LE@D - Laboratório de Educação a Distância e Elearning | Comunicações em congressos, conferências, seminários / Communications
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- Experiencias y demandas juveniles: subsidios para acciones en el ámbito del ocio, el consumo, la sexualidad y la religiónPublication . Romera, Liana Abrão; Rigoni, Ana Carolina Capellini; Henriques, Susana; Paiva, Cristiane; Cruz, Luciana Aparecida Nogueira da; Reis, Rafael dos Santos; Vieira, Cristina Pereira; Gervilla, Elena; Martins, Raul AragãoSe trata de una investigación multicéntrica desarrollada por investigadoras de universidades de Brasil, Argentina, España y Portugal, que busca conocer los componentes que marcan los dilemas y las demandas de la juventud contemporánea. Parte de un enfoque interseccional con énfasis en cuatro ejes: experiencias de ocio, religiosidad, sexualidad y consumo de drogas, analizados de forma interconectada.
- Learning and innovation in health and environment through the International Voalition of Climate Action in Prevention Science (ICCAPS)Publication . Mapar, Mahsa; Henriques, Susana; Sandoval, Larissa de A. Nobre; Roch, Karine Le; Miller, Brenda; Gervilla Garcia, ElenaThe International Coalition of Climate Action in Prevention Science (ICCAPS), founded in 2020, brings together researchers and practitioners worldwide to integrate climate action into prevention science. As a pioneer in digital education in Portugal, Universidade Aberta plays a key role in ICCAPS’s international work. By linking research, training, and practice across the ICCAPS global network, UAb’s expertise in digital education fosters international knowledge exchange, supports evidence-based interventions in health promotion, environmental literacy, and climate resilience, and expands ICCAPS’s reach to empower vulnerable populations.
- El aprendizaje interfocal: una aproximación multilineal de la adquisición en contextos de aprendizaje online y multimediaPublication . Chenoll, Antonio; Matos, João Filipe; Pedro, Neuza; Pedro, Ana; Patrocínio, Pedro; Piedade, João; Lemos, Susana¿Cómo aprendemos? ¿Qué aprendemos? ¿Cuál es el mejor enfoque para una adquisición más arraigada y productiva? Son preguntas que siempre se plantean a lo largo de todo proceso de reflexión docente. Estas preguntas no tienen respuestas perfectas ya que para el éxito o el fracaso de un proceso de adquisición entran en juego innumerables variables. Además, si a ello le sumamos el complejo contexto cultural en el que nos encontramos, las respuestas se complican. En este artículo intentaremos dar a conocer nuestro punto de vista sobre el aprendizaje en la era de la hiperconectividad, de la sociabilidad y de la multitarea. Proponemos una visión del aprendizaje interfocal. Esto es, basado en diferentes focos de aprendizaje interrelacionados, tanto formal como informal, a través de sistemas de gestión de contenidos combinado con ambientes personales de colaboración y siempre teniendo en cuenta y respetando la individualidad del alumno desde el punto de vista de los estilos de aprendizaje. Con esta combinación de focos logramos sistematizar los aspectos y los medios más importantes a través de los cuales podemos adquirir información. Combinamos el aprendizaje formal y el informal, obteniendo así un verdadero entrenamiento para el aprendizaje lo largo de la vida. Porque pensar que el aprendizaje acaba cuando acaban las clases, es muy reduccionista.
- A biblioteca escolar como espaço de cidadaniaPublication . Jesus, Gabriela Estevão de; Bastos, GlóriaA escola é um meio importante para desenvolver um trabalho sistemático, organizado e contínuo de promoção junto dos alunos de valores e princípios de cidadania como: a democracia, a igualdade, a justiça social e a solidariedade. A Biblioteca Escolar emerge como um parceiro que pode desempenhar um papel importante nesse contexto. O presente estudo parte da relevância crescente da biblioteca como espaço pedagógico na organização escolar, e do seu papel na realização de atividades, em articulação com os docentes, que permitam o debate de princípios e valores de uma cidadania global. Para analisar estas questões, realizou-se um estudo empírico localizado numa escola que tem encarado a Educação para a Cidadania como uma prioridade. Os resultados obtidos revelaram que embora os participantes mostrem interesse e distingam a importância da área de Educação para o Desenvolvimento, fazem poucas atividades neste âmbito e na sua disciplina. Os professores respondem às atividades promovidas e propostas pela biblioteca, numa atitude de cooperação, mas com reduzida iniciativa própria relativa a uma abordagem mais consistente sobre os temas de educação para a cidadania.
- Transforming assessment mindsets: professional development in early English language education through a blended MOOC and an online community of practicePublication . Teixeira, António; Paz, João; Mourão, Sandie; Spilker, Maria João; Cardoso, Paula; Rocha, Maria Antonieta; van Petegem, Wim; Trepulė, ElenaThe Transforming Assessment Mindsets (TAM) project aims both to research and support teacher training in the real-world context of professional development (PD) in early English language education using a blended Massive Open Online Course (bMOOC). The use of technology in teachers‘ PD is recognised as being effective and meaningful and bMOOCs have the potential to widen participation and disseminate innovation. Additionally, bMOOCs associated with online or virtual communities of practice (vCoPs) have been shown to reduce professional isolation, foster engagement and result in higher rates of course completion. The bMOOC Classroom-based assessment in primary English education has been developed with a learning environment design that follows adult learning theories, combining cognitivist and social learning with socio-constructivism and is directed to Portuguese Primary English Teachers. This paper presents the results of the first iteration cycle analysing the pre-bMOOC survey and post-bMOOC survey replies with a focus on the content and structure of the bMOOC. These show general satisfaction with the course but also point out some dimensions that should be enhanced in further iterations, as the navigation and orientation through the different online spaces of the online environment. One major additional finding is that participants reported using regularly Gen AI-supported tools for fine tuning their writings, finding further information and summarising responses.
- Responsible and transparent use of GenAI in online assessment: a case study at the Universidade Aberta, PortugalPublication . Paz, João; Teixeira, António; Trepulé, ElenaThe introduction of Generative Artificial Intelligence (GenAI) latest developments in Education has been proving to be particularly disruptive, even more then the textbook examples of the introduction of calculators and Internet. That fostered a need for adaptation that extends to all actors of the educational field, from institutions to teachers and students, that is still in progress. One of the educational dimensions more affected by this was the area of Assessment and Evaluation. In this paper we present the results of an exploratory study based on the analysis of Self Reports produced by students at Universidade Aberta which were invited to make a responseble and trasnparent use of GenAI Use Report in the context o their assignments. The results show differences between students of the first year and students of the last year, and different patterns of use, in particular from the teachers professionalization course. Several inferencies could also be made about the AI literacy form the participants and the typology of good and bad practices of the GenAI use. These results will enable us to get a better knowledge of the students' use of GenAI with further research needed to enhance the comprehension of the phenomenon and guide us in improving future courses development.
- Flexible design tools and training for teachers: results from a european projectPublication . Ballardini, H.; Agostini, D.; Picasso, F.; Filosofi, F.; Afonso, Ana Paula; Serbarti, A.; Chova, Luís Gomes; Martinez, Chelo González; Lees, JoannaThe need to design courses in diverse teaching scenarios, i.e. face-to-face, blended, or online requires flexibility and modularity, is becoming nowadays an increasingly urgent and imperative necessity. Among the teaching approaches, the well-known Flipped Classroom (FC) model has been recognized and appreciated in the educational field, but the literature highlights the lack of adequate support for teachers in developing teaching skills for effective learning. To this end, the Erasmus+ Learning Design for Flexible Education project (FLeD Project), involving six European universities and a multidisciplinary research team, has developed a digital teaching design platform, called FLeD Tool, that integrates Scaffolding and Learning Design Patterns guidelines, combining design flexibility with inclusiveness and accessibility. The project also aimed to create multilingual open-access resources on the main topics covered, which have been fully integrated into the FLed Tool platform as guidelines and patterns for the instructional design. The Tool and the related resources of the Toolkit have been subjected to a validation process by a group of experts. The research evidence of the pilot phase and the first results of the project, led to the development of a MOOC (Massive Open Online Course), a self-paced course in which the flexibility approach is concretely applied to FC to support teachers in the design of flexible and inclusive learning scenarios, using the resources of the FleD Toolkit in a technological design environment, allowing users to interactively experiment with this methodological proposal: as a result, participants have the opportunity to learn about and interact first-hand with the learning environment created by the FLeD project through the resources of the Toolkit and the MOOC. The original and innovative aspect of the present proposal lies in providing a technological design model and environment that responds to current needs, rich in resources and above all concrete and practical, a tool for university teachers, but also feasible for teachers of schools of all levels.
- The ENID-Teach Project in the Virtual Community "EPALE": impacting partnerships of cooperation or just sharing good practices?Publication . Morgado, Lina; Pinto, João; Afonso, Ana PaulaThis proposal looks at the relationship between the ENID-Teach project (1) and the community platform for Adult Learning in Europe - EPALE. The project aims to train university academics in digital pedagogies, promote flexible teaching models and re-establish the ReCoIn-TaD cooperation network between university professors. The EPALE platform is a European Union initiative for adult education with the aim of promoting knowledge sharing and building a transnational community of educators. The aim of this presentation is to report about the strategy for using EPALE by the Portuguese ENID-Teach team, explaining the decisions made and sharing the experience gained. The results obtained are positive and its possible to conclude that EPALE, despite some limitations, is a valuable tool for european dissemination, collaboration and network building with some impacts in building partnerships of cooperation. It is a platform for sharing and cooperation for those who have links to the field of adult education and is an asset to the university environment.
- The Nano MOOC experience of higher education of higer education teachers: the case of active and gamified coursePublication . Afonso, Ana Paula; Morgado, Lina; Mendes, António Quintas; Chova, Luis Gómez; Martínez , Chelo González; Lees , JoannaThe NOOC Active and Gamified Learning, developed by Universidade Aberta (Portugal) within the European ENID-Teach project, aims to strengthen faculty competencies in active learning and gamification. This study assesses participants' satisfaction regarding the NOOC’s structure, content, methodology, technology, and overall learning experience. This article reports preliminary findings from feedback from Portuguese-speaking participants, primarily higher education teachers, gathered through interviews. Descriptive statistical analysis identified satisfaction trends and areas for future improvement.
- Dimensões de qualidade da EaD e do eLearning no Ensino Superior Moçambicano: implicações para a formação docente e inovação com inteligência artificialPublication . Tumbo, Dionísio; Morgado, Lina; Universidade AbertaA EaD e o eLearning assumem-se, em Moçambique, como instrumentos essenciais para a democratização do acesso ao ensino superior, ainda que marcados por desafios estruturais associados à credibilidade académica, coerência pedagógica, inovação de conteúdos e robustez tecnológica. Apesar dos esforços do Conselho Nacional de Avaliação da Qualidade (CNAQ) e do Instituto Nacional de Educação a Distância (INED), evidenciam-se assimetrias significativas entre instituições e fragilidades persistentes que exigem referenciais de qualidade contextualizados. O presente estudo contribui para esse propósito, propondo um modelo de avaliação articulado com padrões internacionais, mas ajustado às realidades socioculturais e económicas moçambicanas, no quadro das transformações induzidas pela digitalização e pela IA na educação superior.