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- 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.
- The impact of a research-based institutional strategy for opening Up educational practices: the case of the MOOC-Maker ProjectPublication . Cabral, Pedro Barbosa; Paz, João; Teixeira, AntónioThe MOOC-Maker project aimed to research on initiatives related to the development of management capacities in massive open online courses (MOOC). This paper presents the main experiences of the partner institutions in the MOOCMaker project and describes the improvements achieved by the partner institutions in what concerns the design, development, and implementation ofMOOC as a result of the research-based approach used in the project. In terms of methodology, we used content analysis of the different deliverables produced in the framework of the MOOC-Maker project and of the data retrieved from a dedicated survey sent to all partners. The paper elaborates on the definition, evolution, and major trends of MOOC, and open education, with particular emphasis on Latin America, characterizes the partner institutions, presents the main outcomes of the project, and finally, states a series of recommendations for quality improvement regarding the different phases of the MOOC production cycle: institutional planning, learning design, quality assurance, and certification procedures.
- Attempting to regulate distance higher education: reflections on the portuguese experiencePublication . Teixeira, António; Cabral, Pedro Barbosa; Pinto, Maria do Carmo Teixeira
- Construcción de capacidades para el desarrollo de centros de enseñanza y aprendizaje para las universidades de LatinoAmérica en el siglo XXIPublication . Teixeira, António; Pinto, Maria do Carmo Teixeira; Paz, João; Morgado, Lina; Cabral, Pedro BarbosaEm resultado dos muitos constrangimentos estruturais que as afetam, as instituições de Ensino Superior (IES) da América Latina confrontam-se com um conjunto alargado de problemas, nomeadamente no âmbito da qualidade e inovação das práticas de ensino e aprendizagem, da formação de professores e também da gestão estratégica. Neste sentido, torna-se urgente capacitar estas instituições para melhor contribuírem para o desenvolvimento social e económico dos seus países. O projeto Construcción de capacidades para el desarrollo de Centros de Enseñanza y Aprendizaje para las Universidades de Latinoamérica en el Siglo XXI (PROF-XXI), cofinanciado pelo programa Eramus+ da União Europeia, pretende contribuir para este objetivo por meio do desenho, instalação e certificação de Centros de Ensino Aprendizagem (CEAs) nas IES latino-americanas parceiras do projeto. O projeto apoia também a formação dos quadros técnicos necessários ao seu funcionamento, assegurando que estas unidades se constituam como motores de mudança e inovação nas IES da América Latina e não só.
- Attempting to regulate distance higher education: reflections of the portuguese experiencePublication . Teixeira, António; Cabral, Pedro Barbosa; Pinto, Maria do Carmo TeixeiraIn this paper, the authors analyse the RJED draft proposal, highlighting its most controversial aspects, as the limitations it imposes to pedagogical innovation and the specialized role it awards to UAb, and discussing the potential impact such regulations can have in the development of the higher education sector in Europe.