Pedagogical Model for Distance Learning

Kriativ-tech Volume 1, Issue 8, April 2018, Pages: xxx Received: Oct. 7, 2020. Accepted: Oct. 19, 2020. Published: Oct. 21, 2020.


Paulo Duarte Branco, Assistant Professor at ISTEC

Pedro Ramos Brandao, Coordinator Professor at ISTEC



To cite this article

P. D. Branco and P. R. Brandao, “Pedagogical Model for Distance Learning”, AE, October 2020. ISBN 978-989-33-1131-8. DOI: 10.31112/kriativ-tech-2020-08-48


This document is a pedagogical model for the distance learning of a Higher Education Institution with more than three decades of existence, as many as its experience in the development of technology-mediated teaching/ training projects in hybrid or distance systems.

The thematic has a double interest for academics and educational institutions. At first, by clearly addressing current theoretical and methodological concepts supported by reference bibliography and in line with policies adopted at national and international levels. Second, by presenting actual and practical solutions for implementing the model in its context, which is distance learning.

ISTEC's pedagogical model for distance learning, as an institution's internal document, does not close in on itself, opening space to be used and adapted, by others who seek to develop formal education systems, using current technologies and practices.

This book thus presents us with a justification for the creation of distance learning cycles, with a concern for inclusive, participatory and Portuguese-speaking education, not neglecting the issues of ethics, cyber-security and data protection, which are increasingly discussed in the academy and at high national and international levels.

Although targeted at academics and higher education institutions, this model also serves the interests of organizations and companies, particularly in the field of information and communication technologies, who want to develop active training systems for their staff by making use of the solutions and opportunities that distance learning allows.


E-learning, online learning space, distance learning, pedagogical model for distance learning, distance learning cycles, information and communication technologies.


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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


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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


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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


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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).


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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.


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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


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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.


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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


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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


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