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- The contribution of open education for improving causes of death certification practicesPublication . Teixeira, António; Ferro, Amadeu Borges; Brandão, Sara; Pinto, Maria do Carmo Teixeira; Paz, JoãoAs recently demonstrated during the COVID-19 pandemic, mortality data provide a better understanding of epidemiological trends and the impacts of health policies within a population. The accurate and timely way information on causes of death is recorded, coded and published is therefore critical. Most countries apply the recommendations issued by the World Health Organization, in the International Statistical Classification of Diseases and Related Health Problems, currently in its 11th revision, [ICD-11] (WHO, 2023). In the European Union, however, the quality of data on causes of death differs considerably between member states. Despite using an official online platform for registering death certificates since 2014 (Law 15/2012), which speeds up considerably the processing of statistical updates on death causes (DGS, 2013), Portugal records a relatively high proportion of deaths attributed to poor conditions or other codes unnecessary in public health analyses, the so-called ‘garbage codes’ (Fihel & Muszynska-Spielauer, 2021). This is mainly due to inappropriate certification practices by many medical doctors unaware of the fact. However, to retrain a wide community of practitioners scattered around the country in a speedy way represents a massive challenge for public health authorities. Due to the limited resources available, using traditional in presence learning formats does not seem sustainable.
- 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.
- Transforming the culture and innovating the practices of digital assessment: how MOOCs can scale up the impactPublication . Teixeira, António; Amante, Lúcia; Souza, Elizabeth; Pinto, Maria do Carmo Teixeira; Paz, JoãoThe emerging new learning scenarios made possible by the rapid dissemination of adaptive digital technologies are deeply changing higher education processes. They provide educators and learners with new opportunities for transforming their educational practices. encouraging learning innovation and challenging traditional teaching methods. This transformation is particularly significant in how learning achievement is measured, assessed, and certified. The use of learning analytics and adaptive digital technologies not only contribute to consolidate an assessment for learning approach as call for it. In the face of this challenge, educators must speedily adapt their practices to ensure that they are effectively using digital tools to support this new assessment culture. In the framework of the Erasmus+ project PROF-XXI, a Massive Open Online Course (MOOC) entitled "The 21st Century Teacher: Learning to Teach with Digital Technologies" was designed and delivered to facilitate teachers’ access to good practices in this field. The MOOC included four modules covering various aspects of digital education and was designed taking as a reference the competences defined in the DigCompEdu framework. It was delivered on an Open edX instance. A total of 5,660 participants, mainly from Latin America, took this course in two cohorts, with 681 participants completing it. In this paper we describe the experience of designing a learning module specifically dedicated to digital assessment innovation for this MOOC, The aim was to inspire educational change and promote a more sustainable approach to assessment for learning based on the PrACT framework. The main results of this experience are presented and discussed, as well as lessons learnt