Online Training and Education
2nd Cycle Studies - Mestrado
The course assumes that students know the main dimensions that characterize the educational process, understand the general aspects related to training and master the basic procedures for planning and managing training processes.
The theoretical component is based on a constructivist approach, with previous readings that encourage moments of discussion of the syllabus, in which the participation and collaboration of the Master's students is active. The practical component presupposes the exploration of learning management platforms (LMS), online courses, as well as the planning of online activities and the design of content. This component also implies the design and development of an online course or training.
The curricular unit aims to provide Master students with the skills for the design, development and evaluation of training courses supported by information and communication technologies. In particular:
Know distance-learning and blended-learning training models;
Know online tutoring models;
Know learning management platforms;
Understand the pedagogical implications of learning management platforms;
Understand instructional design procedures;
Understand the pedagogical implications of the activities;
Be able to design online training;
Be able to create content;
Be able to evaluate an online course or training.
1.Educating and training online
1.1. Evolution of distance learning
1.2. Pedagogical and technological generations of distance learning
1.3. LMS and pedagogical purposes for e-learning, b-learning and d-learning
1.4. Online training models
1.5. Online learning communities
2.Conception and implementation of online training
2.1.1. Instructional design models
2.1.2. Online activities
2.2. Online tutoring
3. Evaluation of online training
3.1. Course evaluation
3.2. Instructor evaluation
3.3. Students evaluation.
Ana Amélia Costa da Conceição Amorim Soares de Carvalho
Synthesis work: 25.0%
Laboratory work or Field work: 30.0%
Alves, F. (2015). Gamification. Como criar experiências de aprendizagem engajadoras. São Paulo: DVS.
Bervell, B., Umar, I. N., & Kamilin, M. H. (2020) Towards a model for online learning satisfaction (MOLS): re-considering non-linear relationships among personal innovativeness and modes of online interaction. Open Learning: The Journal of Open, Distance and e-Learning. 35, 3, 236-259.
Carvalho, A. A., & Gomes, T. (2012). Comunidades de aprendizagem online em contextos formais e não formais. In M. A. Flores e F. Ilídio (orgs), Currículo e Comunidades de Aprendizagem: Desafios e Perspetivas (pp. 121-147). Santo Tirso: De Facto.
Correia, A., Liu, C., & Xu, F. (2020) Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41, 4, 429-452.
Garrison, D. R. (2017). E-Learning in the 21st Century. New York: Routledge.
Gomes, M. J. (2004). Educação a Distância. CIEd: Braga.
Salmon, G. (2013). e-tivities. The key to active online learning. London.