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.

Mandatory

Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278.
Koul, R., Wang, T., & Yu, H. (2022). Artificial Intelligence in Education: Emerging Technologies, Models and Applications. E. C. Cheng (Ed.). Springer.
Sijing, L., & Lan, W. (2018, August). Artificial intelligence education ethical problems and solutions. In 2018 13th International Conference on Computer Science & Education (ICCSE) (pp. 1-5). IEEE.
Tavares, L. A., Meira, M. C., & do Amaral, S. F. (2020). Inteligência Artificial na Educação: Survey. Brazilian Journal of Development, 6(7), 48699-48714.
Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence, 3, 100061.

Optional

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.

Note: Notwithstanding the provisions of the assessment, the lecturer reserves the right to request an oral assessment from the student or group in order to validate the knowledge demonstrated in the assignments or tests.

Mandatory

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Optional

S1: Introduction to Online Teaching
- Fundamental concepts
- Online teaching models
- Opportunities and challenges for different education levels
- Learning management systems (LMS)
S2: Instructional Design for Online Courses
- Principles of instructional design
- Structuring online courses
- Learning objectives and evidence in the online context
- Synchronous and asynchronous activities
- Selection of digital resources
S3: Online Teaching and Learning Strategies
- Active learning online
- Collaboration in virtual environments
- Adapting learning paths
- Motivation and engagement techniques
- Virtual learning communities
S4: Online Communication and Tutoring
- Online interaction
- Role of the tutor
- Student support strategies
- Communication and collaboration tools
S5: Assessment in Online Contexts
- Types of assessment and online feedback
- Authentic assessment methods
- Digital tools for assessment
- Challenges
- Accessibility and inclusion in online assessment

Project assessment, according to the General Regulation for Assessment of Knowledge and Competences at ISCTE:

1. Participation in discussion forums throughout the semester, in accordance with the criteria established for each activity, accounts for 20% of the final grade, with a minimum grade of 7.5 out of 20. Each module includes forum activity contributing to this assessment component. This component is assessed individually.

2. Project, to be carried out in groups:
- Report presenting the theoretical framework of the project (20%) and the corresponding group oral discussion (10%), accounting for a total of 30% of the final grade, with a minimum grade of 7.5 out of 20.
- Practical application through the development of an online course (40%) and the corresponding group oral discussion (10%), accounting for a total of 50% of the final grade, with a minimum grade of 7.5 out of 20.

The instructor reserves the right to conduct an additional oral assessment whenever deemed necessary to clarify any questions regarding the submitted assessment components.

The final average grade must be 9.5 out of 20 or higher. This course unit does not include assessment by final examination.

Mandatory

Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. ISBN: 978-0-9952692-7-9
Conrad, D., & Openo, J. (2019). Estratégias de avaliação para a aprendizagem online. São Paulo: Artesanato Educacional. ISBN: 9781771992329
Monteiro, A., & Moreira, J. A. (2012). Ensinar e aprender online com tecnologias digitais. Porto Editora. ISBN: 9789720349644
High Quality Online Courses: How to Improve Course Design & Delivery for your Post-Secondary Learners, by University of Waterloo; Queen's University; University of Toronto; and Conestoga College, CC-BY-NC-SA 4.0

Optional

Salmon, G. (ed). (2013). E-Tivities: The Key To Active Online Learning. ISBN: 9780203074640
Miranda, G. L. (Ed.). (2009). Ensino online e aprendizagem multimédia. Relógio d’Água Editores. ISBN: 9789896411411
Muramatsu, B. and Ludgate, H. Authors and Contributors: Adams Becker, S., Caswell, T., Jensen, M., Ulrich, G., and Wray, E. (2014). Online Course Design Guide. Cambridge, Massachusetts: Massachusetts Institute of Technology. https://dltoolkit.mit.edu/online-course-design-guide/

P1 — Cognitive foundations: multimedia, learning and instruction; rote and meaningful learning; memory/cognition; dual coding; cognitive load; Cognitive Theory of Multimedia Learning; verbal and pictorial processing.
P2 — Multimedia design: evidence-based principles; cognitive load management; instructional models; alignment between objectives, content, activities and assessment; pedagogical effectiveness.
P3 — Development of Digital Educational Resources: audience/context; relationship between objectives and resources; combination of text, images, audio, video, animation; planning, prototyping, development, testing and review; digital tools.
P4 — Interactivity and gamification: control, navigation and feedback; games and gamification; elements, mechanics and dynamics; gamified experiences.
P5 — Inclusion, assessment and ethics: usability, accessibility and UDL; adaptation to needs; pedagogical, technical and communication quality assessment; data protection, privacy and copyright.

Assessment in the course unit takes place throughout the semester and includes individual and group components, each accounting for 50% of the final grade. Individual assessment comprises participation in a forum (10%), a knowledge test (10%), a critical analysis of a multimedia educational resource (20%) and an individual reflection on the project developed (10%). Group assessment includes a collaborative design challenge (10%) and the development of a final project (40%).
Together, the different components assess students’ understanding of the foundations of multimedia learning, their ability to critically analyse existing resources, and their application of the principles studied to the design, development and evaluation of multimedia educational solutions. The individual reflection also enables assessment of each student’s contribution, learning, and ability to analyse the group work process.
To pass the course unit, students must obtain a final grade of at least 9.5 on a scale from 0 to 20. A minimum grade of 7.5 is also required in the knowledge test, the individual critical analysis and the final project. All work must comply with the standards of authorship, academic integrity and referencing. No final examination is available for grade improvement.

Mandatory

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. New York: The National Academies Press.
(http://www.nap.edu/openbook.php?isbn=0309070368)
Mayer, R. E. & Fiorella, L. (2022). The Cambridge Handbook of Multimedia Learning (3rd ed.). New York: Cambridge University Press.
Mayer, R. E. (2009). Teoria Cognitiva da Aprendizagem Multimédia. In Miranda, G. (Ed.), Ensino Online e Aprendizagem Multimédia. (pp. 207-237). Lisboa: Relógio D’Água.
Mayer, R. E. (2021). Multimedia Learning (3rd ed). New York: Cambridge University Press.
Miranda, G.L, Rafael, M., Melo, M., Costa, J.M., & Pontes, T.B. (2021). 4C-ID model and cognitive approaches to instructional design and technology: emerging research and opportunities. Hershey PA, USA. IGI-Global.
Oliveira, A. (2009). Medida e Avaliação da Carga Cognitiva em Ambientes Multimédia. In Miranda, G. (Ed.), Ensino Online e Aprendizagem Multimédia. (pp. 327–351).

Optional

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 the semester, 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.
A minimum attendance of no less than 2/3 of the classes is required.

Mandatory

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Optional

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