Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe

Huet, Isabel; Pessôa, Teresa; Murta, Fátima Teresa Sol

doi:10.14195/978-989-26-2134-0

Cited by 3 publications

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Enhancing the Design of a Supply Chain Network Framework for Open Education

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Favre

Soulikhan

et al. 2022

Communications in Computer and Information Science

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This article addresses the problem of education in the knowledge society. More precisely it suggests to conceptualize Open Education as a supply chain in the form of a network of responsible citizens, switching roles and participating meaningfully in any education endeavour. It results in co-designing learning paths and creating common goods in the form of knowledge commons. These insights are gathered through a reflection conducted with a method of scholarship of teaching and learning, a theoretical framework of value creation (Wenger-Trayner & Wenger-Trayner, 2020) and epistemologies of absences and emersions (Santos, 2016), and a case study (Favre, 2021).

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Enhancing the Design of a Supply Chain Network Framework for Open Education

Class

Favre

Soulikhan

et al. 2022

Communications in Computer and Information Science

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Do birds of a feather flock together? Lessons from an interdisciplinary and interinstitutional community-development approach to faculty development

Soares,

Franco,

Rocha

et al. 2024

International Journal for Academic Development

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Digital Competence of Higher Education Teachers at a Distance Learning University in Portugal

Moreira,

Nunes,

Casanova

2023

Computers

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The Digital Education Action Plan (2021–2027) launched by the European Commission aims to revolutionize education systems, prioritizing the development of a robust digital education ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on Universidade Aberta, Portugal, to identify the strengths and weaknesses of teachers’ digital skills within the Digital Competence Framework for Educators (DigCompEdu). Using a quantitative approach, the research utilized the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population, to evaluate teachers’ perceptions of their digital competences. A total of 118 teachers participated in the assessment. Findings revealed that the teachers exhibited a notably high overall level of digital competence, positioned at the intersection of B2 (Expert) and C1 (Leader) on the DigCompEdu scale. However, specific areas for improvement were identified, particularly in Digital Technologies Resources and Assessment, the core pedagogical components of DigCompEdu, which displayed comparatively lower proficiency levels. To ensure continuous progress and alignment with the Digital Education Action Plan’s strategic priorities, targeted teacher training initiatives should focus on enhancing competences related to Digital Technologies Resources and Assessment.

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Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe

Cited by 3 publications

References 0 publications

Enhancing the Design of a Supply Chain Network Framework for Open Education

Enhancing the Design of a Supply Chain Network Framework for Open Education

Do birds of a feather flock together? Lessons from an interdisciplinary and interinstitutional community-development approach to faculty development

Digital Competence of Higher Education Teachers at a Distance Learning University in Portugal

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