Laboratory of Multimedia Education

Code:

E108

Acronym:

LME

Keywords
Classification	Keyword
OFICIAL	Social Pedagogy

Instance: 2016/2017 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	66	Official Curricular Structure	1	-	6	57	162

Teaching language

Portuguese

Objectives

1. Deepen the importance of multimedia in education.
2. Develop some digital skills.
3. To improve the capacity of communicating, particularly using multimedia resources.
4. To handle, plan and use digital resources and educational tools for the teaching.
5. To promote general, cognitive, practical, decisive, communicational and professional development competences as well as autonomous.
6. To widen collaborative valences.
7. To improve and acquire new competences in handling digital platforms of learning and tools “web 2.0”.
8. To promote, in a general way, the use of information and communication technologies for educational purposes.

Learning outcomes and competences

1.Interdisciplinary understanding of relevant academic discussion about multimedia applied to education.
2.Autonomy and initiative in the acquisition and integration of knowledge in the area of multimedia technologies applied to education.
3.Ability to work in multidisciplinary teams in the development and application of multimedia projects aimed at teaching.
4.Critically evaluate multimedia practice in education.
5. Ability to use the media to stimulate learning communities.
6.Development of transferable skills which might be relevant to students’ professional lives.

Working method

B-learning

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Not applicable

Program

1 - EDUCATIONAL MULTIMEDIA AND CHALLENGES FOR SCHOOL IN THE XXI CENTURY
1.1. The technologies, the school, the present and the future of education.
1.2. The School-Student-Teacher triangle and contexts of the use of ICT.
1.3. The multimedia matrix, the types and purposes of the use of educational software.
1.4. Good uses, misuses and "ab-uses" of ICT in education. Considerations about online assessment.
1.5. Instruments of pedagogical strengthening of digital educational resources: exploration guides and WebQuests.

2 - PLATFORM EDUCATIONAL INTEGRATION, E-LEARNING DYNAMICS AND WEB 2.0 TOOLS
2.1. A receptional network: challenges of Web 2.0 (forums, blogs, wikis, podcasts, portfolios, etc..)
2.2. Some notes on e-learning: general, components and features.
2.3. Moodle and other e-learning platforms.
2.4. Insights into e-learning: construction and evaluation of online courses.
2.5. Experiences of e-learning and the future of virtual communities.

Mandatory literature

Jonassen, D. H.; Computadores, Ferramentas Cognitivas: desenvolver o pensamento crítico nas escolas., Porto Editora, 2007
Mayer, R.; Multimedia Learning, New York, NY: Cambridge University Press., 2001

Complementary Bibliography

Banerji, A., & Ghosh, A.; Multimedia Technologies, New Delhi: Tata McGraw Hill, 2010

Teaching methods and learning activities

- Lectures.
- Developing individual and group work.
- Oral presentation of work.
- Participation in online forums.
- Conferences.
- B-learning.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Exame	15,00
Participação presencial	5,00
Trabalho de campo	30,00
Trabalho escrito	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Frequência das aulas	39,00
Total:	39,00

Eligibility for exams

 3/4 attendance rate. Some absences may be compensated with virtual participations.

Calculation formula of final grade

The evaluation will have continuous and formative components, combining flexible parameters with other more “conventional”, like a test. There will be moments of self and hetero-assessment in presentations of the undertaken tasks. Evaluations of the practical tasks depend on the work itself and the presentation. The task of participating in forums will be subject to critical evaluation of the teacher, with a statistical look at the frequency of posts (provided the platform backoffice) and a quality assessment of all inputs. In all cases, the activities of the students are typically buoyed by four criteria:

a) Scientific accuracy.
b) Creativity/originality.
c) Clarity.
d) Commitment/presentation.

In addition to the tasks  there will be a theoretical test relatively short, with a group of open questions.

On a scale of 0 to 20, the final grade will have the following profile:
A - The continuous-formative assessment: attendance, punctuality, commitment throughout the semestre.
B - Evaluation of the execution and presentation of the performed tasks.
C -Participation and promotion of the forums and chat environment interactions, etc..
D- Final written test.

Weighting:

A- 5%
B - 50%
C- 30%
D- 15%

The final score for each student will be: 0,05 X A + 0,5 X (Σ of the mean scores of the tasks ) +0,3 X C +0,15 X D

Examinations or Special Assignments

Not applicable

Internship work/project

Not applicable

Special assessment (TE, DA, ...)

Those described in FPCEUP. Exceptions to be considered in each case.

Classification improvement

The improvement of the final classification is a prerogative of any student who attends this curricular unit, which shall be based on a work plan to be negotiated between the teachers and the students, given the diversity of works mentioned above.

Observations

The description of the recommended bibliography can be found in the Moodle page of the course.