Mário Melo

Students must be able to:
LO1. Describe the role of the mnemonic system in multimedia learning;
LO2. Describe the assumptions of the Cognitive Theory of Multimedia Learning (dual channel, limited capacity and active processing);
LO3.Describe and apply the 5 processes of the Cognitive Load Theory of Multimedia Learning;
LO4. Interpret the way in which human beings process information from images, narrated and printed words;
LO5. Define cognitive load and distinguish the different types;
LO6. Know strategies to efficiently manage cognitive load;
LO7. Plan a multimedia project starting from the definition of objectives, resources and scheduling and task management;
LO8. Develop prototypes detailing navigation schemes and content;
LO9. Test and validate a multimedia product.

PC1. Memory concepts:
* work
* long term
* interaction between MT and MLP
* learning (cognitivist perspective)
PC2. Concepts of:
* Communication
* Multimedia
PC3. Multimedia Learning Theory
PC4. Multimedia Learning Process
PC5. Principles of multimedia learning
PC6. Cognitive Load Theory
PC7. Multimedia presentations
PC8. Educational videos according to Multimedia Learning Theory
PC9. Design, production and evaluation of multimedia projects in an educational context

Students decide by the 2nd class the method of assessment for the 1st period, which can be: assessment throughout the semester or final exam. In the assessment modality throughout the semester, a minimum attendance of no less than 2/3 of classes is required.
In the assessment modality throughout the semester (1st season) students carry out:
- several individual tasks (20%) with a minimum grade of 8.5
- an individual written test (20%)
- a final group project (60%)
In the final exam modality (available for the 1st season, 2nd season and special season), the final exam corresponds to 100% of the final grade.

Thiago Bessa Pontes

Duarte de Almeida

By the end of this course unit, the student should be able to:
LO1: Apply fundamental programming concepts.
LO2: Create procedures and functions with parameters.
LO3: Understanding the syntax of the Python programming language.
LO4: Develop programming solutions for problems of intermediate complexity.
LO5: Explain, execute and debug code fragments developed in Python.
LO6: Interpret the results obtained from executing code developed in Python.
LO7: Develop programming projects.

PC1. Integrated development environments. Introduction to programming: Logical sequence and instructions, Data input and output.
PC2. Constants, variables and data types. Logical, arithmetic and relational operations.
PC3. Control structures.
PC4. Lists and Lists of Lists
PC5. Procedures and functions. References and parameters.
PC6. Objects and object classes.
PC7. File Manipulation.
PC8: Graphical Interface.

The course follows a project-based continuous assessment model throughout the semester due to its highly practical nature, and does not include a final exam.

The student is evaluated according to the following parameters:
A1 (30% of the final grade): Learning Tasks validated by teachers, with a minimum grade of 8 points on the average of the tasks. There are 10 learning tasks and the 8 best grades count.

A2 (70% of the final grade): Mandatory Group Project (maximum 3 members) with theoretical-practical discussion (Delivery: 30%, Practical-oral: 40% with a minimum grade of 8). Component A2 has a minimum score of 9.5 points.

Students who do not achieve the minimum grade will have the opportunity to complete a 100% Practical Project with an oral discussion.

Minimum attendance of no less than 2/3 of classes is required.

Margarida Santos

LO1: To know the main concepts related to Learning Psychology.
LO2: To understand the main psychological processes associated with academic success as well as learning difficulties.
LO3: To analyze the teaching-learning process in the light of theoretical proposals from Learning Psychology.
LO4: To explore the school context as a primary field of intervention for Learning Psychology.

CP1: Introduction to Learning Psychology
CP2: Concepts of Learning Psychology and Object of Study
CP3: Main Theories of Learning Psychology:
(Behaviorism, Cognitivism, Humanism, Socio-constructivism, and Connectivism)
CP4: Conceptions of Memory in Learning
CP5: Applications of Memory in Educational Practices
CP6: Concept of Motivation
CP7: Motivational Guidance of Students for Learning
CP8: Strategies to Promote Motivation for Learning
CP9: Learning Strategies in the School Context
CP10: Learning Difficulties
CP11: Learning Psychology and Bullying

Evaluation throughout the period:

Individual class participation - weighted at 10%, requiring a minimum attendance of at least 2/3 of the classes.
Completion of 4 mini-tests (one at the end of each module), each representing 10% of the final grade and requiring a minimum grade of 7.5 out of 20 for each mini-test.
Completion of a group project, representing 50% of the final grade, with a minimum grade of 8 out of 20.

The average of the assessments must be equal to or greater than 9.5 out of 20.

Evaluation through an exam (available in Period 1 by student choice, Period 2, and Special Period) - weighted at 100%, minimum grade of 9.5 out of 20 or higher.

Joana Martinho Costa

LO1. Differentiate between direct and indirect teaching methods
LO2. Develop learning objectives based on content and desired outcomes
LO3. Establish learning goals and outcomes from overarching questions
LO4. Identify evidence of learning
LO5. Implement active and blended learning strategies
LO6. Apply classroom observation methods
LO7. Categorize types of feedback
LO8. Create and adapt teaching strategies considering diverse individual and collective student needs

S1. Introduction to direct and indirect teaching methods
S2. Learning objectives
S3. Learning goals and outcomes
S4. Evidence of learning
S5. Active learning
S6. Articulation of teaching strategies
S7. Classroom observation methods
S8. Feedback
S9. Organization of the teaching-learning process

Season 1: Until the second class, the student chooses whether to be assessed throughout the semester or examination. A minimum attendance of no less than 3/4 of classes is required.
Assessment throughout the semester: Tasks (5%), with a minimum grade of 9.5, Case Study Report (60%) with a minimum grade of 9.5, and Test (35%) with a minimum grade of 8.5.
Examination Assessment: Exam (100%) with a minimum grade of 9.5.
Season 2: Exam (100%) with a minimum grade of 9.5.
Special Season: Exam (100%) with a minimum grade of 9.5.

Thiago Bessa Pontes

The objective of the UC is to develop a technological project in line with the scope of the Course. Contact will be established with project planning considering the main phases: Requirements analysis, development, partial tests and final tests and changes. Contact with laboratory equipment and tools is one of the goals for designing a software, hardware or both project.

I. Introduction to technological innovation along the lines of Europe
II. Planning a technological project and its phases
III. Essential aspects for the development of a project
IV. Definition of material resources
V. Budget of a project
VI. Partial and joint Test Plan
VII. Presentation of a technological project
VIII. Technological project demonstration
IX. Preparation of Technical Report

Periodic grading system:
- Group project: first presentation: 30%; second presentation and exibithion: 40%; final report: 30%. The presentations, demonstrations and defence are in group.

Paulo Jorge Medeiros Novo Neves

OA1 - Understand basic concepts of composition, structure and construction of graphic elements.
OA2 - Understand the differences between vector image and bitmap image.
OA3 - Mastering basic rules of graphic communication.
OA4 - Mastering techniques and tools for producing vector graphics.
OA5 - Mastering techniques and tools for bitmap image production.
OA6 - Be able to create, process or manipulate a graphic image.
OA7 - Master text formatting techniques.
OA8 - Be able to combine image and text in order to create a graphic element.
OA9 - Mastering techniques for constructing a graphic narrative.
OA10 - Know and apply different formats when exporting graphic elements.
OA11 - Mastering basic concepts of web design and publishing images online.

CP1. Composition, structure and construction of the graphic form.

CP2. Vector Drawing:
- Principles and concepts;
- Drawing tools and techniques;
- Text formatting. Principles of composition and typographic rigor;
- Construction and use of grids;
- Use of vector elements.

CP3. Bitmap Painting:
- Basic notions and concepts (pixel);
- Image size, resolution and compression;
- Image Modes - Use and mastery of color channels;
- Tools and techniques for painting and drawing;
- Image creation, manipulation and treatment;
- Creation of synthetic and simulation images;
- Text composition (?Bitmap Text? vs ?Vector Text?).

CP4. Creation of static Digital Educational Resources:
- Composition of the graphic narrative in an educational and training context: relationship between concept, image, text and support;
- Graphic elements in educational interventions.

Assessment will be continuous, implying a minimum presence of 75% in class, with students being assessed in different dimensions, according to their involvement in the work production processes, the interest shown in the various subjects and their capacity to produce the various contents that must be requested throughout the UC. The final grade results from the weighting: 80% projects + 15% engangement in activities + 5% presence in classes.

Joao Paulo Henriques

LO1: Understand the main theories, concepts, and issues related to Work, Organizations, and Technology;
LO2: Understand the main processes of the digital transition directly related to the world of work and its organizations;
LO3: Analyze the multiple social, economic, and political implications brought by the digital transition;
LO4: Explore cases, strategies, and application methods to understand the real impacts of the digital transition on professions, companies, and organizations.

PC1. Is work different today than it was in the past?
PC2. What rights and duties in the world of work?
PC3. How has theory looked at technology?
PC4. What digital technologies are changing work?
PC5. What future for work?
PC6. Is artificial intelligence really that intelligent?
PC7. Where does precariousness begin and end?
PC8. Who is to blame when the machine makes a mistake?
PC9. Do digital technologies change the relationship between unions and companies?
PC10. What digital transformation in Portugal?

Continuous assessment throughout the semester:
Each student will conduct a Flipped Classroom session, which represents 20% of the final grade.

Individual work accounting for 35% of the final grade.

Group work accounting for a total of 35% of the final grade (10% for the group presentation and 25% for the written work).

Attendance and participation in classes represent 10% of the final grade. A minimum attendance of no less than 2/3 of the classes is required.

Each assessment element must have a minimum grade of 8. The final average of the various elements must be equal to or greater than 9.5.

Examination evaluation (1st Period if chosen by the student, 2nd Period, and Special Period): in-person exam representing 100% of the final grade with a minimum grade of 9.5.

Paulo Henrique Contente Rocha

LG1 Represent points and vectors and calculate distances.
LG2 Perform operations with vectors and identify the relative position of planes and lines.
LG3 Determine equations of the line and the plane.
LG4 Calculate and interpret the inner and cross products between vectors.
LG5 Parametrising curves and calculating normal and tangent vectors.
LG6 Identify the different conics and make its representation.
LG7 Understand the properties of triangles and apply them to solve problems.
LG8 Distinguish between population and sampling and classify variables.
LG9 Represent and analyse data and apply and interpret statistical measures.
LG10 Apply statistical inference measures and hypothesis tests.
LG11 Understand and apply the concept of distribution.
LG12 Acquiring skills in problem solving contextualized in topics of the course.
LG13 Articulate the different approaches of the contents: graphical, numerical and algebraic.

PC1 Points and vectors in the plane and in space
PC2 Distance between two points and from a point to a line. Planar sections and spherical surface. Measures
PC3 Vectors and operations. Inner product. Parallelism and perpendicularity of vectors. Relative position of lines and planes
PC4 Vector director and equation of a line
PC5 Cross product. Vector normal to a plane and equations of the plane
PC6 Parametrization of curves in plane and in space. Normal and tangent vectors to a curve. Intersection of curves. Polar coordinates
PC7 Conics (parabolas, hyperbolas, circles and ellipses) and study of triangles
PC8 Quantitative and qualitative variables in statistics. Data grouped into classes
PC9 Relative and absolute frequencies. Measures of location. Dispersion parameters. Correlation coefficients
PC10 Basic concepts in inferential statistics. Estimation. Confidence intervals
PC11 Hypothesis testing
PC12 Random variable and probability distributions (normal, Student's t, chi-square).

Approval with a mark of not less than 10 (scale 1-20) in one of the following modalities:
- Periodic assessment: 2 assessment tests (T1 and T2) (25% each) + weekly exercises (10%) + final test (FT) taken on the date of the first exam (40%).
The average mark for the tests ( (T1+T2)/2 ) is at least 7.0.
The final test (FT) has a minimum mark of 7.0.
or
- Assessment by Exam (100%).

Vitória Albuquerque

After successfully completing the curricular unit, students should be able to:
OA1. Know and become familiar with different data formats.
OA2. Understand a complete data analysis cycle.
OA3. Know how to perform exploratory data analysis using R.
OA4. Know how to model a set of data.
OA5. Implement a data analysis solution to study a specific problem.

CP1. Introduction to Data Analysis
CP2. Introduction to R and RStudio
CP3. Knowledge of problems in data analysis, application examples
CP4. The complete cycle of data analysis
CP5. Data and data formats
CP6. Data preparation
CP7. Odds; descriptive statistics of data and exploratory data analysis
CP8. Data visualization
CP9. Modeling and machine learning of data models
CP10. Model evaluation methods
CP11. Reporting and publishing results

The assessment in the 'over the semester' format is based on two individual tests: a mid-term test and another at the end of the semester (20% each), and a group project (maximum of 3 students) with the preparation of two reports (20% each) and an oral presentation (20%) to be carried out by the group and this is graded individually.

A minimum attendance of at least 2/3 of the classes is required (students may miss 4 classes out of 12).

The Final Exam is a written, individual, closed-book exam covering all the material. Those who have not successfully completed the assessment throughout the semester, with an average grade higher than or equal to 10 (out of 20), take the final exam in period 1, 2 or special.

LO1. Develop specific oral communication skills for public presentations.
LO2. Know and identify strategies for effective use of the vocal apparatus.
LO3. Identify and improve body expression. LO4. Learn performance techniques.
The learning objectives will be achieved through practical and reflective activities, supported by an active and participatory teaching method that emphasizes experiential learning. The knowledge acquired involves both theatrical theory and specific oral communication techniques. Students will learn about the fundamentals of vocal expression, character interpretation and improvisation, adapting this knowledge to the context of public performances.

PC1. Preparing for a presentation.
PC2. Non-verbal communication techniques.
PC3. Voice and body communication, audience involvement. PC4. Presentation practice and feedback. The learning objectives will be achieved through practical and reflective activities, supported by the active and participatory teaching method which emphasizes experiential learning. Classes will consist of activities such as: Theatrical experiences and group discussions; Practical activities; Presentations and exhibitions of autonomous work; Individual reflection.

The assessment of the Public Presentations with Theatrical Techniques course aims to gauge the development of students' skills in essential aspects of public presentations. The assessment structure includes activities covering different aspects of the experiential learning process involving both theatrical techniques and specific communication techniques.
Assessment throughout the semester includes activities covering different aspects of the process of preparing a public presentation, including group and individual work activities:
Group activities (50%) [students are challenged to perform in groups of up to 5 elements, made up randomly according to each activity proposal].
1-Practical Presentations: Students will be assessed on the basis of their public presentations throughout the semester:
Description: each group receives a presentation proposal and must identify the elements of the activity and act in accordance with the objective.
The results of their work are presented in class to their colleagues (Time/group: presentation - 5 to 10 min.; reflection - 5 min.). Assessment (oral): based on active participation, organization of ideas and objectivity in communication, vocal and body expression, the use of theatrical techniques and performance. Presentations may be individual or group, depending on the proposed activities.
Individual activities (50%)
1-Exercises and Written Assignments (Autonomous Work):
Description: In addition to the practical presentations, students will be asked to carry out exercises and written tasks related to the content covered in each class. These activities include reflecting on techniques learned, creating a vision board, analyzing academic objectives, student self-assessment throughout the semester, answering theoretical questions and writing presentation scripts.
Assessment: (Oral component and written content), organization, content, correct use of the structure and procedures of the autonomous work proposed in each class, ability to answer questions posed by colleagues and the teacher. Communication skills and the quality of written work will be assessed, with a focus on clarity of presentation. These activities will help to gauge conceptual understanding of the content taught.
There will be no assessment by final exam, and approval will be determined by the weighted average of the assessments throughout the semester.
General considerations: in the assessment, students will be given feedback on their performance in each activity.
To complete the course in this mode, the student must attend 80% of the classes. The student must have more than 7 (seven) points in each of the assessments to be able to remain in evaluation in the course of the semester.

LO1. Acquiring knowledge about the fundamentals and stages of the Design Thinking process
LO2. Develop skills such as critical thinking, collaboration, empathy and creativity.
LO3. To apply Design Thinking in problem solving in several areas, promoting innovation and continuous improvement.

S1. Introduction to Design Thinking and Stage 1: Empathy (3h)
S2. Steps 2 and 3: Problem Definition and Ideation (3h)
S3. Step 4: Prototyping (3h)
S4. Step 5: Testing and application of Design Thinking in different areas (3h)

Semester-long Assessment Mode:

• Class participation (20%): Evaluates students' presence, involvement, and contribution in class discussions and activities.

• Individual work (40%): Students will develop an individual project applying Design Thinking to solve a specific problem. They will be evaluated on the application of the stages of Design Thinking, the quality of the proposed solutions, and creativity.

• Group work (40%): Students will form groups to develop a joint project, applying Design Thinking to solve a real challenge. Evaluation will be based on the application of the steps of Design Thinking, the quality of the solutions, and collaboration among group members.

To complete the course in the Semester-long Assessment mode, the student must attend at least 75% of the classes and must not score less than 7 marks in any of the assessment components. The strong focus on learning through practical and project activities means that this course does not include a final assessment mode.

LO1. Know the structure, language and ethical and normative (APA) procedures for writing academic texts.
LO2. Learn how to use generative models to write academic texts.
LO3. Discuss procedures for the analysis, relevance and reliability of data generated by AI.
LO4. Recognize the ethical implications of using generative AI in an academic context. The learning objectives will be achieved through practical and reflective activities such as:
- Group discussions;
- Analysis of texts;
- Oral defense;
- Practical exercises.

CP1. Introduction: academic writing and generative models:
- Understanding how Generative Artificial Intelligence works: the path towards using generative AI in the academic environment.
CP2. Procedures for planning and constructing argumentative texts with the help of AI:
- Identifying the possibilities and hallucinations in the answers produced by Generative AI.
CP3. Critical analysis of texts produced: identifying and referencing data sources and analyzing their relevance to the objectives of academic work:
- Exploring the possibilities of data validation and the potential use of Generative AI tools in the production of academic papers.
CP4. Opportunities and risks of using AI: good practice guide for accessing, sharing and using Generative AI in an academic context:
- Understand the dynamics in responsible and ethically committed use when carrying out academic work with Generative AI tools.

The assessment of the course aims to gauge the development of students' skills in the informed use of generative models as an aid to the production of academic work. Assessment throughout the semester includes the following activities:
1.Individual activities (50%)
1.1 Participation in activities throughout the semester (10%).
Description: this component aims to assess each student's specific contribution to the activities carried out.
Assessment: Interventions in the classroom; relevance of the student's specific contributions to the debates.
1.2 Simulations of prompts with AI tools in an academic context (20%).
Description: the student must create a clear/justified, well-structured prompt, according to the script proposed by the teacher in class.
Assessment: (submit on moodle), communication skills and teamwork based on the quality of the prompt simulations carried out.
1.3 Oral Defense - group presentation - 5 minutes; debate - 5 minutes (20%).
Description: Each student must present their contributions to the work carried out to the class.
Evaluation: after the student's presentation, there will be a question and answer session.2. group activities (50%)
[students are organized in groups of up to 5 elements, constituted randomly]
2.1 Group presentations, revisions, editing and validation of content produced by AI (20%):
Description: Formation of working groups to review and edit the texts, using the generative models.
Evaluation: (submit to moodle), collection of relevant information, clarity and the innovative nature of the use of properly structured promts.
2.2 Development of strategies for reviewing, editing and validating content produced by AI (10%).
Description: At the end of each stage of the activity, students will have to promote critical evaluations by reflecting on the ethical challenges of integrating AI into an academic environment.
Evaluation: (submit on moodle), work will be corrected and evaluated based on accuracy and compliance with the quality of revisions, edits and the participation of students in the feedback provided to colleagues.
2.3 Final Project Presentation Simulations (20%):
Description: the groups choose a topic and create a fictitious project following the structure of a technical report or scientific text, making a presentation of their project in class (5 minutes) and debating the topic (5 minutes).
Evaluation: (submit on moodle): organization, content, correct use of the structure and procedures of academic work.
General considerations: feedback will be given during the semester. The student must have more than 7 (seven) points in each of the assessments to be able to remain in evaluation in the course of the semester.

Manuel João da Silva Oliveira

At the end of the learning unit, the student must be able to: LG.1. Understand entrepreneurship; LG.2. Create new innovative ideas, using ideation techniques and design thinking; LG.3. Create value propositions, business models, and business plans; LG.5. Develop, test and demonstrate technology-based products, processes and services; LG.6. Analyse business scalability; LG.7. Prepare internationalization and commercialization plans; LG.8. Search and analyse funding sources

I. Introduction to Entrepreneurship;
II. Generation and discussion of business ideas;
III. Value Proposition Design;
IV. Business Ideas Communication;
V. Business Models Creation;
VI. Business Plans Generation;
VII. Minimum viable product (products, processes and services) test and evaluation;
VIII. Scalability analysis;
IX. Internationalization and commercialization;
X. Funding sources

Periodic grading system: - Group project: first presentation: 30%; second presentation: 30%; final report: 40%.

Nelson Ribeiro Jorge

The Training Management course will adopt a student-centered teaching method through project-based learning, combined with individual task-based learning. In the group work, higher-level skills are promoted, such as analyzing, creating, and evaluating a digital training project. By the end of the course, students will be able to:
LO1: Characterize different training types, modalities, and products
LO2: Identify qualification systems and competency frameworks
LO3: Conduct a training needs assessment
LO4: Design a training program based on the needs assessment of an organization or market
LO5: Develop technical and pedagogical tools for training facilitation
LO6: Produce digital content for training
LO7: Plan, execute, and evaluate training

S1: Training Concepts, Types and Modalities
S2: Digital Training: Tools and Platforms
S3: Qualification Systems and Competency Frameworks
S4: The Training Cycle
S5: Training Accreditation: Standards and Certification

A1: Individual tasks throughout the semester, following the criteria defined by the instructor, account for 20% of the final grade, with a minimum passing grade of 7.5.
A2: Assessment by project, following the General Regulation for the Assessment of Knowledge and Competencies at ISCTE, which includes a report that justifies all stages of the training cycle. The group Project carries a weight of 60% in the final grade, with a minimum passing grade of 7.5. Individual discussion of the project on the regular period counts for 20% of the final grade, with a minimum passing grade of 7.5.
Minimum attendance of no less than 3/4 of classes is required.

Second and Special Period: Individual project (60%) and following discussion (40%), with a minimum passing grade of 7.5 in each component.

The final average grade must be equal to or higher than 9.5.
There is no exam assessment in this course unit.

João Pedro Pavia

At the end of this course, the student should be able to:
LO1. Understand cybersecurity in its different perspectives
LO2. Understand the main security challenges and threats that organisations and users have to face;
LO3. Introduce the legal, ethical and strategic context of information security
LO4. Identify and manage information security risk;
LO5. Know and apply appropriate security technologies for risk mitigation;
LO6. Know mechanisms for the management and maintenance of information security environments.

SC1. Introduction to Cybersecurity: main components; cybersecurity pillars; cybersecurity frameworks.
SC2. Information Security Planning and Legal and Ethical Framework
SC3. Principles of Information Security Governance and Risk Management
SC4. Introduction to Information Security Technology: access controls, firewalls, vpns, idps, cryptography and other techniques.
SC5. Physical Security: physical access control mechanisms, physical security planning, among others.
SC6. Information Security Implementation: information security project management; technical and non-technical aspects of information security implementation.
SC7. Personnel Security: personnel security considerations; personnel security practices.
SC8. Maintenance of Information Security.

Assessment throughout the semester:
- Carrying out a set of group projects and activities (60%) throughout the semester.
- Two individual tests (40%) [minimum mark of 6 for each test].
Attendance at a minimum number of classes is not compulsory for the assessment throughout the semester.
Assessment by exam:
For students who opt for this process or for those who fail the periodic assessment process, with 3 seasons under the terms of the RGACC.

Paulo Jorge Medeiros Novo Neves

OA1 - Mastering basic script production techniques.
OA2 - Having the hability to produce a storyboard.
OA3 - Know how to organize information with a view to audiovisual production (photography and video).
OA4 - Master basic image capture techniques.
OA5 - Master several techniques and tools to produce animation and motion design.
OA6 - Being able to produce animated sequences and visual narratives.
OA7 - Develop basic notions of sound capture.
OA8 - Master video editing techniques.
OA9 - Know how to export and publish animated content in different formats and media.

CP1. Introduction to animation and motion design techniques and technologies.
CP2. Basic principles and concepts of animation
- Timeline
- FPS
- Keyframes
- Animation curves
- Modeling and rigging (3D animation)
CP3. Creating animated sequences
CP4. visual narratives
CP5. vector files
CP6. Pre-compositions
CP7. masks
CP8. Motion Tracking
CP9. rendering
CP10. Basic principles of sound capture, video editing and export

Assessment will be continuous, implying a minimum presence of 75% in class, with students being assessed in different dimensions, according to their involvement in the work production processes, the interest shown in the various subjects and their capacity to produce the various contents that must be requested throughout the UC. The final grade results from the weighting: 80% projects + 10% involvement in activities + 10% progression.

Nelson Ribeiro Jorge

By successfully completing this CU, the student will be able to:
LO1. Evaluate and select platforms for management and distribution of educational and training content;
LO2. Install, configure, customize and manage platforms for content management
LO3. Create learning content for distance training and learning courses
LO4. Plan and execute the distance learning courses design within the pedagogical and technical approach
LO5. Organise, construct and implement courses in content/learning management platforms

PC1. Characterization and selection of platforms for management and distribution of learning content
- Learning Management Systems (LMS)
- Content Management Systems (CMS)
- Virtual Learning Environments (VLE)
PC2. Employment of LMS platforms
- Installation
- Configuration
- Management
- Customization
- Content creation and management
PC3. Development of distante learning courses
- Pedagogical design
- Instructional design models
- Planning and development of activities and learning and evaluation resources
PC4. Production and assessment of e-content: context, content, functionality and relevance

Students are evaluated at 100% through a project, that includes a report of all phases, in the following way:
First Period: Group Project (70%) , according to the following steps:
a) Configuration and personalization of a LMS (35%);
b) Design and development of a course (35%);
c) Production of e-content (30%).
Individual discussion in the regular period (30%).
A minimum grade of 7,5 points is required in each phase of the project, including in the final discussion. The total average to pass the CU needs to be equal to or more than 9,5 points.
Minimum attendance of no less than 3/4 of classes is required.

Second and Special Period: individual project (100%)

LO1: Understand the historical context of Computing and HCI (Human-Computer Interaction) and the principles of user-centred Design
LO2: Understand the fundamental perceptive and cognitive characteristics of human beings and their respective limitations that impact HCI design.
LO3: Create empathy with the user (needs, goals, current and desired tasks, problems). Requirements based on collected data.
LO4: Apply principles and 'golden rules' of HCI design and usability in practical cases
LO5: Apply techniques/rules of visual screen design (WWW and mobility). Create storyboards and low-fidelity (Lo-Fi) and high-fidelity (Hi-Fi) prototypes. Perform ideation and development of the Minimum Viable Product (and its Lo-Fi).
LO6: Design and apply heuristic evaluation with Lo-Fi experts, leading to a new iteration and Hi-Fi development.
LO7: Design experimental studies of the Hi-Fi with end-users and apply usability and task satisfaction metrics based on collected data.

S1: Introduction, Program, and Assessment. Computing and HCI: History, state-of-the-art, and applications
S2: User-centered design process.
S3: User and task analysis. Empathy map. Personas. User "as is" scenarios and journeys. User questions. User requirements.
S4: We, the Humans
S5: Principles and golden rules of interface design. Usability
S6: Visual design of screens (WWW, mobility)
S7: Ideation. Storyboards. Prioritization. Low-fidelity (Lo-Fi) and high-fidelity (Hi-Fi) prototypes of the solution
S8: Deliver a functioning solution. Heuristic evaluation with experts. User evaluation. Statistical analysis of evaluation data. Calculate metrics and iterate the design. Requirements of an MVP (Minimum Viable Product). Elevator Pitch to investors and users

Assessment throughout the semester, not including a Final Exam. Weights:
70% Group lab project work + presentation and discussion
30% Two multiple choice mini-tests
Mandatory minimum attendance in 2/3 of classes
In the second Exam period, mini-tests with a score of ≤7.5 must be retaken. If the student fails the regular period (score <10), is eligible to take the exam in the 2nd or special seasons (30% of the grade). Is mandatory to pass the group project or an equivalent individual project (70%)

Mário Melo

At the end of this course students should be able to:
LO1. Define curriculum and associated dimensions;
LO2. Frame narratives in different theories about the curriculum;
LO3. Understand the role of curriculum agents and structures;
LO4. Describe curriculum development models;
LO5. Apply the principles of curriculum development and curriculum management models;
LO6. Propose curricular innovation measures;
LO7. Plan curriculum evaluation strategies;
LO8. Analyze practical curriculum planning situations in different contexts;
LO9. Plan an investigation in the context of curriculum development;
LO10. Design and apply qualitative data collection instruments (semi-structured interviews).

PC1. Theoretical foundations of the curriculum
- What is the curriculum;
- Dimensions associated with the curriculum;
- Curriculum theories;
- Agents and structures: from local to global.
PC2. Curriculum Development
- What is Curriculum Development?
- Curriculum management;
- Curriculum development models;
- Curricular innovation;
- Curricular Assessment (objectives and objects of assessment, internal/external/mixed, assessment methods and techniques).
PC3. Curricular Planning in Education and Training
- Basic and secondary education;
- Professional education;
- University education.

Students decide by the 2nd class the method of assessment for the 1st period, which can be: assessment throughout the semester or final exam. In the assessment modality throughout the semester, a minimum attendance of no less than 2/3 of classes is required.
In the assement throughout semester modality (1st season) students:
- 2 tests (40%), with a minimum grade of 8.5;
- carry out group research work during the semester (60%).
In the final exam modality (available for 1st and 2nd season and special season), the in-person final exam corresponds to 100% of the final course grade.

Pedro Sebastião

At the end of this UC, the student should be able to:
LG.1. Present the image of the product/service in a website
OA.2. Present the image of the product/service in social networks
OA.3. Describe functionalities of the product/service
OA.4. Describe phases of the development plan
OA.5. Develop a prototype
OA.6. Test the prototype in laboratory
OA.7. Correct the product/service according to tests
OA.8. Optimize the product/service considering economic, social, and environmental aspects
OA.9. Adjust the business plan after development and tests, including commercialization and image
OA.10. Define product/service management and maintenance plan

I. Development of the product/service image
II. Functionalities of the product/service
III. Development plan
IV. Development of the product/service (web/mobile or other)
V. Revision of the business plan
VI. Management and maintenance of the product/service
VII. Certification plan
VIII. Intellectual property, patents, and support documentation
IX. Main aspects for the creation of a startup - juridical, account, registry, contracts, social capital, obligations, taxes

Periodic grading system:
- Group project: first presentation: 30%; second presentation: 30%; final report: 40%. The presentations, demonstrations and Defence are in group.

José Farinha

LO 1 Explain what databases and information systems are, characterising them in terms of both technology and their importance to organisations.
LO 2. formally represent information requirements by drawing up conceptual data models.
LO 3 Explain the Relational Model and data normalisation, highlighting their advantages and the situations in which they should be applied.
LO 4 Design relational databases that respond to requirements specified by conceptual data models.
OA 5. build and programme a relational database using the SQL language.
OA 6. manipulate data - i.e. insert, query, alter and delete - using the SQL language.
LO 7. Explain what database administration consists of, why it is necessary and how its most essential tasks are carried out.

S1. Introduction to Information Systems and their role in organisations.
S2. Introduction to Information Systems Analysis with UML: Introduction, requirements analysis, data models, schemas and UML diagrams.
S3. Database Design. Relational Model: relationships, attributes, primary keys, foreign keys, integrity rules, normalisation and optimisations.
S4. SQL Language. Tables, relational algebra, simple queries, subqueries, operators (SELECT, Insert, delete, update), views, indexes, triggers, stored procedures and transactions.
S5. Administration and Security in Database Management Systems (DBMS).

Assessment throughout the semester:

3 individual tests to be taken during the semester (70%)
1 modelling and implementation project (in groups of up to 3 people) (30%)
A minimum grade of 8 out of 20 is required in each test, and completion of the project is mandatory for approval. The minimum project grade is 13 out of 20.
Assessment by exam:

1 written exam, weighted 100%
The minimum passing grade for the course unit is 10 out of 20. Attendance at 2/3 of the scheduled classes is mandatory for approval.

João Miguel Matos

LO1 Frame and understand the main components of the World Wide Web;
LO2 Know and correctly apply the client programming model and the MVC paradigm;
LO3 Use and extend server technologies to develop web applications and services;
LO4 Integrate web applications and services with Database Management Systems;
LO5 Understand the life cycle pipeline of a web project;
LO6 Develop creativity, technological innovation, critical thinking;
LO7 Develop self-learning, peer review, teamwork, oral expression.

S1 Introduction. The history of the Web. Programming languages for the Web; W3C standards.
S2 World Wide Web Architecture. Screen marking with HyperText Markup Language (HTML).
S3 Client-side programming. Structure description (HTML), style sheets (CSS) and dynamic updating of the graphical interface. Input validation; Introduction to client-side security.
S4 Server-side programming. Distribution of static content, dynamic generation of content and MVC design pattern. Services and communication between services. Introduction to server-side security.
S5 Data persistence. Integration with Database Management Systems
S6 Service-oriented web architectures. Web Services and Microservices. Middleware models for the Web. Containerization.

Course with Periodic Assessment, not by Final Exam.
Assessment weights:
- Lab project (in group between 2 and 4), with technical report, individual oral discussion (60%)
- 4 multiple response individual Mini-tests (40%)

A mark below 8 assigns (in average of mini-tests) the student to an exam in normal and/or the appeal period (40% of the mark) in a written test, with the completion and approval of the group project, or an individual project (with technical report and individual oral discussion) is mandatory (60%).

Deborah Macêdo dos Santos

LO1: Distinguish the different types of disabilities and associated characteristics
LO2: Identify Universal Design Principles and Inclusive Design Practices
LO3: Know the main functional challenges of assistive technologies
LO4: Apply accessibility practices to digital content
LO5: Develop accessible and inclusive digital educational resources, depending on the context

S1: Main types of disability: visual, auditory, motor and cognitive
S1.1: Special Education Disabilities
S2: Universal design: principles and applications in learning.
S2.1: Inclusive design practices
S3: Functional challenges of assistive technology
S4: Accessibility applied to digital content: text, audio, complex images, videos, graphics and tables
S4.1: Document conversion, subtitling, audio description, accessible document design.
S5: Accessible and inclusive digital content for web in educational context: definition of usability goals and measures, content control, writing of customized accessible components

First Period: At the beginning of the semester, the student chooses whether he/she wants to be assessed in the form of assessment throughout the semester or assessment by exam.
Assessment throughout the semester: Project with partial submissions and respective discussion (70%), with a minimum grade of 9.5 on average for the project submissions, and attendance (30%), with a minimum grade of 8.5. In the assessment model throughout the semester, a minimum attendance of no less than 3/4 of the classes is required.
Assessment by Exam: Exam (100%), with a minimum grade of 9.5
Second Period: Exam (100%), with a minimum grade of 9.5
Special Period: Exam (100%), with a minimum grade of 9.5

Joana Martinho Costa

At the end of the course, the student should be able to:
LO1: Apply co-creation methodologies in the development of innovative triple sustainable projects (with economic, social and environmental value) in organizations.
LO2: Create empathy with the user and his organization (define needs, obstacles, goals, opportunities, current and desired tasks), define the problem and raise the issues addressed by the project.
LO3: Conduct a systematic literature review and competitive landscape analysis (if applicable), related to the identified problem and the issues raised.
LO4: Identify the digital (including data collection), computational and other resources needed to address the problem.
LO5: Apply already consolidated knowledge of project planning, agile management and project development, within the framework of group work.
LO6: Participate in collaborative and co-creation dynamics and make written and oral presentations, in the context of group work.

S1 Co-creation methodologies based on Design Thinking and Design Sprint
C2 Sustainable Development Goals (SDGs) of the United Nations. Creation of value propositions
S3 Presentation of case studies and digital technologies project topics in education (product, service or process)
S4 Selecting the project topic and framing it in the organization
S5 Problem space: creating empathy with the user and his organization, defining the problem and its related issues, considering business requirements, customer and user needs, and technology challenges
S6 Application of a systematic literature review methodology and its critical analysis. Competition analysis (if applicable)
S7 Identification of digital resources (including data collection), computational, and other resources required for project development
S8 Application of agile project management methodologies, appropriate to the group work to be developed by the students of the education area. Communication of results.

Course in periodic assessment, not contemplating final exam, given the adoption of the project-based teaching-learning method applied to real situations. Presentations, demonstrations and discussion will be carried out in groups.
Assessment weights:
R1 Report: Project Topic Definition: 5%.
R2 Report: Empathy with the User and the Organization and Definition of the Problem. Its presentation and group discussion: 40%
R3 Report: Systematic Literature Review and Project Development Planning. Its presentation and group discussion: 55%.

Carlos Miguel Fernandes Francisco

The aim is to introduce the concepts and practical knowledge fundamental to the design and implementation of an analytical information system for an organization:
(LO1) Plan and manage the life cycle of a data warehouse project, logical and physical design;
(LO2) Identify requirements and data sources and design an appropriate dimensional model;
(LO3) Model an Analytical Information System;
(LO4) Design and implement a data extraction, transformation and loading process;
(LO5) Analyze data in a data warehousing system , have an understanding of Business Intelligence and its applicability; what are standard reports and performance indicators ( KPIs );

(CP1) Introduction to Analytical Information Systems (AIS)
(CP2) SQL Review
(CP3) Introduction to Power BI
(CP4) Data Modeling in Power BI
(CP5) Data Analysis with DAX (Data Analysis Expressions)
(CP6) Data Visualization in Power BI
(CP7) ETL Processes
(CP8) Publication of Reports and Dashboards

Assessment in the 'throughout the semester' mode results from two individual tests: a mid-term test and another at the end of the semester (20% each), and group work (maximum 3 students) with the preparation of two reports (20% each) and an oral presentation (20%) to be carried out by the group and this with individual classification.

Minimum attendance of no less than 2/3 of classes is required (students can miss 4 classes out of 12).

The Final Exam is a written, individual, open-book exam covering all the material. Anyone who has not successfully completed the assessment throughout the semester, with an average grade greater than or equal to 10 (out of 20), takes the final exam, in season 1, 2 or special.

Luís Manuel Nobre de Brito Elvas

LO1: To know the definition and areas of AI and Machine Learning
LO2: To know the definition of intelligent agent and its characteristics
LO3: To identify the various components of an Intelligent Tutor System
LO4: To identify and apply the best representation of knowledge in ITS
LO5: To identify and apply the best inference and diagnosis methods
LO6: To identify and apply conversation and recognition methods for student-computer interaction
LO7: To identify and apply forms of Interaction Human - AI for collaboration and tutoring
LO8: To identify methods for the personalization and adaptation of educational content
LO9: To apply IA techniques for the evaluation of the learning process
LO10: Identifying the principles of a responsible and trustworty AI

SC1: Introduction to Artificial Intelligence and Machine Learning
SC2: Introduction to Intelligent Agents
SC3: Intelligent Tutoring Systems
SC3.1: ITS Components
SC3.2: Learner Modeling
SC3.3: Knowledge Representation and Inference
SC4: Conversation Agents and Virtual Tutors
SC5: Human-AI Collaboration
SC6: Intelligent Content Generation and Management
SC7: Analysis of Educational Data
SC8: AI in Education - Ethical and Responsible

Students are evaluated at 100% through the project in the following ways:
Regular Period: Project carried out in groups of students throughout the semester and accompanied by tutoring classes (12 hours) (60%). Individual discussion in the 1st evaluation period (40%).
Repeat and Special Period: individual project (100%)

Joana Martinho Costa

LO1: Correct the user and/or organization problem identified in the Applied Project I course of the 1st semester, developing, in an iterative way, an integrated project with all its components, including requirements gathering, solution prototyping (lo-fi, hi-fi, MVP), and evaluation and field deployment of the innovative solution, regarding product, process or service (PPS).
LO2: Produce design documentation of the PPS innovation solution, including, where applicable, architecture, hardware and software configuration, installation, operation and usage manuals.
LO3: Produce solutions with the potential to be triple sustainable in the field, taking into account the applicable legal framework.
LO4: Produce audiovisual content on the achieved results, to be exploited in several communication channels: social networks, landing page web, presentation to relevant stakeholders, demonstration workshop.

S1 Solution space: ideation of the best technological solution relative to the project, development of user requirements, storyboarding, user/costumer journey, iterative prototyping cycles (low fidelity - lo-fi, high fidelity - hi-fi, minimum viable product - MVP), heuristic evaluation of the solution with experts and evaluation with end users.
S2 Production of solution design documentation, including, where applicable, architecture, technical specifications, hardware and software configuration, installation, operation and use manuals.
S3. Experimental deployment of the solution with the potential to be triple sustainable (with economic, social and environmental value creation), safeguarding the applicable legal framework.
S4. Audiovisual communication on the Web and social networks. Communication in public and its structure. Presentation to relevant actors.
S5. Demonstration in workshop with relevant actors

UC in periodic assessment, not contemplating final exam, given the adoption of the project-based teaching method applied to real situations. Presentations, demonstrations and discussion are carried out in groups.
Evaluation weights:
R1 Solution Ideation Report, with Storyboard, User Journey, User Requirements, Technical Specifications and its audiovisual presentation: 20%.
R2 Solution Prototyping: Lo-fi and Hi-fi Prototypes and Minimum Viable Prototype - MVP (on GitHub), its Demonstration and Evaluation Report: 40%
R3 Solution Design Report with the following elements (if applicable): Architecture (UML Package Diagram, UML Component Diagram), Hardware and Software Configuration, Installation Manual (UML Deployment Diagram, Configuration Tutorial), Operation Manual, User Manual: 20%
R4 Audio-visual presentation of the solution and its demonstration in a Workshop: 20%.

José Paulo Garcia de Castro

After completing this UC, the student will be able to:

LO1. Identify the main themes and debates relating to the impact of digital technologies on contemporary societies;
LO2. Describe, explain and analyze these themes and debates in a reasoned manner;
LO3. Identify the implications of digital technological change in economic, social, cultural, environmental and scientific terms;
LO4. Predict some of the consequences and impacts on the social fabric resulting from the implementation of a digital technological solution;
LO5. Explore the boundaries between technological knowledge and knowledge of the social sciences;
LO6. Develop forms of interdisciplinary learning and critical thinking, debating with interlocutors from different scientific and social areas.

S1. The digital transformation as a new civilizational paradigm.
S2. The impact of digital technologies on the economy.
S3. The impacts of digital technologies on work.
S4. The impact of digital technologies on inequalities.
S5. The impacts of digital technologies on democracy.
S6. The impacts of digital technologies on art.
S7. The impacts of digital technologies on individual rights.
S8. The impacts of digital technologies on human relations.
S9. The impacts of digital technologies on the future of humanity.
S10. Responsible Artificial Intelligence.
S11. The impact of quantum computing on future technologies.
S12. The impact of digital technologies on geopolitics.

The assessment process includes the following elements:

A) Ongoing assessment throughout the semester
A1. Group debates on issues and problems related to each of the program contents. Each group will participate in three debates throughout the semester. The performance evaluation of each group per debate will account for 15% of each student's final grade within the group, resulting in a total of 3 x 15% = 45% of each student's final grade.
A2. Participation assessment accounting for 5% of each student's final grade.
A3. Final test covering part of the content from the group debates and part from the lectures given by the instructor, representing 50% of each student's final grade.
A minimum score of 9.5 out of 20 is required in each assessment and attendance at a minimum of 3/4 of the classes is mandatory.

B) Final exam assessment Individual written exam, representing 100% of the final grade.