Research
Research
Here you can find references to publications that are issued from the development of the project MOOC Técnico, from the production and design to editions of online courses as a consequence of different studies and research undertaken within this context.
From the analysis of best practices followed in higher education institutions of reference all over the world, the analysis of procedures involved in designing and producing courses in MOOC format, until the definition of guidelines supporting the production of MOOC courses, recommendations and general lines of action for curriculum design of a course and design of several contents, with special attention to videos. The challenges facing teachers for rethinking the curriculum design for this new learning offer are also equate based on reports with the outcomes of early years experimentation of courses production and editions.
MOOC Técnico Reports
Learning Analytics MOOC Técnico. 08 nov 2020. (portuguese only)
This Technical Report analyses data from 3 consecutive editions of the online courses “Controlo e Simulação de Drones” (droneX) and “Transformação Digital” (tdX), available on the MOOC Técnico Platform. In the first case, droneX, we refer to the 2018, 2019 and 2020 editions and in the second case, tdX, we analyse the 2017, 2018 and 2020 editions. Our objective is to analyse the learning behaviour of the Técnico Lisboa students and/or external participants, identifying standards in their performance based on analyses known as Learning Analytics.
Exams Online in the MOOC Técnico platform. 07 oct 2020. (portuguese only)
MOOC Técnico report on the online exam pilots using the MOOC Técnico platform with face-to-face validation of student identification and also to demonstrate that teachers who have used the platform have recognised many of the benefits brought by its use.
MOOC Técnico – By the numbers (5 Dec 2016)
MOOC Técnico Report on the first developed open online courses and their initial results, namely the characterization of the participants profile in the Markov Matrix course (the first course took place from October 19th to November 23rd), as well as the 2017 forecasts as to the availability of MOOC Técnico courses.
Papers published in conference proceedings
Flipping the Class with MOOC Técnico Online Courses
Gomes, A., Mascarenhas, C. & Moura Santos, A. (2018). Flipping the Class with MOOC Técnico Online Courses. In EDULEARN18 Proceedings (to appear)
Abstract
In the present paper, we aim to present and analyze the results of two flipped-classroom pedagogic strategies implemented with the help of two online courses known as MOOCs. During the fall semester of 2017/2018 academic year, two of the MOOC Técnico courses were used to flip the lectures, which involved approximately 325 on-campus enrolled students in one undergraduate and one graduate Técnico Lisboa courses. The first one is a course of Linear Algebra for Engineering students and the later one a course of Energy Management for MSc Engineering students. Both innovative pedagogical experiences were followed by the pedagogic-scientific team of MOOC Técnico, who monitored and validated the flipped-classroom practices and discuss now its findings.
Keywords
Flipped-classroom, Learning Strategies, MOOC, active engagement, STEM courses.
MOOC Learners: Who Are They and What Are Their Perspectives?
Viana, J. & Moura Santos, A. (2018). MOOC Learners: Who Are They and What Are Their Perspectives? In INTED2018 Proceedings. 12th International Technology, Education and Development Conference. Valencia, Spain. ISBN: 978-84-697-9480-7, DOI: 10.21125/inted.2018.1382
Abstract
In the present paper, we aim to present the first results of MOOC Técnico initiative over the first year of online courses, based on the analysis of the collected data from MOOC Técnico participants’ answers to an online post course survey, from the eLearning platform’ records and from individual interviews. Namely, we characterize the profile of the participants in these STEM online courses, that are comprised of less female, active workers and university students, and we describe the type of activities and pedagogic resources more praised by learners in those courses, and analyse both participants’ performance, and the critical appreciation that they do about different educational contents.
Keywords
MOOC, e-Learning, online learning, STEM courses
Assessment in an Online Mathematics Course
Moura Santos, A., Ribeiro, P. (2017). Assessment in an Online Mathematics Course.
In EMOOCs-WIP 2017. Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017.Madrid, Spain.
Abstract
We describe an assessment strategy that helped to ensure high participation levels together with a relevant certification in a MOOC Mathematics course. We report on the first running of the Markov Matrices course making emphasis on the preparation of exercises with random parameters for graded weekly tests. A brief description is given of forum interactions during self-assessment moments followed by a discussion how quizzes and assessment tests positively influenced the MOOC completion rates.
Keywords
MOOC Mathematics course, Formative and summative assessment, Online parametrized exercises, MOOC forums, MOOC free certification.
MOOC Técnico: Desafios do Desenho Curricular e da Produção de Conteúdos Multimédia
Viana, J. & Moura Santos, A (2016). MOOC Técnico: Desafios de Desenho Curricular e da Produção de Conteúdos Multimédia. In Livro de Atas do Congresso Nacional de Práticas Pedagógicas no Ensino Superior, CNaPPES 2016.
Resumo
O projeto MOOC Técnico refere-se ao desenvolvimento de cursos abertos online, desenhados para promoverem uma experiência de aprendizagem a qualquer pessoa, onde e quando quiser, sobre diversos tópicos de ciências básicas, de engenharia e tecnologia, em diferentes níveis de formação. Neste texto apresentam-se as principais reflexões e os resultados obtidos com o desenvolvimento dos primeiros cursos, a partir dos testemunhos sobre a experiência tida por parte dos docentes envolvidos na criação dos cursos, e respetivo desenho e organização em termos curriculares, e da colaboração com a equipa de profissionais que apoia a produção dos conteúdos multimédia para os cursos.
Palavras-chave
MOOC, desenho curricular, conteúdos educativos multimédia.
From Design to Production: First Course Experiences Within MOOC Técnico
Moura Santos, A. & Viana, J. (2016). From Design to Production: First Course Experiences Within MOOC Técnico. In ICERI2016 Proceedings. 9th annual International Conference of Education, Research and Innovation. Seville, Spain.ISBN: 978-84-617- 5895-1, DOI: 10.21125/iceri.2016.1032.
Abstract
Integrated in MOOC Técnico project, three online courses were developed during 2015/16: Markov Matrices (mmX), Experimental Physics (feX) and Energy Services (esX). Their design and production represented a completely different kind of scientific-pedagogical experience than the one experienced by teachers, when they develop a curriculum for a given standard course. The curriculum design and development of the courses have been also intensively experienced by the pedagogic-technical support team, which gave rise to an enriching experience in collaborative curriculum development. Based on the collected shared testimonies and the observed practices about the overall lived experiences by instructors/authors and other team members involved in each course, we hereby present the preliminary conclusions as a check-list of recommending actions to be undertaken.
Keywords
MOOC, Curriculum design and development, Design guidelines, Multimedia contents, Video storyboards, Collaborative curriculum development.
Fostering STEM Formative Assessment for Lifelong Learners
Finamore, A. C.; Moura Santos, A. & Ribeiro, P. (2016). Fostering STEM Formative Assessment for Lifelong Learners. In ICERI Proceedings. 9th annual International Conference of Education, Research and Innovation. Seville, Spain.ISBN: 978-84-617- 5895-1, DOI: 10.21125/iceri.2016.1032.
Abstract
Life expectancy increases, and one of the consequences of this is that people will have to work until more advanced ages. As lifelong learners, people of the 21st century shall have to update or even acquire new skills and knowledge about different evolving areas over the time. Thanks to present technological advances, this is already possible to achieve fully online. Motivated by this trend and also by the pedagogical shift occurred in last century, which focuses on the learner, the present paper will describe a pedagogical project which introduces formative assessment and blended learning, aiming to develop and familiarize Técnico Lisboa STEM students with this new dynamic reality, where deep knowledge is the main asset.
Keywords
STEM education, Lifelong learners, Online exercises, Formative assessment, Blended learning, MOOC certification.
Enhancing MOOC Videos: Design and Production Strategies
SILVA, A. G.; MOURA SANTOS, A., COSTA, F. A. & VIANA, J. (2016). Enhancing MOOC Videos: Design and Production Strategies. In Khalil, M.; Ebner, M.; Kopp, M.; Lorenz, A. & Kalz, M. (Eds). Proceedings of The European Stakeholder Summit on Experiences and Best Practices in and around MOOCs (EMOOCs 2016). Graz: University of Graz, 107-122.
Abstract
Since its inception in 2008, MOOCs have been including videos as a primary mean to improve the learning experiences. Since we are part of a team involved with the design and production of MOOCs aimed to address STEM curricula, we think that a deep analysis on this process, in particular of MOOC videos, became fundamental, both from an efficient pedagogical and communicational point of view, and of a cost-effective production techniques point of view. Based on the cinemetrics analysis, we then recommend the following characteristics for the MOOC videos: short (6-10 min. long), dynamic (ASL ranging 6-30 sec.), personalised (by each instructor) and focused (one topic at a time).
Keywords
elearning, MOOC, digital learning contents, video design and production, cinemetrics analysis, Average Shot Length (ASL)
Estratégias para Desenho e Produção de Vídeos para Cursos em formato MOOC
MOURA SANTOS, A.; COSTA, F.; VIANA, J. & SILVA, A. G. (2015). Estratégias para Desenho e Produção de Vídeos para Cursos em formato MOOC. In M. J. Gomes, A. Osório & J. Valente (Eds.). Atas da IX Conferência Internacional de Tecnologias de Informação e Comunicação na Educação, Challenges 2015. Meio Século de TIC na Educação. Braga: Centro de Competência da Universidade do Minho, 828-840.
Resumo
Desde o seu aparecimento, em 2008, os Massive Open Online Course (MOOC), têm vindo a gerar um interesse considerável no ensino superior a nível mundial, tornando-se fundamental refletir, tanto do ponto de vista pedagógico, como do ponto de vista tecnológico e mesmo dos conteúdos abordados, sobre os procedimentos envolvidos na sua conceção e desenvolvimento. É nesse âmbito que se apresenta o presente trabalho, parte integrante de um projeto mais abrangente de levantamento de boas práticas e de linhas de ação para o desenho, planeamento e produção de MOOC no contexto do ensino superior em Portugal. Debruçamo-nos em concreto sobre o desenho de conteúdos em formato de vídeo, apresentando uma análise dos tipos de vídeo e respetivos estilos de realização, a partir duma amostra recolhida em alguns projetos internacionais mais recentes. O objetivo é sistematizar princípios orientadores e listar boas práticas de desenho e produção de vídeos para este tipo de formação online. Com base na análise, recomendam-se vídeos curtos, dinâmicos, personalizados e focados.
Palavras-chave
elearning, MOOC, conteúdos educativos digitais, desenho e produção de vídeos
Chapters in books
COSTA, F. A.; MOURA SANTOS, A., SILVA, A. G. & VIANA, J. (2015). Guiões para desenho de cursos MOOC. In MEC. Experiências de Inovação Didática no Ensino Superior. Lisboa: MEC, 327-342.
Guiões para desenho de cursos MOOC
COSTA, F. A.; MOURA SANTOS, A., SILVA, A. G. & VIANA, J. (2015). Guiões para desenho de cursos MOOC. In MEC. Experiências de Inovação Didática no Ensino Superior. Lisboa: MEC, 327-342.
Resumo
Desde o seu aparecimento, há cerca de uma dezena de anos, os Massive Open Online Course (MOOC) têm vindo a gerar um interesse considerável no ensino superior a nível mundial, tornando-se fundamental refletir, tanto do ponto de vista pedagógico, como do ponto de vista tecnológico e mesmo dos conteúdos abordados, sobre os procedimentos envolvidos na sua conceção e desenvolvimento. É nesse âmbito que se apresenta o presente trabalho, parte integrante de um projeto de levantamento de boas práticas e de linhas de ação para o desenho, planeamento e produção de MOOC no contexto do ensino superior em Portugal na área de Science, Technology, Engineering, Mathematics (STEM). O principal objetivo é sistematizar princípios orientadores do desenho e da produção de MOOC, com base na reflexão e no trabalho prático que tivemos oportunidade de fazer visando a criação de modelos de guiões para este tipo de cursos, incluindo a elaboração de orientações para a produção de cada uma das suas partes constituintes.
Palavras-chave
e-learning, MOOC, conteúdos educativos digitais, desenho e produção de MOOC.