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- 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.
- Designing a MOOC on computational thinking, programming and robotics for early childhood educators and primary school teachers: a pilot test evaluationPublication . Amante, Lúcia; Souza, Elizabeth; Mendes, António Quintas; Pinto, MaribelThis study focuses on developing and evaluating an online course aimed at preschool educators and primary school teachers. It presents a Massive Open Online Course (MOOC) on computational thinking, programming and robotics developed as part of the project “Laboratory for Technology and Programming and Robotics Learning in Primary and Preschool Education in Portugal (KML II)” The MOOC design was inspired by a blended learning model used in teacher professional development at the project’s inception and incorporates theoretical-pedagogical models of MOOC design as well as theoretical models of online interaction in virtual educational environments. The course will be offered on the NAU platform, a Portuguese MOOC platform. A pilot test was conducted with a purposive sample that included both participants from the target audience of the course as well as national and international experts specialised in these domains. The evaluation included a Likert scale questionnaire survey and open-ended questions. The results aim to validate the MOOC’s quality, including its structure, content relevance, proposed activities, and learning design. The findings provide evidence to improve the final version of the MOOC, contributing to its effectiveness and adequacy to the target audience.
- Computational thinking, porogramming and robotics in basic education: evaluation of an in-service teacher's b-learning experiencePublication . Amante, Lúcia; Souza, Elizabeth; Mendes, António Quintas; Monteiro, A. F.; Pinto, Miranda; Osório, António; Araújo, C. L.This paper presents a training program for teachers and the procedures for its evaluation in the domain of computational thinking, programming and robotics in basic education. This training was conducted within the scope of Project KML II - Laboratory of programming and robotics technologies and learning for preschool and primary school (1st CEB) and is expected to contribute for two of the project's main outcomes: conceive a training plan to include in the higher education of educators and teachers of the 1st ECB and the creation of a MOOC for initial and continuous training of these professionals. The training, with 50 hours of total workload, was developed in a blended learning format, including face-to-face and online sessions (25 hours each). The online sessions were organized into synchronous and asynchronous activities, including autonomous working moments, to perform individual activities. The theoretical references that support this work have their origins in the studies on distance education (EaD), namely in the developments provided by the designated 3rd generation of EaD in which computer-mediated communication has allowed the emergence of new pedagogical scenarios giving rise to new training modalities either fully online or in blended learning format. The training evaluation questionnaire aims to explore the key points that determined the organization of the course and aims to evaluate the level of satisfaction and the opinion of the trainees about the different components of the training, as well as gather information that may contribute to the design of new course in a MOOC format. The questionnaire was designed considering the following dimensions: characterization of respondents and previous experience, satisfaction with training, perception of the learning and involvement in training, perception of the practical application of training, criticism and suggestions for improvement. The questionnaire, in the context of this research, will be an essential source of information for the team's decision-making on the appropriate format for the MOOC to be developed in the future and which constitutes one of the project's final objectives with a view to broadening the access of teachers in Portugal to knowledge on the subject under study.
- Portuguese music in "Carnation Revolution" April 25th, 1974Publication . Carvalho, Isabel Cristina; Afonso, Ana Paula; Pinto, Maribel; Morgado, LinaOER produced in the context of international project integrated in LE@D, UAb Project FLeD - Learning design for flexible education funded with support from the European Commission. Reference: 2022-1-ES01-KA220-HED-000085250 Learning design for flexible education. https://fledproject.eu/
- Desenvolvimento Positivo pela Tecnologia (PTD) checklist de envolvimento: crianças/criança e ambientes/facilitadoresPublication . Pinto, Maribel; Araújo, Catarina Liane; Monteiro, Ana Francisca; Osório, AntónioEste artigo apresenta uma reflexão teórica sobre o contributo que a aplicação da Checklist de Envolvimento: Crianças/Criança e Ambientes/Facilitadores (Strawhacker & Bers, 2018) poderá ter para a promoção de experiências de aprendizagem com tecnologia que fomentem o desenvolvimento positivo da criança (Bers, 2018). Tendo por base um modelo de “desenvolvimento positivo pela tecnologia” (PTD) assente nos princípios de desenvolvimento da criança (Ramos, 2016), este instrumento1 foi desenvolvido e validado no âmbito dos trabalhos desenvolvidos por Marina Bers (2008, 2012, 2018). A tradução aqui disponibilizada foi realizada no âmbito do projeto KML II - Laboratório de Tecnologias e Aprendizagem de Programação para o Pré-escolar e 1.º Ciclo do Ensino Básico em Portugal, observando-se os respetivos direitos de autor2.A partir de uma perspetiva construcionista dos processos de aprendizagem (Papert, 1999; Resnick, 2017; Bers, 2018), o presente trabalho explora como esta checklist poderá contribuir para uma maior compreensão de várias dimensões de análise de contextos de promoção do desenvolvimento positivo pela tecnologia. Pretende-se, desta forma, estimular a construção de ambientes de aprendizagem ricos em tecnologia e promotores do desenvolvimento positivo da criança, que atentem, nomeadamente, à centralidade das relações interpessoais e da qualidade dos ambientes onde estas atividades ocorrem. Ao longo do texto, serão apresentadas as caraterísticas desta checklist, designadamente os seis tipos de comportamentos positivos de utilização das tecnologias considerados e a sua distribuição por domínios e dimensões de análise. A reflexão sobre a análise da relação de dinâmicas entre crianças e contextos, bem como a compreensão de como a tecnologia pode ser concebida e utilizada para promover comportamentos positivos, poderá permitir aos profissionais da educação analisar os progressos no desenvolvimento de competências tecnológicas e na promoção do desenvolvimento cognitivo, social e moral de todas as crianças. Entendemos que a possibilidade de traduzir e utilizar este instrumento de análise trará um contributo importante para a análise das interações das crianças com tecnologias, nos seus contextos educativos. Esperamos, desta forma, possibilitar um melhor conhecimento da forma como as tecnologias digitais poderão promover o desenvolvimento positivo das crianças, designadamente no âmbito da investigação desenvolvida pelo projeto KML2, cujos resultados (Amante et al, 2019; Monteiro et al, 2021; Souza et al, 2020) poderão, assim, ser discutidos no contexto do atual quadro educativo mundial.
- Editorial/Apresentação dossier temáticoPublication . Pinto, Maribel; Monteiro, Ana Francisca; Osório, AntónioEditorial - Pensamento crítico, criatividade e pensamento computacional na sociedade digital
- MOOC. Programação e Robótica na Educação Básica e Pré-Escolar: testagem do desenho de aprendizagemPublication . Amante, Lúcia; Souza, Elizabeth; Pinto, Maribel; Mendes, António QuintasComunicação apresentada no MeetUP23 – 2º Encontro de Investigadores do LE@D – Inovação e Ciência, Categoria Projetos, 27 de maio de 2023, Sessão A1 | https://eventos.uab.pt/meetup23/