Carlos Serrão

LO1: Understand the fundamental concepts of cybersecurity and the main threats in the school context.
LO2: Identify the risks and vulnerabilities associated with the use of digital technologies in teaching and learning.
LO3: Implement appropriate security measures to protect students' personal data and promote privacy.
LO4: Develop action plans for the prevention of cybersecurity incidents and response to potential attacks.
LO5: Raise awareness about the importance of cybersecurity among students, teachers, and parents/guardians.

P1: Introduction to Cybersecurity
- Basic concepts
- Common cyber threats
- Impact in the school context.
P2: Protection of Personal Data
- Data protection legislation
- Safe practices for collecting and storing student information.
P3: Security in Virtual Learning Environments
- Risk identification
- Implementation of security measures in educational platforms.
P4: Prevention of Cyber Attacks
- Strategies for prevention and detection of security incidents.
P5: Cybersecurity Education
- Promotion of cybersecurity awareness in the school community
- Strategies to engage students in good cybersecurity practices.

Assessment will be based on projects, following the General Regulation for Evaluation of Knowledge and Competences at Iscte:
- Participation in 8 tasks, responding to the criteria specified by the instructor, will account for 35% of the final grade, with a minimum passing grade of 7.5. The tasks will involve submitting activities and participating in moderated discussion forums.
- The first part of the project (cybersecurity action plan for a school context) and its group oral discussion will carry a weight of 35% in the final grade, with a minimum passing grade of 7.5.
- The second part of the project (educational guide on cybersecurity for students) and its individual oral discussion will contribute 30% to the final grade, with a minimum passing grade of 7.5.
The final average must be equal to or higher than 9.5.

Nelson Ribeiro Jorge

LO1: Discuss the fundamental concepts of digital learning and differentiate between traditional teaching and digital teaching, reflecting on their challenges and opportunities.
LO2: Compare the characteristics, potentials, and limitations of different pedagogical models for digital teaching.
LO3: Plan online subjects using instructional design processes and constructive alignment.
LO4: Create interactive, engaging, and meaningful learning activities.
LO5: Research, evaluate, and select open digital resources.
LO6: Distinguish types of online assessment strategies.
LO7: Develop an online subject in a virtual learning environment, using digital technologies to support self-regulated learning and promote collaborative learning among learners.
LO8: Identify the roles of an online tutor.
LO9: Develop a tutoring plan that provides timely and targeted guidance and assistance to learners, utilizing digital platforms.

P1: Introduction to Digital Didactics
- Fundamental concepts
- Traditional teaching vs. online teaching
- Challenges and opportunities of digital teaching
P2: Models of Digital Teaching
- Interactions in online contexts
- Self-regulated, adaptive, and collaborative learning
- Learning communities
P3: The Instructional Design Process
- Instructional design models
- Revised Bloom's Taxonomy
- Constructive alignment and active learning methodologies
- Planning online disciplines and courses
P4: Learning Activities and Digital Resources
- Online teaching and learning strategies
- The e-tivities model
- Open educational resources
P5: Assessment in an Online Context
- Types of assessment and feedback
- Authentic assessment
- Challenges of assessment in an online context
P6: Platforms and Digital Tools for Teaching
- eLearning platforms
- Web tools
- Virtual learning environments
P7: e-Moderation and Online Tutoring
- Online tutoring and the role of the tutor
- Tutoring plan

The UC Digital Didactics will adopt project-based learning as its central teaching and learning methodology, combined with task-based learning and collaborative learning. Throughout the UC, peer tutoring will be promoted, as well as discussion, sharing, and idea generation as strategies to motivate and engage students. This pedagogical approach is aligned with the pedagogical model of ISCTE, as it focuses on knowledge acquisition and skill development, based on progressive tasks, group discussions, and peer collaboration, considering the student as an active agent in their learning process.

Joana Martinho Costa

Luís Manuel Nobre de Brito Elvas

LO1: Understand the basic concepts and fundamentals of artificial intelligence and its application in the field of education.
LO2: Identify the main applications of artificial intelligence in primary and secondary education.
LO3: Explore the advantages and challenges of using artificial intelligence in the teaching-learning process.
LO4: Integrate artificial intelligence tools and resources in the planning and design of educational activities.
LO5: Reflect on ethical and privacy issues related to the use of artificial intelligence in education.

S1: Introduction to Artificial Intelligence (AI) in Education
S2: AI Tools and Resources for Teaching and Learning
S3: Data Analytics and Machine Learning
S4: Ethics and Privacy in the Use of AI in Education

Assessment through projects, following the General Regulation of Knowledge and Competence Evaluation at ISCTE:
Individual participation in 10 tasks, addressing the criteria specified by the instructor, accounts for 50% of the final grade, with a minimum passing grade of 7.5. Tasks will include the submission of activities and interventions in moderated discussion forums.
Project involving the application of AI in a predefined educational scenario, followed by a group oral discussion, carries 50% of the final grade, with a minimum passing grade of 7.5.
Students must be present in 2/3 of the synchronous sessions.
The final average must be equal to or higher than 9.5.
The course does not include exam assessment.

Mário Melo

LO1: Understand the principles and cognitive processes in multimedia learning, including cognitive load management and interaction between multimedia elements
LO2: Analyze instructional models using multimedia
LO3: Evaluate the effectiveness of multimedia resources in learning
LO4: Design adapted digital educational resources, aligning them with learning objectives and employing appropriate adaptation strategies
LO5: Create digital educational resources
LO6: Integrate multimedia elements into teaching and engagement strategies
LO7: Effectively incorporate elements optimizing multimedia resources in education
LO8: Apply assessment methods using multimedia elements
LO9: Utilize appropriate strategies for evaluating multimedia projects and presentations

S1: Introduction to Multimedia Learning
-Principles and Cognitive Processes
-Cognitive Load Management
-Interaction between Multimedia Elements
S2: Models
-Instructional Models with Multimedia
-Effectiveness of Multimedia Resources in Learning
S3: Adapted Digital Educational Resources
-Relationship between Learning Objectives and Multimedia Resources
-Strategies for Adapting Multimedia Resources
-Content Creation Tools for Education
S4: Interactive Multimedia and Gamification
-Incorporating Interactivity in Multimedia Resources
-Game-Based Learning
-Gamification
-Educational Games for Different Disciplinary Areas
S5: Optimizing Multimedia Resources in Education
-Inclusion and Accessibility in Multimedia Design
-Universal Design for Learning
-Ethical Considerations in the Use of Multimedia in Education
S6: Assessment with Multimedia Resources
-Formative and Summative Assessment with Multimedia Resources
-Strategies for Evaluating Projects and Multimedia Presentations

Assessment by Project, according to the General Regulation of Assessment of Knowledge and Competencies at ISCTE:
- Participation in 4 challenges in the forum throughout the semester, addressing the criteria set by the instructor, accounts for 20% of the final grade, with a minimum score of 7.5.
- Completion of 4 tasks during the semester: 2 individual and 2 group tasks. Each task and its respective discussion contribute 5% to the final grade, with a minimum score of 7.5. The average of the 4 tasks must be equal to or higher than 9.5.
- First part of the project (foundation) and its group oral discussion weigh 20% of the final grade, with a minimum score of 7.5.
- Second part of the project (application) and its individual oral discussion weigh 40% of the final grade, with a minimum score of 7.5.
The final average must be equal to or higher than 9.5.
The UC does not include assessment by exam.

Paulo Jorge Medeiros Novo Neves

José Miguel Dias

LO1: Understand the basic concepts of Virtual Reality (VR) and Augmented Reality (AR) and identify their potentialities and benefits in the teaching-learning process.
LO2: Analyze the applications of VR and AR in the classroom.
LO3: Design Virtual Learning Environments (VLEs) using appropriate tools and resources to adapt and customize curriculum content.
LO4: Apply instructional design strategies to develop immersive experiences in virtual environments.
LO5: Implement VR and AR in the classroom, actively involving students in activities with VR and AR, and evaluating the effects of these experiences on learning.
LO6: Identify the specific challenges of using VR and AR in an educational context, addressing issues of accessibility, infrastructure, and costs.
LO7: Explore future perspectives and trends in VR and AR in education, promoting critical reflection on the role of these technologies in the education of the future.

S1: Introduction to Virtual Reality (VR) and Augmented Reality (AR) in Education
-Basic concepts of VR and AR
-Potentials and benefits in teaching and learning
-Applications in the classroom
S2: Creation of Virtual Learning Environments (VLE)
-Tools and resources for developing VLEs
-Integration of curriculum content into VLEs
-Instructional design for immersive experiences
S3: Development of Educational Resources with VR and AR
-Building scenarios and simulations
S4: Implementation and Use of Virtual Reality and Augmented Reality in the Classroom
-Strategies for integrating AR and VR in educational activities
-Student participation and engagement in VR and AR activities
-Effects on the teaching and learning process
-Assessment strategies using immersive experiences
S5: Challenges of Virtual Reality and Augmented Reality in Education
-Specific challenges of VR and AR in the classroom
-Accessibility, infrastructure, and costs
-Future perspectives and trends in VR and AR in education

Assessment will be conducted through project-based evaluation, following the General Regulation for Assessment of Knowledge and Competencies at ISCTE.

Participation in 4 forum challenges throughout the semester, responding to the criteria set by the instructor, accounts for 20% of the final grade, with a minimum passing grade of 8.5.
Completion of 4 tasks during the semester: 2 individual and 2 group assignments. Each task and its respective discussion hold a weight of 5% in the final grade, with a minimum passing grade of 8.5.
A project resulting in a lesson plan that integrates Virtual Reality and Augmented Reality, along with an individual oral presentation, constitutes 60% of the final grade, with a minimum passing grade of 8.5.
The overall average must be equal to or higher than 9.5.
The UC does not include exam-based assessment.