This article presents the results obtained in a pilot test, on the implementation of an online course on audiovisual communication, which was one of the phases of the European project Com On. This course is completely free and is available online through the project platform. The results described were derived from interviews with participants in the online course and from the analysis of results from a satisfaction questionnaire available online to all participants. We can conclude that, in general, the participants consider that the course meets the expectations; it is simple to navigate; the course interface is to the liking of the participants; the course is an asset in learning the issues related to audiovisual communication and the participants recommend the course to other potential interested in the subject. According to the suggestions received, new activities will be integrated into all modules of the online course.

Hypertension has been described as the most prevalent risk factor for cardiovascular diseases, which are the main cause of death worldwide. In Portugal, in 2015, its prevalence was of 36%. This pathology’s therapeutic success depends upon a good knowledge about the therapeutic alternatives available. There is, therefore, imperative to insure that the learning process is efficient. In order to improve it, in a more appealing and effective way, there has been an increase in the employ of digital tools. This study aimed to assess the impact of a mobile application in knowledge’s acquisition and/or consolidation about antihypertensives, in higher education Pharmacy students. The study took place in Superior Health School of Porto, Portugal, with a sample of 141 students. Data was collected by applying two questionnaires. The first was applied in the beginning of the study and the second after the usage of the mobile application. Four groups of study were defined, that varied in accordance with the application’s usage frequency: group A (2/week); group B (4/week); group C (every day), group D (control group). The study revealed an evident evolution from the first to the second questionnaire, in all course years (p<0,001) and study groups (p<0,001). There was an evolution of 31,34% in group A, 45,18% in group B and 49,37% in group C. It can be concluded that mobile applications, namely digital games educationally directed, can be useful tools in higher education students.

In this text we show an exploratory study on radio and podcast consumption with children between 8 and 10 years old, who attended Basic Education in a Portuguese school. The objective was to understand their consumption habits and how these habits could positively influence their school learning. Starting from our experience in broadcasting school radio with students, we consider the hypothesis that children do not like listening to the radio, rather participate and do it. The result of our study shows that, in general, children do not have the habit of listening to the radio, but when they do, it is almost always mediated by adults, which can contribute to a negative image of the radio itself. The podcast - having immense educational possibilities - still has no concrete consumption and, therefore, remains unknown to many children, although it shares the language with the radio and offers new possibilities. Keywords: Radio;podcast;children;consumption habits

According to the National Toxicology Programme, Environmental Tobacco Smoke (ETS) consists of more than 4000 chemical substances, at least 250 of which are toxic and/or carcinogenic to humans. The age group that is most vulnerable to the harmf ul effect of ETS is children and newborns, since their bodies are still growing and the airways, both upper and lower, are not developed. In order to help primary school teachers to convey all the information that can be considered an added value for the future w ith regard to smoking, the need arises to create electronic content that can facilitate and/or enhance the teaching-learning processes. The objectives of the project are to introduce the topic of smoking by highlighting the inherent hazards, promoting healthy living habits and designing and building a learning object (LO) to support 1st cycle teachers. The LO construction model is divided into six phases: Analysis; Instructional Design; Electronic Content Design and Production; Integration and Testing in a web-based platform; Evaluation and Validation; and Implementation. In conclusion, it is imperative to act in the prevention of smoking habits, but also in the promotion of smoking cessation. The development, evaluation and implementation of a learning object aimed at raising awareness of the dangers of smoking in children in the elementary school will be a benefit for future generations.

Access to online networks, which include various types of sources and formats - as well as the growing production of multimedia content - has resulted in an indiscriminate combination of information, opinion and entertainment. Practices of Media Literacy appear to be emerging in a social context marked by the strong influence of the World Wide Web, precisely because it undermines the common truth of societies. The use of audiovisual, especially of cinematographic type, is presented as an ally with several readings, among them, the understanding of transversal, cognitive and emotional matters, through the deconstruction of form. In this sense, a training proposal for teachers that explores online education and aims to contribute to cinema literacy by empowering teachers to integrate practices using films in the school context was developed, prototyped and evaluated.

Distance learning is increasingly a sine qua condition nowadays. This work analyzes the implementation of distance and semi-distance learning strategies in Angola. The methodology of the study is qualitative and empirical-descriptive, focusing on historical and current contexts (Covid-19). To achieve our goal and respond to our research question, we used the following techniques: document analysis, non-participant observation and survey by questionnaire to teachers. We verified that there are several barriers to the implementation of Distance and Semi-distance Learning Modalities in Angola, such as, for example, restrictions on Internet access and lack of technical, technological and infrastructure conditions. We conclude an investment must be made in all Higher Education Institutions in Angola that do not respect access to the Internet, infrastructure, technical and technological support and continued training in Information and communication technology for teachers.

Num ano assinalado por contextos inimagináveis e cenários disruptivos que enformam os nossos dias de incerteza e imprevisibilidade (mas também de entusiasmo e oportunidades de explorar ambientes educativos inauditos), a mediação tecnológica tornou-se abruptamente obrigatória e omnipresente. Enquanto Professores e Investigadores, mergulhamos - sem alternativa - no que alguns já designaram um Ensino Remoto de Emergência, vivenciando um ambiente virtual de aprendizagem improvisado e redesenhando, da forma possível, um modelo de pedagógico que deixou de funcionar num aqui e agora e passou a existir em qualquer altura e em qualquer lado. Por sua vez, Bolonha, que parecia já uma esquecida e datada declaração, voltou a ser evocação recorrente no discurso do Ensino Superior, pela urgência de promover a autorregulação e a autonomia nos Estudantes da Era Pandémica, assim como pela necessidade de reconceptualizar o significado de horas de contato e de promover a flexibilização de aprendizagens. Este é um ano em que termos e conceitos que conviviam no socioleto restrito dos Investigadores e entusiastas de diferentes modelos de aprendizagem potenciada por tecnologias passaram a integrar o mapeamento mental dos Professores, as práticas diárias de ensino e aprendizagem e a prolífica documentação oficial de caráter normativo e recomendativo que passou a regular o nosso trabalho. Ensino a distância, aprendizagem online, ferramentas síncronas e assíncronas passaram a ser parte de uma easy take away solution que Norberg (2014) estaria longe de antever assim concretizada. Sendo certo que não há conhecimento sem terminologia, a urgência de pôr em prática, sem tempo para refletir, leva a não raras utilizações superficiais e, por vezes, até subvertidas, do domínio de especialidade que constitui o Ensino a Distância.   O novo ano académico já se iniciou. Por ora, voltamos à presença, à soberania da sala da nossa aula, mas não do mesmo modo como conhecemos, no passado, esta territorialidade. Emergem novas designações como a de Ensino Presencial Misto. Que ensino é este? Um regime semi-presencial? Um e-learning enriquecido por momentos presenciais? Um ensino de matriz presencial enriquecido por e-learning? Não se trata, agora, de um modelo aspiracional, ou de uma opção ideológica, mas de uma segunda vaga experimental forçada pelo contexto societal imposto. Neste extraordinário ano de 2020, iremos experimentar três cenários educativos com desafios não despiciendos:   Ensino Presencial, Ensino Remoto de Emergência e, agora, o que se poderá designar Blended Learning de Emergência. E é neste quadro de incerteza que publicações académicas como a Pratica e-Learning aumentam a relevância da sua existência, constituindo-se um espaço virtual de partilha de experiências pedagógicas que conciliam tecnologia e aprendizagem. No seu terceiro ano de vida, a Pratica e-Learning, reflete a crescente dinâmica de investigação orientada para a condução de estudos exploratórios em diferentes níveis de ensino. Este número reúne contributos conceptuais e estudos empíricos focados em partilhar teorias e práticas que melhorem os processos de aprendizagem mediados e potenciados por tecnologias. O primeiro estudo intitula-se COM ON project:  adventure to unleash your potential for (audio)visual communication! São apresentados os resultados descritivos obtidos a partir de um teste piloto, no qual foram avaliadas as expetativas e perceções dos participantes sobre o um curso online, no âmbito da Comunicação Audiovisual. O segundo e terceiro estudos foram conduzidos no âmbito do Primeiro Ciclo do Ensino Básico, abordando aspetos metodológicos relativos à construção de objetos de aprendizagem e avaliando o impacto do consumo da rádio e dos podcasts na aprendizagem. O quarto estudo intitula-se Avaliação do impacto de uma aplicação móvel no conhecimento acerca dos Anti-Hipertensores, tendo como objetivo refletir sobre a aquisição e/ou consolidação do conhecimento promovida por uma aplicação móvel, no contexto de uma Licenciatura em Farmácia. Por último, o quinto estudo Cinema como suporte para aprendizagens distribuídas – Proposta de formação de professores são exploradas as virtualidades de produtos cinematográficos como meio para a aprendizagem de conteúdos transversais, cognitivos e emocionais.   Entramos, sem casting, guião ou realizador, no Brave New World, que Huxley (1946) havia profetizado. Utopia ou distopia? Não sabemos ainda. Sabemos sim que nesta caminhada, por vezes inóspita, pelo espaço real e digital do Admirável Mundo Novo não estamos sós no desejo de compreender, aprender e de partilhar. Boas Leituras!

Higher Education Institutions (HEIs) play an important role in local and national development, aiming to create value for the surrounding community. One of the objectives of HEIs is to define a strategy to combat dropout, particularly after the end of the 3rd cycle, and increase the number of students entering higher education. ISCAP, as a public education institution, has been developing institutional partnerships with secondary and vocational schools, establishing relationships with vocational guidance offices, direct contact with teachers and students, development of several joint activities - events, participation in extra-curricular activities and projects, visits, etc. On the other hand, annually, we receive students who are developing their curricular internship in order to provide them with a professional experience in the area of communication, marketing and employability, as well as to support the development of Professional Aptitude Projects (PAP) related to different areas of action. In this study it is intended, therefore, to analyze the importance of carrying out curricular internships for students attending vocational education in the offices of a HEI - ISCAP - as a contribution to the process of attraction and encouragement to pursue studies. This analysis aims to characterize and present cases of students who - after completing a curricular internship at ISCAP and fully experiencing the environment of an HEI, the culture and interacting with students and teachers, decide to pursue studies for our training offer, TeSP and Degrees.

The Summer School on Digital Transformation - Organizational and Societal Dimensions was developed by CEOS.PP, with the support of FCT. Its objectives were: to arouse interest in the study of current and potential problems associated with the digital transformation of society; to provide junior researchers, participants of the summer school, with knowledge inherent to digital transformation and methodologies and practical tools for the development of applied research projects; to motivate junior researchers to transfer the technical and scientific knowledge acquired to organizations through the development of solutions of recognized added value and to disseminate the knowledge produced to society. Structurally, it was intended to stimulate applied research, in articulation and direct interaction with organizations facing challenges in their work processes and business models within the scope of the digital transformation of society, namely in a post-COVID reality. This resulted in some of the main impacts of the VS: acquisition of new knowledge related to the scientific activity, namely in the field of Digital Transformation, through the sessions provided by the Summer School, as well as through the sharing of knowledge both with teachers and among colleagues; development of skills of interaction with the market from the point of view of the use of scientific methodology; reinforcement of motivation to integrate a group of researchers, with the support of senior researchers; strong development in scientific writing; increased interest in scientific activity; development of interest in pursuing academic qualification, via PhD