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.
Authors
Pedro Ramos Brandao, Coordinator Professor at ISTEC
Manuel Rezende, MSc Student at ISTEC
Media
To cite this article
Pedro Ramos Brandao, Manuel Rezende, Data: The most valuable commodity. DOI: 10.31112/kriativ-tech-2020-08-47
Abstract
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.
Keywords
Data breach, data loss, data leakage, cybersecurity, financial loss, identity theft
References
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[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
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[8] Columbus L. (2020). “2020 Roundup Of Cybersecurity Forecasts And Market Estimates”. Forbes Editor’s pick, Apr 5th 2020
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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.
Authors
Sérgio Pinto, Teaching Assistant at ISTEC
Media
To cite this article
Sérgio Pinto, Adapting course contents to online learning DOI: 10.31112/kriativ-tech-2020-08-46
Abstract
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.
Keywords
Online learning, internet, pandemic, LMS, VLE, multimedia, interactivity
References
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[15] Siemens, G. (2004). Connectivism as a Digital Age Learning Theory. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1089.2000&rep=rep1&type=pdf
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.
Authors
Ricardo Baptista, Assistant Professor at ISTEC - Porto
Media
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
Abstract
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.
Keywords
Interaction, E-learning, online learning space, web programming teaching
References
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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.
Authors
João Monge , Assistant Professor at ISTEC
António Raimundo , Phd Student in ISCTE
Pedro Ramos Brandao - Coordinator Professor at ISTEC
Media
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
Abstract
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.
Keywords
Online teaching, traditional classes, virtual environment, computer science, online tools, frameworks, learning management systems (LMS).
References
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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.
Authors
João Emílio Almeida , Assistant Professor at ISTEC-Porto
Media
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
Abstract
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.
Keywords
Inclusive Design, MOOC, Accessibility Guidelines, E-learning, students with disabilities.
References
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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.
Authors
João Carneiro , Assistant Professor at ISTEC
Media
To cite this article
João Carneiro, A Review on Tools for Teaching Database Systems Online DOI: 10.31112/kriativ-tech-2020-08-42
Abstract
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.
Keywords
Online Learning, Learning Database Systems, Database Tools
References
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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.
Authors
Dulce Mourato, Assistant Professor at ISTEC
Media
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
Abstract
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.
Keywords
Solidarity Technologies, Accessibility, Usability, Connectivity, Networks.
References
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[6]Mourato, D. (2011). Solidarity Technologies: From Knowledge Investment to Personal Development. PhD Thesis. Lisbon University. Accessed in July 2020:http://hdl.handle.net/10451/4196.
[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: https://www.w3.org/WAI/WCAG21/Understanding/.
[9]UNESCO (2020). Institute for Information Technologies in Education. Accessed in July 2020: https://iite.unesco.org/news/unesco-iite-and-w3c-launch-an-introduction-to-web-accessibility-free-online-course/
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.
Authors
João Gonçalves, Assistant Professor at ISTEC
Media
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
Abstract
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.
Keywords
Disability, distance learning, access to rights
References
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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.
Authors
Luisa Orvalho, Professora Coordenadora do ISTEC
Media
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
Abstract
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.
Keywords
Higher Education, Distance Learning, Design of Learning Context, Project-Based Learning (PBL), Open Educational Resources(OER), Rubrics
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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.
Authors
João Emílio Almeida, Assistant Professor at ISTEC
Media
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
Abstract
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.
Keywords
education, higher education, skills and knowledge.
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