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General information

Code:
12221
Main Scientific area:
  • Education
Regime:
Half-yearly
ECTS:
5
Teaching type:
Presential
Language of instruction:
Portuguese
    Contact Hours
Autonomous work:
95  hours
Classes:
15  hours  -  Theoretical
30  hours  -  Theory Practice

Objectives of education

This curricular unit is organised into two components: theoretical and practical. The theoretical component aims at providing the future teacher with conceptual knowledge on the fundamentals of Educational Technology, on different languages, communication models, and media.
This knowledge will be relevant for analysing educational consequences on the perception, knowledge acquisition and learning; on face-to-face and mediated communication in the classroom; on the wealth of information available in the internet and on criteria for the evaluation and ethical use of information; and in the development of learning communities and the use of learning management systems.
In the practical component, images, videos, educational software, websites and their use in a teaching and learning context will be analysed. Mediated educational materials will also be produced.

Key learning outcomes

- To identify the conceptual foundations of Educational Technology;
- To reflect on the impact of communication technological systems in society, in educational systems, and in the teaching and learning process;
- To understand current changes in the access to information, communication, and learning, resulting from the Knowledge Society;
- To enhance teacher-student communication in the classroom, both face-to-face and online, as the cornerstone of the educational process;
- To select and evaluate either educational software or software appropriate for educational use;
- To use digital technological apps and tools appropriate to the needs for the design of multimedia projects (digital storytelling);
- To correctly design and produce multimedia educational resources for classroom use.

Program summary

1. Foundations of Educational Technology: communication models; Technologies in education.
2. Education, communication, and media: educational media; ethics in the use of information; models for organizing and working with the educational community.
3. Design, development and evaluation of educational resources: components and models for the analysis of educational materials: analysis of educational software and websites; analysis of other multimedia resources.
4. Methodologies for designing and evaluating multimedia resources.
5. Virtual Learning environments: network communication; virtual learning communities; Learning Management Systems and Content Management Systems).
6. Development of learning content for online environments (learning objects).

Essential bibliography

Castells, M. (2004). A galáxia internet. Reflexões sobre internet, negócios e sociedade. Lisboa: Fundação Calouste Gulbenkian.

Cloutier, J. (1975 [1965]). A era de Emerec ou a comunicação audio-scripto-visual na hora dos self-media. ITE /MEIC.

Dias, P. & Osório, A. J. (Orgs.). (2008). Ambientes educativos emergentes. Centro de Competência da UMinho.

Figueiredo, A. D. (2016). A pedagogia dos contextos de aprendizagem. Revista eCurriculum, 14(3), 809-836.

Jacquinot-Delaunay, G. (2006). Imagem e pedagogia. Edições Pedago.

Teaching methods

This course unit integrates both a theoretical and a practical component.
In the theoretical part, that requires previous readings of selected texts, an integrative debate of the several content is intended.
In the practical part, students work individually and in small groups. A collaborative approach is privileged, resorting to case studies with the presentation of analysis, syntheses, and critical commentaries, participated displays and the production of digital educational materials. As both components are interrelated, in a systemic approach, the realization of the activities will always articulate theory and practice and will be negotiated with the students. Emphasis is placed in the work carries out by the student so that learning may take place, to the detriment of the teaching activity. The teacher is required to imagine and propose potential learning and creative development situations for students.

Assessment methods

Assessment is continuous and integrates both individual work and group/team work. Individual tasks are defined at the beginning of the semester. Team work involves students in carrying out some analysis, synthesis, and critical reflection tasks, as well as a project on the design of multimedia educational materials.
The latter is both theoretically and processually grounded and involves the writing of a detailed report. All tasks (including the individual ones) are placed in an electronic (online) team public portfolio. All tasks are subjected to negotiation with the students at the beginning of the sessions, as well as their assessment criteria, scoring, and weighting.
Assessment is carried out colaboratively by both teacher and students. The teacher will suggest the weight of 30% for the individual tasks, 40% for project work, 20% to be given to the negotiated tasks, and 10% for self-assessment that is to be discussed within the team.