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- Module 3: the process of e-learining implementationPublication . Terra, Ana Lúcia; Gonçalves, Maria José Angélico; Lopes, Isabel Cristina; Moreira da Silva, Manuel; Bernardes, Oscar; Tavares, Célia; Valente, IolandaE-learning, also known as online learning or digital learning, can be described as the use of technology to deliver educational content and training programs remotely. The implementation of e-learning has become increasingly popular in recent years, as it provides learners with greater flexibility and access to education. The process of implementing e-learning can vary depending on the specific needs of an organization or educational institution (Clark & Mayer, 2011). However, the implementation of e-learning typically involves a multi-step process that includes needs assessment, technology selection, content development, implementation, delivery, and evaluation. This process supports those who design e-learning services and content. The effectiveness of e-learning programs can be measured through assessments, surveys, and focus groups to gather feedback from the learners and measure the impact of the program. This paper systematizes structured, robust and solid guidelines for a sustainable approach to the effective design and implementation of e-learning, and the presentation of a module on e-learning implementation is the core of this chapter. Focusing on the implementation of e-learning, this module is intended to deconstruct into five learning units the activities that are needed to develop an e-learning course, from identifying the organisational requirements, presenting instructional design methodologies, explaining pedagogical techniques and demonstrating the use of digital tools to enhance learning experiences. For this purpose, e-learning is understood as a way of learning in which technology plays a vital role in supporting the interaction between learning partners (students, teachers and academic staff) in order to improve, or at least favour, the cognitive and social processes of learning (Basak, Wotto, & Bélanger, 2018). One of the primary benefits of e-learning is that it enables learners to access content from anywhere, at any time. This can be particularly beneficial for individuals with hectic schedules or that live in remote areas where access to traditional classroom education is limited.
- Digital Tools and methods to Enhance Learning: The Digitools ProjectPublication . Gonçalves, Maria José Angélico; Tavares, Célia; Terra, Ana Lúcia; Moreira Silva, Manuel; Bernardes, Oscar; Valente, Iolanda; Lopes, CristinaThe use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. COVID-19 has resulted in schools shutting down all across the world. This paper aims to present a brief summary of the Digitools Project and a multicultural analysis of the use of e-learning during Covid-19 in six countries. The methodology used was a survey by questionnaire involving teachers, librarians and students. The analysis of the questionnaire results allowed us to identify which dimensions to assess the sustainability of eLearning namely the organizational, socio-cultural and technological context. It also made it possible to assess the perceived usefulness, perceived ease of use, intention to use, actual use and perceived satisfaction. Furthermore, personal, technological and organizational dimensions are also valued for e-learning usage. After reviewing the state of the art, there was a need to define a strategic training plan for the acquisition of basic and advanced skills for eLearning’s implementation and usage.
- Guia prático de referências bibliográficas e citações: APAPublication . Valente, IolandaO Guia prático de referências bibliográficas e citações: APA é a segunda publicação da “Coleção guia prático” elaborada pelo CDI. Na 6ª edição Manual APA podemos verificar como citar, transcrever e fazer referências bibliográficas. Com esta publicação, pretende-se que a comunidade Iscapiana, tenha de uma forma esquematizada acesso às regras da do Manual da APA. Para que o manual fosse de consulta rápida e simples, optou-se por a utilização de quadros, nos quais estão expostas as regras seguidas de exemplos. A consulta deste guia não dispensa a consulta da 6ª edição do Publication manual of the American Psychological Association.
- B-on: guia práticoPublication . Valente, IolandaA B-on é uma da ferramenta disponibilizada pelo ISCAP à comunidade Académica. Na B-on podemos encontrar várias editoras de produção científica e Repositórios Institucionais. No final da formação, pretende-se que todos os participantes saibam utilizar a B-on eficazmente.
- Collaborative training: faculty and Library combat plagiarism: the case of the Instituto Superior de Contabilidade e Administração do Porto LibraryPublication . Braga, Inês; Moura, Isabel Santos; Valente, Iolanda; Abreu, AntónioThe study focuses on plagiarism in higher education and on the need for collaborative work between students, faculty, and librarians to prevent it. The university library assumes a significant role as an information literacy training agent, transmitting the importance of an ethical use of Information and the respect for intellectual property and copyright laws. The literature review includes: a theoretical reflection on the concept of plagiarism; on plagiarism legislation; on how Higher Education Institutions—HEIs—cope and embrace training as a pre-emptive measure. In our capacity as faculty and as librarians at Porto Polytechnic Accounting and Business School—ISCAP—we conducted an empirical study on the library, applying a case study methodology, and documental research as data collection technique. This study mapped the Information Literacy training provided by the library over a period of seven years (2015–2021) in response to a strategic design to improve academic success and to make students aware of the correct use of scientific information. The results obtained demonstrate that the library already has a sustained training program, well-defined audiences, contents aligned with the objectives of the educational process, and a fruitful dialogue with faculty. Yet, this dynamic should be expanded in the future by a more systematic and diversified training offer.
- Scientific research: identify credible sources and use them correctlyPublication . Valente, IolandaThe purpose of this session is that everyone knows how to choose and identify credible sources. We will give the example of B -on, one of the tools that ISCAP offers its students and researchers. We want at the end of the session that all participants know how to work with this tool and use them correctly.
- DIGITOOLS – Innovative tools for enhancing e-learning solutions in universitiesPublication . Moreira Silva, Manuel; Terra, Ana Lúcia; Tavares, Célia; Lopes, Cristina; Valente, Iolanda; Gonçalves, Maria José Angélico; Bernardes, OscarMethodology of the data preparation: 1. Data from each country survey was exported to IBM SPSS (using the syntax file provided by Limesurvey when exporting data to SPSS). 2. Qualitative variables Q00 and Q02 were automatically recorded into numerical form. 3. A binary variable “Completed” was created from the “submitdate”, using “recode into different variable” (Missing ->0, ELSE->1) to mark the complete answers from the incomplete 4. All string variables with Likert scales were transformed into numerical variables, using the “automatic recode” feature of IBM SPSS. Options ``Treat blank as user missing” and “Use same recording scheme” were activated. Then, all remaining codes for missing values or non-available data were coded with SYSMIS using “Recode into the same variable”. 5. The three questions S01c, L01c, and T02m had the scale of answers with an inverted logic. It was necessary to create new variables inverting the scale, using “Recode into different variables”. (1->5, 2->4, 4->2, 5->1, ELSE-> copy) 6. Measure of the numerical variables was corrected. 7. The labels of the questions were simplified (removing the answer options and non necessary text) 8. New variables for the constructs were computed using “Compute variable” with the mean of the variables that contribute to each construct in each group. (The syntax file “Data preparation.sps” can be used to automatize the procedure of data preparation. Just change the path in FILE=’…’ to your full directory path. The formulas for building the constructs are in lines 80-372.)
- Gestor de referências bibliográficas: ZoteroPublication . Valente, IolandaO “Gestor de referências bibliográficas: Zotero” é a terceira publicação da “Coleção guia prático”, que o CDI disponibiliza aos seus leitores com o intuito de facilitar e melhorar a produção científica no ISCAP. A primeira parte do manual elucida, de uma forma sucinta, o que são gestores de referências bibliográficas. Apresenta algumas alternativas que podemos encontrar no mercado, e por fim, esquematiza as principais características do Zotero. A segunda parte do manual mostra de uma forma simples, através de imagens, as funcionalidades do Zotero. Na terceira parte, mostramos a aplicabilidade do Zotero em Word. Com a trilogia desta coleção, pretende-se que os nossos leitores tenham a informação essencial para que possam produzir textos científicos. Ou seja, após efetuarem pesquisas na B-on ou fontes credíveis, saibam utilizar de forma adequada toda a informação que recolheram, podendo recorrer “Guia prático de referências bibliográficas e citações: APA” para fazer citações e o “Gestor de referências bibliográficas: Zotero” para gerir as referências bibliográficas.
- E-Learning Enhancement through Multidisciplinary Teams in Higher Education: Students, Teachers, and LibrariansPublication . Lopes, Cristina; Bernardes, Oscar; Gonçalves, Maria José Angélico; Terra, Ana Lúcia; Moreira Silva, Manuel; Tavares, Célia; Valente, IolandaThe societal disturbance created by the rapid outbreak of the COVID-19 pandemic has shaken the entire globe, profoundly affecting all levels of education. The challenge presented by COVID-19 is broad, rapidly evolving, and complex; it threatens everyone’s well-being, the global economy, the environment, and all societal and cultural standards and our daily activities. Throughout the Coronavirus outbreak and any future lockdowns, it is crucial that the needs of students be ultimately and regularly met and that they are supported effectively. We intend to address skill shortages and mismatches, particularly regarding the readiness to teach in an online environment that encourages flexible and innovative learning. The main contribution of this paper is addressing this subject with an integrated vision of three different players in higher education: students, teachers and librarians. Using the Technology Adoption Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), a conceptual model was developed to explain both the behavior and intentions of users when using e-learning systems. Among Portuguese students, 91% of e-learning satisfaction can be attributed to perceived usefulness, actual use, and personal considerations. For educators, satisfaction appears to be mostly dependent on perceived usefulness and usability, while librarians’ satisfaction is negatively dependent on technological factors. Students’ actual use of technology is 89% dependent on organizational and technological variables. However, the actual use by teachers appears to be primarily dependent on personal and technological factors. Similarly, 91% of the variability of the use of e-learning tools by librarians can be explained by organizational, personal and technological factors, with the personal factors having a negative impact on the actual use.
- Collaborative training faculty and library combat plagiarism: the case of the Instituto Superior de Contabilidade e Administração do Porto libraryPublication . Braga, Inês; Moura, Isabel Santos; Valente, Iolanda; Abreu, AntónioDiagnosticar a formação para a literacia da informação, a nível da biblioteca do ISCAP, junto da comunidade académica, averiguando de que modo é que esta promove um desejável uso ético da informação