Suchergebnisse

Este artigo elabora sobre o percurso institucional dos primórdios das Comunidades Europeias até aos nossos dias com o intuito de analisar se a perceção generalizada de um estado de "crise" permanente na Europa nos últimos 60 anos é verdadeira. Tentaremos verificar se tal fato tem algum sentido ou se se trata de perceções que usam apenas o termo, mas que, na sua essência, ficam desviadas do conceito atribuído à palavra "crise" e que deriva da palavra grega "krísi". Em segundo lugar, abordamos a arquitetura institucional da construção e integração europeia, iniciada em 1951 com a CECA, com curso até ao presente com a atual União Europeia. Foram revisitados alguns dos mais marcantes episódios da construção de facto e a evolução daquela arquitetura – a atual União Europeia –, questionando a cada passo se cada um deles tinha adesão a uma eventual 'crise' percebida na altura e cuja súmula das respostas dadas, com a relatividade de análise que a passagem do tempo nos permite agora comparar entre entre si numa lógica agregada, acabou por vir a dar força ao argumento final exposto na conclusão.

The theme and scope of EDEN's RW11 intends to reflect the current challenges researchers face regarding the impact of the emerging digital technologies and Artificial Intelligence in the improvement of the quality and the sustainability of the human learning experience. The capability of generating, processing and managing more data and information than ever before during the teaching and learning process allows teachers as well as learners to be more in control. They can make better and more on the spot decisions on more elaborate and valid information, track learning performance more accurately and thoroughly, anticipate problems more astutely and act accordingly, collect more learning evidence, as well as assess and credit more transparently. In short, they can shape together their teaching and learning experiences more efficiently and collaboratively. By upscaling and accelerating the adoption of distance and online education across the world, the Covid-19 pandemic has demonstrated the importance of rethinking the educational process as an integral part of authentic digital life experience for its main actors. In this massive collective experience of change, the role of the educational institutions, teachers, learners, their families and communities is rapidly transforming. As a result, new challenges for researchers have emerged that need to be addressed. How to assure truly equitable and socially fair access to digital learning opportunities? How to conduct effective online learning in non-adult populations? How to improve teachers' and learners' digital competences for teaching and learning? How may AI and machine learning contribute to enhancing the education process and making it more flexible and personal? How can we conduct more authentic and reliable digital assessment? On the other hand, what are the ethical implications of the use of these digital technologies? How should learning processes be designed to contribute to the learners' well-being and mental health? How should quality of online learning provision be assured? These and many other questions have been emerging within the specialised research community. A community which is itself experiencing a process of expansion due to the growing interest in the field ; Erasmus+ Programme of the European Union ; info:eu-repo/semantics/publishedVersion

Comunicação apresentada em EDEN 2015 Annual Conference, Expanding Learning Scenarios, Barcelona. ; The present paper is part of a PhD research, which is being developed in the scope of the Doctoral Programme in Education, specialisation in Distance Education and eLearning at Universidade Aberta, the Portuguese Open University. The theoretical framework for the research is Open Education, particularly the specific fields of Open Educational Resources (OER) and Open Access (OA). The main objective of the research is to identify and understand the awareness, knowledge and attitudes of scholars in Portuguese public Higher Education Institutions (HEI), regarding OER and OA and, in particular, to compare scholars' awareness, attitudes and perceptions towards OER and OA in the context of their teaching and research practices. This will also allow us to represent the Portuguese reality and, consequently, position the Portuguese public higher education practices within the global panorama and also may be able to inform future decisions, whether institutionally, governmentally or even within a broader perspective. The current paper intends to present the research project and also to reflect the literature review carried out so far, in order to contextualise the research problem and also to describe the methodological procedures defined for the study.

A very relevant problem in e-government is that a great amount of knowledge is in natural language unstructured documents. If that knowledge was stored using a computer-processable representation it would be more easily accessed. In this paper we present the architecture, modules and initial results of a prototype under development for extracting information from government documents. The prototype stores the information using a formal representation of the set of concepts and the relationships between those concepts - an ontology. The system was tested using minutes of Portuguese Municipal Boards meetings. Initial results are presented for an important and frequent topic of the minutes: the subsidies granted by municipalities.

This paper presents the key findings of a virtual community of addiction experts set up to share evidence- based programmes of prevention on novel psychoactive substance (NPS) use in Portugal. Using a theoretical framework that combines contributions from a virtual community of practice and learning in a virtual environment, with prevention science, this paper traces how members interact in order to improve their prevention intervention domains and approaches, and consider the political and practical implications. ; info:eu-repo/semantics/publishedVersion

The Massive Open Online Course (MOOC) movement is the latest "big thing" in Open and Distance Learning (ODL). MOOCs offer both opportunities and threats that are extensively discussed in the literature, including the potential of opening up education for all at a global scale. On the other hand, MOOCs challenge traditional pedagogy and raise important questions about the future of campus-based education. However, in discussing these opportunities and threats the majority of the literature tends to focus on the origin of the MOOC movement in the United States (US). The specific context of Europe with its diversity of languages, cultural environments, educational policies, and regulatory frameworks differs substantially from the US context. Accordingly, this article offers a European perspective on MOOCs in order to better understand major differences in threats and opportunities across countries and continents, including the use and reuse of MOOCs for regional or global use, via European or non-European platforms. In the context of the EU funded HOME project (Higher education Online: MOOCs the European way), a research initiative was undertaken to identify opportunities and threats of the MOOC movement for European higher education institutions. Three sources of data were gathered and analysed. Opportunities and threats were categorized into two levels. The macro level comprises issues related to the higher education system, European context, historical period, and institutional concerns. The micro level covers aspects related to faculty, teachers, and courses, thus to the operational level. The main opportunities discovered were: the ECTS as a robust system for formal recognition of accomplishments in MOOCs; the trend for institutional collaboration, stimulated by EU-funded programs; and the many innovative and alternative pedagogical models used in MOOCs published in Europe. The main threats mentioned were: implementation problems of the ECTS, difficulties in bridging non/informal and formal education; and too ...