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- Cross-curricular teaching: recommendations for cross-curricular teaching implementationPublication . Timmerman, Virginie; Caeiro, Sandra; Dalaaker, Dina; Hjort, Michael Fabrin; Gaussel, Marie; Greczylo, Tomasz; Harju, Vilhelmiina; Michelsen, Claus; Paz, João; Reverdy, Catherine; Rintakumpu, Annina; Rostworowski, Michal; Serrano, Ana; Teixeira, António; Tervaniemi, Antonio Mari; Viana, IsabelThis eBook is the fourth and last output of the CROSSCUT project. The main purpose of CROSSCUT is to support the professional development of secondary school teachers by training them to develop the competences necessary for the implementation of cross curricular teaching. The eBook contains key information and tools produced during three years by participating institutions. It aims at providing the project’s targeted audiences with key recommendations backed by research conducted during the three years of the project. This eBook is organised in a way that, depending on who you are, you are directly pointed to the results and messages that may be of interest for you. Nevertheless, the CROSSCUT team invites you to read the eBook in its entirety.
- Training material on OER and sustainability modelsPublication . Morgado, Lina; Teixeira, AntónioThis training materials are developed to train about OER and sustainability models in the framework of Project Open Prof financed by ERASMUS +. Having successfully completed all training material, you will be able to: - understand the approach of open movement ; describe/identify specific characteristics of OER ; find, select and use/reuse/make one OER ; analyse case studies of sustainable models of OER.
- Unit 2.6: Open Educational Resources (OER) and MOOCs in online-oriented STEM teaching (Lecture Notes)Publication . Teixeira, António; Paz, João; Pinto, Maria do Carmo TeixeiraObjective 1: to recognise the different movements promoting openness in science research, innovation and education and identify synergies and interconnections between them. Objective 2: to characterize Open Educational Resources (OERs) and identify its typical features and contexts of use. Objective 3: to distinguish MOOCs according to different design patterns and select the most appropriate to each given learning need. Objective 4: to search, find and assess OERs and MOOCs for STEM teaching and learning situations. Objective 5: to implement Open Educational Practices in STEM teaching and learning.
- The challenge of widening citizen participation in climate change education: developing open educational resources on the lived experiences of climate changePublication . Teixeira, António; Nicolau, Paula Bacelar; Caeiro, Sandra; Dams, Lieve; van Dorp, Kees-JanIf climate change education is to become more than self-serving and contribute to meeting the global challenge of sustainable development, it must broaden its scope to include a wider range of students in terms of age, social group and ethnicity than is usually the case. In this paper the authors discuss how open and flexible learning can apply its strengths in the area of widening participation, as it can lever years of experience with non-traditional target groups. They show how flexible learning universities, such as Open Universities, may offer their curriculum as open educational resource (OER) for these types of learning and can indeed contribute for achieving such a needed critical mass. Mass education of this type may have a key role to play in meeting any global challenge, and climate change is no exception. In this paper, the authors exemplify it through an exploration of a partnership project between eight European universities in developing the LECH-e materials for a Master’s curriculum on the lived experiences of climate change.
- Encontro ou desencontro de culturas (de aprendizagem)? uma experiência de mobilidade virtual no contexto do projeto OUVMPublication . Pinto, Maria do Carmo Teixeira; Miranda, Branca; Teixeira, António; Morgado, LinaNo âmbito do projeto de financiamento europeu Opening Universities to Virtual Mobility (OUVM), mais de uma dezena de estudantes de cursos formais da Universidade Aberta de Portugal de vários cursos e áreas científicas realizaram uma experiência de mobilidade virtual em universidades presenciais estrangeiras - Universidade de Oviedo, Vittautas Magnus University de Kaunas e Universidade de Pavia em unidades curriculares distintas desenhadas de acordo com diferentes culturas de aprendizagem. Neste trabalho, os autores apresentam os resultados preliminares desta experiência transcultural, analisando os principais fatores de sucesso e insucesso registados.
- GPT e produção textual: estudo de caso com alunos e professores do ensino médio no BrasilPublication . Cotrim, Sônia; Cardoso, Teresa Margarida Loureiro; Teixeira, AntónioEste estudo de caso pretende analisar a aplicação do Chat GPT como ferramenta para aprimorar a escrita e a interpretação de textos entre alunos do ensino médio no Brasil, e a percepção dos alunos e professores sobre o uso do GPT, seu impacto na aprendizagem e nas habilidades de escrita. Utilizando uma abordagem metodológica mista, o estudo combinará coleta de dados qualitativos e quantitativos por meio de questionários, entrevistas, observações e análise documental. Como resultados, espera-se contribuir com diretrizes e sugestões para educadores.
- An experiment of social-gamification in Massive Open Oline Courses: The ECO iMOOCPublication . Garcia Lopez, Eva; Garcia Cabot, Antonio; Marcos, Luis de; Teixeira, António; Pinto, Maria do Carmo Teixeira
- Enhancing the human experience of learning with technology: new challenges for research into digital, open, distance & networked educationPublication . Kucina, Sandra; Teixeira, António; Szucs, AdrasThe theme and scope of EDEN’s RW11 intends to reflect the current challenges researchers face regarding the impact of the emerging digital technologies and Artificial Intelligence in the improvement of the quality and the sustainability of the human learning experience. The capability of generating, processing and managing more data and information than ever before during the teaching and learning process allows teachers as well as learners to be more in control. They can make better and more on the spot decisions on more elaborate and valid information, track learning performance more accurately and thoroughly, anticipate problems more astutely and act accordingly, collect more learning evidence, as well as assess and credit more transparently. In short, they can shape together their teaching and learning experiences more efficiently and collaboratively. By upscaling and accelerating the adoption of distance and online education across the world, the Covid-19 pandemic has demonstrated the importance of rethinking the educational process as an integral part of authentic digital life experience for its main actors. In this massive collective experience of change, the role of the educational institutions, teachers, learners, their families and communities is rapidly transforming. As a result, new challenges for researchers have emerged that need to be addressed. How to assure truly equitable and socially fair access to digital learning opportunities? How to conduct effective online learning in non-adult populations? How to improve teachers’ and learners’ digital competences for teaching and learning? How may AI and machine learning contribute to enhancing the education process and making it more flexible and personal? How can we conduct more authentic and reliable digital assessment? On the other hand, what are the ethical implications of the use of these digital technologies? How should learning processes be designed to contribute to the learners’ well-being and mental health? How should quality of online learning provision be assured? These and many other questions have been emerging within the specialised research community. A community which is itself experiencing a process of expansion due to the growing interest in the field
- Experiences with the Open edX platform for online and hybrid learningPublication . Teixeira, António; Paz, JoãoConference presentation about different experiences with the Open edX platform for online and hybrid learning by the research team of iMOOC and other projects in UAb.
- The opengame competencies framework: an attempt to Map open education attitudes, knowledge and skillsPublication . Nascimbeni, Fabio; Teixeira, António; García-Holgado, Alicia; García-Penalvo, F. J.; Padilla Zea, Natalia; Ehlers, Ulf-Daniel; Brunton, James; Burgos, DanielThe paper introduces the competence framework produced by the OpenGame project, that includes the attitudes, knowledge and skills that educators need to master in order to work with Open Educational Practices (OEP). With this outcome, the OpenGame research team aims at closing the gap between the expanded interest of researchers and practitioners towards a holistic vision of open education and the absence of a sharedcompetence framework that can cover both the creation and/or use of Open Educational resources (OER) and the broader realm of OEP. Starting from literature review complemented with the analysis of 24 open teaching practices, 8 competences have been defined, related to both OER and open pedagogies. The competences relating to OER are: use open licences; search for OER; create, revise, and remix OER; and share OER. The competences relating to open pedagogy are: design open educational experiences; guide students to learn in the open; teach with OER; and implement open assessment. The framework details the knowledge and skills that correspond to each competence and can serve both as a starting point to build educators’ capacities to work with open approaches and as a reflexion tool to better understand what it means to be an Open Educator in the 21stcentury.