Ensino e Aprendizagem em Ambientes Abertos e a Distância na Educação Superior

Code:

EAAADES1

Acronym:

EAAADES

Keywords
Classification	Keyword
CNAEF	Teacher Training / Trainers and and Educational Sciences

Instance: 2024/2025 - 2S (since 09-06-2025 to 28-07-2025)

Active?	Yes
Responsible unit:	Continuing Education Office
Course/CS Responsible:

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
EAAADES	17	Plano Oficial do ano letivo 2024	1	-	3	21	81

Teaching language

Portuguese

Objectives

1. To theoretically problematise and provide practical experimentation with the use of digital technologies to optimise teaching and learning processes mediated by open and distance environments in Higher Education.

Learning outcomes and competences

Learning outcomes (LO)
The learner should be able to:
1. understand the concept and identify the main characteristics of open and distance environments in Higher Education;
2. identify online teaching and learning methodologies and models;
3. design, develop and organise a curricular unit in non-face-to-face teaching mode;
4. streamline and manage a curricular unit in non-face-to-face teaching mode;
5. know digital assessment strategies and tools.

Working method

B-learning

Program

I. Introduction
Political discourses and European references on the concepts and uses of distance teaching and learning modalities in education and training

II. Development of virtual learning environments
2.1 Distance learning models
2.2 Platforms to support the development of online interaction and communication spaces
2.3 Development and provision of multimodal resources
2.4 Development of e-activities
2.5 Logics for organising and managing a distance learning curricular unit

III. Dynamisation and management of a distance learning curricular unit
3.1 Competences of the e-trainer and e-tutor
3.2 Online learning methodologies and processes
3.3 Coordination of courses mediated by learning management systems: theoretical, ethical and practical implications

IV. Assessment processes and instruments in virtual environments
4.1 Culture of evaluation of digital resources/environments (mobilisation of references, examples)
4.2 Learning assessment methods/techniques in teaching-learning-evaluation processes in virtual environments
4.3 Assessment tools for learning in virtual environments

V. Creating a curricular unit in distance learning
5.1 Writing a course proposal based on the contents covered in the training course
5.2 Exploratory practice in implementing a scenario in the Moodle Learning Management System

Mandatory literature

Anderson, T.; The theory and practice of online learning, 2008
Bates, T.; Teaching in a digital age: Guidelines for designing teaching and learning., 2023
Monteiro, A. & Torres, F. ; E-learning no ensino Superior. Fundamentos, práticas e recomendações, 2020

Complementary Bibliography

Garrison, R. ; Design principles. The Community of Inquiry, 2019
Haleem, Abid & Javaid, Mohd & Qadri, Mohd & Suman, Rajiv. ; Understanding the Role of Digital Technologies in Education: A review. Sustainable Operations and Computers, 2022
Moreira, J. A., Henriques, S., Barros, D. M. V., Goulão, F., & Caeiro, D.; Educação digital em rede: Princípios para o design pedagógico em tempos de pandemia, 2020
Røe Y, Wojniusz S and Bjerke AH; The Digital Transformation of Higher Education Teaching: Four Pedagogical Prescriptions to Move Active Learning Pedagogy Forward., 2022
Yurdugül, H., Menzi Çetin, N.; Investigation of the relationship between learning process and learning outcomes in e-learning environments, 2015

Teaching methods and learning activities

Active and collaborative methodologies will be favoured.
The training model is b-learning. For modules 1 to 4 there will be 3 face-to-face sessions (3 hours each) and 2 synchronous online sessions (3 hours each). Module 5 will consist of 2 practical sessions totalling 6 hours in person.
Face-to-face sessions will focus on dialogue, debate and collaborative work (AR 1); synchronous online sessions will focus on sharing experiences and clarifying doubts during the training process (AR 2; AR 3, AR 4). The autonomous work is of an experimental nature, the trainees will have to develop a distance learning course (AR 3, AR 4) and preview the assessment methods and instruments (AR 5).

The assessment methods, i.e. continuous assessment which will value the training path, involvement in research processes, participation in interaction and sharing activities and the arguments constructed and the planning and structuring of distance learning training, are consistent with the expected learning outcomes. Assessment of the learning and skills demonstrated involves two types of assessment: continuous assessment (40%), which takes into account the training course, involvement in research processes, participation in interaction and sharing activities and the arguments constructed, and the final assignment (60%), which consists of planning, structuring and organising a curricular unit in face-to-face teaching.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	40,00
Trabalho prático ou de projeto	60,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	60,00
Frequência das aulas	21,00
Total:	81,00

Eligibility for exams

75% of contact hours

Calculation formula of final grade

Continuous assessment mark: 40%
Final project mark: 60%