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- From face-to-face to online learning: designing a pedagogical model for an higher education contextPublication . Loureiro, Ana; Messias, Inês; Rocha, Dina; Oliveira, Nuno RicardoNowadays, online and virtual platforms play a key role in contemporary society. Digital technology has become ubiquitous and indispensable to our daily routines, whereas the educational field is not an exception. Higher Education Institutions (HEI), due to the transition to emergency remote learning during CoViD-19 pandemia, had to change the way programmes were delivered. At this moment, this fact has triggered on the part of HEIs, decision-makers and the educational community in general, the need to invest in the development and redesign of Pedagogical Models, as a social responsibility of the institution, besides the legal compliance with the accreditation agencies, of courses and institutions that promote distance learning. Online learning became a methodology that was acquired and that, in some situations, prevailed on time. However, delivering online learning has its own specificities and requires certain pedagogical adaptations, to which, sometimes faculty is not aware of. According to Decree-Law 133/2019, which approves the legal system of higher education provided at a distance, certain criteria are required to be reflected in the HEIs' official documents on this teaching-learning modality. Therefore, the design and conception of a pedagogical model for online learning and distance education is crucial, since HEIs have the responsibility, regardless of the contexts, to provide quality and inclusive education. Many online programmes are available for training but HEI have a significant role in providing a formal and certified training, founded on criteria of quality, flexibility and effectiveness and based on virtual learning platforms, grounded on adapted and personalised pedagogical models. This paper aims to present the distance learning pedagogical model of a HEI which is being developed for a quality distance learning offer. An extensive literature review was carried out, which allowed to know different pedagogical models applied in diverse contexts. A comparison of the different models was made, according to a set of defined criteria that emerged from the needs diagnosed in the HEI. This resulted in a proposal for a pedagogical model, based on the following principles: quality and learning experience; ethics and academic integrity; digital inclusion and accessibility; open science and environmental sustainability; flexibility; and interaction. The model will be validated by eLearning and pedagogical experts before it can be implemented as a model in the HEI.
- e-Moderation in Virtual Environments - Enhancing e-Learning Contexts in Higher EducationPublication . Loureiro, Ana; Costa, Cátia; Oliveira, Nuno Ricardo; Potes Barbas, MariaOur society is changing rapidly, as are all the citizens that are growing and living in this new, technology-enhanced age. Today’s society, and therefore today’s students, are interconnected, living in a digital age; taking advantage of the easy access to networks; being able to multitask. With today’s networked society we can observe a new way of learning that is discovery based. The Web is now not only an informational and social resource, but also a learning tool that enables new ways of creating and sharing knowledge. Thus, it become more open and interactive, stimulating the participation of users, our students become more active to interpret, analyze, discover, assess, act and solve. There is a growing trend in education and training towards the use of online and distance learning courses (e-learning format). This delivery format provides flexibility and accessibility; it is also viewed as a way to provide education in a more effective way to a broader community. Online courses are comfortable; they are built under the missive of “anyone, anywhere, anytime”. Everyone can participate from home or workplace. Online courses can be developed in a variety of ways, for example, using a LMS (Learning Management System), a LCM (Learning Content System), or a Web 2.0 tool (or some mixture). Teachers are becoming challenged to develop new strategies in order to fulfill the needs and enhance the skills of their digital age students. Combining technology and pedagogy, the e-learning keeps the main goal of learning held by the student, as well as the e-content, which should be interactive and multimedia format. With the development of technologies and the growth of Web, many e-learning solutions arose. Higher Education (HE) is a field that has been taking advantage from this technological development, giving students other ways to access education. Social networks appear to be emerging environments providing channels of communication, sharing and distribution that enhance communication with e-learning students, replacing traditional communication with platforms such as Moodle or acting as a supplement that ensures the participation of the whole community. Participating, collaborating and cooperating with peers are very important in e-learning education. Currently there are several gadgets that allow access to Internet and consequently access to wireless network, so more users are connected and are able to interact with others. This reality of being connected to the network called “always on”, leads to the creation of communication strategies that suit both “digital natives” and “digital immigrants” (Prensky). It’s a way of communicating where users spend more time browsing and posting than in e-mail - a clear shift for social websites / social networks. This paper will present and discuss, based on three implemented pilot studies, how students can benefit from the close contact with social networks and virtual worlds in order to enhance their collaborations and interactions and therefore achieve knowledge in an e-learning context. The target of this study was students from HE and the data has being collected by direct observation and questionnaires. We realized the importance of having a tutor along the course to support and moderate students and help them to understand the contents and to interact with peers.