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E-Learning Contexts

Code: MM0055     Acronym: CE-L

Classification Keyword
OFICIAL Education

Instance: 2017/2018 - 1S Ícone do Moodle

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

Teaching - Hours

Recitations: 3,00
Type Teacher Classes Hour
Recitations Totals 1 3,00
João Carlos de Matos Paiva 1,00
Eduardo José Botelho Batista Morais de Sousa 2,00
Mais informaçõesLast updated on 2017-09-14.

Fields changed: Objectives, Resultados de aprendizagem e competências, Bibliografia Complementar, Componentes de Avaliação e Ocupação, Programa, Obtenção de frequência, Melhoria de classificação, Avaliação especial, Fórmula de cálculo da classificação final, Métodos de ensino e atividades de aprendizagem, Programa, Obtenção de frequência, Melhoria de classificação, Avaliação especial, Componentes de Avaliação e Ocupação, Métodos de ensino e atividades de aprendizagem, Resultados de aprendizagem e competências, Objetivos, Fórmula de cálculo da classificação final

Teaching language

Suitable for English-speaking students


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



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.

2.1 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.

3.1 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.

4.1 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.

5.1 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.


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;

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.


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.

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