|Responsible unit:||Department of Informatics Engineering|
|Course/CS Responsible:||Master in Multimedia|
|Acronym||No. of Students||Study Plan||Curricular Years||Credits UCN||Credits ECTS||Contact hours||Total Time|
|Carla Susana Lopes Morais|
1- DEMONSTRATING, CRITICAL ANALYSIS AND EVALUATION OF EDUCATIONAL SOFTWARE
1.1– Some examples of educational software: nuances and and types of usage
1.2– Tools for the pedagogical potentiation of digital resources: exploration and WebQuests scripts
1.3– Models and practices of educational software evaluation
1.4– Quality dimensions of an educational software piece
1.5– Tools and evaluation techniques of educational software
2-AT THE BACKSTAGES OF EDUCATIONAL SOFTWARE: WORKFLOW IN THE PROCESS OF PRODUCTION OF A REAL CASE
2.1 – Stage 1: Preparation and Script Writing
2.2 – Stage 2: Illustration
2.3 – Stage 3: Development
2.4 – Stage 4: Revision/Correction/Approval3-
3-GAME- BASED LEARNING
3.1 – Social and psychological aspects of games
3.2 – Serious Games: concept, methodology of development and types of application
3.3 – Gamification: concept, methodology of development and types of application
- Classes with theoretical component.
- Practical testing of educational software.
- Development of individual and group work.
- Oral presentation of assignments.
Some parts of classes will have a “master” style (in the good sense of the term) although we will encourage student participation. We will use PowerPoint presentations, as guideline to students, but we will frequently use simulations, digital games, dynamic pictures and other virtual tools.
All the texts, simulations and materials associated with the subject will be made available in the associated e-learning platform. This virtual area potentiates and “extends” the classroom, in time and space: the forums will give continuation to chats, the texts to readings, the simulations can be revisited, and the students' documents can be shared.
A bibliography list, accessible in paper, will also be available, in most cases, in digital format. Classes will be very pro-active, stimulating the students' participation, and, in some cases, group work will be undertaken. The students will have small assignments, to be developed whether individually or in small groups. These assignments will be submitted by upload or in the subject's digital platform and, some of them, will be presented orally. Paper versions will be avoided as possible.
|Elaboração de projeto||80,00|
|Frequência das aulas||42,00|
2/3 attendance rate. Some absences may be compensated with virtual participations.
Evaluation will comprehend formative and continuous components, mixing flexible parameters with more “conventional” ones, such as a test. There will be self-evaluation and hetero-evaluation moments at the developed assignment presentations. The evaluation of the practical tasks will depend on the task itself and the presentation. In every case, the students activities are typically marked by four criteria:
a) Scientific accuracy.
In addition to the tasks, a relatively short theoretical test will take place with a group of open questions (the student chooses two in three). On a 0 to 20 scale, the final grade will be as according:
A- Formative, continuous evaluation
B- Evaluation of the completed task: webquest or exploration script
C- Evaluation of the educational software project developed
D- Final written test.
A- 5 %
C- 50 %
D- 20 %
Each students' final grade will be: 0,05 X A + 0,25 x B + 0,5 x C + 0,20 x D
As per the ones described in FEUP. Exceptions may be considered in each case.
No final exam. The final grade can only be improved during the special exam period, through the actual improvement of the assignments.