Accreditations
Tuition fee EU nationals (2025/2026)
Tuition fee non-EU nationals (2025/2026)
Programme Structure for 2025/2026
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Virtual and Augmented Reality in the Classroom
6.0 ECTS
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Digital Didatics
6.0 ECTS
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Artificial Intelligence in the Teaching-Learning Process
6.0 ECTS
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Cibersecurity in the School Environment
6.0 ECTS
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Multimedia Learning
6.0 ECTS
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Project Work in Digital Transformation in Teaching and Learning
30.0 ECTS
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Virtual and Augmented Reality in the Classroom
LO1: Understand the basic concepts of Virtual Reality (VR) and Augmented Reality (AR) and identify their potentialities and benefits in the teaching-learning process.
LO2: Analyze the applications of VR and AR in the classroom.
LO3: Design Virtual Learning Environments (VLEs) using appropriate tools and resources to adapt and customize curriculum content.
LO4: Apply instructional design strategies to develop immersive experiences in virtual environments.
LO5: Implement VR and AR in the classroom, actively involving students in activities with VR and AR, and evaluating the effects of these experiences on learning.
LO6: Identify the specific challenges of using VR and AR in an educational context, addressing issues of accessibility, infrastructure, and costs.
LO7: Explore future perspectives and trends in VR and AR in education, promoting critical reflection on the role of these technologies in the education of the future.
S1: Introduction to Virtual Reality (VR) and Augmented Reality (AR) in Education
-Basic concepts of VR and AR
-Potentials and benefits in teaching and learning
-Applications in the classroom
S2: Creation of Virtual Learning Environments (VLE)
-Tools and resources for developing VLEs
-Integration of curriculum content into VLEs
-Instructional design for immersive experiences
S3: Development of Educational Resources with VR and AR
-Building scenarios and simulations
S4: Implementation and Use of Virtual Reality and Augmented Reality in the Classroom
-Strategies for integrating AR and VR in educational activities
-Student participation and engagement in VR and AR activities
-Effects on the teaching and learning process
-Assessment strategies using immersive experiences
S5: Challenges of Virtual Reality and Augmented Reality in Education
-Specific challenges of VR and AR in the classroom
-Accessibility, infrastructure, and costs
-Future perspectives and trends in VR and AR in education
Assessment will be conducted through 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.
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Digital Didatics
LO1: Understand the fundamental concepts and different models of online teaching
LO2: Analyze the opportunities and challenges of online teaching
LO3: Apply instructional design principles to create and structure effective online courses
LO4: Develop and implement synchronous and asynchronous activities using appropriate digital resources
LO5: Implement teaching and learning strategies suitable for online contexts
LO6: Apply techniques for motivation and engagement
LO7: Use communication and collaboration tools for online interaction
LO8: Apply tutoring and support strategies
LO9: Implement formative and summative assessment methods using digital tools
LO10: Understand the challenges of assessment in online contexts.
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. Engagement in forum challenges throughout the semester, meeting the criteria defined by the teacher, carries a weight of 30% of the final grade, with a minimum grade of 7.5. This assessment component is individual.
2. Digital Didactics Projet to be carried out in groups of two students.
- A report with the theoretical basis of the project (15%) and the corresponding oral group discussion (10%) accounts for 25% of the final grade, with a minimum grade of 7.5 points.
- Practical application through the creation of the online course (35%) and the corresponding oral group discussion (10%) accounts for 45% of the final grade, with a minimum grade of 7.5 points.
The final average must be equal to or higher than 9.5. The course does not include assessment by exam.
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
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/
Artificial Intelligence in the Teaching-Learning Process
LO1: Understand the basic concepts and fundamentals of artificial intelligence and its application in the field of education.
LO2: Identify the main applications of artificial intelligence in primary and secondary education.
LO3: Explore the advantages and challenges of using artificial intelligence in the teaching-learning process.
LO4: Integrate artificial intelligence tools and resources in the planning and design of educational activities.
LO5: Reflect on ethical and privacy issues related to the use of artificial intelligence in education.
S1: Introduction to Artificial Intelligence (AI) in Education
S2: AI Tools and Resources for Teaching and Learning
S3: Data Analytics and Machine Learning
S4: Ethics and Privacy in the Use of AI in Education
Assessment through projects, following the General Regulation of Knowledge and Competence Evaluation at ISCTE:
Individual participation in 10 tasks, addressing the criteria specified by the instructor, accounts for 50% of the final grade, with a minimum passing grade of 7.5. Tasks will include the submission of activities and interventions in moderated discussion forums.
Project involving the application of AI in a predefined educational scenario, followed by a group oral discussion, carries 50% of the final grade, with a minimum passing grade of 7.5.
Students must be present in 2/3 of the synchronous sessions.
The final average must be equal to or higher than 9.5.
The course does not include exam assessment.
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.
Cibersecurity in the School Environment
LO1: Understand the fundamental concepts of cybersecurity and the main threats in the school context.
LO2: Identify the risks and vulnerabilities associated with the use of digital technologies in teaching and learning.
LO3: Implement appropriate security measures to protect students' personal data and promote privacy.
LO4: Develop action plans for the prevention of cybersecurity incidents and response to potential attacks.
LO5: Raise awareness about the importance of cybersecurity among students, teachers, and parents/guardians.
P1: Introduction to Cybersecurity
- Basic concepts
- Common cyber threats
- Impact in the school context.
P2: Protection of Personal Data
- Data protection legislation
- Safe practices for collecting and storing student information.
P3: Security in Virtual Learning Environments
- Risk identification
- Implementation of security measures in educational platforms.
P4: Prevention of Cyber Attacks
- Strategies for prevention and detection of security incidents.
P5: Cybersecurity Education
- Promotion of cybersecurity awareness in the school community
- Strategies to engage students in good cybersecurity practices.
Assessment will be based on projects, following the General Regulation for Evaluation of Knowledge and Competences at Iscte:
- Participation in 8 tasks, responding to the criteria specified by the instructor, will account for 35% of the final grade, with a minimum passing grade of 7.5. The tasks will involve submitting activities and participating in moderated discussion forums.
- The first part of the project (cybersecurity action plan for a school context) and its group oral discussion will carry a weight of 35% in the final grade, with a minimum passing grade of 7.5.
- The second part of the project (educational guide on cybersecurity for students) and its individual oral discussion will contribute 30% to the final grade, with a minimum passing grade of 7.5.
The final average must be equal to or higher than 9.5.
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Multimedia Learning
LO1: Understand the principles and cognitive processes in multimedia learning, including cognitive load management and interaction between multimedia elements
LO2: Analyze instructional models using multimedia
LO3: Evaluate the effectiveness of multimedia resources in learning
LO4: Design adapted digital educational resources, aligning them with learning objectives and employing appropriate adaptation strategies
LO5: Create digital educational resources
LO6: Integrate multimedia elements into teaching and engagement strategies
LO7: Effectively incorporate elements optimizing multimedia resources in education
S1: Introduction to Multimedia Learning
-Principles and Cognitive Processes
-Cognitive Load Management
-Interaction between Multimedia Elements
S2: Models
-Instructional Models with Multimedia
-Effectiveness of Multimedia Resources in Learning
S3: Adapted Digital Educational Resources
-Relationship between Learning Objectives and Multimedia Resources
-Content Creation Tools for Education
S4: Interactive Multimedia and Gamification
-Incorporating Interactivity in Multimedia Resources
-Game-Based Learning
-Gamification
-Educational Games for Different Disciplinary Areas
S5: Optimizing Multimedia Resources in Education
-Inclusion and Accessibility in Multimedia Design
-Universal Design for Learning
-Ethical Considerations in the Use of Multimedia in Education
Assessment by Project, according to the General Regulation of Assessment of Knowledge and Competencies at ISCTE:
- Participation in 2 challenges in the forum throughout the semester, addressing the criteria set by the instructor, accounts for 20% of the final grade, with a minimum score of 7.5.
- Completion of 2 tasks during the semester: 1 individual and 1 group tasks. Each task and its respective discussion contribute 10% to the final grade, with a minimum score of 7.5. The average of the 2 tasks must be equal to or higher than 9.5.
- First part of the project (foundation) and its group oral discussion weigh 20% of the final grade, with a minimum score of 7.5.
- Second part of the project (application - 80% of project grade) and its individual oral discussion (20% of the project grade) weigh 40% of the final grade, with a minimum score of 7.5.
The final average must be equal to or higher than 9.5.
The UC does not include assessment by exam.
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).
Project Work in Digital Transformation in Teaching and Learning
LO1: Understand the role of digital technologies in the teaching and learning process
LO2: Analyze trends and challenges in digital transformation in education, identifying opportunities for innovation and improvement
LO3: Critically analyze educational scenarios, identifying challenges addressed through digital transformation, and formulate clear objectives for implementing digital solutions
LO4: Apply project management methodologies in education, establishing goals, timelines, and resource allocation for executing digital transformation projects
LO5: Create innovative digital solutions for education, exploring emerging technologies, developing digital educational materials, and adapting these solutions to students' needs and characteristics
OA6: Implement digital transformation projects in educational environments, collecting and analyzing data to evaluate the impact of these initiatives and conduct a critical analysis of the achieved results.
S1: Digital Transformation in Teaching and Learning
-Role of digital technologies in the teaching and learning process
-Trends and challenges
S2: Educational Challenges and Digital Transformation Opportunities
-Analysis of educational scenarios
-Opportunities for application
-Formulation of objectives
S3: Planning
-Project management methodologies applied to education
-Goals, timelines, and resources
-Success indicators and evaluation of outcomes
S4: Development of Digital Solutions for Education
-Emerging digital technologies in education
-Instructional design and creation of digital educational materials
-Adaptation of digital solutions to students' needs and characteristics
S5: Implementation and Evaluation
-Practical implementation of projects in an educational environment
-Data collection and analysis
-Critical analysis of results
Assessment will be project-based, following the General Regulation for Assessment of Knowledge and Competencies at ISCTE. Students will individually submit and discuss a digital transformation project applied to the teaching and learning process, following a structure predefined by the course coordinator (100% of the grade), distributed as follows:
Foundation (15%)
Planning (15%)
Prototype (15%)
Testing (15%)
Evaluation and Reflection (15%)
Discussion (25%)
The average of the components Foundation, Planning, Prototype, Testing, Evaluation and Reflection must be equal to or higher than 9.5. The Discussion component requires a minimum grade of 9.5.
The course does not include examination-based assessment.
"Bilyalova, A. A., Salimova, D. A., & Zelenina, T. I. (2020). Digital transformation in education. In Integrated Science in Digital Age: ICIS 2019 (pp. 265-276). Springer International Publishing. Burton, N., Brundrett, M., & Jones, M. (2014). Doing your education research project. Sage. Cooke-Davies, T. (2002). The “real” success factors on projects. International journal of project management, 20(3), 185-190. Efstratia, D. (2014). Experiential education through project based learning. Procedia-social and behavioral sciences, 152, 1256-1260.
Objectives
Students should be able to:
-Combine emerging technological resources and pedagogical materials with a technological component to enhance the teaching and learning process.
-Integrate artificial intelligence and virtual and augmented reality tools to improve the teaching and learning process.
-Select appropriate strategies with digital technologies, for the teaching and learning process both in face-to-face and online, in specific content areas.
-Apply the principles of data protection, privacy, and digital security in educational and training contexts.
-Create digital transformation projects for educational purposes, encompassing pedagogical, organizational, and technological dimensions, for diverse educational and training contexts.