E-Learning Contexts

Code:

MM0055

Acronym:

CE-L

Keywords
Classification	Keyword
OFICIAL	Education

Instance: 2017/2018 - 1S

Active?	Yes
Web Page:	https://moodle.up.pt/course/view.php?id=1015
Responsible unit:	Department of Informatics Engineering
Course/CS Responsible:	Master in Multimedia

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MM	9	Syllabus	1	-	6	45	162
			2

Teaching language

Suitable for English-speaking students

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

B-learning

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
2.1 Considerations on pedagogic platforms;
2.2 Moodle and other e-learning platforms;
2.3 Advantages and disadvantages of the several platforms;
2.4 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

José Machado; E-Learning em Portugal. ISBN: 972-722-260-9

Complementary Bibliography

Belanger, F.; Jordan D. J. ; Evaluation and Implementation of Distance Learning, Idea Group Publishing, 2000
Santos, A.; Ensino à Distância & Tecnologias de Informação e-learning, FCA – Editora de Informática, 2000
Silva, M.; Pesce, L.; Zuin, A. (Org.); Educação online: cenário, formação e questões didático-metodológicas, Wak, 2010
Vermeersch (org.); Iniciação ao ensino a distância, Gruntvig: Brussel, 2006
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
Campbell, K.; The web: Design for active learning, [ http://www.atl.ualberta.ca/documents/articles/activelearning001.htm ], 1999
Carmo, H; Trindade, A.; Developments and Best Practice in Open and Distance Learning, International Review of Research in Open and Distance Learning ,Vol. 1, No. 1 [http://www.irrodl.org/index.php/irrodl/article/viewFile/7/20], 2000
Paiva, J.C.; Figueira, C.; Brás, C.; Sá, R.; e-Learning: O estado da Arte, Sociedade Portuguesa de Física - Softciências [ http://nautilus.fis.uc.pt/el ], 2004

Teaching methods and learning activities

1. There will be three face-to-face sessions: an initial, another in the middle of the semester and another at the end to present the concluded Personal Projects.

2. There will be 11 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, as 3 days before the last lesson the publication in these spaces will be closed and only the Personal Projects space will remain open for publication.

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

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PERSONAL PROJECT

A. Exploring Moodle (or other e-learning platform) in several ways to design and develop an e-learning or b-learning course prototype.

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

General issues on e-learning;
E-learning in Portuguese education;
Detailed glossary on e-learning;
E-learning platforms;
Evaluation of e-learning courses;
Typical obstacles to the execution of practices in e-learning;
Videoconference and e-learning;
Certification and confidentiality in e-learning and the future;
Etc.

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

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	5,00
Teste	20,00
Trabalho de campo	35,00
Trabalho escrito	40,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	120,00
Frequência das aulas	42,00
Total:	162,00

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. (35%) Course participation and commitment, including presentations and discussions, both face-to-face and online.
B. (40%) Personal project, including syntheses/final report.
C. (20%) Final written test.
D. (5%) Commitment throughout the semester.

The final grade of each student will be: 0,35 x A + 0,4 x B + 0,2 x C + 0,05 x D

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.