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Educational Software

Code: MM0048     Acronym: SE

Classification Keyword
OFICIAL Education

Instance: 2017/2018 - 2S Ícone do Moodle

Active? Yes
Web Page: https://moodle.up.pt/course/view.php?id=598
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 15 Syllabus 1 - 6 45 162

Teaching Staff - Responsibilities

Teacher Responsibility
Carla Susana Lopes Morais

Teaching - Hours

Recitations: 3,00
Type Teacher Classes Hour
Recitations Totals 1 3,00
Carla Susana Lopes Morais 1,00
António Fernando Vasconcelos Cunha Castro Coelho 1,00
Eduardo José Botelho Batista Morais de Sousa 1,00
Mais informaçõesLast updated on 2018-02-08.

Fields changed: Objectives, Componentes de Avaliação e Ocupação, Resultados de aprendizagem e competências

Teaching language

Suitable for English-speaking students


In light of the guiding objectives of the Master in Multimedia, this unit aims to contribute to enable students to adopt, in a sustainable and progressive way, new practices for selection, analysis and evaluation of educational software. To experiment the main stages of the educational software development process, and to plan and design software for education are additional objectives for the work in this unit.

Learning outcomes and competences

Critical analysis and evaluation of educational software:

  • To identify the vast range of educational software.

  • To examine implementation contexts and destination audiences for educational software.

  • To analyse educational software examples: characteristics, nuances, and usage typologies.

  • To explain the relevance of developing instruments for pedagogical leveraging of digital educational resources.

  • To plan and build exploration guides, webquests, and APC.

  • To critically evaluate, according to dimensions of quality, examples of existing educational software.

Educational software planning:

  • To plan educational software applications.

  • To select contexts for the implementation and the destination audiences for the educational software being planned.

  • To write the script for educational software applications, according to its importance in the development process.

Educational software development:

  • To select a software production model.

  • To manage the different stages of an educational software development process.

  • To select interaction models for education software according to pedagogical principles.

  • To identify possible technological approaches to the development of a software application.

  • To integrate gamification techniques to regulate students' activity.

  • To create the concept and develop the design for a Serious Game.

  • To use new technologies such as Virtual Reality, Augmented Reality, and Pervasive Games in an educational software projects.

  • To develop prototypes for educational software applications.

  • To maintain and review the software that is produced.

Colaboration and oral communication:

  • To present in a concise, organized, and clear way the materials developed.

  • To be a part of multidisplinary teams in developing and implementing multimedia projects in education.

  • To practice colaborative work.

Working method



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

2.1 – Stage 1: Preparation and Script Writing
2.2 – Stage 2: Illustration
2.3 – Stage 3: Development
2.4 – Stage 4: Revision/Correction/Approval3-

3.1 – 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

Mandatory literature

Mayer, Richard, E. ; The Cambrigde Handbook of Multimedia Learning, 2005

Teaching methods and learning activities

- 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.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation Weight (%)
Participação presencial 5,00
Teste 20,00
Trabalho escrito 75,00
Total: 100,00

Amount of time allocated to each course unit

Designation Time (hours)
Elaboração de projeto 80,00
Estudo autónomo 40,00
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

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.
b) Creativity/originality.
c) Clarity.
d) Commitment/presentation.

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 %
B- 25%
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

Special assessment (TE, DA, ...)

As per the ones described in FEUP. Exceptions may be considered in each case.

Classification improvement

No final exam. The final grade can only be improved during the special exam period, through the actual improvement of the assignments.

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