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In this paper we present a model for designing professional courses in a blended learning context as a tool to help the interaction between students, teachers and learning resources. This model aims to promote new concepts, new approaches and new strategies that have been changing the paradigm of teaching and learning. To develop a course based on these objectives, a systematic process, driven by a series of well-defined phases and activities, is required to help us to effectively develop high-quality applications. The research presented here focuses on an improved design model in a blended learning context and consists of four main phases: requirements definition, planning, design of learning activities, implementation, and evaluation. The whole process begins with an analysis of the students and the characteristics of the environment. Content analysis is conducted to explore the structure of the course. The identification of learning events, learning units, and instructional methods are included in the design of learning activities. As evaluation is a critical factor, this model incorporates a questionnaire, whose purpose is to ensure a well-designed blended learning course. This questionnaire tries to answer the key points that determine the structure of the course and to check the satisfaction of the learners with the context taught. One of the main contributions of this research is allowing the requalification of professionals who meet the needs of professional staff in Information and communications technology (ICT). [For the full proceedings, see ED621892.]

Producing quality digital educational content is the goal of any teaching/learning system, including the teaching/learning technologies contexts. This paper introduces how the Quantitative Evaluation Framework may be used to accurately evaluate the digital content produced throughout the development process of an inclusive and integrative MOOC in Educational Technologies, based on a Postgraduate Degree from Instituto Superior de Engenharia do Porto (School of Engineering at the Polytechnic Institute of Porto). The model is sustained in the SCORM standards, adopting the ISO 9126 standard as a reference, and it proposes a quantitative representation in an orthogonal three-dimensional environment: pedagogical, ergonomics, and management. Each of these domains comprises a set of factors for which it is quite relevant to determine the degree of the system's performance. The factor is a component that represents the performance degree of the digital content in the system, following a predetermined quality criterion. The measurement of the quality of the educational digital contents is assured by quantitative methods, similar to the evaluation techniques commonly used in the education system, which makes its application simpler. [For the complete proceedings, see ED590269.]

Promoted by the significant increase of large scale internet access, many audiences have turned to the web and to its resources for learning and inspiration, with diverse sets of skills and intents. In this context, Multimedia Online Open Courses (MOOC) consist in learning models supported on user-friendly web tools that allow anyone with minimum computer literacy to get involved. Although this model is popular abroad, it is not commonly used in the Portuguese Higher Education scenario. Therefore, this paper presents a proposal for structuring in a MOOC an already validated set of post-graduation courses in the field of Information and Communication Technologies applied to education in Portuguese. This paper also aims to establish a threshold for perfect MOOC framing in higher education contexts. The Quantitative Evaluation Framework (QEF) approach was selected for this evaluation to highlight the strengths and limitations of the Post-graduations in Technologies and Computing Applied to Education. With this project we intend to contribute for promoting education professionals' personal training at distance, in a stimulating, interactive and flexible environment, giving access to knowledge to innumerable amount of professionals who might not have access to these courses with adjustable schedules, and real life validation (and accreditation). [For the complete proceedings, see ED579335.]

The aim of this paper is to present a Postgraduate Specialization with a different concept of the traditional ones. Instead of having to follow a curriculum previously established, hard and sequential, time-limited, you can choose the frequency of any course units according to their availability and current needs. It is not a proposal it is already a work in operation, working in Blended Learning. In the chapter of the education in Portugal teachers in primary and secondary education have their activity of teaching is developed in accordance with the fundamental principles enshrined in the Portuguese Constitution and within the framework of the general and specific principles under the Ministry of education. Considering the teachers' training needs to perform in-service training that are intended to ensure the updating, improvement, retraining and support for the profession of teaching staff, aiming at further development objectives in career and mobility under this Statute. [For full proceedings, see ED571430.]

The results of several studies conducted to analyze the quantitative and qualitative use of learning technologies in Higher Education in Portugal showed that, in general, these technologies are not used systematically and effectively and e-learning platforms tend to be relegated to repositories of contents rather than as full-fledged tools actively enabling and promoting learning. Several gaps were also identified at the management, pedagogical and technical levels. Following best-practice in this domain, a holistic intervention including these three levels is crucial to achieve positive results. Therefore, following these studies, a set of guidelines and recommendations was created to raise the level of technology adoption in higher education and improve the educational performance of each institution by raising teaching/learning levels so that they are in accordance with the Bologna paradigm. This way it is possible to have a systematic approach, expanding the intervention to the entire institutional campus and resulting in an effective learning platform usage by teachers and students. [For the full proceedings, see ED562095.]

The study aims at designing a syllabus for the curricula unit, advanced database topics, that belongs of curricular plan of master's degree, computer engineering, specializing in data sciences. The syllabus was designed based on learning outcomes approach, EUR-ACE guidelines and ABET accreditation agency. The paper presents the path taken to and explains all the process carried out to obtain a syllabus that allows a software development professional obtains the skills in database require job market. The proposed syllabus has been implemented, for the first time during this semester, and at the end not only allowed us to identify some skills gaps but also conclude that some contents to need adjusting in next semester. Our main objective is known whether we should teach only NoSQL databases, failing to teach relational databases or whether we must have a hybrid system, where both subjects should be taught. If so, what type of content should we teach so that students acquire skills more targeted to the needs of the job market. [ABSTRACT FROM AUTHOR]

This paper seeks to respond to one of the difficulties founded by a tutor in a situation of monitoring a group activity at a distance activity (remote mode), namely the perception of the individual activity of the students in the group activity. Based on a literature study on remote collective activity scenarios and group dynamics, the authors propose ways to facilitate the tutor's perception of individual activity. These means are based on a perception of the individual and group productions of the students, collective discussions, social behaviors as well as the sociometric analysis of the group. The authors confront these proposals for the real needs of the tutors of the group activities through interviews conducted with eight experts. [ABSTRACT FROM AUTHOR]

In the field of educational technologies, the authors intend to support the hypothesis that although learning is usually attributed to students, it is also true that teachers learn, just as societies also learn. The coherence and concern of these different levels (students, teachers, institutions) around the issue of learning can, in the authors' opinion, be considered as a guide and as a sign of quality education. In this case, the general models of learning and development of pedagogical devices can be questioned in order to develop new uses, teaching methods and teacher training, to promote technological innovation in institutions and validate their quality. [ABSTRACT FROM AUTHOR]

This work aims to analyze the social vulnerability of students in the disciplines taught in distance education in the context of the COVID-19 pandemic. This is a theoretical study, reflective analysis on the various issues of social vulnerability, focusing on how students experience distance learning within the social isolation obligation context. The following points are based on literature review with discussion: Distance learning as a realistic response on the fight against social isolation and social vulnerability, on higher education students, while aiming to avoid losing any semester topics. As a result, it is important to highlight the student's requirements in terms of preparation with information and communication technologies and, especially, those in a situation of social vulnerability who do not have all the necessary resources to access contents taught in this teaching modality, at a distance. There must be a perception of diversity, accessibility and the principles of inclusion so that the demands of students in situations of social vulnerability can be met in an equitable way. [ABSTRACT FROM AUTHOR]

Higher Education (HE) teachers are aware that the evolution of technology changed the way students build their knowledge. New forms of access to information and new means of communication allowed creating specialized learning tools. It is now important to understand how the students' interaction with learning technologies influences their learning success. For that purpose, data referring to the use of a learning management system (LMS) supporting a specific course was collected and analyzed. Results indicate that a minor correlation exists between the effective use of those tools and student success. [ABSTRACT FROM AUTHOR]

Many research theories try to explain the adoption/ rejection of technology by the users. One of them focuses on the study of the acceptance and the intention of its use and it is named Unified Theory of Acceptance and Use of Technology (UTAUT). The main goal of this article is to model the verification of the adequacy of UTAUT to the use of information technologies (IT) in pedagogical processes in Higher Education (HE). A research methodology centered on the analysis of the use of the e-learning platform in the Instituto Superior de Engenharia do Porto (ISEP) has been developed in order to validate the factors in that context. [ABSTRACT FROM AUTHOR]

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