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- FLeD garden: a playful design experiencPublication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel CristinaThis report describe the design FLeD Playful Experience - the FLeD Garden: Unveiling the Flipped Classroom, with the steps and the badges.
- Exploring the role of digital assistants and chatbots as learning companions in open and distance learningPublication . Morgado, Lina; Oliveira, Teresa; Afonso, Ana Paula; Carvalho, Isabel Cristina; Ferret, NathalieDigital assistants, virtual tutors or chatbots are new digital tools that significantly enhanced their support for teaching activities, especially in the case of distance learning. Technological advancements have made it possible for these devices to be integrated into various platforms, particularly LMSs or aggregated into virtual settings. In distance learning, student support is a crucial variable as this type of teaching is entirely mediated by technology. Based on the ODL literature, students often encounter difficulties due to a lack of comprehension of tasks, emotional factors and interaction with their teachers and tutors [1], [2]. This article reports on our experiences integrating digital assistants - Virtual tutors and Chatbots- in academic, professional development contexts of teacher training (TUTORIA VIRTUAL project - the virtual tutor as a mediating artefact for Higher education online learning) and scientific support for ODL students in a graduation course (IDEAS Project - An Innovative Digital Education and Skills Approach). The digital assistant (the Virtual Tutor) is a representation of a human teacher or tutor. It autonomously interprets each teaching-learning situation and intervenes with the student according to a specific tutoring plan. The plan includes instructions from the teacher/human tutor and is tailored to the field of knowledge and the student's profile. The Virtual Tutor was developed by a Portuguese consortium of researchers to analyse the pedagogical impact of integrating anthropomorphic interfaces with emotional characteristics, also known as Encapsulated Virtual Agents (ECA) or 'avatars', in online learning environments (OL) based on learning management systems (LMS) for online university teaching. The main idea is to explore how ECAs can be modelled, adapted, and used as virtual tutors in LMS to provide individual online support and follow-up to each student [3]. This presentation describes the implementation of this approach in a large ODL class for a degree in education. The course follows the institution's virtual pedagogical model and a specific scenario was designed for this intervention. Based on the analysis of student discourse and to improve and monitor the impact of the Virtual Tutor as a 'learning companion' [4], it was found that students perceive a lack of proximity, involvement (voice, gaze, affection), dialogue, and guidance in the implementation. The feedback points out that the design of "avatars" could be more intuitive and efficient.
- Fled playful design: the fled garden challengesPublication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel Cristina; Pinto, MaribelFLEDGardnen is an open educational resource developed to support the playful path in faculty about flipped course learning design as part of the EU's Fled Project.
- Playful design (version 1.0)Publication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel Cristina; Pinto, MaribelThis report is part of the WP 2 of the Project FLeD: Learning design for flexible education. The main goal of this WP is to lay the conceptual basis for the design of flipped learning scenarios. Onne of the objetives is the Playful co-design practices Throughout this WP the rational and conceptual design is developed. All activities are grounded on theory and will ensurethe creation of a structure and guidelines for the effective and inclusive application of the flipped method. The specific objectives are: - To define a conceptual framework on flexible and flipped learning. - To create a pattern to design flipped learning scenarios. - To generate scaffolding to facilitate the adaptability of the learning scenarios to diverse components (technological, inclusiveness, learning regulation) - To develop a playful experience of learning design. - To state guidelines for inclusiveness in flipped learning design.
- FLeD tool: uma ferramenta para desenho de cenários de aprendizagem flexíveisPublication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel Cristina; Spilker, Maria JoãoFLeD Tool é uma ferramenta criada no âmbito do projeto europeu FLED (https://fledproject.eu) que permite ao professor e formador a criação de cenários flexíveis de aprendizagem invertida (Flipped classroom). O workshop pretende dar a conhecer as suas potencialidades como ferramenta de apoio no design da aprendizagem. Pretende ainda estimular o co-design e a colaboração entre professores e a criação de comunidades virtuais de prática (CVP).
- Project IDEAS: an innovative digital education and skills approachPublication . Bidarra, José; Carvalho, Isabel Cristina; Afonso, Ana Paula; Morgado, Lina; Rocha, Maria AntonietaThe Innovative Digital Education and Skills (IDEAS) Project is an ERASMUS+ project involving four European countries(United Kingdom, Malta, Denmark, and Portugal), aiming to improve teacher digital skills and competences through a 30-hour microlearning teacher training course. The output consists of bite-sized modules using adaptive learning modelsenabling teachers from any curricular area of Vocational Education & Training or Higher Education to increase their digitalcompetences and skills. It is supported by a personalised training package with support from specially trained IDEASMentors. The project follows the EU's Digital Education Action Plan (2021-27) Strategic Priority 1: "digitally competent andconfident teachers"
- Studio de Playful Learning Design: desafio da aprendizagem invertida (Flipped Learning)Publication . Afonso, Ana Paula; Carvalho, Isabel Cristina; Spilker, Maria João; Morgado, LinaEste workshop pretende introduzir os participantes ao desenho de atividades de aprendizagem invertida (flipped learning ou flipped classroom) com apoio da metodologia e recursos desenvolvidos no projeto FLED - Learning Design for Flexible Education. É proposto um percurso de experimentação para demonstração e posterior adopção/adaptação.
- Improve teachers´ innovative digital skill across Europe: the role of IDEAS projectPublication . Afonso, Ana Paula; Carvalho, Isabel Cristina; Bidarra, José; Morgado, Lina; Rocha, Maria AntonietaThe Innovative Digital Education and Skills (IDEAS) ERASMUS+ project aimed to improve teachers' digital skills and competencies by directly responding to the EU's Digital Education Action-Plan (2021-27) Strategic-Priority 1. It involved the design of a 30-hour micro-credentialed teacher training course consisting of a digital toolkit with 14 bite-sized modules using adaptive learning models with the support of the IDEAS Mentors and implementing a pilot program that was tested and evaluated. To carry out the course's instructional design, a needs analysis was conducted based on a literature review and a baseline survey to assess teachers' strengths, weaknesses, and needs in implementing digital pedagogy. After identifying teachers' needs, specific content was conceived, designed, and made available on a platform that allows access to the knowledge society. The study showed four areas of digital competencies needing training, and a learner persona was profiled following a gap analysis of the 99 responses. This data informed a pilot program with 80 Vocational Education and Training and Higher Education teachers to test the functionality of the digital Toolkit, the e-learning platform, design, quality, and impact of the content. Data analysis indicates that participating teachers improved their digital competencies and facilitated innovative learning experiences in their practices.
- Learning design for flexible higher education : roadmap to an european pilot developmentPublication . Morgado, Lina; Afonso, Ana Paula; Carvalho, Isabel CristinaThis paper presents the development process for designing and implementing an innovative pilot course under the ERASMUS+ project, FLeD (Learning Design for Flexible Education), to promote flexible and effective pedagogical practices in higher education. This project arises in response to the identified need for effective learning in digitally mediated contexts, going beyond the mere adaptation of traditional teaching methods to virtual contexts, a gap highlighted by the COVID-19 pandemic and the European Digital Education Plan. The pilot project aims to explore and expand digital competencies and pedagogical innovation among the teaching staff of the six participating universities, which others can subsequently replicate. The main goal of the FLeD project is to help design flexible learning scenarios by applying the Flipped Learning (FL) method and optimising digital technologies to maximise asynchronous time and promote a sustainable shift towards flexible education. The objectives of the pilot design include testing the effectiveness of the FLeD project's tool, assessing the strengths and weaknesses of the process, and refining resources to ensure a playful experience and the development of inclusive learning scenarios. The phases of this pilot project cover preparation, implementation, evaluation, discussion, and refinement, emphasising co-designing FL scenarios, implementation in a real context, gathering evidence, and analysis for continuous improvement. During the preparation phase, learner personas were defined, and participants were selected, followed by an online workshop. In the implementation phase, teachers collaborated in the design of FL scenarios, registered in the FLeD tool, co-created FL scenarios, received peer feedback, and shared scenarios. The scenarios were implemented in real contexts with the support of the FLeD tool and the guidelines provided. The pilot course began in December 2023, with teachers designing its content and familiarising themselves with the FLeD platform. Course scenarios are currently being implemented, and assessment instruments are being applied. By promoting innovative teaching practices and providing a pedagogical framework and guidelines for developing innovative learning scenarios, this project contributes to training teachers who are better prepared to use flexible and effective teaching strategies. The pilot project raises awareness of flipped learning by testing and refining the resources designed. It facilitates the adoption of pedagogical approaches that respond better to students' needs in diverse contexts (face-to-face, hybrid, and online). The successful implementation of the FLeD Project can transform how teaching is pedagogically designed in universities, making it more adaptable, inclusive, and engaging. Furthermore, by emphasising collaboration, feedback, and iterative improvement, the project establishes a model for continuous pedagogical innovation, impacting the quality of higher education and preparing students for the challenges of the 21st century.
- Exploring the role of digital assistants and chatbots as learning companions in open and distance learningPublication . Morgado, Lina; Oliveira, Teresa; Afonso, Ana Paula; Carvalho, Isabel Cristina; Ferret, NathalieOs assistentes digitais, tutores virtuais ou chatbots melhoraram significativamente o seu apoio às actividades de ensino, especialmente no caso do ensino à distância. Os avanços tecnológicos permitiram a integração destes dispositivos em várias plataformas, nomeadamente nos LMS. No ensino à distância, o apoio ao estudante é crucial, uma vez que este tipo de ensino é inteiramente mediado pela tecnologia. De acordo com a literatura, os estudantes encontram frequentemente dificuldades devido à falta de compreensão das tarefas e a factores emocionais relacionados com os seus professores e tutores (Oliveira & Morgado, 2020). Esta comunicação relata as nossas experiências de integração de assistentes digitais (tutores virtuais e chatbots) em contextos académicos, de desenvolvimento profissional e de apoio científico a estudantes de e-learning em EAD e formação de professores.