About this paper

Appears in:
Pages: 7375-7384
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1978

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

CURRICULUM, ICT AND STUDENTS’ AUTONOMY FOR A TRULY HIGHER BLENDED LEARNING EDUCATION

P. Peres1, A. Silva2, C. Martins3, L. Faria3

1Polytechnic of Porto / ISCAP / EIPP (PORTUGAL)
2Polytechnic of Porto / ESE / EIPP (PORTUGAL)
3Polytechnic of Porto / ISEP / EIPP (PORTUGAL)
The evolution of information and communication technologies demands the adoption of new models of organizational work, new services, new attitudes and new teaching and learning approaches. The change, based on knowledge, generates expectations of how to proceed in the integration of technologies in the higher education..
In the process of the integration of web technologies in higher education system, there is no single recipe. Each case is a case and we must analyse the learning stages that can be developed online or in face-to-face mode.
Aware that the integration of the web technologies in the Polytechnic of Porto / Portugal is not a perfect picture, the initial enthusiasm leads now to a reflection process, trying to define a learning maturity model for our institution.
Technology alone does not change school practices. In order to maximize the benefits of technological innovation, it is important to change the way education is thought. The mix of a face-to-face and virtual-learning paradigms (more than tools) leads us to the complex concept of blended-learning environment. This is the field where we achieve the comfort of physical presence and explore the full potential of networked learning, mediated by technologies. Is no sense to transform online learning into a simple extensions of face-to-face learning.
Focusing on the curriculum and information and communication technologies, this paper presents some guidelines that should be consider in the process of using web technology in a higher education system. It presents the main features perceived across more than 10 years of experiences.
Some pedagogical issues and video’s technics are described Related to the students point of view, we underline the importance of the development of students’ autonomy. Thus, we also present some technological tools that could be used to improve the students’ autonomy.
The aspects described in this papers are the main guideline of the learning maturity model applied in Polytechnic of Porto and represents a radically changing on the way we think higher education, trying to creating a global learning environment where face-to-face class are planned as a complement of the online learning environment.
@InProceedings{PERES2017CUR,
author = {Peres, P. and Silva, A. and Martins, C. and Faria, L.},
title = {CURRICULUM, ICT AND STUDENTS’ AUTONOMY FOR A TRULY HIGHER BLENDED LEARNING EDUCATION},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1978},
url = {http://dx.doi.org/10.21125/iceri.2017.1978},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {7375-7384}}
TY - CONF
AU - P. Peres AU - A. Silva AU - C. Martins AU - L. Faria
TI - CURRICULUM, ICT AND STUDENTS’ AUTONOMY FOR A TRULY HIGHER BLENDED LEARNING EDUCATION
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1978
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 7375
EP - 7384
ER -
P. Peres, A. Silva, C. Martins, L. Faria (2017) CURRICULUM, ICT AND STUDENTS’ AUTONOMY FOR A TRULY HIGHER BLENDED LEARNING EDUCATION, ICERI2017 Proceedings, pp. 7375-7384.
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