Data: The most valuable commodity

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


Pedro Ramos Brandao, Coordinator Professor at ISTEC

Manuel Rezende, MSc Student at ISTEC



To cite this article

Pedro Ramos Brandao, Manuel Rezende, Data: The most valuable commodity. DOI: 10.31112/kriativ-tech-2020-08-47


Throughout the 21st Century, corporate data breaches have become an increasingly common occurrence, progressively changing corporations and IT security specialist’s focus from ‘If’ to ‘When’ the next significant event will occur. This article presents an insight into cybersecurity and why it has become the primary concern for corporations and institutions.


Data breach, data loss, data leakage, cybersecurity, financial loss, identity theft


[1] Ibrahim A., Thiruvady D., Schneider J. and Abdelrazek M. (2020). “The challenges of leveraging threat intelligence to stop data breaches”. In Frontiers in Computer Science, August 2020. Volume 2, Article 36. doi:10.3389/fcomp.2020.00036

[2]Cheng L., Liu F. and Yao D. (2017). “Enterprise data breach: causes, challenges, prevention, and future directions”. WIREs Data Mining and Knowledge Discovery. Published by John Wiley & Sons, Ltd.. doi: 10.1002/widm.1211

[3] Digital Guardian (2019). “The definitive guide to data loss prevention”. Whitepaper 2019 edition

[4]Jeng A. (2015), “Minimizing Damage From J.P. Morgan’s Data Breach” The SANS Institute

[5] Adams B., Clark A. and Craven J. (2018). “It is Free and Always Will Be: Trading personal information and privacy for the convenience of online services”. Researchgate publication/324717676

[6] McCoy K. (2017) “Target to pay $18.5M for 2013 data breach that affected 41 million consumers”. USAToday, May 23rd 2017 edition, Money section

[7] Reuters Editorial Staff (2020). “Prosecutors open homicide case after hacker attack on German hospital”. Reuters Worls News, September 18th, 2020.

[8] Columbus L. (2020). “2020 Roundup Of Cybersecurity Forecasts And Market Estimates”. Forbes Editor’s pick, Apr 5th 2020

[9] Bissell K., Lasalle R. and Dal Cin P (2020) “Innovate for cyber resilience”. Accenture Security, third annual state of cyber resilience.

[10] Hill K. (2020). “The Secretive Company That Might End Privacy as We Know It”. The New York Times, January 18th 2020 edition

[11] Pricewaterhouse Coopers (2017). “How consumers see cybersecurity and privacy risks and what to do about it”. PwC Consumer Intelligence Series:

Adapting course contents to online learning

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


Sérgio Pinto, Teaching Assistant at ISTEC



To cite this article

Sérgio Pinto, Adapting course contents to online learning DOI: 10.31112/kriativ-tech-2020-08-46


The current pandemic scenario that appeared suddenly has surprised the whole world. The education area was not an exception; however, due to existing technology and internet evolution, the negative pandemic impact could be relatively minimized, namely, with the fast migration from traditional presential to online learning. This migration led to a considerable growth of online learning, and this paper purpose is to describe the main advised changes that teachers without online learning experience should adopt when migrating their courses to online mode. These changes should be supported by new technologies to create a motivating and productive learning environment for the students.


Online learning, internet, pandemic, LMS, VLE, multimedia, interactivity


[1]   Jornal de Noticias (April, 2020). Portugal ultrapassou as 100 mil aulas virtuais no Ensino Superior

Retrieved from:

[2]   Larkin, M (2020). Separated By A Screen? Advice For Online Teaching Amid The Coronavirus Outbreak. Retrieved from:

[3]   Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology. Retrieved from:

[4]   Levanon G., Steemers F., Crofoot E (2020). The Conference Board, If staying home comes to stay: the rise of telework and the decline of city centers

Retrieved from:

[5]   ACEPI/IDC (2019), Estudo Anual da Economia e da Sociedade Digital. Retrieved from:

[6]   Cisco Webex (2020), What are the Minimum Bandwidth Requirements for Sending and Receiving Video in Cisco Webex Meetings?. Retrieved from:

[7]   Pplware blog (2020), Qualidade de acesso dos utilizadores à rede fixa. Retrieved from:

[8]   Czerniewicz, L. (March 2020). What we learnt from “going online” during university shutdowns in South Africa. Phil on Ed Tech. Retrieved from

[9]   Young, Jeffrey R (2020). Edsurge Podcast. Coronavirus Has Led to a Rush of Online Teaching. Here’s Some Advice for Newly Remote Instructors -

[10] Carter R, UC Today (2020), Microsoft Teams vs Google Meet: Staying Connected. Retrieved from:

[11] Moodle LMS site, retrieved from

[12] Columbia CTL (2020), Adapting Your Face-to-Face Course to a Fully Online Course: A Guide. Retrieved from:

[13] Reich, J. (2020). Five Research-Informed Principles for Switching to Online Learning. Retrieved from:

[14] Diltz D.M.P., Moe J.L (2014), Formative and Summative Assessment in Online Education. Old Dominion University Digital Commons. Retrieved from:

[15] Siemens, G. (2004). Connectivism as a Digital Age Learning Theory. Retrieved from:

Online course design: the crucial role of teachers in building online learning space

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


Ricardo Baptista, Assistant Professor at ISTEC - Porto



To cite this article

Ricardo Baptista, Online course design: the crucial role of teachers in building online learning space DOI: 10.31112/kriativ-tech-2020-08-45


The e-learning courses are currently handy tools in education, reducing the distance between students and teachers, and providing better monitoring methods. The supported systems can play a particularly important role in programming courses, due to the need that students master new programming languages to code algorithms.

Despite the relevance of technologies, teachers' role in this paradigm also stands out because they assume themselves as the link between the entire learning process. Rethinking the design of classroom courses for online courses brings new tasks for teachers who act as facilitators of both active and student-centred learning.

In this article, we intend to highlight the structural presence of teachers in the construction of online spaces for learning experiences, with an algorithm proposal (step-by-step) to carry out the bi-weekly cycle to promote interaction between peers. In higher education, student involvement occurs in a motivating manner by developing short iteration cycles of teaching + autonomous learning + formative assessment. The teachers adopt a coaching approach, verifying each of the students or groups' evolution and promoting greater motivation for active learning, more suited to the spirit of Bologna.


Interaction, E-learning, online learning space, web programming teaching


[1]     D. R. Garrison, T. Anderson, and W. Archer, "Critical thinking, cognitive presence, and computer conferencing in distance education," Am. J. Distance Educ., vol. 15, no. 1, pp. 7–23, 2001.

[2]      J. M. Wing, "Computational Thinking," Commun. ACM, vol. 49, no. 3, p. 33, 2006.

[3]      T. Jenkins, "On the difficulty of learning to program," in Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, vol. 4, no. 2002, pp. 53-58, 2006.

[4]      M. Piteira and C. Costa, "Learning computer programming: Study of difficulties in learning programming," in Proceedings of the 2013 International Conference on Information Systems and Design of Communication - ISDOC '13, 2013.

[5]      B. Du Boulay, "Some difficulties of learning to program," J. Educ. Comput. Res., vol. 2, no. 1, pp. 57–73, 1986.

[6]      D. R. Garrison, T. Anderson, and W. Archer, "Critical inquiry in a text-based environment: Computer conferencing in higher education," Internet High. Educ., vol. 2, no. 2–3, pp. 87–105, 1999.

[7]      Warren, S. J., & Wakefield, J. S. (2012). Learning and teaching as communicative actions: social media as an educational tool. In K. Seo (Ed.), Using social media effectively in the classroom: Blogs, wikis, Twitter, and more (pp. 98-113). Routledge: Francis & Taylor, Inc. ver melhor referencia

[8]      M. Croslin, Creating Online Learning Experiences: A Brief Guide to Online Courses, from Small and Private to Massive and Open. Mavs Open Press, 2018 [Online]. Available in

[9]     M. Crosslin, "An emergency guide (of sorts) to getting this week's class online in about an hour (or so),", 10-Mar-2020. [Online]. Available: [Accessed: 14-Sep-2020].

[10]    A. Coelho and L. M. Costa, "The integration of augmented reality and the concept of sticker album collection for informal learning in museums," in Communications in Computer and Information Science, Cham: Springer International Publishing, 2017, pp. 107–115.

[11]    K. Werbach and D. Hunter, For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press, 2012.

[12]    T. Anderson, L. Rourke, R. Garrison, and W. Archer, "Assessing teaching presence in a computer conferencing context," Online learn., vol. 5, no. 2, 2019.

[13]     J. Dunlosky, K. A. Rawson, E. J. Marsh, M. J. Nathan, and D. T. Willingham, "Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology: Promising directions from cognitive and educational psychology," Psychol. Sci. Public Interest, vol. 14, no. 1, pp. 4–58, 2013.

Online Teaching: An Easy and Smooth Transition from Traditional Classes to a Virtual Environment in Computer Science Courses

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


João Monge , Assistant Professor at ISTEC

António Raimundo , Phd Student in ISCTE

Pedro Ramos Brandao - Coordinator Professor at ISTEC



To cite this article

João Monge, António Raimundo, Pedro Ramos Brandao, Online Teaching: An Easy and Smooth Transition from Traditional Classes to a Virtual Environment in Computer Science Courses DOI: 10.31112/kriativ-tech-2020-08-44


The current Pandemic has brought new challenges regarding the transformation of classroom presence into a virtual environment. This transition, despite being the only solution for a fast and strong commitment to the continuity of teaching, was somewhat difficult for some students, teachers and educational institutions. However, this transition was not difficult for everyone. Computer science-based courses, when compared to other courses, have not suffered the same consequence, due to teachers and students are somewhat used to working with 100% online work tools, given the nature of the course and the curricular units that comprise it. This article is intended to demonstrate through practical examples that the transition to the virtual environment, to computer science-based courses, was smooth and quick to adapt by all involved.


Online teaching, traditional classes, virtual environment, computer science, online tools, frameworks, learning management systems (LMS).


[1]Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 Pandemic: Stories from the field. Waynesville, NC, USA: Association for the Advancement of Computing in Education (AACE).

[2]Torres, A., Domańska‐Glonek, E., Dzikowski, W., Korulczyk, J., & Torres, K. (2020). Transition to on‐line is possible: solution for simulation‐based teaching during Pandemic. Medical education.

[3]Danjou, P. E. (2020). Distance Teaching of Organic Chemistry Tutorials During the COVID-19 Pandemic: Focus on the Use of Videos and Social Media. Journal of Chemical Education.

[4]Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic.

[5]Fox, M. F., Werth, A., Hoehn, J. R., & Lewandowski, H. J. (2020). Teaching labs during a pandemic: Lessons from Spring 2020 and an outlook for the future. arXiv preprint arXiv:2007.01271.

[6]Blackboard Learn | (2020). Retrieved September 2 2020, from

[7]Moodle - Open-source learning platform | (2020). Retrieved September 1 2020, from

[8]Classroom: manage teaching and learning | Google for Education. (2020). Retrieved September 1 2020, from

[9]Video Conferencing, Web Conferencing, Webinars, Screen Sharing. (2020). Retrieved September 1 2020, from

[10]Google Meet. (2020). Retrieved September 1 2020, from

[11]Video Conferencing, Online Meetings, Screen Share | Cisco Webex. (2020). Retrieved September 2 2020, from

[12]GitHub Classroom. (2020). Retrieved September 1 2020, from

Challenges of Inclusive Design for E-learning IT Courses: fostered by the Covid-19 pandemic

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


João Emílio Almeida , Assistant Professor at ISTEC-Porto



To cite this article

João Emílio Almeida, Challenges of Inclusive Design for E-learning IT Courses: fostered by the Covid-19 pandemic DOI: 10.31112/kriativ-tech-2020-08-43


The Covid-19 pandemic has posed new challenges for both students and teachers, having to move from face-to-face to online teaching in a short time. The threats brought new opportunities, allowing students away from schools due to limitations, to use on-line classes for developing their careers and academic skills. Designing an inclusive course for students with disabilities is a great challenge. This article presents some effective practices and techniques to increase inclusion and avoid accessibility issues that can arise in an online course, such as a MOOC for IT e-learning having in mind the difficulties of students with special needs.


Inclusive Design, MOOC, Accessibility Guidelines, E-learning, students with disabilities.


[1]     World Heath Organization, “Naming the coronavirus disease (COVID-19) and the virus that causes it” 2017. (accessed Aug. 14, 2020).

[2]     Hanjarwati, A. and Suprihatiningrum, J., 2020. Is Online Learning Accessible During COVID-19 Pandemic? Voices and Experiences of UIN Sunan Kalijaga Students with Disabilities. Nadwa14(1), pp.1-38.

[3]    C. Impey, “Massive online open courses see exponential growth during COVID-19 pandemic,” 2020. (accessed Aug. 14, 2020).

[4]     Blagojević, M. and Milošević, D., 2015, March. Massive open online courses: EdX vs Moodle MOOC. In Proc. 5th International Conference on Information Society and Technology, Kopaonik, Serbia (pp. 346-351).

[5]     Van Bavel, J.J., Baicker, K., Boggio, P.S., Capraro, V., Cichocka, A., Cikara, M. and Willer, R., 2020. Using social and behavioural science to support COVID-19 pandemic response. Nature Human Behaviour, 4, 460–471.

[6]     Fichten, C.S., Ferraro, V., Asuncion, J.V., Chwojka, C., Barile, M., Nguyen, M.N., Klomp, R. and Wolforth, J., 2009. Disabilities and e-learning problems and solutions: An exploratory study. Journal of Educational Technology & Society12(4), pp.241-256.

[7]     Fichten, C.S., Asuncion, J.V., Barile, M., Ferraro, V. and Wolforth, J., 2009. Accessibility of e-learning and computer and information technologies for students with visual impairments in postsecondary education. Journal of Visual Impairment & Blindness103(9), pp.543-557.

[8]     NV Access Limited, NVDA Screen Reader. (accessed Aug. 14, 2020).

[9]     S. Amornchat, “Complex Images for All Learners. A guide to make visual content accessible”, Creative Commons, License CC BY-NC-SA 4.0.

[10]   Lewis, Clayton. "Issues in web presentation for cognitive accessibility." In International Conference on Universal Access in Human-Computer Interaction, pp. 244-248. Springer, Berlin, Heidelberg, 2011.

[11]   W3C - Web design and applications. Accessibility. (accessed Aug. 30, 2020).

[12]   How to Meet WCAG (Quick Reference). (accessed Aug. 30, 2020).

[13]   Reid, Blake E. "Internet Architecture and Disability." Ind. LJ 95 (2020): 591.

[14]   Creating Accessible Content.  (accessed Aug. 14, 2020).

[15]   Accessibility Checklist for Online Courses. University of Colorado Boulder. (accessed Aug. 14, 2020).

A Review on Tools for Teaching Database Systems Online

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


João Carneiro , Assistant Professor at ISTEC



To cite this article

João Carneiro, A Review on Tools for Teaching Database Systems Online DOI: 10.31112/kriativ-tech-2020-08-42


Database Systems is a core discipline in undergraduate Computer Science and Engineering programs. The discipline includes learning a large range of different theoretical and practical topics such as data modeling, database design or SQL. Studies have identified that students find the topic complex and have difficulties in learning such topics in traditional face-to-face setting. This article presents state-of-the-art tools that are found in the literature and how they could be used to overcome some of the existing difficulties.


Online Learning, Learning Database Systems, Database Tools


[1]Connolly, T., & Begg, C. (2006). A constructivist-based approach to teaching database analysis and design. Journal of Information Systems Education, 17(1), 43.

[2]Douglas, D. E., & Van Der Vyver, G. (2004). Effectiveness of E-learning course materials for learning database management systems: An experimental investigation. Journal of Computer Information Systems, 44(4), 41–48.

[3]Davis, K. C. (2018). Teaching Physical Database Design. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). doi: 10.1007/978-3-030-01391-2_22

[4]Topi, H., Valacich, J. S., Wright, R. T., Kaiser, K., Nunamaker, J. F., Sipior, J. C., & de Vreede, G. J. (2010). IS 2010: Curriculum guidelines for undergraduate degree programs in information systems. Communications of the Association for Information Systems. doi: 10.17705/1cais.02618

[5]Fang, A., Chen, G., Cai, Z., Cui, L., Harn, L. (2017). Research on Blending Learning Flipped Class Model in Colleges and Universities Based on Computational Thinking — “Database Principles” for Example. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5747-5755.

[6] Murray, M., & Guimaraes, M. (2009). Animated Courseware Support for Teaching Database Design. Issues in Informing Science & Information Technology, 6, 201-211.

[7] Connolly, T., & Begg, C,. (2007). Teaching Database Analysis and Design in a Web Based Constructivist Learning Environment. Web Information Systems and Technologies, 343-354. doi: 10.1007/978-3-540-74063-6_27

[8] Cavus, N. (2015). Distance Learning and Learning Management Systems. Procedia – Social and Behavioral Sciences, 191, 872-877.

[9]Yining Chen, Hao Lou & Wenhong Luo (2002) Distance Learning Technology Adoption: A Motivation Perspective, Journal of Computer Information Systems, 42:2, 38-43. doi: 10.1080/08874417.2002.11647485

[10] Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes online learning experiences. Internet and Higher Education, 15, 118–126. doi: 10.1016/j.iheduc.2011.11.006

[11] Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20–32.

[12] Schmidt, S. W., Tschida, C. M., & Hodge, E. M. (2016). How faculty learn to teach online: What administrators need to know. Online Journal of Distance Learning Administration.

[13] Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34(3), 256–270. doi: 10.1080/01587919.2013.835771

[14] Jaques, D., & Salmon, G. (2007). Learning in groups: A handbook for face-to-face and online environments. Abingdon, UK: Routledge.

[15] Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. doi:10.1080/17439884.2013.770404

[16]Gillett-Swan, J. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Journal of Learning Design. doi: 10.5204/jld.v9i3.293

[17] Rashid, T. (2015). Investigation of Instructing Reforms in Databases. International Journal of Scientific & Engineering Research, 6(8), 64-72.

[18] Mason, R., Seton, C., & Cooper, G. (2016). Applying cognitive load theory to the redesign of a conventional database systems course. Computer Science Education, 1-20. doi: 10.1080/08993408.2016.1160597.

[19] Saeed, S., Aamir, R., & Mahmood, Z. (2011). Reflections on teaching database management systems to undergraduate students. International Journal of Education Economics and Development, 2(4), 398– 411. doi: 10.1504/IJEED.2011.043834

[20] Dunn, D. (2005). Database Systems and Oracle: Experiences and Lessons Learned. Proceedings of the 2005 ASCUE Conference, 99-104.

[21] Ying, F. (2016). Research on Blended Learning Mode Based on the Micro-Lecture in Database Application. Review Of Computer Engineering Studies, 3(3), 62-66.

[22] Wang, N., & Ma, C. (2017). Teaching Reform on Database Course for Science Laboratory Class. The 12th International Conference on Computer Science & Education (ICCSE 2017) August 22-25 , 2017, University of Houston, USA.

[23] Rashid, T., & AlRadhy, R. (2014). Transformations to Issues in Teaching, Learning, and Assessing Methods in Databases Courses. 2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE).

[24] Folorunso, O., & Akinwale, A. (2010). Developing Visualization Support System For Teaching/Learning Database Normalization. Campus-Wide Information Systems, 27 (1), 25 – 39. doi: 10.11 08/10650741011011264

[25] Poščić, P., Subotić, D., & IvašićKos, M. (2012). Developing the course Database systems to respond to market requirements. 2012 Proceedings of the 35th International Convention MIPRO.

[26] Wang, J., & Chen, H. (2014).Research and Practice on the Teaching Reform of Database Course. International Conference on Education Reform and Modern Management, 229-231.

[27] Cvetanovic, M., Radivojevic, Z., Blagojevic, V., & Bojovic, M. (2011). ADVICE— Educational System for Teaching Database Courses. IEEE Transactions On Education, 54(3), 398-409. doi: 10.1109/TE.2010.2063431

[28] Mitrovic, A., & Suraweera, P. (2015). Teaching Database Design with Constraint-Based Tutors. International Artificial Intelligence in Education Society, 26(1), 448-456. doi: 10.1007/s40593-0150084-6

[29] Sok, S., & Scharff, C. (2006). Work in Progress: Database Design With TabletERD. 36th ASEE/IEEE Frontiers in Education Conference, 2006, M2F-19.

[30] Wang, J., Davis, T., Westall, M., & Srimani, P. (2009). Work in Progress - MeTube: A Novel way to teach Database to Undergraduates. 39th ASEE/IEEE Frontiers in Education Conference T2C-1.

[31]Fang, A. D., Chen, G. L., Cai, Z. R., Cui, L., & Harn, L. (2017). Research on blending learning flipped class model in colleges and universities based on computational thinking - “Database principles” for example. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5747–5755. doi: 10.12973/eurasia.2017.01024a[32]Martinez, A. (2012). Using JiTT in a Database Course. SIGCSE’12.

How Solidarity Technologies Could Change and Improve e-Learning Courses and Get Inclusive and Responsive Answers for All?

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


Dulce Mourato, Assistant Professor at ISTEC



To cite this article

Dulce Mourato, How Solidarity Technologies Could Change and Improve e-Learning Courses and Get Inclusive and Responsive Answers for All?

DOI: 10.31112/kriativ-tech-2020-08-41


The practical application of Solidarity Technologies concept adopted in my PHD thesis, with its roots in inclusion promotion, interfaces simplification and universal access, more specifically in issues related to Information and Communication Technologies (ICT) and their availability for all, is one of the goals of this paper. Discuss how Solidarity Technologies could be applied at empirical research in specific formal of eLearning and Blended Learning in a specific case of graduate or post graduate ICT and Multimedia courses as well as lifelong learning situations for physical impairments and disabilities students in virtual or real academic environments, could improve inclusive and responsive answer for all.


Solidarity Technologies, Accessibility, Usability, Connectivity, Networks.


[1]Americans with Disabilities Act – ADA - (1990). Nondiscrimination on the Basis of Disability in State and Local Government Services. Pub. L. 101-336. U.S. Department of Justice. Civil Rights Division. Accessed in July 2020:

[2]Berners-Lee, T. (2008). WAI: Strategies, guidelines, resources to make the Web accessible to people with disabilities. Accessed in July 2020:

[3]Cook, A. M., & Hussey, S. M. (2002). Assistive technologies: Principles and practice. (2nd ed.). St. Louis, MO: Mosby.

[4]Faisal, Nadeem CM; Fernandez-Lanvin, Daniel; De Andres-Suarez, Javier; Gonzalez-Rodriguez, Martin; (2020) Design Quality in Building Behavioural Intention through Affective and Cognitive Involvement for E-learning on Smartphones. Internet Research. ISSN: 1066-2243. DOI: 10.1108/INTR-05-2019-0217. Bingley, United Kingdom.

[5]Hawking SW. A brief history of time from the big bang to black holes. London:Bantam Press, 1988.

[6]Mourato, D. (2011). Solidarity Technologies: From Knowledge Investment to Personal Development. PhD Thesis. Lisbon University. Accessed in July 2020:

[7]Sims, R. (2008). Rethinking (e)learning: A manifesto for connected generations. Distance Education, 29, 153 – 164.

[8]W3C (2018). Understanding WCAG 2.1. Accessed in July 2020:

[9]UNESCO (2020). Institute for Information Technologies in Education. Accessed in July 2020:

Distance learning in higher education – a promising modality for inclusion and valuation of persons with disabilities

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


João Gonçalves, Assistant Professor at ISTEC



To cite this article

João Gonçalves, Distance learning in higher education – a promising modality for inclusion and valuation of persons with disabilities

DOI: 10.31112/kriativ-tech-2020-08-40


This article is based on a research whose objective was to analyse the adequacy and framework of distance learning for persons with disabilities, especially those with reduced mobility, as a measure that facilitates access to rights, in particular to higher education and personal development and professional.

The research has shown that distance learning is an alternative that facilitates access and continuation of studies by persons with reduced mobility. It is also a measure that contributes to the achievement of the objectives recommended in national and international instruments applicable to persons with disabilities, ensuring thus, participation, appreciation, equal opportunities, and non-discrimination, on equal terms with other citizens, translating into a set of advantages for  persons with disabilities and  the public interest.


Disability, distance learning, access to rights


[1] Nogueira, José (2019). As políticas públicas e a qualidade de vida das famílias com crianças com autismo: o caso da intervenção precoce na infância. Tese de doutoramento em políticas públicas. ISCTE

[2] INR,IP, em, acedido em 17-08-2020

[3] Lei n.º 38/2004, de 18 de agosto

[4] CE (2010). Estratégia Europeia para a Deficiência 2010-2020: Compromisso renovado a favor de uma Europa sem barreiras. Bruxelas. COM(2010) 636 final. PT

[5] Capucha, Luís; Neves, António; et al (2006). Estudo de avaliação da qualidade e segurança das respostas sociais na área da reabilitação e integração das pessoas com deficiência. DGEEP, coleção Cogitum n.º 21

[6] Gonçalves, João (2020). Distance learning in the pursuit of public policies of economic interest and valorization of knowledge. In Kriativ-Tech n.8, July

[7] Torres, Patricia; Fialho, Francisco (2009). Educação a distância: passado, presente e futuro. In Educação a Distância: o estado da arte. S. Paulo: Pearson Education do Brasil

[8] Silva, Robson (2009). A educação corporativa: universidades corporativas. In Educação a Distância: o estado da arte. S. Paulo: Pearson Education do Brasil

[9] Siemens, George (2003). Learning Ecology, Communities, and Networks: Extending the Classroom. elearnspace.

[10] Downes, Stephen (2006). Learning Networks and Connective Knowledge. Instructional Technology Forum.


[12] Decreto-Lei n.º 133/2019, de 3 de setembro

[13] Resolução do Conselho de Ministros n.º 25/2018

[14] Resolução do Conselho de Ministros n.º 26/2018

MOVING ONLINE: Using the potencial of media for teaching and learning. A new pedagogy of learning contexts.

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


Luisa Orvalho, Professora Coordenadora do ISTEC



To cite this article

Luisa Orvalho, MOVING ONLINE: Using the potencial of media for teaching and learning. A new pedagogy of learning contexts.

DOI: 10.31112/kriativ-tech-2020-06-37


Plenty of “disruptive” technologies have been introduced in society over the last decades while teaching remained static, but coronavirus has led to a rush of online teaching. The purpose of this article is to present the results of an Research - Action – Collaborative (R-A-C), in the context of higher education, carried out by a team of research professors from Instituto Superior de Tecnologias Avançadas (ISTEC), where one of the mandatory requirements is to have a certified teaching staff with pedagogical training for distance learning.This investigation aimed to answer the challenge / problem launched by the founding entity of ISTEC, of submitting an application to Agência de Avaliação e Acreditação do Ensino Superior (A3ES), for two new degree courses, in fully online, in the context of covid-19 pandemic. The qualitative methodology used in this research, carried out during the months of June, July and August 2020, by a collaborative team of 19 research professors, with descriptive analysis supported by the state of the art. Regarding the results, there was an effort in the research to gather contributions and pedagogical practices that can cover the specific needs of students enrolled in distance courses.


Higher Education, Distance Learning, Design of Learning Context, Project-Based Learning (PBL), Open Educational Resources(OER), Rubrics


Aleven, V., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computerbased cognitive tutor. Cognitive Science, 26, 147–179[2]

Caria, Telmo H. (2013). O trabalho profissional burocrático: Modelo de análise sobre a profissionalização do trabalho social em organizações do sector não lucrativo em Portugal. Revista de Ciências Sociais, 56(4), 829-865. doi:10.1590/S0011-52582013000400003.JCR ; Scopus

Laurillard, D. M. (1993). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. Routledge, London.

Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge ISBN 0415256798

Diana Laurillard’s Conversational Framework (1993, 2002) [Online]. Available: -"> - vídeo “An introduction to the six types of learning”

Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436. [Online] . Available:

Wurdinger, S.  (2016). The Power of Project Based Learning.Rowman and Littlefield ISBN: 978-1-4758-2765-1 Wurdinger (2016)

Buck Institute for Education (2020). Gold Standard PBL: Essential Project Design Elements.[Online] . Available:">

For the Buck Institute for Education (2020). Available:

Bates, T.  Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. Jossey-Bass, San Francisco.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Edtechteacher Blog [Online]. Available: href="">

Resources for engaging students with learning | Professor António Andrade, catolicaportoeducacao [online]. Available:">

Barton, J., & Collins, A. (1993). Portfolios in teacher education. Journal of Teacher Education, 44(3), 200–212

Smith, K., Tillema, H. 1998). Evaluating Portfolio Use as a Learning Tool for Professionals. Scandinavian Journal of Educational Research, v42 n2 p193-205 Jun 1998.

UCN. (2017).Assessment @Carolina.Using rubrics to assess student learning outcomes at the program level. Office ofI Institutional Research and Assessment. july 2017. [Online]. Availble:

Brookhart, S. (2005). Teaching About Communicating Assessment Results and Grading. First published: 25 October 2005 (Brookhart, 1999).

Gomes, C., Pereira, A. & Nobre, A. (2018), Gamificação no Ensino Superior Online: dois exemplos. Lisboa: Universidade Aberta-LE@D, 2018. ISBN: 978-972-674-830-4

EDUCAREDE (Comp.). Ensinar com a internet: Twitter na escola. Texto traduzido e adaptado do EducaRede da Espanha . Available:

Sanchez, A., Granado, A. & Antunes, J. L. (2014.) Redes Sociais para Cientistas. Lisboa: Nova Escola Doutoral – Reitoria da Universidade NOVA de Lisboa Data: dezembro de 2014 ISBN: 978-989-20-5419-3

Daccord, T. (2020).Pedagogical Recalibration or Innovation? OESIS Network, Inc., Summer.">

Figueiredo, A. D. (2016). A Pedagogia dos Contextos de Aprendizagem. Revista eCurriculum. São Paulo. v.14, nº3, Jul/Set 2016, pp. 809-836.e-ISSN: 1809-3876.[18]Community of Inquiry (CoI), Marti Cleveland)

Xavier Aragay ( 2017). Reimaginando La Educacion. Barcelona: PAIDOS ISBN: 9788449333729Edição: 09-2017"> aragay/19661905

Technology education challenges for the 21st century: how to prepare students for realities that do not yet exist

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.


João Emílio Almeida, Assistant Professor at ISTEC



To cite this article

João Emílio Almeida, Technology education challenges for the 21st century: how to prepare students for realities that do not yet exist

DOI: 10.31112/kriativ-tech-2020-06-39


The ongoing technological revolution, with the automation of many of the tasks traditionally performed by humans, in particular with the advent of Artificial Intelligence, will eliminate some jobs; however, will create others, nonexistent currently. The challenge facing higher education professors is to know what tools they should provide for students to prepare them for the future. Students now attending higher education, particularly those in the technological sector, will be confronted with new professions that do not yet exist. The question is, how do you prepare today's students to meet future technological challenges? In this article, a brief introduction to the theme is presented, highlighting the challenges that are posed to those in charge of educational training and some of the possible solutions to overcome them, in order to equip students with the necessary resources to face future challenges which, currently, we do not know what they will be.


education, higher education, skills and knowledge.


Brannen, K. (2015). Air Force’s Lack of Drone Pilots Reaching ‘Crisis’ Levels, Foreign Policy, Retrieved from

Colombo, A. W., Karnouskos, S., Kaynak, O., Shi, Y., & Yin, S. (2017). Industrial cyberphysical systems: A backbone of the fourth industrial revolution. IEEE Industrial Electronics Magazine11(1), 6-16.

Correia, J. A., Stoleroff, A. D., & Stoer, S. R. (2011). A ideologia da modernização no sistema educativo em Portugal. Educação, Sociedade & Culturas, 37, 169-193.

Elliot, L. (2016, 24th january). Fourth Industrial Revolution brings promise and peril for humanity. The Guardian. Retrieved from

Estanque, E., & Costa, H. A. (2018). Trabalho e desigualdades no século XXI: velhas e novas linhas de análise. Revista Crítica de Ciências Sociais, (especial), 261-290.

Gomes, D. J. F. (2015). Criação de CTeSP no Ensino Superior: Construindo redes, promovendo o emprego no estreitamento das relações com a Comunidade (Ph.D Thesis). Instituto Politécnico de Setúbal.

Harari, Y.N. (2018). 21 Lições para o Século XXI. Amadora: Portugal. Elsinore.

International Labour Office (ILO). (2016). Non‐standard employment around the world: Understanding challenges, shaping prospects. ISBN 978-92-2-130386-2 (web pdf).

Marçano, I. (2017). Desemprego, procura de emprego e expectativas: um estudo junto de desempregados no sul de Portugal. Lusíada. Economia e Empresa, (22), 125-143.

McKinsey Global Institute (2019). Automação e futuro do emprego em Portugal.

Pinto, A. P. (2017). Evolução e caracterização do ensino técnico e profissional em Moçambique: expectativas e perceções. (Ph.D Thesis). ISCTE-IUL. Lisboa.

Ribeiro, M.I., Fernandes, A.J., Cabo, P., Matos, A. (2017). Atitudes e comportamentos dos alunos de uma instituição de ensino superior face ao empreendedorismo. In CIEM 2017- Atas da 7a Conferência Ibérica de Emprendedorismo. Esposende, Portugal.

World Economic Forum. (2016, January). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. In World Economic Forum.