The article “The Impact Plan: anticipating the impact of university students’ final projects” by Catarina Lelis (DigiMedia member) was published (2021) in the Design and Technology Education: an International Journal, 26(3), 52-67.

Abstract:

Citation:

Lelis, C. (2021). The Impact Plan: Anticipating the impact of university students’ final projects. Design And Technology Education: An International Journal, 26(3), 52-67.  https://ojs.lboro.ac.uk/DATE/article/view/3035

More information available HERE

Title: Bridging the gap between higher education and labor market by fostering digital skills

Acronim: BACK2BASICS

Funding: Erasmus+ KA210
2021-1-PT01-KA220-HED-000023543 – Cooperation partnerships in higher education

DigiMedia team: Rita Santos, Pedro Beça, Luís Pedro

Main Goal:

Back2Basics aims at addressing digital transformation in the HE system and bringing HE systems and labor markets closer together, working in the enhancement of digital skills in the HEI in order to train more digitally prepared teachers and graduates.

Why?

• Many HE teachers lack ‘digital readiness’
• Many HE teachers not conveying important work-valuable digital skills to their students
• HE students use ICT tools everyday, but not in a professional manner
• Many HE students lack professional digital skills that would enhance their employability profile

What to expect?

• Good Practices on how HEI can get closer to the labor market
• Pilot Programme that will help HE teachers to promote the use in class of ICT tools useful in professional settings
• Multiplier Events to disseminate the project and its results
• One Training Course for HE teachers
• One Training Course for HE students
• Many useful resources on how to be more digitally ready for the labor market

Partners: University of Aveiro, BioLiving, University of Macedonia, Gabinete de Recolocación Industrial

Global funding: 223 082,00€

UA fundings: 72 053,00€

The article “Co-design and Shared Practices: An Overview of Processes of Learning in Nonformal Educational Contexts” by Inês Santos Moura and Vania Baldi was published the Proceedings of the 6th International Conference on Smart Learning Ecosystems and Regional Development – Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education.

Abstract: The present article is an overview that outlines co-design methodology in constructing an informal process of contextually situated and encouraged knowledge. The shared practices are related to emancipation and participation processes that integrate co-design implementation, as is the case of photovoice. On the other hand, the co-design methodology includes strategies and tools that foster digital literacy in a nonformal education context. In this regard, it is intended to reflect how co-design can also produce knowledge about that social context. Participatory methodologies, as co-design, digital literacy, and collaborative learning, are essential tools for promoting digital inclusion. Therefore, “we may say that the anthropological transformations and mediamorphoses are interwoven, reflecting it in the practices of learning, knowledge and in participation in collective life” (Baldi in La comunicación especializada del siglo. McGraw-Hill/Interamericana, p. 591, 2020 [2]). In this context, it is essential to promote an inclusive smart education that will allow individuals to produce, access, and effectively communicate through technological means.

Citation:

Moura I.S., Baldi V. (2022) Co-design and Shared Practices: An Overview of Processes of Learning in Nonformal Educational Contexts. In: Mealha Ó., Dascalu M., Di Mascio T. (eds) Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education. Smart Innovation, Systems and Technologies, vol 249. Springer, Singapore. https://doi.org/10.1007/978-981-16-3930-2_14

More information available HERE

The article “Fostering co-UXers in later age: co-designing a UX toolkit for the senior online community miOne” by Sónia Machado, Liliana Costa, Óscar Mealha, Ana Isabel Veloso and Carlos Santos was published the Proceedings of the 6th International Conference on Smart Learning Ecosystems and Regional Development – Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education.

Abstract: Over the past few years, an increasing dependence of the general population on information and communication technologies has been observed. As such, inclusive and age-friendly design has been of utmost importance to meet the context of every age cohort. Most of the software development projects tend to focus on the assumption relative to the users’ cognitive models, and when addressing senior citizens, these are very likely to have the risk of falling into stereotypes and nonused products. By contrast, involving senior citizens in the early stages of the design process tends to be crucial. The aim of this paper is to identify and validate a codesign process capable of influencing senior citizens’ experience in online communities. One of the elements of the co-design process that is described in the paper is a co-design toolkit to foster positive user experiences when interacting with online communities. The co-design process involved 36 adult learners from five Universities of the Third Age and 2 coordinators, organized into a set of 17 group sessions in the context of the miOne online community. Besides this co-design toolkit, a set of ‘best practices’ for involving the users in the co-design process and implications
on the redesign of a Senior Online Community are proposed.

Citation:

Machado S., Costa L.V., Mealha Ó., Veloso A., Santos C. (2022) Fostering Co-UXers in Later Age: Co-designing a UX Toolkit for the Senior Online Community MiOne. In: Mealha Ó., Dascalu M., Di Mascio T. (eds) Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education. Smart Innovation, Systems and Technologies, vol 249. Springer, Singapore. https://doi.org/10.1007/978-981-16-3930-2_15

More information available HERE

KA220-SCH – Cooperation partnerships in school education

Title: Schools toward the 3E: Etools, Emoderation and EAssessment

Acronim: 3E@Schools

DigiMedia team: Carlos Santos and Luís Pedro

Start: 01-11-2021

Duration: 32 months

Funding: PT01 – Agência Nacional

Abstract: The discovery and the spread of COVID-19 have led many governments to take drastic measures to mitigate its impacts in society. Around the world, teachers and students were forced to migrate the physical learning environment to virtual spaces. Four educational organizations from countries as different as Portugal, Austria, Sweden and Turkey came together to try to better understand and find solutions for the biggest challenges teachers are facing in online teaching focusing on eTools, eModeration and eAssessment is imperative. In this project we will explore the use of this 3 components, as means to foster the development of innovative learning processes and it will encompass in the following stages:

1 – This project will start with a study (PR1) that aims to outline a state of the art of online practices that occurred during confinement.

2 – Based on the opportunities offered by the results of the preliminary study and taking advantage of the added value of the knowledge and experience of University of Aveiro(PT) and Sucessos Criativos (PT), a blended training will be designed for teachers who participate directly in the project. This training must be replicated, through short workshops in the schools of origin.

3 – The evaluation of the blended training (LTA) as well as the results of its replication will settle grounds for the design and creation of an elearning course (PR2).

4 –The next stage will be the collection, evaluation and dissemination of best practices (PR3).

5 –The last action will be to produce a document addressing policy makers and other relevant stakeholders (e.g. Ministries of Education) to raise awareness as to the relevance of eTools, eModeration, eAssessment in the scope of online and blended learning and teaching processes (PR4).

Partners: Portugal, Austria. Sweden and Turkey

Global funding: 258 488€

UA funding: 53 341€

Joaquim Santos (DigiMedia PhD students) represents the 3rd cycle students in the first Encontro Qualidade UA, with a presentation entitled “Quality_UA: from the Point of View of a Student”.

Encontro Qualidade_UA is an internal event of the University of Aveiro that took place, for the first time, on 7 October 2021, addressed to all members of the academic community with the purpose of promoting the discussion and exchange of ideas on the Quality at the institution in its various facets.

The aim was, thus, to promote a Quality culture within the institution, necessary to the continuous quality assurance and improvement of the processes developed at the University of Aveiro, mainly within its core mission: teaching, research and cooperation.

This first edition of the Encontro Qualidade_UA was held in a hybrid format (in person and online) and gathered 230 members of the community, among teachers, researchers, technical, administrative and management staff and students.

More information available HERE.

FCT PhD Grants 2021

The Foundation for Science and Technology published yesterday the final list of the approved candidates for the PhD Grants of the 2021 call.

DigiMedia congratulates and welcomes the new FCT PhD Grantees to the team:

Cátia Silva
Supervisors: Nelson Zagalo and Mário Vairinhos
PhD Program: Multimedia in Education
Topic: Comunicação Digital de Atividades Participativas em Contextos de Turismo Cultural

Cristiana Oliveira
Supervisors: Mário Vairinhos and Rui Raposo
PhD Program: Information and Communication in Digital Platforms
Topic: Experiência comunicacional museográfica mediada por Realidade Aumentada no contexto arqueológico

Francisco Regalado
Supervisor: Ana Isabel Veloso
PhD Program: Information and Communication in Digital Platforms
Topic: Avaliação do impacto de jogos sociais para fomentar a informação e comunicação em comunidades online de aprendizagem para o cidadão sénior.

Gabriel Martins Faria
Supervisors: Telmo Silva and Jorge Ferraz de Abreu
PhD Program: Information and Communication in Digital Platforms
Topic: ProSeniorTV: Promoção da qualidade de vida do cidadão sénior através de um assistente pessoal proativo integrado na televisão

Juliana Camargo
Supervisors: Telmo Silva and Jorge Ferraz de Abreu
PhD Program: Information and Communication in Digital Platforms
Topic: Assistente proativo para a TV como estímulo para reduzir o isolamento social de idosos

Pedro Reisinho
Supervisors: Rui Raposo and Nelson Zagalo
PhD Program: Information and Communication in Digital Platforms
Topic: A Realidade Virtual como Instrumento Terapêutico Promotor da Comunicação Verbal em Pessoas com Demência: Proposta de um Modelo Orientador para o Desenho de Terapias de Reminiscência em Realidade Virtual

Silvino Martins
Supervisors: Mário Vairinhos and Maria Fernanda Martins (FLUP)
PhD Program: Information and Communication in Digital Platforms
Topic: Contributo do storytelling em Realidade Virtual para o tratamento de fobias específicas através de terapias de exposição

The article “TV Interaction as a Non-Invasive Sensor for Monitoring Elderly Well-Being at Home” by Jorge Abreu (DigiMedia member), Rita Oliveira (DigiMedia member), Angel Garcia Crespo (Member of DigiMedia’s Advisory Board – UC3M) and Roxana Rodriguez-Goncalves (UC3M) was published in Sensors Journal.

Citation:

Abreu J, Oliveira R, Garcia-Crespo A, Rodriguez-Goncalves R. TV Interaction as a Non-Invasive Sensor for Monitoring Elderly Well-Being at Home. Sensors 2021, 21(20):6897. https://doi.org/10.3390/s21206897

Abstract: The number of technical solutions to remotely monitoring elderly citizens and detecting hazard situations has been increasing in the last few years. These solutions have dual purposes: to provide a feeling of safety to the elderly and to inform their relatives about potential risky situations, such as falls, forgotten medication, and other unexpected deviations from daily routine. Most of these solutions are based on IoT (Internet of Things) and dedicated sensors that need to be installed at the elderly’s houses, hampering mass adoption. This justifies the search for non-invasive technical alternatives with smooth integration that relying only on existent devices, without the need for any additional installations. Therefore, this paper presents the SecurHome TV ecosystem, a technical solution based on the elderly’s interactions with their TV sets—one of the most used devices in their daily lives—acting as a non-invasive sensor enabling one to detect potential hazardous situations through an elaborated warning algorithm. Thus, this paper describes in detail the SecurHome TV ecosystem, with special emphasis on the warning algorithm, and reports on its validation process. We conclude that notwithstanding some constraints while setting the user’s pattern, either upon the cold start of the application or after an innocuous change in the user’s TV routine, the algorithm detects most hazardous situations contributing to monitor elderly well-being at home.

More information available HERE

Vania Baldi and Lídia Oliveira are the only portuguese authors publishing in the book “L’avenir de Terre-Patrie. Cheminer avec Edgar Morin.” under the direction of Alfredo Pena-Vega, with Prefaces from António Guterres, Audrey Azoulay and Josep Borrell Fontelles.

This book looks back on one of Edgar Morin’s flagship concepts, “Terre-patrie”, originally published in 1993. Thirty years later, scientists, writers, intellectuals and politicians from many countries, brought together at the initiative of sociologist Alfredo Pena-Vega, illustrate its strength and relevance. What do the Earth and the terrestrials face today and what will they face tomorrow, in 2050? A stimulating, offbeat and sometimes funny exercise – when anticipation becomes science fiction – this book sheds light on the visionary scope of the thought of Edgar Morin, who never ceases to remind people that the future is not just pure uncertainty and that we can fully anticipate the better to face it.

Oliveira, L. (2021). L’itinérance sur le chemin des cygnes noirs – le défi éducatif du XXI siècle. In A. Pena-Vega, L’avenir de Terre-Patrie. Cheminer avec Edgar Morin (pp. 252-262). France: Actes Sud.

Baldi, V. (2021). Écologiser et connecter les connaissances. Décoloniser le système éducatif de la logique du capitalisme. In A. Pena-Vega, L’avenir de Terre-Patrie. Cheminer avec Edgar Morin (pp. 354-360). France: Actes Sud.

For more information on the book HERE

For more information on the articles, please contact the authors.

The book chapter “Vernacular Epistemology and Participatory Practices as Alternatives to the Institutionalisation of Homo Educandus” by Vania Baldi (DigiMedia member) was published in the book Arts, Sustainability and Education. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO), edited by Ernst Wagner, Charlotte Svendler Nielsen, Luísa Veloso, Anniina Suominen and Nevelina Pachova.

Citation:

Baldi V. (2021) Vernacular Epistemology and Participatory Practices as Alternatives to the Institutionalisation of Homo Educandus. In: Wagner E., Svendler Nielsen C., Veloso L., Suominen A., Pachova N. (eds) Arts, Sustainability and Education. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Singapore. https://doi.org/10.1007/978-981-16-3452-9_15

Abstract:

The article starts by analysing the origin and institutionalisation of the first education systems, based on the figure of the Homo educandus, a historical and cultural construct that conceives individuals as needy beings, unable to autonomously understand and learn about the things they need and how to address them. A figure that emerged in Europe five centuries ago, the Homo educandus is the cradle of the current normative and performative structure that frames the role and aims of training systems. Conceived as places where to transmit operational skills and notions that are profitable for the labour market and entrepreneurship, the pedagogical approaches that sustain and feed these systems are based on curricula that offer a cultural ethos based on competition, the standardised assessment of performances, the meritocratic ideology and the reduction of knowledge to something functional and suited to the training of specialised obedients. In contrast to these government devices present in the sphere of training, research that has encouraged diverse ways of interpreting, sharing and producing knowledge in different social and geopolitical contexts is presented. Exploring those knowledges and cultural practices based on rescuing vernacular and participatory learning processes, a new epistemological approach is highlighted, a (self-)reflexive and heterodox one in relation to the dominant approach, and welcomes new pedagogical experiences and sensitivities.

More information available HERE