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.

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. 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.

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/

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.

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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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.

Mandatory

"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.

Optional