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Presentation
Presentation
This Course Unit aims to strengthen students' learning in order to develop their dissertations/internships/projects. Therefore, the details presented here are mainly based on previous Master's degree matrices, with a focus on AI, but may be adapted to the needs of students.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 7.5
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Year | Nature | Language
Year | Nature | Language
2 | Mandatory | Português
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Code
Code
ULP6062-27670
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Understanding and investigating (in)a changing world 1.1. How AI is transforming research (opportunities and limitations) 2. Media, AI, digital citizenship as a field of study 2.1. Evolution of the field and research gaps 2.2. Topics developed by guest experts and/or according to students' interests: Being online: identity, reputation, agency and algorithmic mediation Digital wellbeing: time and attention management, mental health, persuasive design. Digital rights: access, protection and digital participation Literacy: Media and Information, AI, Data Digital citizenship: intersectionality, interculturality and diversity Information disorders: misinformation, hate speech and exclusionary practices Digital ethics: algorithmic justice, digital agency, bias Civic and political engagement in digital environments Others 3. Digital tools to support researchers (guest experts) 3.1. Emerging technologies 3.2. Emerging methodologies 3.3. Mini-labs for practical application
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Objectives
Objectives
This Course Unit aims to strengthen students' learning in order to develop their dissertations/internships/projects. Therefore, the details presented here are mainly based on previous Master's degree matrices, with a focus on AI, but may be adapted to the needs of students. In any case, the aim is to encourage students to: 1. Strengthen the critical use of artificial intelligence, recognising opportunities and threats, transparency and limitations. 2. Strengthen advanced research skills in the field and the intersection between MIL, AI and digital citizenship, with the individual interests and paths of students, preparing them for the dissertation, internship or project phase. 3. Use and explore tools and software to support dissertation, internship or project work with responsible integration of AI and other emerging technologies.
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Teaching methodologies
Teaching methodologies
This course unit provides an opportunity to invite specialists and research and implementation projects in the community that work on topics that may be relevant to dissertations, internships or projects being developed by students. There is a clear link with the areas of activity of the master's degree and the specific needs of students and their research interests in the optional course units related to Dissertation/Internship/Project. In order to promote the co-construction of knowledge, priority will be given to: Dialogued presentation and debate based on themes, news, concepts, readings and case studies. Flipped classroom (preparation of students for webinars/seminars with experts). Webinars with experts and Q&A (question and answer) sessions Use of Padlet (or similar software) for sharing information, content, questions and collaborative work.
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References
References
Abreu, B., & Mihailidis, M. (Eds.). (2014). Media literacy education in action: Theoretical and pedagogical perspectives.Routledge. Abreu, B., Mihailidis, P., Lee, A. Y. L., Melki, J., & McDougall, J. (2017). International handbook of media literacy education.Routledge. Brites, M., Castro, T., Müller, M., & Maneta, M. (2024). Young People Learning About Algorithms: Five Profiles Spanning From Ineptitude to Enchantment. Media and Communication, 12 Hobbs, R. (2021). Media Literacy in Action: Questioning the Media. Lanham, MD: Rowman & Littlefield Ravenscroft, A., Dellow, J., Brites, M. J., Jorge, A., & Catalão, D. (2018). RadioActive101-Learning through radio, learning for life: An international approach to the inclusion and non-formal learning of socially excluded young people. International Journal of Inclusive Education. Tsang, S. J. (2025). Insights from educators: Integrating AI literacy into media literacy education in practice. Journal of Media Literacy Education, 17(2), 53-65
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Assessment
Assessment
Participação (20%): a participação nesta UC é um parâmetro de relevância de avaliação individualizada i) nos momentos expositivos e
práticos ii) na dinâmica de webinares e Q&A com especialistas convidados e que para ser bem-sucedida necessita da preparação e
participação dos estudantes.
Elementos de ponderação individualizada:
- Participação construtiva e interpelativa nos webinares com intervenções que estimulem o debate e aprofundamento de temáticas;
-Contribuição para aumentar os conhecimentos do grupo de estudantes em sala.
Trabalho de grupo (25%) - Projeto de Grupo - Sinergias UC-Curso: Construindo Projetos de MIL na Era da IA.
- Este trabalho materializa-se num showcasing que promova um subdomínio de uma dimensão das temáticas do mestrado. O trabalho
deve ser acompanhado de ficha técnica com identificação das tarefas realizadas por cada elemento do grupo.
Avaliação pelas docentes e entre pares.
Trabalho individual final submetido na plataforma M oodle (55%) uma reflexão sobre um ou dois seminários/webinares que o estudante
considere influentes para o desenvolvimento dos interesses do seu projeto e relação com conteúdos programáticos da UC.
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Mobility
Mobility
No
