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Presentation
Presentation
Thus, students should be able to: 1. Analyse pedagogical references in the field of media education, AI in education and Digital Citizenship Education 2. Understand and contextualise pedagogical models and teaching approaches for participatory, creative and inclusive learning 3. Critically evaluate national and international media education projects, identifying good practices, lessons learned and implications for different audiences (with special attention to children, young people and the elderly) 4. Explore and apply AI tools in innovative pedagogical scenarios, assessing their potential to promote critical, safe, inclusive and healthy learning 5. Design and develop innovative, creative and inclusive pedagogical proposals for media education aimed at different audiences and contexts: formal, informal or non-formal
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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
1 | Mandatory | Português
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Code
Code
ULP6062-27664
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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. Media education and pedagogy 1.1 Paradigms and fields of education and curriculum implementation 1.2 Lifelong learning 1.3. Training of educators 2. Pedagogy of and for the media 2.1 Why. And for what purpose 2.2 Opportunities and challenges in contemporary societies 2.3. National and European benchmarks for education: Media, AI and digital citizenship 2.4. For whom. And how 3. Pedagogical maps of/from the new generation 3.1. Connecting past, present and future 3.2. Pedagogy of emancipation 3.3. Pedagogy of socialisation 3.4. Exploratory pedagogy 3.5. Digital pedagogy and AI 4. Teaching-learning approaches 4.1. Playful education 4.2. Multimodal education 4.3. Maker and DIY movements 4.4. Communities of practice 5. Mediation and reflection on digital technology 5.1. Myths, moral panics and risks of digital technology 5.2. Restrictive mediation and empowering mediation 5.3. Copyright and reuse rights 5.4. Cybersecurity 5.5. Digital wellbeing
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Objectives
Objectives
Thus, students should be able to: 1. Analyse pedagogical references in the field of media education, AI in education and Digital Citizenship Education 2. Understand and contextualise pedagogical models and teaching approaches for participatory, creative and inclusive learning 3. Critically evaluate national and international media education projects, identifying good practices, lessons learned and implications for different audiences (with special attention to children, young people and the elderly) 4. Explore and apply AI tools in innovative pedagogical scenarios, assessing their potential to promote critical, safe, inclusive and healthy learning 5. Design and develop innovative, creative and inclusive pedagogical proposals for media education aimed at different audiences and contexts: formal, informal or non-formal
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Teaching methodologies
Teaching methodologies
The teaching methodology consists of theoretical and practical classes alternating between presentation and discussion of the subjects and collaborative work on topics defined in the programme. Hands-on interaction with digital structures to support education. The methodologies adopted also involve the critical reading of essential texts, which: - provide an understanding of the topics referred to in the programme, - support active and critical participation during classes; - support the preparation of assessment work, and - contribute to the research on which the student will work.
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References
References
Castro, T. S. (2006). Holography: A possible qualitative shift in assisted teaching? Configurações Magazine, 2, 103-108. OECD (2023). Artificial Intelligence in Education: A focus on learning. Paris: OECD Publishing Selwyn, N., Ljungqvist, M., & Sonesson, A. (2025). When the prompting stops: exploring teachers' work around the educational frailties of generative AI tools. Learning, Media and Technology, 50(3), 310-323 .nlüsoy, A., Leander, K., & Haan, M. (2021). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78-92 Eynon, R., Lewin, C., Macgilchrist, F., Oliver, M., Pangrazio, L., Potter, J., ... Williamson, B. (2025). Looking back and looking forward: past and present editors on 20 years of critical perspectives in learning, media, and technology. Learning, Media and Technology, 50(2), 103-111
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Assessment
Assessment
Avaliação:
As metodologias de ensino utilizadas servem os objetivos de aprendizagem da unidade curricular, na medida em que promovem uma
reflexividade científica em torno das temáticas fundamentais e, consequentemente, possibilitam a compreensão, a análise crítica e o
debate em torno dos modelos da pedagogia e do campo dos estudos em literacia mediática e informacional. Isto é, considera-se que a
exposição teórico-prática, os momentos de reflexão e debate, assim como o trabalho colaborativo contribuem para a capacitação do
estudante para aprender os temas indicados no programa, habilitando assim o estudante para responder cabalmente ao requerido em
termos de conhecimentos a adquirir e da avaliação prevista para esta Unidade Curricular.
O método de avaliação compreende avaliação contínua constituída por três tipos de avaliação:
Participação (20%): a participação nesta UC é um parâmetro de relevância de avaliação individualizada i) nos momentos expositivos e ii)
na dinâmica de oficina colaborativa e que para ser bem-sucedida necessita da participação dos estudantes. Elementos de ponderação
individualizada:
- Participação construtiva e interpelativa com intervenções que estimulem o debate e aprofundamento de temáticas;
-Contribuição para aumentar os conhecimentos do grupo de estudantes em sala;
Projeto de Grupo - Sinergias UC-Curso: Construindo Projetos de MIL na Era da IA (25%):
- Este trabalho materializa-se num produto multimédia pedagógico a definir com os estudantes (por exemplo, podcast, jogo), pretende-se
que seja o culminar de um trabalho de reflexão por grupo sobre o semestre e as aprendizagens desta UC e com uma proposta que
contemple a relação entre modelos de pedagogia e ambientes digitais, sem esquecer a articulação com o projeto comum definido para o
semestre.
Avaliação pelos docentes e entre pares.
Trabalho individual final submetido na plataforma Moodle (55%) com 6-10 páginas (incluindo bibliografia obrigatória) sobre um cenário
educativo futurista que o estudante considere provável, em linha com o proposto por Castro (2006)
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Mobility
Mobility
No
