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- Avaliação das aprendizagensPublication . Francisco, ManuelaDebate na Mesa-redonda Internacional:“Perspectivas em EAD na contemporaneidade: visões em época de pandemia”
- Beyond localization: making learning spaces accessible to allPublication . Francisco, ManuelaWhen addressing localization within Translation Studies, we think of translating web content for a new linguistic and cultural reality. At times, localization is seen as making a text “adequate” to the new readership taking into account local sensitivities and requirements. When the addressees of a given web-based product have a disability, localization alone will not be sufficient to guarantee true access, for the needs and requirements will entail and also go beyond language and culture. This paper is highlighting the issues that need to be addressed to make online learning spaces accessible to all. The take on transadaptation, in the context of accessibility to educational environments, is holistic in nature, given that online learning platforms are required to be set up in line with WCAG directives from inception and that all uploaded content is made available in a variety of formats, among which are alternative texts, captions, audio description, sign language, just to name a few. Only in so doing with the service providers be guaranteeing that users with (sensory, cognitive or physical) impairment will benefit from such educational offers. To convey clearer understanding of the specificities of inclusive online education, two institutions from Portugal are presented in this paper showing the problems they faced and their efforts to make online learning spaces and MOOC accessible: the Polytechnic Institute of Leiria and the Open University. Examples are given from ongoing exercises, and reflections are shared on the cycles of improvement that are necessary to ensure the highest possible standards of inclusion. Included is a comparative analysis of the needs and challenges expressed by students with either hearing or visual disabilities to ensure access to all types of online contents, including spontaneous content (e.g. messages in forums, collaborative online tools).
- Estratégias para uma educação online acessível na plataforma MoodlePublication . Francisco, ManuelaEste trabalho visa contribuir para uma educação online mais acessível, através da partilha de resultados obtidos na análise de acessibilidade à versão 3.9 da plataforma Moodle. Foram realizados testes manuais com recurso ao leitor de ecrã NVDA e navegação por teclado, a quatro temas do Moodle, em ambiente Windows. Esta análise incidiu nas funcionalidades do Moodle que permitem interação do estudante (Recursos e Atividade) e nas ferramentas externas H5P, Perusall e Google Assignments, integradas no Moodle, também analisadas com o perfil de estudante. Com base nos resultados apresentam-se algumas recomendações relativas às funcionalidades mais acessíveis e algumas práticas pedagógicas que podem tornar a educação online mais equitativa.
- Reflection on human and automatic image description in elearning contextPublication . Francisco, Manuela; Amado, CristinaIn the current year, Perusall was integrated with the LMS of Universidade Aberta (Portugal) and will be used as a pilot project this semester, in the Accessibility in Education and Training Curricular Unit (CU), from the 2nd year of the Education undergraduate programme. The course is entirely distance learning and the interaction is fundamentally asynchronous. The CU was designed according to the university's pedagogical model and provides 2 assessment moments throughout the semester with a weight of 20% each, and a final assessment moment with a weight of 60%. Two classes are involved with 68 students each. The activity designed at Perusall will take place between April 10 and May 12, 2021, being assessed with a weight of 20% of the final grade. In this activity, in Perusall, it is intended that students read an available document about the techniques to create accessible digital content, they shall elaborate questions about it and vote on the 3 questions that they consider to have aroused the most interest on the topic.Seeking to create more meaningful learning situations, a pedagogical approach inspired by the Inquiry-Based Learning model (IBL) was adopted. Some authors refer that the IBL allows students a greater reflection and involvement with the theme under study and its applicability in real contexts. It is also mentioned in the literature that this model combined with a socio-constructivist approach enhances a greater awareness of the problems and solutions related to the theme, still allowing to innovate in new scenarios. Thus, based on these assumptions, a collaborative activity was designed, in which a document is provided for reading, reflecting and questioning. Each student must ask 3 questions that relate the theory to the practice, being able to present concrete scenarios. It is also intended that each student votes on the 3 questions that upraised his attention to the topic, that relates theory with practice and/or that motivates more research on the subject. The evaluation focuses on the quality of the questions created and voted on, as well as on the score generated by Perusall where a holistic evaluation was configured based on access, interactions with the document and the other students. The goal is to provide students an overview of the main topics that aroused more interest and questioning within the theme worked in this module.
- Assegurar a acessibilidade e a inclusão no ensino superior com o apoio da tecnologia digital: a abordagem integrada de aprendizagem ao longo da vida do projeto EduTechPublication . Pinto, Maria do Carmo Teixeira; Teixeira, António; Paz, João; Cardoso, Teresa Margarida Loureiro; Morgado, Lina; Francisco, ManuelaRecurso Educacional relativo à apresentação do Projeto Edu Tech, Erasmus+ KA2, Cooperation for innovation and the exchange of good practices, Capacity Building in Higher Education, 609785-EPP-1-2019-1-ES-EPPKA2-CBHE-JP
- Perusall’s machine learning towards self-regulated learningPublication . Francisco, Manuela; Amado, CristinaThis current work presents exploratory research related to Perusall activity. One of the objectives of this study was to analyze the Perusalll’s features, with emphasis on peer work, which can increase individual motivation facilitating self-regulation learning. Perusall is a social web tool that uses a machine learning algorithm, which assesses the quality of annotations and students’ engagement. This tool was integrated with the LMS of Universidade Aberta (Portugal) and it was used as a pilot project in a Curricular Unit, from the 2nd year of the Education undergraduate program. We designed a collaborative activity inspired by Inquiry-based Learning and peer-instruction, to be performed on Perusall. 115 students, from 2 classes, were involved. To assess students’ work, their engagement and motivation (basis for self-regulation) we analyzed Perusall ́s reports and scoring based on 6 different components. We also asked students to report positive and negative aspects related to their experience with Perusall. Our findings confirm that collaborative reading tools can help students to get more involved in self-learning, as well machine learning can help instructors work, namely monitoring and assessment tasks.
- Hela.H.Eduki: levantamento de práticas pedagógicas em contextos pouco visíveisPublication . Francisco, Manuela; Tomás, Cecília; Malheiro, SofiaComunicação 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/
- Reflection on human and automatic image description in eLearning contextPublication . Francisco, ManuelaImages have a strong presence in educational contexts, particularly in online environments. When images add vital information for the understanding of a given subject, this information must be perceived by all students, including those who have a visual impairment. Although most web tools and platforms have a field for the description or alternative text, most images do not contain this information. Since 2016, some platforms and web services have been providing features, based on Artificial Intelligence, which present a brief description of the images to screen readers. Are these descriptions effective for people with visual impairment, in an eLearning context? Are they enough for a blind person to create a mental image? How do they differ from the description performed by humans? To answer these questions, it is necessary to have an idea of how we perceive images and how they make sense in our brain, according to our values and culture. Thus, in this work we present a reflection related to these questions, using examples of descriptions obtained by the google chrome feature “Get image description” and descriptions made by people in the various editions of the MOOC “Image description in web context”.
- 12 histórias educacionais. Ser diferente na diversidade: práticas pedagógicas em contextos pouco visíveisPublication . Francisco, Manuela; Tomás, Cecília; Silva, Sofia Malheiro daEste livro surge no âmbito do projeto de investigação Hela.H.Eduki, (Referência PTIN/UID4372-LE@D/012022) que visa o levantamento e análise fenomenológica de práticas pedagógicas em contextos educacionais pouco visíveis. Este projeto financiado pelo Laboratório de Ensino a Distância e e-Learning (LE@D) da Universidade Aberta, iniciou em 2022, com um levantamento bibliográfico e documental de práticas pedagógicas diferenciadas, existentes em Portugal, disponibilizadas em formato digital na web. Os resultados desta pesquisa evidenciam a escassez de recursos e guias de apoio para professores, formadores e educadores, bem como a falta de acessibilidade ou baixo nível de conformidade com as diretrizes de acessibilidade para conteúdo web e digital. Esta lacuna serviu de mote para criar este livro, em diferentes formatos, procurando ser útil ao maior número de pessoas e tecnologias de apoio.
- EDUTECH − Asistencia Tecnológica a la accesibilidad en la Educación Superior VirtualPublication . Teixeira, António; Paz, João; Pinto, Maria do Carmo Teixeira; Morgado, Lina; Francisco, ManuelaA promoção da acessibilidade e inclusão nas instituições de Ensino Superior (IES) é um desafio global, mas que é particularmente importante em regiões, como a América Latina. Nesta região, as IES demonstram dificuldades em enquadrar os estudantes com necessidades educativas especiais devido, fundamentalmente, aos diminutos recursos passíveis de ser alocados à implementação de estratégias institucionais visando esse objetivo. O projeto Asistencia tecnológica a la accesibilidad en la Educación Superior Virtual (EduTech), cofinanciado pelo programa Eramus+ da União Europeia, visa minorar o problema da acessibilidade tecnológica nessas instituições, auxiliando-as não apenas no estabelecimento de unidades assistenciais tecnológicas de acessibilidade, replicáveis e adaptáveis de acordo com as características das instituições, mas também a capacitar o pessoal envolvido nessas unidades assistenciais. Todavia, o projeto possui, ainda, uma visão mais holística, entendendo o processo de inclusão e participação dos estudantes do ensino superior de um modo mais abrangente, incluindo o apoio à respetiva inserção socioprofissional, a qual procura igualmente dinamizar.