Education and Digital Technologies
Education and Digital Technologies
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The curricular design established to support this cycle of studies is based on a predominantly asynchronous work logic (80%) supported by the E-learning platform of the University of Lisbon. The 1st year of the study cycle is organized on a quarterly basis. The respective CUs are implemented in an intensive work regime, fully ensuring the working hours associated with the ECTS of each one. The advantage of this operating model is linked to the reduction in the overlapping of curricular units, which creates favorable conditions for a more efficient management of time, attention and investment in learning by the student. The 2nd year of the study cycle is based on two semesters that, jointly, seek to lead the student to develop a dissertation or project involving the domain of knowledge linked to research in education and digital technologies.
The pedagogical model that supports the course is structured around 4 key principles:
Promoting student flexibility and autonomy,
Resource-based learning (of high scientific and pedagogical quality),
Encouraging interaction and collaboration between students and
E-moderation, emphasizing the importance given to online moderation and tutoring activities for students, both in the first and second year of the course.
According to the chosen pedagogical model, the learning and assessment activities mobilized seek to encourage student autonomy, while promoting collaborative work among students. Interaction dynamics are supported by synchronous activities, but mostly asynchronous, taking advantage of institutional learning environments, in particular: i) the functionalities of the e-learning platform of the University of Lisbon (discussion forums, chat, message management system , wikis and glossaries); ii) Colibri ZOOM web conferencing system, through which virtual classes, presentations/discussions of an evaluative nature, individual and small group orientation sessions, as well as work meetings are held, both between teachers and students as well as between students. These solutions are also mobilized to support the development, submission, accommodation and classification of the different works that embody the assessment activities of the various curricular units of the study cycle.
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