, or a report about field work, or a problem solving activity, or a reading review, or the production of an artifact. Two main research questions were therefore asked, as a basis for both the whole project and this paper: 1) what relationship is there between the concept of competence being used in the e-folios and our current working definition? 2) what are the main characteristics of the e-folios? The research is based on the analysis of a pool of 35 e-folios collected within a sample of volunteer teachers, representing seven different scientific areas (education; languages; culture; literature; natural sciences; economy; documental sciences), preceded by a group discussion and clarification period around the concept of competence, and followed up by the creation of an analysis grid centered on the following criteria: the course competences; the e-folio competences; types of competences; the assignment; types of task; assessment criteria; instructions; resources; timetable; and structure. From the analysed e-folios, it becomes clear that the assessed competences were all framed by the concept of competence assumed by this research group, although they are not always presented with a clear formulation; it also becomes clear that the most valued type of competence was “problem solving”, with a recurrent use of textual based resources, and that there were several interpretations of what an e-folio may be.