E-Learning Contexts

Instance: 2015/2016 - 1S

Cycles of Study/Courses

Last updated on 2015-09-24.

Fields changed: Objectives, Resultados de aprendizagem e competências, Componentes de Avaliação e Ocupação, Fórmula de cálculo da classificação final, Programa, Métodos de ensino e atividades de aprendizagem

Teaching language

Objectives

1. To reflect on the problematic of distance teaching in its digital perspective: e-learning.


2. To know e-learning environments, contexts and platforms.


3. To practice in adequate e-learning platforms, interacting, in particular, with the Moodle   platform.


4. To explore the insertion of resources and to stimulate various activities in Moodle.


5. To plan and develop modular learning objects in e-learning.


6. To design and develop a prototype of an e-learning or b-learning course, regarding its real implementation in educational and training context.


7. To develop evaluation strategies in e-learning.

Learning outcomes and competences

1. Development of the ability of interdisciplinary understanding of the relevant theoretical debates, which involve distance teaching in its digital perspective: e-learning.


2. Ability to use e-learning platforms (Moodle, in particular) manipulating resources and creating activities to stimulate learning communities.


3. Ability to develop prototypes of e-learning or b-learning learning objects and courses.


4. Ability to implement evaluation dynamics in e-learning. 

Working method

Program

 1. GENERAL ISSUES ON OPEN AND DISTANCE OR DIGITAL TEACHING: E-LEARNING
1.1 Origin and description of e-learning
1.2 "just-in-case" and "just-in-time" Curriculum: some differences between traditional and distance teaching
1.3 Pedagogic models and e-learning contexts
1.4 The role of the teacher/trainer in e-learning contexts

2. E-LEARNING PLATFORMS
3.1 Considerations on pedagogic platforms
3.2 Moodle and other e-learning platforms
3.3 Advantages and disadvantages of the several platforms
3.4 Suggestions to improve the existing e-learning platforms

3. CREATION OF E-LEARNING COURSES
3.1 Development of learning objects and work packs
3.2 Instructional design of e-learning courses
3.3 Choice of the theme, and description of the course
3.4 Sketch of contents and strategy
3.5 Development of the course

4. EVALUATION AND QUALITY IN E-LEARNING
4.1 Virtues and constraints of e-learning
4.2 Quality in e-learning
4.3 Evaluation of e-learning courses
4.4 E-learning and the management perspective: 5 + 1 Cs

5. EXPERIENCES OF E-LEARNING IN PORTUGAL AND IN THE WORLD
5.1 Experiences of e-learning worldwide
5.2 Experiences of e-learning  in Portugal
5.3 Critical approach to the practiced e-learning
5.4 A perspective of the future of e-learning and the virtual communities 

Mandatory literature

Teaching methods and learning activities

1. There will be three attended sessions: an initial, another in the middle of the semester and another at the end to present the developed “Personal Projects”.


2. There will be 12 virtual scheduled sessions, divided in synchronous and asynchronous sessions.


3. The synchronous sessions will last approximately 1 hour and 15 minutes. The synchronous sessions will take place in a schedule to be arranged with the students.


4. The synchronous sessions will be used to discuss, in real time, a specific theme with exterior incursions and return to the conversation location.


5. The asynchronous sessions will be used for autonomous work. Some will be previously scheduled and entail research, forum dynamics, works, etc.


6. Each student will have his/her own “Personal Project” with own management and dynamics.


7. It is advised to participate in due time in the general activities proposed in the asynchronous sessions, since 3 days before the last class the publication in these sites will be closed and will only be available for the “Personal Projects”.


8. Until a date to be arranged each student should suggest the teacher a theme for his/her “Personal Project” through the general forum: “My suggestion for my 'Personal Project'". Afterwards, there will be a discussion on the suggested theme and the “Personal Project” will be established, for further development

PERSONAL PROJECT

• Exploring Moodle (or other e-learning platform) – in several options, to design and develop an e-learning or b-learning course prototype.


• Projects with a more research /theoretical approach (less desirable, but possible):

1. General issues on e-learning


2. E-learning in Portuguese education


3. Detailed glossary on e-learning


4. E-learning platforms


5. Evaluation of e-learning courses


6. Typical obstacles to the execution of practices in e-learning


7. Videoconference and e-learning


8. Certification and confidentiality in e-learning and the future


9. Etc.

No assignments on paper only or offline. All can (and should) make available their organization on the Moodle platform.

Evaluation Type

Assessment Components

Amount of time allocated to each course unit

Eligibility for exams

2/3 attendance rate. Some absences may be compensated with virtual participations.

Calculation formula of final grade

1.   Formative continuous evaluation.


2.   Two attended evaluation moments with the presentation of assignments and discussion.


3.   Specific evaluation moments on line – synchronous sessions.


4.   Commitment and output of the asynchronous sessions.


5.   Developed personal project.


6.   Small open test in the final stage.

Weighting:

• A. (25%) Personal project including syntheses/final report.


• B. (20%) Presentation and discussion of the personal project, in the middle (planning) and in the end of the semester (prototype), in attended session.


• C. (35%) Participation and commitment in the synchronous sessions and outputs of the asynchronous tasks.


• D. (15%) Final written test.


• E.  (5%) Commitment throughout the semestre.

The final grade of each student will be: 0,25 x A + 0,2 x B + 0,35 x C + 0,15 x D + 0,05 x E

Special assessment (TE, DA, ...)

As described by FEUP. Exceptions shall be considered on a case-by-case basis.

Classification improvement

Without a final examination. Final mark can only be improved by re-attending the course in the following school year.

Observations

• Behar, P. A.; MeirelLes, S. The virtual learning environment ROODA: an institutional project of long distance education. Journal of Science Education and Technology, v. 15, n. 2, p. 159-167, 2006.

•  Behar, P. A.; passerino , L.; BERNARDI, M. Modelos pedagógicos para educação a distância: pressupostos teóricos para a construção de objetos de aprendizagem. RENOTE: Revista Novas Tecnologias na Educação, Porto Alegre, v. 5, p. 25-38, 2007.

• Belanger, F.; Jordan D. J. (2000). Evaluation and Implementation of Distance Learning: Technologies, Tools and Techniques. USA: Idea Group Publishing, 2000.

• Carmo, H; Trindade, A. (2000). International Review of Research in Open and Distance Learning ,Vol. 1, No. 1 (Junho 2000) Current Developments and Best Practice in Openand Distance Learning[online] disponível em http://www.irrodl.org/index.php/irrodl/article/viewFile/7/20

• Campbell, K. (1999). The web: Design for active learning. [online] disponível em http://www.atl.ualberta.ca/documents/articles/activelearning001.htm

• Paiva, J.C.; Figueira, C.; Brás, C.; Sá, R. (2004).e-learning: o estado da arte Sociedade Portuguesa de Física - Softciências. [online] disponível em http://nautilus.fis.uc.pt/el

• Machado, J., (2001). e-Learning em Portugal. Lisboa: FCA - Editora de Informática, 2001

• Santos, A.(2000). Ensino à Distância & Tecnologias de Informação e-learning. Lisboa: FCA – Editora de Informática.

• Silva, M.; Pesce, L.; Zuin, A. (Org.) (2010). Educação online: cenário, formação e questões didático-metodológicas. Rio de Janeiro: Wak.

• Vermeersch (org.). (2006). Iniciação ao ensino a distância. Gruntvig: Brussel.