Educational Technology and Virtual Learning Environments

Objectives

1. To locate digital literacy in the context of key-competences for lifelong learning;
2. To discuss the role of educational professionals vis-à-vis technological evolution;
3. To mobilize knowledge on educational models and technical abilities related to the construction of digital educational resources in the development of virtual learning environments;
4. To reflect, from a critical perspective, on the socio-economical implications of the widespread use of ICT in educational settings.

Program

1. Digital literacy as a transversal competence
2. Trends in educational technology
2.1. Open educational resources
2.2. Flipped classroom
2.3. Blended learning
2.4. Mobile learning
2.5. Bring Your Own Device (BYOD)
2.6. Connections between formal educational settings and social media
2.7. Personalization of virtual learning environments
3. The role of educational professionals vis-à-vis ICT
4. The development of virtual learning environments
4.1. Patterns of usage – e-learning, b-learning, synchronous instruction, asynchronous instruction
4.2. Platforms that support the development of virtual learning environments – LMS, LCMS
4.3. Construction of educational digital resources and learning objects
4.4. Educational models that support the development of virtual learning environments
5. Socio-economical implications of the widespread use of ICT in educational settings

Teaching Methodologies

Instruction will be organized in order to support the students in the construction of Virtual Learning Environments (VLE), whose specific aims and settings will be adapted to their needs and interests, which will be surveyed at the outset. Such orientation implies that students will be granted access to a LMS with credentials that allow them to edit its content at the instructor level. The assignment of this central role to the construction of VLE is reflected on student assessment. Accordingly, assessment will be based on the following elements, which account for different percentages of the students’ grading:

1. Analysis and discussion of digital educational resources, theoretical texts and research reports – 40%

2. First draft of a VLE; discussion of the draft with the instructor and the classmates – 10 %

3. Second draft of a VLE; discussion of the draft with the instructor and the classmates – 15 % 4. VLE – 35 %

Bibliography

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Sousa, F. (2015). O desenvolvimento de um modelo de ensino virtual num contexto de investimento incipiente em elearning: progressos e desafios. Da Investigação às Práticas, 5 (I), 79-97, http://ojs.eselx.ipl.pt/index.php/invep/index