A Mul i-p onged App oach o P omo e
Pedagogical Inno a ion and Dis ance Lea ning
in Highe Educa ion
Célio Gonçalo Ma ques1(B),AnaNa a
1, Luís Miguel Fe ei a1,2 ,
and Ana Ma a Rod igues1
1LIED – Labo a o y o Pedagogical Inno a ion and Dis ance Lea ning, Poly echnic Uni e si y
o Toma , Es ada da Se a, Quin a Do Con ado , 2300 Toma , Po ugal
{celioma ques,ana a,ana. od igues}@ip .p
2Escuela Poli écnica Supe io , Uni e sidad de Se illa, C/ Vi gen de Á ica, 7, 41011 Se illa,
Spain
[email p o ec ed]
Abs ac . In an e e -changing socie y, i is o u mos impo ance ha educa ion
o e s me hods and ools ha os e a mo e dynamic and pa icipa o y eaching and
lea ning expe ience, ailo ed o he needs o oday’s s uden s. Consequen ly, he
pu sui and implemen a ion o ac i e lea ning and dis ance lea ning app oaches
ha e become impe a i e in highe educa ion. This s udy p esen s e ec i e p ac-
ices de ised a a Highe Educa ion Ins i u ion in Po ugal, aimed a p omo ing
pedagogical inno a ion among acul y membe s and enhancing dis ance lea n-
ing. The wo k highligh s a ious ac i i ies ha suppo digi al empowe men , as
well as s a egic esea ch and de elopmen ini ia i es, which can se e as alu-
able guidelines o o he highe educa ion ins i u ions. Fu he mo e, d awing upon
h ee yea s o collec ed da a, he impac o hese ac i i ies on he acul y, he ins i-
u ion, and he communi y was e alua ed. O e all, he esul s demons a e ha he
mul i-p onged app oach has had a posi i e in luence on eaching p ac ices and has
posi i ely a ec ed he o ganiza ional dynamics. I unde sco es he c i ical na u e
o con inuous in es men in specialized aining and esea ch and de elopmen
endea ou s.
Keywo ds: Highe Educa ion ·Dis ance Educa ion ·Pedagogical Inno a ion ·
Lea ning
1 In oduc ion
When examining pedagogical inno a ion, pa icula ly in highe educa ion, i is c ucial o
acknowledge he p o ound impac o he SARS-COV-2 co ona i us pandemic. In e ec ,
in Ma ch 2020, he wo ld expe ienced an unpa alleled ans o ma ion as widesp ead
lockdowns we e implemen ed, necessi a ing an ab up ansi ion o dis ance lea ning.
Howe e , i is wo h men ioning ha signi ican changes ha e al eady aken place in he
highe educa ion sys em in Eu ope and consequen ly in Po ugal, which we e no solely
p omp ed by he unexpec ed shi caused by he co ona i us pandemic. These changes
we e p ima ily d i en by na ional and in e na ional policies and e o ms.
© The Au ho (s), unde exclusi e license o Sp inge Na u e Swi ze land AG 2025
J. V. Ca alho e al. (Eds.): ICITED 2024, LNNS 858, pp. 334–343, 2025.
h ps://doi.o g/10.1007/978-3-031-74751-9_31
A Mul i-p onged App oach o P omo e Pedagogical Inno a ion and Dis ance Lea ning 335
While i is no possible o p o ide an exhaus i e lis o all hese changes, wo c ucial
ansi ional phases in he e olu ion o highe educa ion in Po ugal a e wo h highligh -
ing: he pos -25 h Ap il 1974 e a and he pos -Bologna e a o 1996. The i s phase,
mos ly a he na ional le el, eme ged because o he poli ical egime change b ough
abou by he so-called “Ca na ion Re olu ion”, which ended a 40-yea dic a o ship in
Po ugal and pa ed he way o he democ a iza ion o educa ion a all le els. The second
signi ican ans o ma ion in he Po uguese (and Eu opean) educa ional landscape came
wi h he 1996 Bologna Decla a ion, which ins iga ed subs an ial changes in he o ganiza-
ion o Highe Educa ion Ins i u ions h oughou Eu ope. The objec i e was o es ablish
a s a egic ision ha would acili a e he de elopmen o a Eu opean Highe Educa-
ion A ea cha ac e ized by quali y and compe i i eness. In he pos -Bologna educa ion
sys em, he ole o he eache shi ed owa ds ha o a u o , and he lea ning p ocess
became s uden -cen e ed. This ep esen ed a up u e om he adi ional eaching model,
wi h he eache - u o guiding, men o ing, and encou aging s uden s o ac i ely pa ic-
ipa e in he cons uc ion o hei knowledge [8]. As a esul , sociocul u al heo y, and
he cons uc i is iew o lea ning [17] ha e gained popula i y in explaining lea ning,
esea ch, and de elopmen , pa icula ly, in Highe Educa ion Ins i u ions.
The e o e, o mee he need o in es ing in inno a ion, in new eaching and lea ning
me hodologies, as well as in g ea e in ol emen in de elopmen p ojec s, in 2019,
i was es ablished he Labo a o y o Pedagogical Inno a ion and Dis ance Educa ion
(LIED.IPT) a he Poly echnic Ins i u e o Toma (IPT). This s udy aims o assess he
di e se ac i i ies o LIED.IPT, which no only p omo e pedagogical inno a ion, bu
also os e empowe men and digi al ans o ma ion in highe educa ion. The esea ch
me hodology employed in his s udy includes documen analysis gene a ed om he
analysis o documen s ele an o his s udy, and quan i a i e me hods ha consis s in
collec ing, analyzing, and in e p e ing nume ical da a collec ed h ough online su eys
applied a e key momen s.
This wo k comp ises he ollowing ou subsequen sec ions. Sec ion 2p o ides a
b ie con ex ualiza ion o dis ance educa ion, wi h a pa icula ocus on analyzing he
key aspec s ha cha ac e ize i in he na ional and Eu opean con ex . Sec ion 3p esen s
he s a egic axes and objec i es o he LIED.IPT. Following ha , Sec . 4p esen s he
mul i-p onged app oach, and p o ides examples o he ac i i ies de eloped in LIED.IPT.
Finally, in Sec . 5, he concluding ema ks a e p esen ed, e alua ing i s impac wi hin
he o ganiza ion and he su ounding communi y.
2 Dis ance Educa ion: The Po uguese and Eu opean Union
Con ex
Dis ance educa ion eme ged in he 19 h cen u y and has e ol ed h ough se e al his-
o ical s ages, which ange om co espondence educa ion o he use o adio and TV,
elecon e encing, compu e s, and mul imedia in he 20 h cen u y, un il o he la es de el-
opmen in online lea ning, including Massi e Open Online Cou ses (MOOC) and i ual
class ooms, p o iding eal- ime in e ac ion be ween ins uc o s and s uden s. In he 21s
cen u y,dis ancelea ninghasbeen u he ans o medbyad anced echnologiessuch as
mobile lea ning, i ual eali y, augmen ed eali y, and a i icial in elligence. Nowadays,
336 C. G. Ma ques e al.
dis ance lea ning is a dynamic and in eg al pa o he educa ional landscape, o e -
ing lexible and inclusi e educa ional solu ions wi h he aim o p o iding high quali y
educa ion o all, ensu ing he achie emen o Sus ainable De elopmen Goal 4.
Rega ding Po ugal, he de elopmen o dis ance lea ning can be aced back o 1927
when discussions began ega ding he ad an ages and disad an ages o inco po a ing
echnology in educa ion, speci ically h ough educa ional cinema. A e a pe iod o
delibe a ion, he Minis y o Public Ins uc ion c ea ed a Commission in 1932 wi h he
pu pose o p oposing, c ea ing, and dis ibu ing educa ional cinema con en . La e , in
1963, six yea s a e he i s egula o icial b oadcas o Po uguese ele ision, he
Cen e o Audio isual Pedagogy S udies was c ea ed. I s main objec i e was o analyse
he u iliza ion o audio isual media as ools o suppo he educa ional p ocess. In 1965,
he “Ins i u o de Meios Audio isuais de Ensino (IMAVE)” was c ea ed by he Na ional
Minis y o Educa ion. IMAVE assumed esponsibili y o p oducing, dis ibu ing, and
managing educa ional con en . This pe iod also ma ked he in oduc ion o eaching ia
ele ision, commonly known as “Telescola”, in Po ugal.
Following Po ugal’s in eg a ion in o he Eu opean Union in 1986, dis ance lea ning
g adually expanded i s p esence in he educa ion sys em. Ini ially, i was associa ed
wi h specialized oca ional aining du ing ha ime [4]. Howe e , he social, echnical,
and echnological ad ances expe ienced by socie y in ecen decades ha e played a
signi ican olein hesea cho al e na i e o mso educa ion,including heinco po a ion
and de elopmen o dis ance lea ning a a ious educa ional le els. Since 2014, dis ance
lea ning in Po ugal has been a egula ed educa ional and aining o e ing, pa icula ly
o he second and hi d cycles o basic educa ion and highe educa ion. The Di ec o a e-
Gene al o Educa ion ecognizes i as a high-quali y al e na i e o s uden s who a e
unable o a end ace- o- ace classes. In 2019, he legal amewo k o dis ance highe
educa ion was es ablished wi h he app o al o Dec ee-Law no. 133/2019.
Mo eo e , since 2019, due o he need imposed by he SARS-COV-2 co ona i us
pandemic, he e has been a signi ican accele a ion in he adop ion o dis ance lea n-
ing in Po ugal and wo ldwide. This accele a ion has led o a heigh ened awa eness and
accep ance o he ad an ages o his me hod. Dis ance lea ning is now seen as an al e na-
i e and complemen a y app oach o adi ional eaching, which p edominan ly a ou s
ace- o- aceins uc ion.The e o e,i isc ucial oha eano ganiza ionals uc u einEdu-
ca ional Ins i u ions ha o ganized, de eloped, and deli e ed aining and p o essional
de elopmen cou ses, dissemina ed, and sha ed expe iences and p o ided con inuous
suppo o i s eaching s a . I was o his pu pose ha LIED.IPT was c ea ed.
3 A Labo a o y o Pedagogical Inno a ion and Dis ance Lea ning
The labo a o y o pedagogical inno a ion and dis ance lea ning was es ablished wi h a
clea mission o p omo e, s imula e, and di e si y eaching and lea ning in bo h ace- o-
ace and dis ance educa ion se ings, u ilizing pedagogical inno a ion and in o ma ion
and communica ion echnologies. The ac i i ies we e o ganized in o ou s a egic axes,
as shown in Fig. 1.
A Mul i-p onged App oach o P omo e Pedagogical Inno a ion and Dis ance Lea ning 337
Fig. 1. S a egic axes p oposed by LIED.IPT.
These axes and hei main objec i es a e as ollows:
1. Dis ance Lea ning: De elop and alue dis ance lea ning me hodologies and p ac-
ices (e-lea ning and b-lea ning). Explo e inno a i e app oaches o engage lea ne s
in emo e en i onmen s by le e aging echnology and pedagogical s a egies o c e-
a e meaning ul and in e ac i e lea ning expe iences, such as Online Lea ning Pills
(OLPs) and Massi e Open Online Cou ses (MOOCs). Ac i ely con ibu e o he
p oduc ion and dissemina ion o con en o dis ance lea ning ini ia i es.
2. Pedagogical Inno a ion: P omo e pedagogical inno a ion wi hin he educa ional
communi y. Encou age he adop ion o new eaching me hods h ough wo kshops
and aining p og ams and p o ide esou ces o suppo eaching s a in implemen -
ing inno a i e app oaches in hei class ooms. P omo e he c ea ion o collabo a i e
spaces and ac i i ies ha encou age in e ac ion, knowledge sha ing, and pee - o-pee
lea ning among s uden s and eache s.
3. Se ices and Consul ancy: O e se ices and consul ancy o suppo educa ional
ins i u ions and p o essionals. This includes expe ad ice on ins uc ional design,
echnology in eg a ion, cu iculum de elopmen , and educa ional p og am e alua-
ion. Collabo a ions wi h pa ne s and ex e nal o ganiza ions o sha e knowledge and
p o ide ailo ed solu ions o speci ic needs.
4. Resea ch and Coope a ion: Engagemen in esea ch ac i i ies o explo e eme g-
ing ends and bes p ac ices in pedagogy, echnology, and dis ance lea ning. Ac i e
collabo a ion wi h o he highe educa ion ins i u ions, bo h na ionally and in e na-
ionally, p omo ing pa ne ships and sha ing o knowledge o ad ance he a ea o
educa ion. P omo e a cul u e o esea ch and academic in es iga ion, h ough col-
labo a i e p ojec s and pa ne ships. Seek oppo uni ies o inno a e and expe imen
wi h no el eaching and lea ning app oaches, aiming o imp o e educa ional p ac-
ices and ou comes. Dissemina e indings h ough e en s and, scien i ic and echnical,
publica ions.
By ac i ely pu suing hese objec i es, LIED.IPT con ibu es o os e ing a cul u e
o collabo a ion, esea ch, and con inuous imp o emen in he educa ional communi y.
338 C. G. Ma ques e al.
4 The Mul i-p onged App oach
In his sec ion, a comp ehensi e o e iew o he mul i-p onged app oach s a egy ha
wasimplemen ed om2019 o2023byLIED.IPTisp o ided.Toassess hee ec i eness
and impac o his s a egy, da a was ga he ed h ough documen analysis and su eys,
ensu ing an e idence-based e alua ion.
The mul i-p onged app oach s a egy included a ious ini ia i es and ac i i ies o
each s a egic axis wi h he aim o p omo ing pedagogical inno a ion and enhancing
dis ance lea ning wi hin he ins i u ion. The mos ele an ac i i ies a e de ailed depic ed
in Fig. 2.
Webina s
Cloud based
educa ional
ools
Massi e Open
Online
Cou ses
Specialized
cou ses in
Pedagogical
Inno a ion
Technical and
Scien i ic
e en s
Na ional and
In e na ional
P ojec s
Fig. 2. The mos ele an ac i i ies in he mul i-p onged app oach.
4.1 Webina s
Du ing he las ou yea s, LIED.IPT held an ongoing se ies o webina s on a ange
o ele an opics, including good p ac ices in dis ance assessmen , assessmen wi h
Moodle® and Mic oso ® Teams, c ea ion o ques ionnai es wi h Mic oso ® Fo ms,
c ea ion o es s wi h Exam.ne ®, sc eencas c ea ion, online assessmen expe iences,
c ea ing and publishing ideos on YouTube, plagia ism de ec ion wi h U kund®, Open-
Sho ® so wa e, among o he s. These webina s became c ucial in ensu ing manda o y
social dis ancing measu es du ing he Co id-19 pandemic, bu no only because le e -
aging he echnological capabili ies o webina s acili a es eal- ime communica ion and
imp o es in e ac i i y in he dis ance lea ning en i onmen , aligning wi h esea ch ha
highligh s he bene i s o webina s in suppo ing lea ning [20].
The impac o hese webina s was e iden no only h ough he numbe o pa -
icipan s, bu also h ough he excep ionally posi i e eedback om pa icipan s who
assigned an a e age sco e o 4.68 ou o 5 o he c i e ia “mee ing expec a ions” and
“ ele anceand upda ingo he opicsp esen ed”.Fu he mo e, mo e han70% o espon-
den s exp essed he highes le el o ag eemen (s ongly ag ee) o c i e ia such as “in-
e es ing”, “use ul in a p o essional con ex ” and “ e y good” ega ding he webina

A Mul i-p onged App oach o P omo e Pedagogical Inno a ion and Dis ance Lea ning 339
con en . Mos pa icipan s exp essed in e es in pa icipa ing in u u e webina s, high-
ligh ing he impo ance o such ini ia i es in p omo ing pedagogical inno a ion and
imp o ing eaching p ac ices.
4.2 Cloud Based Educa ional Tools
The use o cloud-based educa ional ools has he po en ial o imp o e knowledge man-
agemen [1]. The e o e, i is impo an o p o ide ongoing suppo and aining in digi al
skills o dis ance educa ion. To acili a e his, a dedica ed YouTube channel (h ps://
www.you ube.com/channel/UC3CRxFO-TpV05C70wQ98ugA) was c ea ed o se e as
a esou ce o educa o s seeking guidance on u ilizing a ious ools in hei online each-
ing p ac ices. Mo eo e , he u o ials and ma e ials p oduced we e made a ailable in he
ins i u ional Mic oso Sha ePoin ®, as an in e nal esou ce o he academic commu-
ni y. Following he same knowledge managemen logic, he Labo a o y websi e also has
been cons an ly upda ed, o keep he esou ces p oduced always accessible, in a logic o
eposi o y ha can allow e ec i e access o many web pages o upda ed web esou ces
[6,18].
4.3 Massi e Open Online Cou ses (MOOCs)
In las yea s, MOOCs ha e gained widesp ead accep ance in uni e si ies ac oss he
wo ld, and ins i u ions ha e eme ged o p o ide he necessa y in as uc u e o such
cou ses [2]. These cou ses d ama ically changed he eaching and lea ning expe ience,
and Highe Educa ion Ins i u ions mus adap o his new educa ional eali y. The e o e,
in 2021, LIED.IPT c ea ed he i s wo IPT MOOCs: “Sus ainable Tou ism” and “In-
oduc ion o P og amming”. These cou ses we e p oduced in pa ne ship wi h he NAU
Pla o m, which unc ions as a echnical in as uc u e o publishing and moni o ing
cou ses, de eloped and managed by he FCCN Uni o he Founda ion o Science and
Technology (FCT) [12].
The MOOC on “Sus ainable Tou ism” ocused on sus ainabili y concep s, he impo -
ance o sus ainable ou ism, ma e ial and imma e ial he i age, inno a ion, and ou ism
ends. Th oughou he cou se, 71 housand ac i i ies we e comple ed, and 456 ce i i-
ca es we e issued h ough he NAU pla o m. A sa is ac ion su ey was ca ied ou , wi h
290 pa icipan s p o iding eedback. Pa icipan s a ed he cou se on a scale o 0 o 10
ega ding on how likely hey we e o ecommend i . The mos equen answe was 10
(ex emely likely), accoun ing o app oxima ely 42% o esponses. In o al, close o
78% o esponden s demons a ed high po en ial o dissemina ing he cou se.
The “In oduc ion o P og amming” MOOC had a o al o 2761 egis a ions, o
which 2562 we e ac i e use s. The NAU pla o m eco ded mo e han 63000 ac i i ies,
and 238 comple ion ce i ica es we e issued. This ep esen s a comple ion a e o 8.62%,
wi h an a e age g ade o 76.54%. A he end o he cou se, a su ey was ca ied ou ha
gene a ed 155 esponses. Pa icipan s we e asked o a e he cou se’s ecommenda ion
le elonascaleo 0 o10,whe e0indica ed“no a alllikely”and10indica ed“ex emely
likely.“ Among he esponses, 68 pa icipan s a ed i as a le el 10, 29 esponden s
assigned a le el 9, and 26 esponden s ga e i a le el 8 a ing.
340 C. G. Ma ques e al.
Looking o he u u e, LIED.IPT plans o launch mo e MOOCs ha will build upon
he p e ious successes and con ibu e o he con inued educa ional e o s in dis ance
educa ion.
4.4 Specialized Cou ses in Pedagogical Inno a ion
Digi al skills ha e become inc easingly c ucial nowadays, emphasizing he need o
inco po a e hem in o he educa ion and aining p og ams o u u e wo ke s [7]. Fo his
pu pose, om 2021 o 2023, he Labo a o y o ganized ou edi ions o a “Pedagogical
Inno a ion” cou se, speci ically designed o eache s. The cou se aimed o achie e
se e al objec i es: apply ac i e and agile lea ning me hodologies, acili a ing knowledge
dissemina ion and dynamic s uden moni o ing; explo e new eaching modali ies ha
complemen ace- o- ace ac i i ies, ensu ing e ec i eness and e iciency in he lea ning
p ocess; in oduc ion o educa ional echnology concep s; and p o ide pa icipan s wi h
communica ion and con en c ea ion ools, along wi h he abili y o de elop lea ning
and assessmen ac i i ies [11]. Acco ding o he sa is ac ion su ey, in he i s edi ion,
90% o he a ending eache s exp essed hei sa is ac ion, wi h mos choosing op ions
anging om “sa is ied” o “lo ed i .” Addi ionally, 88.88% o he esponden s a ed he
likelihood o ecommending he cou se as he highes a ing, le el 10 on a scale om 0 o
10. The second edi ion o he cou se achie ed simila le els o sa is ac ion, wi h 70% o
pa icipan s indica ing ha hey we e “ex emely sa is ied” and 100% gi ing he cou se
a le el 10 a ing ega ding ecommenda ion. The es o he cou se edi ions achie ed,
on a e age, an excellen le el o sa is ac ion (5) on a scale o 0 o 5. Pa icipan s ga e
posi i e eedback, highligh ing aspec s such as he comp ehensi e iew o a ailable
possibili ies, p ac ical expe ience wi h a ious ools, and a lexible me hodology ha
accommoda ed ainees o di e en backg ounds o expe ience.
Ano he example o specialized cou ses ha we e de eloped by LIED.IPT is he
p ojec “T aining o Teache s and O he Educa ion and T aining Agen s - Cop omo ed
p ojec s”, wi h he goal o empowe and ain eache s om highe educa ion and p o-
essional educa ion g oups wi h design- hinking ools. F om 2021 o 2023, i e edi ions
o he aining we e ca ied ou , bene i ing mo e han 50 eache s in he egion. In
a su ey ca ied ou among eache s who pa icipa ed in he aining, 73% epo ed
ha he me hodology augh was use ul and inno a i e. Rega ding he le el o ag ee-
men /disag eemen abou he aining p ocess and i s po en ial added alue, he a e age
esponses anged be ween 5 and 6 on a Like scale om 1 o 7, indica ing “good
ele ance” and “high ele ance,” espec i ely.
4.5 Technical and Scien i ic E en s
The scien i ic ield is cons an ly expanding, and disco e ies a e inc easingly made
h ough collabo a i e eamwo k. This is why i is essen ial o pa icipa e and p omo e
scien i ic e en s in which p o essionals and esea che s collabo a e, sha e ideas, dissem-
ina e esul s, and gene a e ideas [3]. The e o e, since i s exis ence, he Labo a o y has
ac i ely pa icipa ed in nume ous echnical and scien i ic e en s. We e e o some o
he mos ele an . Fo example, he in ol emen included being pa o he O ganizing
Commi ee o he na ional e en el@IES - Mee ing o Highe Educa ion eLea ning
A Mul i-p onged App oach o P omo e Pedagogical Inno a ion and Dis ance Lea ning 341
Ins i u ions and Uni s in 2019 and 2021, as well as he in e na ional Fuse I Mul iplie
e en [13,14]. The labo a o y also p esen ed se e al scien i ic communica ions, which
we men ioned o example a he SIIE - In e na ional Symposium o Educa ional In o -
ma ics in 2019 and 2021 and pa icipa ed in he Digi al T ans o ma ion and In o ma ion
Technologies in Pandemic Times e en [9,10,15]. Addi ionally, i p o ided echnical
and echnological suppo , coo dina ing he s eaming assis ance o he 8 h edi ion o
he WSSC e en hos ed by he Beha iou al Secu i y jou nal.
4.6 Na ional and In e na ional P ojec s
Scien i ic ac i i ies, including hose ca ied ou in highe educa ion ins i u es, ha e
di e se ex e nal knowledge needs [16], unding equi emen s [19], and he need o
es ablish in e dependen ela ionships [5]. In pu sui o hese objec i es, i is impo an o
o mpa ne ships and collabo a ions wi h o he ins i u ions and o ganiza ions.Hence he
LIED.IPT made, o example, ag eemen s wi h Me a ed, he Dis ance Lea ning Sec ion
o he Po uguese Socie y o Educa ional Sciences, and Volun a ios4lea ning. Addi ion-
ally, he IPT Image Academy (Mic oso ®) was c ea ed, aiming o p o ide ce i ica ions
in he o m o mic o-c eden ials. These ce i ica ions no only o e a dis inc ain-
ing oppo uni y bu also in eg a e pe ec ly in o exis ing educa ional pa hs o s uden s,
eache s, and non- eaching s a .
Wi hin he scope o Eu opean p ojec s, he Labo a o y ac i elypa icipa edinse e al
in e na ional p ojec s, such as “FuseIT - Fu u e compe encies Pa hs o ma ke ing and
ICTEduca ion”. This p ojec ocusedonadd essingeduca ional and labou ma ke needs
in e ms o p o essional skills and knowledge in he ields o ma ke ing and ICT. I was
co- inanced by he E asmus+ p og am unde he KA2 ac ion and he Eu opean agency
ERASMUS+ e alua ed he esul s o he p ojec and awa ded i 79 poin s ou o 100,
ecognizing he added alue i b ings o he EU.
Ano he wo examples a e “Spa kDigiGi ls – Empowe Gi ls C ea i i y Th ough he
Use o Digi al Technologies” [15] and “On-Line Teaching 2.0 (Home 2.0)”, bo h KA2
E asmus p ojec s.
5 Conclusions
This pape shows ha ega ding pedagogical inno a ion in highe educa ion, a mul i-
p onged app oach ac ing in ou s a egic axes p o ed o ha e a posi i e impac on
he educa ional p ac ices in he academic communi y. In ac , his emb acing app oach
no only imp o es he quali y o educa ion, bu also inc eases accessibili y, equi y, and
inclusion in an inc easingly in e connec ed and apidly e ol ing global socie y.
Based on he global analysis o he esul s ob ained, his s udy highligh s he posi i e
impac o ha ing a labo a o y dedica ed o Pedagogical Inno a ion in a Highe Educa-
ion Ins i u ion and emphasizes how his can posi i ely impac eaching p ac ices and
o ganiza ional dynamics. I is concluded ha i is ele an o con inue o s imula e and
expand ac i i ies in his a ea in he u u e, as well as o implemen new echnologies and
eaching me hodologies, ensu ing con inuous g ow h and de elopmen in acco dance
wi h he e olu ion o educa ional needs.
342 C. G. Ma ques e al.
Re e ences
1. A paci,I.:An eceden sandconsequenceso cloudcompu ingadop ionineduca ion oachie e
knowledge managemen . Compu . Hum. Beha . 70, 382–390 (2017). h ps://doi.o g/10.1016/
j.chb.2017.01.024
2. Baggaley, J.: MOOC ampan . Dis ance Educ. 34(3), 368–378 (2013). h ps://doi.o g/10.
1080/01587919.2013.835768
3. De V ies, B., Pie e s, J.: Knowledge sha ing a con e ences. Educ. Res. E al. (2007). h ps://
doi.o g/10.1080/13803610701626168
4. Doe e , F., Tomashewski, C., Bückmann, B., Bückmann, N., See-Bögehold, C.: Sho
desc ip ions o selec ed dis ance-educa ion ins i u ions. Fe nUni e si ä (1989)
5. Geisle , E.: Indus y–uni e si y echnology coope a ion: a heo y o in e -o ganiza ional ela-
ionships. Technol. Anal. S a eg. Manag. 7(2), 217–229 (1995). h ps://doi.o g/10.1080/095
37329508524205
6. Hi ai, J., Ragha an, S., Ga cia-Molina, H., Paepcke, A.: WebBase: a eposi o y o Web pages.
Compu . Ne w. 33(1–6), 277–293 (2000). h ps://doi.o g/10.1016/S1389-1286(00)00063-3
7. In an e-Mo o, A., In an e-Mo o, J.C., Galla do-Pé ez, J.: Mo i a ional ac o s in he inse ion
o digi al skills in eaching. Eigh h In . Con . Technol. Ecosys . Enhanc. Mul icul u al. (2020).
h ps://doi.o g/10.1145/3434780.3436631
8. Lei e, C., Ramos, K.: Polí icas do ensino supe io em Po ugal na ase pós-Bolonha: Impli-
cações no desen ol imen o do cu ículo e das exigências ao exe cício docen e. Re . Lusó ona
Educação 28, 73–89 (2014)
9. Manso, A., Ma ques, C. G., San os, P.: Teaching and lea ning how o p og amam wi h algo-
i hmi. In: 2019 In e na ional Symposium on Compu e s in Educa ion (SIIE), 1–5 (2019).
h ps://doi.o g/10.1109/SIIE48397.2019.8970133
10. Manso, A., Ma ques, C. G., San os, P., Alenca , V.: Plagia ism de ec ion in algo i hms—a
case s udy using algo i hmi. In: CEUR Wo kshop P oceedings, 2733 (2020).
11. Ma ques, C. G., Na a, A., Manso, A., Pes ana, H., Fe ei a, L. M., Nunes, M. R., San os,
P.: Ino a em empos de pandemia: c iação de um cu so de ino ação pedagógica no ensino
supe io . In: Re is a da UI_IPSan a ém - Unidade de In es igação do Ins i u o Poli écnico de
San a ém, pp. 206–217 (2020). h ps://doi.o g/10.25746/RUIIPS.V8.I4.22003
12. Ma ques, C., Na a, A., Manso, A., A aújo, I.: P omoção do ensino abe o e lexí el no Ins i u o
Poli écnico de Toma : P oje o NAU. Re . UI_IPSan a ém, 10 (4), 5–17 (2022) h ps://doi.
o g/10.25746/RUIIPS.V10.I4.29092
13. Ma ques, C. G., Na a, A., Rod igues, A., Ai es, L., C a ino, J.: Do ensino de eme gência à
ans o mação digi al. Li o de comunicações e pos e s do eLIES2021 (2022) h ps://doi.o g/
10.34627/LEADT.2022.3
14. Ma ques, C. G., Romeika, G., Danielienė, R., Pes ana, H.: FuseIT: De elopmen o a Ma Tech
simula ion pla o m. In: A. Ullah, S. Anwa , Á. Rocha, & S. Gill (Eds.), P oceedings o
In e na ional Con e ence on In o ma ion Technology and Applica ions, Sp inge Na u e
Singapo e, 350, 493–503 (2022) h ps://doi.o g/10.1007/978-981-16-7618-5_43
15. Ma ques, C. G., Manso, A., G ine ičiū ė, L., Danielienė, R.: The use o digi al echnologies o
de elop gi ls’ c ea i i y: pa hs and p ac ices in G eece, Li huania, Po ugal, and Slo enia. In:
A.Rocha, H.Adeli,G.Dzemyda,&F.Mo ei a(Eds.),In o ma ionSys emsandTechnologies,
Sp inge In e na ional Publishing., 469, 512–522 (2022)
16. Meye -K ahme , F., Schmoch, U.: Science-based echnologies: uni e si y–indus y in e ac-
ions in ou ields. Res. Policy 27(8), 835–851 (1998)
17. Nu enbe n, S.C.: Piage ’s heo y o in ellec ual de elopmen e isi ed. J. Chem. Educ. 78(8),
1107 (2001)