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- Fostering Sustainability Competencies in Higher Education: a Multimodal Approach Through Time2Act@SD MOOCPublication . Loureiro, Ana; Leal, Susana; Bernardes De Oliveira, Sandra Margarida; Messias, Inês; Barradas, Luís Cláudio; Tekerek, Adem; Güzel, Alper; Piki, Andriani; Gonçalves, Catarina; Simons, Joke; Mongelli, Tito; Gelfgren, Veronica; Michiels, XanderThe Time2Act@SDG Erasmus+ project aims to give higher education institutions the know-how and expertise they need to tackle the Sustainable Development Goals (SDGs) head on. The project offers three MOOC on the environment, the economy, and social issues. They provide a comprehensive approach to sustainability education that aligns with the principles of Education for Sustainable Development (ESD). The MOOC use new and creative ways to teach, including interactive content, digital tools, and hands-on learning. This helps students to think critically, solve problems, communicate, and work together. This paper looks at how the MOOC are designed and taught to see how they help students at HEIs to develop the skills they need to achieve the SDGs.
- Student’s digital transformation during higher education: entrance and exit digital profilePublication . Messias, Inês; Loureiro, AnaDigital technology has entered almost all areas of our daily lives to the point that we call our own society the Digital one. In the last 2 years with the impact of the COVID-19 pandemic, that has forced most of us to work from our homes, connecting online, this aspect of growing more digital has accelerated. This transition to remote work reminded us, once more, of the need to empower students with the required digital skills, or e-skills, to enter the labour market that “demands highly skilled people” [1], to perform lifelong learning, and to help answering the call of the European Commission’s Digital Compass targets of developing digital competences until 2030. This paper is the first part of an ongoing research that aims to understand the Higher Education (HE) Students’ Digital Profile when they enter HE, and then assess if their existing digital profile is correspondent to the labour market´s ideal profile when they finish their studies. This research also and foremost aims to design a research model for Student’s Digital Profile, providing us with the opportunity to assess this on a yearly basis, to the students that enter HE and the ones that are finishing their studies, helping Higher Education Institutions perceive if their studies’ syllabus are adequate to empower students with the needed workforce digital competences each specific field of expertise requires. As this study is correspondent to the first part of this research, this paper will focus on the literature review and research methodology that will lead us to our first results.
- 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.
- Online Distance Learning - The Concept of a Pedagogical Model for HEIPublication . Loureiro, Ana; Messias, Inês; Rocha, DinaThis paper presents the pedagogical model designed to support distance learning programmes in a Portuguese higher education institution (HEI). The model is based on models implemented in other national and international higher education institutions, in the scientific literature and in official reports. It focuses on aspects related to teacher and student training, course design, communication and interaction, assessment, support and access to information. The model aims to contribute to the development of high quality, coherent and diversified distance learning provision, capable of reaching different audiences, thus filling a long-recognised gap in higher education. It will also respond to the guidelines issued by the National Agency A3ES regarding non-face-to-face teaching. The model has been overseen by a panel of distance learning experts, validated by the HEI's scientific and pedagogical bodies and is currently being implemented.
- e-skills, soft skills & social skills - students' competences on a digital agePublication . Messias, Inês; Loureiro, Ana; Potes Barbas, MariaThe demands on today‟s digital society raise the necessity of students to acquire different skills and competences - a new kind of literacy. Besides digital skills, there is also the need of being in possess of social and soft skills. Learning, due to the advent of social Web and collaborative virtual environments, has a lot to do with socialization. This article aims to know if and how these competences and access to digital and virtual tools can change students learning processes, allowing them to be more participative in constructing their knowledge.