António Moreira
University of Aveiro, Departamento de Educação, Faculty Member
- Born in Aveiro, Portugal, in 1957, António Moreira holds a PhD in Didactics of Foreign Languages from the University ... moreBorn in Aveiro, Portugal, in 1957, António Moreira holds a PhD in Didactics of Foreign Languages from the University of Aveiro, where he performs teaching and research activities as an Associate Professor. With several books, chapters, articles and educational and research software published in Portugal and abroad, he coordinated the Nónio Século-XXI Local Competence Center, the Digital Contents Laboratory of the University of Aveiro of which he was the founder, and the director of the Specialisation Training Courses, Master’s Course and PhD Programme in Multimedia in Education. He has also coordinated the Internet@eb1 and CBTIC@EB1 primary teacher education programmes for the Aveiro district between 2002-2007. With main involvement in post-graduation, he is the Director of the Doctoral Program in Multimedia in Education, has supervised five internships (including Erasmus), 62 pre-Bologna master's degrees, 42 doctoral and 5 post-doctoral students. His main research interests are Cognitive Flexibility Hypertexts in Learning, Communities of Practice and Random Access Instruction, e-learning, m-learning and b-learning, web 2.0 tools in education, social web in education, cognitive architectures, assessment, teacher education, foreign languages instruction and acquisition, research methods and QDA, data mining, etc. He was, from mid 2010 until early 2015 the Director of the Department of Education, University of Aveiro, and is now the vice-coordinator of the CIDTFF Redit
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This chapter presents and discusses best practices and future trends in the use of Communication Technologies (CT) in Portuguese public Higher Education Institutions (HEI), from a literature review between 2008 and 2013, triangulated with... more
This chapter presents and discusses best practices and future trends in the use of Communication Technologies (CT) in Portuguese public Higher Education Institutions (HEI), from a literature review between 2008 and 2013, triangulated with the opinion of Higher Education teachers, using interviews. This contribution emerges from the project “TRACER—Portuguese Public Higher Education Use of Communication Technologies”, which aims to contribute towards the characterization of HEI according to their adoption and use of CT in educational contexts.
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Introduction - The construction of professional knowledge is not dissociable from the professional development of teachers [1]. This operative articulation is structured over time and closely related to the intervention contexts, life... more
Introduction - The construction of professional knowledge is not dissociable from the professional development of teachers [1]. This operative articulation is structured over time and closely related to the intervention contexts, life experiences and personal forms of work organization [2]. As far as the area of Physical Education (PE) in Elementary Schools is concerned, it emerges as a focus of problems and difficulties, which its practitioners resolve as their careers progress and their perceptions of their pupils’ learning becomes relevant [3]. Therefore, it is important to characterize how they perceive their pedagogical content knowledge in PE, seen as supported by professional experience and from an ecological point of view [4] [5]. Methods - By means of application of a questionnaire to a stratified sample of 150 Elementary School teachers (21 Male and 129 Female), divided in groups of 30 as a function of their years of teaching practice (less than 5, between 6 and 10, betwee...
Introduction - The construction of the professional knowledge of teachers of a multidimensional nature [1] is influenced by their perceptions of initial teacher training, a qualification that is grounded on four knowledge components of... more
Introduction - The construction of the professional knowledge of teachers of a multidimensional nature [1] is influenced by their perceptions of initial teacher training, a qualification that is grounded on four knowledge components of Physical Education (PE): programmatic; scientific; pedagogical; and reflexive [2]. Thus the relevance of analysing and understanding teachers’ personal perceptions about initial teacher education in the PE area, as one of the dimensions of the construction of their professional knowledge. Method - A questionnaire was applied to a stratified sample of 150 elementary school teachers (21 Male and 129 Female), divided into groups of 30 as a function of their years of teaching practice – less than 5, between 6 and 10, between 11 and 15, between 16 and 21, and more than 21. Categories – scientific knowledge, programmatic knowledge, reflexive knowledge and pedagogic knowledge – were established to analyse collected data in terms of descriptive statistics [3]...
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The personal experience of elementary school teachers when they were students is fundamental for their vision of Physical Education in their classes. A questionnaire was applied to a stratified sample of 150 elementary school teachers; to... more
The personal experience of elementary school teachers when they were students is fundamental for their vision of Physical Education in their classes. A questionnaire was applied to a stratified sample of 150 elementary school teachers; to know their personal experiences in PE; to characterize the positive and negative dimensions of elementary school teacher's personal experiences in PE; to differentiate the nature of the personal experiences of elementary school teachers in PE, in relation to his/her professional experience. As positive aspects of attending PE, teachers identify factors associated to the Specific Effects of PE category and as to negative dimensions of PE we highlight: No answer, School Facilities, Teaching-Learning Process and the Teacher category
O presente artigo baseia-se num estudo que está a ser efectuado no âmbito de um projecto de doutoramento em Didáctica, iniciado em Novembro de 1999. Pretende-se investigar de que forma os professores com níveis de experiência diferentes... more
O presente artigo baseia-se num estudo que está a ser efectuado no âmbito de um projecto de doutoramento em Didáctica, iniciado em Novembro de 1999. Pretende-se investigar de que forma os professores com níveis de experiência diferentes fazem a selecção, gestão e organização de informação na actividade de planificação de conteúdos didácticos, utilizando sistemas hipertexto de flexibilidade cognitiva. Na primeira secção introduz-se a temática em escrutínio apresentando-se, seguidamente, um breve enquadramento teórico do tópico. Na terceira secção, descreve-se a principal teoria de suporte à investigação. Na quarta secção apresentam-se as ferramentas de suporte à investigação enquanto que na quinta se especifica a ferramenta com que iremos trabalhar. Na sexta secção definem-se os objectivos globais da investigação, bem como a pertinência do tema e na sétima introduzem-se as perguntas de investigação do estudo. Finalmente, na oitava secção apresentam-se algumas observações.
Research Interests: Philosophy and Humanities
Neste artigo apresenta-se uma revisão de literatura científica referente ao uso das Tecnologias da Comunicação no Ensino Superior nos contextos nacional e internacional, realizada no âmbito do projeto TRACER, indica que é vasta a... more
Neste artigo apresenta-se uma revisão de literatura científica referente ao uso das Tecnologias da Comunicação no Ensino Superior nos contextos nacional e internacional, realizada no âmbito do projeto TRACER, indica que é vasta a investigação nesta área, confirmando o uso e a exploração de uma grande diversidade de Tecnologias da Comunicação na atividade de docentes e estudantes, embora se observe grande disparidade em termos de frequência de uso dessas tecnologias.This paper presents a review of scientific literature on the use of Communication Technologies in higher education in national and international contexts. This review of literature, carried out under the TRACER project, indicates extensive research in this area, confirming the use and operation of a wide range of Communication Technologies in the activity of teachers and students, although there was wide disparity in terms of frequency of the use of these technologies
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A Web 2.0 disponibiliza um universo de ferramentas colaborativas muito diversas e as Wikis são uma das mais promissoras em contextos educativos. Neste trabalho apresentam-se os resultados obtidos num estudo efetuado na plataforma... more
A Web 2.0 disponibiliza um universo de ferramentas colaborativas muito diversas e as Wikis são uma das mais promissoras em contextos educativos. Neste trabalho apresentam-se os resultados obtidos num estudo efetuado na plataforma PBworks®, utilizada por duas turmas do Ensino Secundário em 2011 e 2012. Após a saída de campo a um ecossistema, os alunos desenvolveram on-line uma Wiki avaliada, com distinto número de páginas e diferente feedback dado pelo professor. A análise comparativa dos históricos das páginas revelou total participação dos alunos e intensidades colaborativas variáveis entre as Wikis construídas. As respostas dadas pelos alunos mais participativos e menos participativos mostrou que os primeiros dão ênfase à ação, enquanto os segundos mostraram desconfiança em relação às interações sociais e à tecnologia utilizada. Sugere-se que em trabalhos futuros, se enriqueçam os instrumentos de pesquisa aplicados nomeadamente a aplicação de um inquérito por entrevista.
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Aiming to characterize the way Portuguese Public Higher Education Institutions use Communication Technologies (CTs), the ongoing project at University of Aveiro TRACER will apply a national online survey, therefore developing a prior... more
Aiming to characterize the way Portuguese Public Higher Education Institutions use Communication Technologies (CTs), the ongoing project at University of Aveiro TRACER will apply a national online survey, therefore developing a prior pilot-study undertaken with validation purposes. This paper describes and summarizes part of the work developed within the pilot-survey, which includes a theoretical review outlining the context of CTs use and its impact on teacher training. First results of the pilot-study, which included four institutions, will be used to present institutional perspectives about CT use. The responses cannot be generalized as wide-reaching statements, but they already reveal that higher education institutions are making an effort to bring together policies and practices. Also, there seems to be a common awareness and concern about teacher training in this area, although training main topics and modalities seem to vary significantly. Results show that despite the uneven...
O perfil metacognitivo e meta-afetivo de alunos e resultado da investigacao de doutorado da autora no PDMMEDU da Universidade de Aveiro, Portugal. O referencial teorico aborda a aprendizagem na perspectiva metacognitiva, e faz referencias... more
O perfil metacognitivo e meta-afetivo de alunos e resultado da investigacao de doutorado da autora no PDMMEDU da Universidade de Aveiro, Portugal. O referencial teorico aborda a aprendizagem na perspectiva metacognitiva, e faz referencias a afetividade na aprendizagem a distância. Tambem destaca as caracteristicas de um ensino hibrido (o b-learning), que caracteriza a modalidade do programa, assim como as tecnologias adotadas para sustentar a execucao do aprendizado online. A pesquisa quanti-qualitativa, empregou tecnicas para coleta de dados como focus group e questionarios, cujos dados foram analisados com o auxilio do software WEBQDA (focusgroup) e analise estatistica (questionario). Os alunos pertenciam a 2 edicoes do programa: turma de 2009-2013 e turma 2010-2014. O perfil constituido com os dados revelados por estes participantes foram elementos constituintes de mudancas ja implementadas com o segundo grupo estudado e em analise pelos professores tambem abordados sobre a temat...
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O presente artigo apresenta os resultados preliminares de uma investigação que tem comoobjetivo construir um referencial de qualidade da Aprendizagem Potenciada pela Tecnologia edesenvolver um modelo para avaliar a Aprendizagem Potenciada... more
O presente artigo apresenta os resultados preliminares de uma investigação que tem comoobjetivo construir um referencial de qualidade da Aprendizagem Potenciada pela Tecnologia edesenvolver um modelo para avaliar a Aprendizagem Potenciada pela Tecnologia no EnsinoSuperior. O processo de construção desse referencial integra um quadro teórico, proveniente daliteratura da especialidade com um estudo empírico de cariz interpretativo e exploratório. Oartigo conceptualiza a problemática assente na qualidade da Aprendizagem Potenciada pelaTecnologia dando relevo à metodologia de quadro referencial utilizada para delinear de formatransparente critérios para aferir a existência de qualidade desta modalidade de aprendizagem.Serão apresentados os passos metodológicos assim como alguns resultados preliminares.
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This paper aims to assess the relevance and usefulness of the SAPO Campus recommender system, through the analysis of students’ and teachers’ opinions. Recommender systems, assuming a ‘technology-driven’ approach, have been designed with... more
This paper aims to assess the relevance and usefulness of the SAPO Campus recommender system, through the analysis of students’ and teachers’ opinions. Recommender systems, assuming a ‘technology-driven’ approach, have been designed with the primary goal of predicting user interests based on the implicit analysis of their actions and interactions. The results of this study reveal that although there is some confusion and unawareness about the recommender system, the participants consider that SAPO Campus recommendations are useful and they often find interesting people and content through the results provided by the system. The results also reveal that there is a negative correlation between finding and following people through the platform recommendations and the level of education, that is, the higher the level of education, the lower is the frequency regarding finding and following people suggested by the platform recommendation system.Keywords: education; SAPO Campus; recommenda...
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ABSTRACT The emergence of online environments created a space where individuals can work on the construction and reconstruction of the self. Introducing a case study developed at the University of Aveiro – Portugal, this paper discusses... more
ABSTRACT The emergence of online environments created a space where individuals can work on the construction and reconstruction of the self. Introducing a case study developed at the University of Aveiro – Portugal, this paper discusses the importance and challenges of building a representation the self in online contexts and addresses the main differences between building the self in physical and online environments. Data were collected through the application of questionnaires, direct observation and in-depth interviews, made to the participants of the study, 13 individuals, convenience sample. From the analysis of the collected data, a framework and a model have emerged: the Online Identity Analysis Model. By applying the model to the information shared by each participant in three online spaces (Facebook, Twitter and SAPO Campus, an institutionally supported platform), two main online identity profiles were outlined: the context-driven online identity profile and the user-driven online identity profile. By presenting the main results of a study focused on the construction of the self in online contexts, this paper should be understood as an approach and/or a starting point for a more wider and profound analysis of the online self and therefore contribute to the understanding of the importance of building a presence over the web, advantages and challenges included.
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Resumo Com o desenvolvimento das ferramentas Web 2.0 a Internet assume-se como uma plataforma onde os conteúdos, mais que transmitidos e consumidos, são criados, partilhados e transformados. Ao facilitar os processos de comunicação,... more
Resumo Com o desenvolvimento das ferramentas Web 2.0 a Internet assume-se como uma plataforma onde os conteúdos, mais que transmitidos e consumidos, são criados, partilhados e transformados. Ao facilitar os processos de comunicação, interacção e criação de grupos, o software social potencia o desenvolvimento de novos ambientes de aprendizagem onde a comunidade se define como centro de construção de conhecimento. Num novo modelo que expande os horizontes da aprendizagem e onde a adopção das ...
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Aiming to characterize the way Portuguese Public Higher Education Institutions use Communication Technologies (CTs), the on-going project at University of Aveiro TRACER will apply a national online survey, therefore developing a prior... more
Aiming to characterize the way Portuguese Public Higher Education Institutions use Communication Technologies (CTs), the on-going project at University of Aveiro TRACER will apply a national online survey, therefore developing a prior pilot-study undertaken with validation purposes. This paper describes and summarizes part of the work developed within the pilot-survey, which includes a theoretical review outlining the context of CTs use and its impact on teacher training. First results of the pilot-study, which included four institutions, will be used to present institutional perspectives about CT use. The responses cannot be generalized as wide-reaching statements, but they already reveal that higher education institutions are making an effort to bring together policies and practices. Also, there seems to be a common awareness and concern about teacher training in this area, although training main topics and modalities seem to vary significantly. Results show that despite the uneve...
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More teacher-centred in general, Higher Education Institutions are moving towards the incorporation of innovative and interactive practices and programmes, and in the last decades e- and b-learning have increasingly become credible... more
More teacher-centred in general, Higher Education Institutions are moving towards the incorporation of innovative and interactive practices and programmes, and in the last decades e- and b-learning have increasingly become credible alternatives to traditional modes of teaching and learning, and rethinking their curricula and strategies to incorporate e-approaches and digital technologies. The catalysts for this change thrive on the need to keep pace with other universities and recruiting students. The main goal of this paper is to briefly describe a PhD programme of the University of Aveiro, Portugal, and to put forward some selected blended strategies, namely concerning the use of digital technology to enhance learning and develop academic skills. Even though this paper does not directly address the topic of ESP, best practices described here are multi-disciplinary in nature, and offer insights as regards teaching practices and clues for academic and professional development and re...
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More teacher-centred in general, Higher Education Institutions are moving towards the incorporation of innovative and interactive practices and programmes, and in the last decades e- and b-learning have increasingly become credible... more
More teacher-centred in general, Higher Education Institutions are moving towards the incorporation of innovative and interactive practices and programmes, and in the last decades e- and b-learning have increasingly become credible alternatives to traditional modes of teaching and learning, and rethinking their curricula and strategies to incorporate e-approaches and digital technologies. The catalysts for this change thrive on the need to keep pace with other universities and recruiting students. The main goal of this paper is to briefly describe a PhD programme of the University of Aveiro, Portugal, and to put forward some selected blended strategies, namely concerning the use of digital technology to enhance learning and develop academic skills. Even though this paper does not directly address the topic of ESP, best practices described here are multi-disciplinary in nature, and offer insights as regards teaching practices and clues for academic and professional development and re...
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Information and communication overload have gained a new dimension in today's digital world. The exposure to the volume of information being distributed has probably never been so high due to the rapid increase of communication... more
Information and communication overload have gained a new dimension in today's digital world. The exposure to the volume of information being distributed has probably never been so high due to the rapid increase of communication channels at our disposal. Facing great volumes of information (and communication channels) may cause constraints in our personal and professional lives and therefore it requires the ability to deal with and solve the problems related with them. This chapter presents the DigComp, a tool that proposes a set of knowledge, skills and attitudes that are part of digital competence, one of the eight key competences for lifelong learning and essential for participation in our increasingly digitalised society. It takes the stance that the DigComp may work as a foundation for “calculating” the boundaries of that so-called overload. The intention is to find in this tool the right ally to gauge the acquisition of competences that will make any user more critically aw...
Research Interests: Psychology and IGI Global
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In 2004, the Calouste Gulbenkian Foundation, a major international philanthropic institution with headquarters in Portugal, invited the University of Aveiro, Portugal, to organize an education and training program in advanced ICT topics... more
In 2004, the Calouste Gulbenkian Foundation, a major international philanthropic institution with headquarters in Portugal, invited the University of Aveiro, Portugal, to organize an education and training program in advanced ICT topics for Cape Verde. The target audience should be higher education staff, including teaching staff and technical support staff, and the topic focus should be on technologies to support development of distance education in Cape Verde, a strategic asset in an archipelago type country. This paper presents the general characteristics of the blended learning type program developed, under implementation since January 2006, and identifies the current and future role of technologies to support interaction among students, among students and tutors and, also, for the final Master’s thesis viva. 1. Program presentation The distance education program includes a 2 years Master’s program in Multimedia in Education, and a set of 8 short duration training courses in top...