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- Bringing the MOOC into the classroom: an innovative pedagogical practice at the Polytechnic Institute of SantarémPublication . Loureiro, AnaInnovative pedagogical practices refer to a new or creative approach to teaching and learning that goes beyond traditional methods with the aim of improving learners' performance, critical thinking, problem-solving skills and overall learning outcomes. It involves the use of innovative strategies, techniques and tools supported by research and designed to meet the needs and interests of learners.
- Student´s digital transformation during higher education: entrance and exit digital profilePublication . Messias, Inês; Loureiro, AnaDigital technology has entered almost all areas of our daily lives to the point that we call our own society the Digital one. In the last 2 years with the impact of the COVID-19 pandemic, that has forced most of us to work from our homes, connecting online, this aspect of growing more digital has accelerated. This transition to remote work reminded us, once more, of the need to empower students with the required digital skills, or e-skills, to enter the labour market that “demands highly skilled people” [1], to perform lifelong learning, and to help answering the call of the European Commission’s Digital Compass targets of developing digital competences until 2030. This paper is the first part of an ongoing research that aims to understand the Higher Education (HE) Students’ Digital Profile when they enter HE, and then assess if their existing digital profile is correspondent to the labour market´s ideal profile when they finish their studies. This research also and foremost aims to design a research model for Student’s Digital Profile, providing us with the opportunity to assess this on a yearly basis, to the students that enter HE and the ones that are finishing their studies, helping Higher Education Institutions perceive if their studies’ syllabus are adequate to empower students with the needed workforce digital competences each specific field of expertise requires. As this study is correspondent to the first part of this research, this paper will focus on the literature review and research methodology that will lead us to our first results
- From face-to-face to online learning: designing a pedagogical model for an higher education contextoPublication . Loureiro, Ana; Messias, Inês; Rocha, Dina; Oliveira, Nuno RicardoNowadays, online and virtual platforms play a key role in contemporary society. Digital technology has become ubiquitous and indispensable to our daily routines, whereas the educational field is not an exception. Higher Education Institutions (HEI), due to the transition to emergency remote learning during CoViD-19 pandemia, had to change the way programmes were delivered. At this moment, this fact has triggered on the part of HEIs, decision-makers and the educational community in general, the need to invest in the development and redesign of Pedagogical Models, as a social responsibility of the institution, besides the legal compliance with the accreditation agencies, of courses and institutions that promote distance learning. Online learning became a methodology that was acquired and that, in some situations, prevailed on time. However, delivering online learning has its own specificities and requires certain pedagogical adaptations, to which, sometimes faculty is not aware of. According to Decree-Law 133/2019, which approves the legal system of higher education provided at a distance, certain criteria are required to be reflected in the HEIs' official documents on this teaching-learning modality. Therefore, the design and conception of a pedagogical model for online learning and distance education is crucial, since HEIs have the responsibility, regardless of the contexts, to provide quality and inclusive education. Many online programmes are available for training but HEI have a significant role in providing a formal and certified training, founded on criteria of quality, flexibility and effectiveness and based on virtual learning platforms, grounded on adapted and personalised pedagogical models. This paper aims to present the distance learning pedagogical model of a HEI which is being developed for a quality distance learning offer. An extensive literature review was carried out, which allowed to know different pedagogical models applied in diverse contexts. A comparison of the different models was made, according to a set of defined criteria that emerged from the needs diagnosed in the HEI. This resulted in a proposal for a pedagogical model, based on the following principles: quality and learning experience; ethics and academic integrity; digital inclusion and accessibility; open science and environmental sustainability; flexibility; and interaction. The model will be validated by eLearning and pedagogical experts before it can be implemented as a model in the HEI.
- Bringing the MOOC into the classroom: an innovative pedagogical practice at the Polytechnic Institute of SantarémPublication . Loureiro, AnaInnovative pedagogical practices refer to a new or creative approach to teaching and learning that goes beyond traditional methods with the aim of improving learners' performance, critical thinking, problem-solving skills and overall learning outcomes. It involves the use of innovative strategies, techniques and tools supported by research and designed to meet the needs and interests of learners.
- Time to act through sustainable experiences for higher education students: a project to promote sustainabilityPublication . Leal, Susana; Oliveira, Sandra; Vivas, Carla; Nascimento, João; Barradas, Luís C. S.; Loureiro, AnaIn this work, we propose to present the project "Time to Act through Sustain-able Experiences for Higher Education Students", also known as TIME2ACT@SD. TIME2ACT@SD aims to contribute to the development of knowledge, skills, and attitudes, as well as changing behaviours among European HE (Higher Education) students in the field of sustainable development (SD) and SD Goals (SDG), through the development of interactive content, digital tools, and innovative teaching methodologies, based on the use of the gamification, for HE teachers' use in formal and non-formal education. TIME2ACT@SD seeks to produce a set of open educational resources that can be used by higher education teachers in the teaching and learning processes. Through innovative practices of training (e.g., MOOC and gamification strategies) and through active methodologies (workshops and bootcamps, as activities of experimental nature), the project aims to promote literacy in the target group in the field of SD/SDG, as well as behavioural changes regarding individual preferences, awareness of SD, consumption habits and lifestyles. In this article, it is presented the methodology for the development of the project, which comprises four phases. The 1st one is the needs analysis - the needs that we want to address is the lack of knowledge, skills, and actions towards SD among young people attending HE, as well as innovative educational tools to bridge this gap in students' education. The 2nd one is the partnership arrangements - the project involves a total of seven partners from six countries (Politécnico de Santarém; UCLan Cyprus; Thomas More Mechelen -Antwerpen; Learnmera Oy; Galileo IT; Rosto Solidário; Gazi University). The 3rd one is the project design and implementation - the project comprises five work packages (WP): WP 1 Project Management, WP2 Transnational studies with HE students and teachers, WP3 Development of interactive con-tent and digital/innovative tools, WP4 SD/SDG training Workshops and Bootcamps, and WP5 Strengthening the cooperation one is about the project impact - to assess if the project goals have been achieved, different monitoring levels must be considered, either in the short or long term, and in every stage of the project. TIME2ACT@SD will be developed through (a) Transnational studies with HE students and teachers to identify skills gaps on the SD/SDG topic; (b) Development of interactive content and digital/innovative tools, namely using immersive and gamification approaches; (c) SD/SDG training workshop and bootcamps to promote HE students´ attitudes and behaviours changing through learning by doing; (d) Strengthening the cooperation partnership and exploitation of the project's results to other HEI stakeholders. The TIME2ACT@SD results will be transnational studies with HE students and teachers about SD topics (scientific papers), MOOC and webinars aiming to promote the HE students' literacy on environmental, social and economic sustainability, web/mobile-based and immersive games on SD, a virtual workshop on educational games, sustainability bootcamps, an online platform, focus groups with HEI stakeholders, an international conference. The work presented is a project proposal, financing is expected to be in place by the end of 2022, then the main limitation is that it has not yet been implemented. This project will contribute to education for sustainable development with innovative tools (e.g., using gamification and virtual/augmented reality) and educational technology that will be made available to higher education teachers for greater effectiveness in the educational process.