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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.
- Feedback docente em EaD: reflexões sobre um estudo de casoPublication . Guilima, Augusta; Afonso, Ana Paula; Morgado, LinaO feedback tem sido considerado um poderoso instrumento na aprendizagem. No caso do ensino a distância toma outras dimensões atendendo ao contexto e tipos de interação (Paiva, 2003; Cardoso, 2011; Vrasidas &McIsaac, 1999; Tanis, 2020). A presente comunicação tem como objetivo analisar o processo de feedback dado pelos professores aos estudantes durante as atividades em regime a distância, durante um semestre, em 7 disciplinas da área de História, Pedagogia e Psicologia, no quadro da oferta pedagógica do Centro de Educação Aberta e a Distância de Moçambique.
- A gestão contextual do "Não-Lugar": geração e gestão de comunidades virtuais (de aprendizagem)Publication . Afonso, Ana PaulaEste capítulo apresenta uma resenha sobre o paradigma comunitário da aprendizagem, à luz de três perspetivas complementares: abordagem desconstrutivista, abordagem [socio]construtivista e, a abordagem contextual. Em seguida enunciamos os pressupostos teóricos que traduzem a nossa leitura sobre a geração de comunidades virtuais (de aprendizagem). Concluimos com algumas orientações gerais para a geração e gestão de CVA contemplando, não apenas o contexto tecnológico, mas também os contextos pedagógico e relacional, resultantes da observação do fenómeno de gestão de comunidade de aprendizagem online.
- AGEING+ um projeto de inclusão digital de adultos idosos em E@D: o que nos diz a literaturaPublication . Charana, Carla; Afonso, Ana Paula; Morgado, Linae-AGEING+ é um projeto de investigação em curso, que trabalha a questão da exclusão digital e isolamento social dos idosos como condicionante para um envelhecimento ativo e inclusivo e, visa contribuir para o aprofundamento do conhecimento e a promoção do empoderamento digital, envelhecimento ativo e inclusivo e da melhoria da qualidade de vida dos idosos. Para o efeito, numa abordagem design-based-research, está em desenvolvimento e implementação um curso de literacia digital para idosos em ensino a distância. Teoricamente, este projeto assenta numa revisão sistemática da literatura que permite posicionar o estado da arte em torno de quatro eixos interrelacionados: isolamento social, envelhecimento, alfabetização digital e presencialidade. Apresenta-se a síntese desta revisão da literatura que aponta para a existência duma relação positiva entre o empoderamento digital do idoso e da redução da sua vulnerabilidade na sociedade pós digital. Conclui-se, ainda, que a educação a distância tem um papel crucial num porvir inclusivo
- 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.
- Work-in-progress - Immersing E-facilitators in training: the perspective of Project FAVILLE - facilitators of virtual learningPublication . Lattke, Susanne; Morgado, Leonel; Afonso, Ana Paula; Penicheiro, Filipe; Morgado, Lina; Moreira, J. AntónioThe paper presents the e-facilitator concept and explores the perspective of some professionals in the field (stakeholders) on this role and its competencies. Facilitation in virtual learning environments is a growing challenge when more and more learners find their way to online learning platforms and many universities adapt their courses to digital environments since the global pandemic forced many people to stay at home.
- Comunidades e aprendizagem: um modelo para gestão da aprendizagemPublication . Afonso, Ana PaulaApesar do progresso no domínio do conhecimento referente à aprendizagem enquanto processo social, a maioria dos modelos de gestão da aprendizagem parece ignorar o papel crucial da interacção e da construção social do conhecimento na promoção de aprendizagens efectivas e significativas. Este tipo de aprendizagem requer a criação de ambientes sociais contextualmente ricos, cujas virtudes podem ser plenamente observadas nas comunidades de aprendizagem. O elemento central desta concepção é facilitar a interacção entre os indivíduos que partilhem objectivos comuns, de molde a construir um sentimento de responsabilidade partilhada e promover o esforço colectivo na criação de recursos e no apoio à aprendizagem. Este artigo aborda a dimensão social e cultural da gestão da aprendizagem e ilustra as componentes fundamentais do modelo de comunidades de aprendizagem.
- NOOC: active and gamified learningPublication . Morgado, Lina; Afonso, Ana Paula; Mendes, António Quintas; Penicheiro, FilipeThis chapter presents the NOOC "Active and Gamified Learning" (AGL) NOOC developed as part of the European ENID-Teach project. The NOOC focuses on the methodology of active learning, seeking to highlight the contrast between transmissive teaching and active learning. It also discusses fundamental concepts such as interaction and interactivity, types of interaction (teacher-student, student-student, student-content) that lead to active learning, as well as issues of transactional distance. In order to deepen an active learning methodology, greater emphasis is placed on the gamification of learning and the discussion of the conceptual meaning of gamification and its applications in learning. NOOC AGL provides a guided exploration of digital tools for gamified learning and an experience toolbox for designing active and gamified learning activities and a set of 10 descriptive and interactive OERs.