Universidade Aberta's pedagogical model for distance education: a university for the future

Abstract

Innovative pedagogical model used at Universidade Aberta for distance teaching.

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UNIVERSIDADE ABERTA’S
PEDAGOGICAL MODEL
FOR DISTANCE EDUCATION
AUNIVERSITY FOR THE FUTURE

Project team:
Alda Pereira
António Quintas Mendes
Lina Morgado
Lúcia Amante
José Bidarra

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Foreword
Since I started my Rectorate, in May 2006, it was my concern to elaborate and
propose the Senate a strategic plan which, having been approved unanimously,
has been perceived as a collective and properly legitimated will of making Univer-
sidade Aberta a modern and innovative distance education institution. And not by
chance, the first of the 25 actions stated in that strategic plan is the “building” of a
pedagogical model adjusted to the present circumstances and the predominant
guidelines in distance education, namely with resort to electronic instruments and
the possibility of a wide networked communication.
The Pedagogical Model presented in this publication is a milestone in the life
of Universidade Aberta. In authorial terms, it results from the competent and
committed work of a group of Professors who designed and developed it. Alda
Pereira, António Quintas Mendes, Lina Morgado, Lúcia Amante and José Bidarra
worked in close articulation with the Pro-Rector for Innovation, António Teixeira;
and they did so in the framework of Universidade Aberta’s Innovation Program in
Distance Education, developed according to the strategic guidelines of this Uni-
versity for 2006-2010.
It is important to add that this Pedagogical Model should not be read as an
immutable and closed document. It is a well known fact that the application of the
information and communication technologies in education (and particularlyin distance
education) happens in a fast-changing scenario, at the fast pace of technological
acceleration, allowing for the formulation of new pedagogical challenges which
are both bold and deeplycreative. However, it is also known that our response to
those challenges demands imagination and the capacity to adapt to innovation,
without endangering critical reflection and the necessaryhuman dimension that all
teaching should comprise. For that matter the implementation of this pedagogical
model in the current school year implied (and is still implying) training courses for our
teachers, as well as familiarization procedures for our students. This is our
approach to e-Learning (“aprendizagem electrónica”, as we say in Portuguese),
serious and responsible, not as a magic formula for the circumstantial capture of
new audiences, as if all of a sudden what was looked upon suspiciously before had
transformed itself in the magical solution for various crisis.
What we present here is what we want to do and are doing in an honest and com-
mitted way. The future will tell about the results: I trust in it, as I trust in what is here.
Carlos Reis
Rector

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ANEW IDEA FOR THE UNIVERSITY
The publication of Universidade Aberta’s Pedagogical Model is not only the sym-
bol of a fundamental turning point in the life of the pioneering institution of distance
education in Portugal; it constitutes also a deeply innovating moment in the history of
Portuguese universities. In effect, following the objectives proposed in Universidade
Aberta’s Strategic Plan (2006/2010), implemented in the Innovation Program in Dis-
tance Education, a Portuguese university has decided, for the first time, to dissemina-
te a fully virtual teaching and learning methodology.
As a matter of fact, this Pedagogical Model inaugurates a different understanding
of higher education, strongly dominated by the valuing of students’ social and com-
munal integration, the personalized monitoring of their learning and the respect for
the particular life experience of each student. All this making use of a new dimension
that marks human existence today, born of the implantation of the new information
and communication technologies: the network phenomenon.
Moreover, this Model also opens a new way for Universities to rethink themselves
as institutions. The University we are building is not only a center for the production,
conservation and dissemination of knowledge. A university on the network cannot be
entangled around itself. On the contrary, it must be permanently connected not only
to the people of its time and place, but to the world, the whole of it. In short, it should
be a driving force, a crossroads of information where everyone can find and find them-
selves in the construction of knowledge. A university for the future does not merely
provide its students with information; it opens up to an active construction of know-
ledge by its students, sharing their worlds.
Universidade Aberta does not forget that a full citizenship is not just everyone’s
right, but also everyone’sduty.It’sfor that reason, and because the future has already
begun today,that the Pedagogical Model presented itself, right from the start, as an
activeinstrument for the digital inclusion of the academic community.Hence the spe-
cial attention given by Universidade Aberta to the preparation of both its students and
its teachers for the digital challenge. In fact, with the purpose of ensuring the highest
quality in this process, Universidade Aberta designed and implemented a complex
and intensive program for continuous teacher training, of an immersive nature, follo-
wing the most rigorous and demanding international standards known.
The Model turns out to be, thus, a demonstration of the new idea of university that
is palpable in our words. In effect, it has resulted from an excellent reflection carried
out by a multidisciplinary team of teachers and researchers at Universidade Aberta,
who mobilized all their experience and know-how accumulated in more than half a
decade of successful teaching in formal online courses. That work was later subject
to an international evaluation performed by Universidade Aberta’s International Con-
sulting Board, chaired by Tony Bates and including some of the greatest and most
experienced world experts in the field of virtual education: Linda Harasim, Robin
Mason, Ulrich Bernath and Albert Sangrà Morer.
Naturally, Universidade Aberta’s Pedagogical Model is not a document closed
upon itself. Quite the opposite, the modernity of this instruments derives from the fact
that it has been conceived as dynamic and inter-active. It is, therefore, in constant evo-
lution, through the monitoring exercised by Universidade Aberta’s Distance Educa-
tion Laboratory of its application, based on a systematic collection and analysis of
several indicators. Consequently, the team that designed the Model regularly updates
and adjusts it, and these changes are later validated by the aforementioned Interna-
tional Consulting Board.
Universidade Aberta’s Pedagogical Model is thus an innovative instrument per-
manentlyopen to … the Future.
António Moreira Teixeira
Pro-Rector for Innovation in Distance Education

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1. INTRODUCTION
2. THE CORNERSTONES OF DISTANCE EDUCATION
AT UNIVERSIDADE ABERTA
2.1. Student-centered learning
2.2. Flexibility
3.3. Interaction
2.4. Digital inclusion
3. APPLYING THE PEDAGOGICAL MODEL
TO THE 1ST STUDY CYCLE
3.1. The pedagogical elements in the 1st study cycle
3.2. The virtual class
3.3. Organization
3.3.1. Teaching team
3.3.2. Familiarization with the online environment
3.3.3. Staff
3.3.4. Planning
3.3.5. The Patron
3.3.6. Learning materials and resources
4. APPLYING THE PEDAGOGICAL MODEL
TOTHE 2ND STUDY CYCLE
4.1. The pedagogical elements in the 2nd study cycle
4.2. The virtual class
4.3. The blended class
4.4. Organization
4.4.1. General organizational aspects
4.4.2. Organizational aspects specific to the blended class
5. LIFELONG LEARNING
5.1. Cultural extension programs
5.2. In-service training programs
6. DEVELOPING THE MODEL
Bibliography
Annex I -Documents concerning the 1st Study Cycle
Annex I -Documents concerning the 2nd Study Cycle
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table of contents

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(learning to learn) and take a constructive attitude regarding their capacity of self-
realization towards lifelong learning, becoming more and more autonomous and
being able to interact responsibly in a group.
This framework of circumstances justifies the urgency for a new pedagogical model
for Universidade Aberta, a plural model for distance education, based on a set of peda-
gogical grounding principles and embodied in specific variants according to the diversi-
ty of existing or future courses within the educational mission of Universidade Aberta.
It is important to clarify that because it is a rupture with industrial models, deman-
ding a radical change in the pedagogical methods used, the model presented here
also describes the necessary adaptations from a functional point of view. Therefore,
for each variant there’s a description of the defining elements, the virtual class moda-
lity and the organizational aspects required for its application within the expected
improvement in the quality of the education provided.
Based on the principles adopted, this model is implemented according to three
variants to be applied in distinct situations:
1. a variant for 1st study cycle, fully virtual;
2. a variant for 2nd study cycle, with two different types of classes:
a) virtual class
b) blended class
3. a variant for short term programs.
It is possible that the 3rd study cycle programs, when they are created, will follow
the variant defined for the 2nd cycle.
The adoption of a new pedagogical model that moves away from the current situa-
tion calls for phased measures, imposes new technological requirements and raises
the need for applied research that may provide specific solutions for particular situa-
tions related to some domains of knowledge.
This model results from research developed by some members of this project
team on models of online education combined with relevant bibliography in the field
of distance education published in the recent years.
2. THE CORNERSTONES OF DISTANCE EDUCATION AT
UNIVERSIDADE ABERTA
The model of Universidade Aberta is based on four cornerstones: student-
centered learning, flexibility, interaction and digital inclusion. These prin-
ciples guide the organization of instruction, planning, the design and manage-
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1. INTRODUCTION
Taking the definition of pedagogical model as a construction that seeks to represent
the educational situations, there is a clear need to design a framework for pedagogical
intervention that is coherent with the new developments in distance education, consi-
dering the strategic development of the institution and the reaffirmation of its identity.
This document presents a pedagogical model that aims at being both prescriptive and
organizing of the teaching and learning practices at Universidade Aberta.
The current reorientation of the educational and training activities at Universidade
Aberta implies the migration from an industrial distance education model, built
around the delivery of a learning package to the student (interaction between the stu-
dent and the materials), to a model focused on the development of competencies,
resorting fully to the information and communication tools. This transition is required
not only by present technological development, but also by the construction of a
european higher education space.
The advances in technology have been driving distance education to find new tea-
ching and learning methodologies, rethinking the technological mediation characte-
ristic of distance education programs in terms of new forms of interaction, particular-
ly the interaction among students, absent in the industrial models. In fact, new possi-
bilities have emerged that multiply the means of communication much beyond those
of the traditional models: telephone and mail. The first, being a synchronous form of
communication, limits students’ interaction with the teacher, since it depends on
schedules that might not fit their life style or that can be difficult to implement due to
geographic dispersion. The latter, being slow, is also little attractive to students, due
to the time it takes to get a response. The new means of communication through the
web allow us to set up new virtual learning contexts, where both bidirectional (tea-
cher-student) and multidirectional (student-teacher and student-student) communi-
cation is possible (one-to-one, one-to-many and many-to-many communication). We
can, therefore, create virtual classes where students and teachers interact at any
time and from anywhere.
The construction of the european space currently underway demands that stu-
dents take greater responsibility for their own learning. It also calls for new ways
of teaching and learning, because the emphasis in not on the recollection and pro-
cessing of information by the students, but on the acquisition and development of
competencies. If the first of these premises is, to a certain extent, already embed-
ded in industrial models of distance education, the second gives a new meaning to
the very notion of distance education. This approach, going beyond instructional
methods and tasks, requires the adoption of pedagogical strategies that engage
students as active participants, leading them to develop metacognitive skills

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the teacher has to act as a facilitator of the learning process, helping the student
develop metacognitive skills, organizing collaboration and stimulating interaction in
the learning community. The teacher is expected to be creative in the design of learning
activities, permanently reflecting upon and researching his practice, demanding but,
at the same time, aware of the needs and difficulties expressed by the students.
Along with the fundamental importance of interaction in the learning process, the
teacher is required to master knowledge management and team work skills, to make
available and facilitate varied learning resources and to organize enriching activities
that promote reflection and sharing within the group.
2.2. Flexibility
The second principle supporting the educational activities at Universidade Aberta
is flexibility, seen as a variable that interprets the original matrix of distance education
(students can learn where and when they see fit, regardless of distance and time
constraints) and the profile of Universidade Aberta’s potential students: adults with
professional, familiar and civic responsibilities, active citizens in society.
One of the advantages of distance education lies in the possibility the students
have of accessing contents and learning activities, or performing the desired tasks, in
a flexible way, free of temporal or spatial imperatives (non-coincidence in time / non-
coincidence in space). An essentially asynchronous model enhances flexibility, since
communication and interaction happen when it is convenient for students, giving
them time to read, process information, reflect and then engage in dialogue or inte-
ract (respond).
Although modern technologies provide means for synchronous communication,
the model presented here is based predominantly on asynchronous technologies,
aimed at promoting reflection, knowledge sharing and higher order thinking (typical
of higher education). The present emphasis in on discussion forums, but in the near
future other asynchronous tools emerging with Web 2.0 shall be adopted.
In this perspective, the teaching and learning process is continuous (during the
period in which the course, unit or module take place) and independent from the time
and space in which teachers and students are. This means that both the first and the
latter can participate in the courses and the units from wherever they are, anytime of
day or night, without the need to meet online at the same time. This should be seen as
a fundamental aspect of flexibility (both for students and for teachers), as it allows
students to learn at a distance and juggle their professional and familiar life with the
participation in the course.
The emphasis on asynchronous technologies makes it easier for students to
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ment of activities for the students, the type of materials to develop and the natu-
re of the assessment of competencies.
2.1. Student-centered learning
At the heart of the model is the student as an active individual, builder of his
own knowledge, engaged in and committed to his learning process within a lear-
ning community.
According to this premise, instructional situations are designed in function of the
student and of a learning process that should lead to the acquisition and development
of transversal competencies needed for the Knowledge Society, as well as to the
acquisition of specific competencies relative to the knowledge area chosen by the
student. Thus, the design of teaching and learning activities distances itself from a
model based on instructional objectives to constitute a detailed planning, within each
curricular unit, of the expected development of competencies.
To that end, learning happens both through self-learning or independent learning
strategies and through dialogue and interaction with peers, resorting to cooperative
and collaborative learning strategies. Independent learning is achieved through auto-
nomous learning on the part of the student based on activities, materials, bibliogra-
phy and guidance provided by the teacher. Collaborative learning results from wor-
king together with other students, sharing experiences and perspectives, common
goals and working processes negotiated in the group. The creation and organization
of groups of students provides a social context for learning, according to the perspec-
tive that learning has a strong social dimension, and prevents the appearance of feel-
ings of isolation and demotivation, characteristic of traditional models of distance
education. Furthermore, team work prepares the students to function in modern
organizations, where tasks are more and more interdependent and the sharing of
information and knowledge has become a key factor, together with a concerted pro-
fessional action.
The student has an active role in managing the pace and time of realization of the
activities, in monitoring the learning outcomes, in establishing work goals and in buil-
ding learning communities modeled by the students themselves.
These learning modes enable students to develop their autonomy and creativity, to
acquire the capacity to monitor their outcomes and to plan their education, preparing
them for lifelong learning.
This leads, logically, to the emergence of a specific pedagogy – online pedagogy –
that deeply alters the teacher’s role. Instead of favoring the transmission of knowled-
ge and the assessment of the quantity of information the student was able to retain,

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In face of the different formal instruction levels and taking into account the pos-
sible number of students in each group-class, the relative proportion of teacher-
student and student-student interaction is likely to vary in each of the study
cycles. However, the suggested model assumes the importance of teacher visibil-
ity in the learning environment of the virtual class, translated in the public messa-
ges/interactions present in the collective areas of the virtual class. Its efficacy
depends on three aspects: the type of messages posted by the teacher, the model-
ing it produces in the interaction context and the degree to which it reduces stu-
dents’ isolation. It thus constitutes a core element in the individual’s and in the
group’s perception of teacher presence.
In fact, student-teacher interaction has been pointed out as a critical variable in
distance learning. In previous generations of distance education, this interaction
was frequently reduced to teacher’s feedback following formative activities.
Today, providing individualized feedback is made much easier by the use of soft-
ware applications that offer automatic feedback. But to restrict the teacher’s role
to elaborating this kind of formative assessment instruments might result very
frustrating for students, causing insecurity and eventually contributing to increase
the feeling of isolation. That is why this model advocates the existence of predefi-
ned moments where direct student-teacher interaction takes place in the virtual
class, providing students with an adequate level of support but, at the same time,
avoiding the tendency of overly dependent students (or those new to distance
learning) to seek immediate help from teachers at the first sign of difficulty.
It is therefore necessary that the moments of interaction with the teacher are
clearly defined. In the virtual model discussed here, these moments correspond to
the group discussions scheduled for the class and moderated by the teacher. At
postgraduate level, there can be a certain amount of time assigned to individual
tutoring, so as to provide individualized guidance concerning research work.
2.4. Digital inclusion
The fourth cornerstone of pedagogical practice at Universidade Aberta is digital
inclusion, perceived as making access available to adults who want to frequent a
program in a higher education institution but have not yet developed skills in the
use of Information and Communication Technologies.
With the recent technological advances, social relationships, the world of work,
trade exchanges and access to services and goods which are essential to daily life
are more and more dependant on virtual networks and on the access to computer-
mediated communication systems. In the present circumstances, info-exclusion
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manage online access time, individual research, study and exploration of subjects
and/or interaction with the teacher and the other students. The possibility of
taking part in discussions and debates without a fixed timetable greatly increases
flexibility concerning time management. On the other hand, asynchronous tools
democratize discourse by allowing everyone to contribute to the discussion, avoiding
situations in which it might be narrowed to a minority of participants. This multi-
plies the points of view available, increases exchange and sharing and contrib-
utes, consequently, to diminish intellectual and affective isolation, leading to higher
levels of reflection.
To increase flexibility, a semester regimen is recommended for all curricular
units that are part of formal instruction programs in all study cycles. Both online
learning and the shared assumptions in the construction of a European space of
higher education have requirements that are more demanding than those in pre-
sent face-to-face education, making it difficult for students to meet them for very
long periods of time. A semester regimen allows for a greater flexibility in the
management of the workload required from students and, at the same time,
makes it possible to adopt and maintain a feasible level of participation.
The existence of a virtual library that the students can access through the Uni-
versity’s portal will also contribute to flexibilize and facilitate the access to rele-
vant works, hypermedia materials and study documents. This library should be
organized by themes and, within these, by topics with information descriptors, and
should include searching facilities. To this end, it is important to implement the
use of creative common licenses and organize the access to existing digital net-
works in libraries.
2.3. Interaction
Interaction is an underlying principle in the process of teaching and learning in this
model. But unlike what happened in the earlier generations of distance education,
where it was basically construed as student-contents and student-teacher interaction,
in this model it expands to include student-student interaction, through the creation of
discussion groups within each virtual class. This implies a careful planning (instructio-
nal design) of the interaction and the use of learning activation strategies, so as to stim-
ulate students’ initiative and involvement, ensure their engagement and guide the
nature of their work.
It is also important to emphasize the value of written interaction which, combined
with an asynchronous mode of communication, enables students to develop their criti-
cal reflection skills while sharing resources, activities and knowledge with their peers.

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3. APPLYING THE PEDAGOGICAL MODEL
TO THE 1ST STUDY CYCLE
3.1. The pedagogical elements in the 1st study cycle
The application of the model to the 1st study cycle presupposes that the teacher
designs and organizes in advance a teaching and learning process through the adoption
of a set of characterizing elements. These elements are structuring to the organization
of virtual classes of up to 50 students each at the present phase of implementation.
Thus, the variant of the model for the 1st study cycle takes a more didactic
approach, more dependent on the teacher’s orientation, and the students should
engage in the tasks assigned by the teacher and take responsibility for their learning in
a self-directed perspective. This doesn’t mean that in a second phase this variant can’t
adopt a more collaborative and constructivist approach, if the possibility of creating
virtual classes with fewer students arises. In cases where current virtual classes have
a small number of students, teachers may already, if they so wish, adopt this practice.
In any case, the teacher is responsible for programming the curricular unit, select-
ing the resources to make available or indicate to students, choosing the teaching
strategies, elaborating and managing the activities to be performed by students,
For each curricular unit, the teacher designs a learning path which will originate
a schedule of activities to be followed throughout the semester. This way, stu-
dents will be able to plan their involvement in the different curricular units, effec-
tively managing their study time and their learning.
The teacher will elaborate a Tutoring Plan in advance, covering the key
aspects of his/her action: guide the students’ self-learning, facilitate the active
creation of meaning, organize study and work groups, schedule and organize spe-
cific moments for providing feedback, encourage students to make decisions on
the preferred assessment mode, support interaction among students and promo-
te opportunities for shared reflection.
In this variant, summative assessment consists of continuous assessment and
a final, face-to-face written exam. The student may opt for the combination of
both (continuous assessment plus exam) or just the exam.
The variant of the pedagogical model for the 1st study cycle is based on three
core elements that make it possible for the teacher to organize and structure lear-
ning in each curricular unit and for the students to know their role and responsibi-
lities: the Curricular Unit Plan (PUC – Plano de Unidade Curricular), the Forma-
tive Activities Plan (PAF – Plano de Actividades Formativas) and the Learning
Card (CAP Cartão de Aprendizagem).
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is a synonym for social exclusion and marginality, and this is a fact that educational
institutions cannot afford to ignore if they want to preserve their social value.
However, technology has developed so fast that it has been hard for many educa-
tional systems to solve the problem of info-exclusion in adults. Consequently, it is
imperative that adult distance education, either formal or informal, contributes to
the reduction of the digital divide between the info-included and the info-excluded.
In this context, Universidade Aberta is strongly committed to contributing to the
construction of the Knowledge Society, which encompasses the use of ICT in adult
education and training, according to the recommendations that resulted from the
studies on educational policies in the ambit of the Lisbon Strategy. However, more
than concentrating its efforts on basic software use initiatives, instruments of
basic digital literacy, the University focuses on the preparation of its students for
the use of the modern means of communication and networked work.
Instead of establishing familiarity with the modern technological tools as a pre-
requisite for access, Universidade Aberta has defined as one of its central goals to
promote educational strategies that contribute to the acquisition and develop-
ment of digital literacy by its students.
To put this principle into practice, it is necessary to implement a virtual network
of access points, through the development of synergies with local partners, be it
municipal institutions, non-governmental organizations or private companies, for
the creation of digital access spaces equipped with computers and an Internet
connection. These spaces, which should preferably function during after-work
hours, will be supported by Universidade Aberta through a permanent help desk
service. As a means to achieve a closer relationship between Universidade Aber-
ta, its partners and the users, these virtual access centers may benefit from a net-
work of local, volunteer animators that includes, for example, former students1.
Moreover, considering that online education requires specific skills on the part
of the students, all certified programs at Universidade Aberta will include a free,
introductory module, where new students may acquire those skills before start-
ing the course in which they are enrolled. As a matter of fact, studies on the use of
ICT have shown that one way of promoting digital literacy is through the use of
these tools in real life situations, since it is driven by a strong motivation resulting
from the actual need to use them.
In this perspective, frequenting Universidade Aberta will constitute in itself a factor
of social inclusion, through digital alphabetization, leading to social development.
1As an additional means of facilitating the access to technologies, the University, in collaboration with the
students’ representatives, might analyze the viability of protocols with hardware companies to allow stu-
dents to buy personal computers at low cost. Besides this measure, the University might also consider the
creation of personal spaces for the students in the University’s portal, including a personal e-mail address
(webmail).

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c) The Learning Card (CAP)
The Learning Card (CAP) is based on the “credit card” metaphor and aims to value
the student’s personal learning process. It is a personalized device that aggregates the
results of what the student produced throughout the learning process in an organized
and systematic assessment registration tool.
The philosophy behind the Learning Card rests on the concept of e-folio as an
instrument for continuous assessment. The concept is based on the original idea
of folio (a sheet of paper) adapted to the virtual (electronic) mode. The e-folio is
thus a short digital document elaborated by the student and published online to
be visualized by the teacher, and should clearly demonstrate that the student
acquired or developed a given competence.
The students are expected to produce two or three e-folios throughout the curricular
unit, according to the schedule defined by the teacher. These documents will fol-
low the guidelines provided by the teacher and their nature will depend on the
area of knowledge being studied. A critical reflection on the learning achieved, a
report on conducted research or field work, the solving of a given problem, a sum-
mary of readings or short practical assignments, are some examples of what an e-
folio might include. It is up to the teacher to decide on the type of work to ask from
the students and on the format of the e-folio to be produced, according to the spe-
cific characteristics of the area of knowledge covered by the curricular unit and
considering the competencies to be developed and assessed.
Bearing in mind that students enroll in several curricular units simultaneously,
e-folios should preferably be short documents so that students can opt for contin-
uous assessment in most (or all) of the curricular units if they so wish. This recom-
mendation is essential if we take into account the number of e-folios that each
teacher will have to assess.
It is up to the teacher of each curricular unit to organize the various stages of work –
when to perform the formative activities, when to address doubts and difficulties, when
to deliver each e-folio. Whenever possible, students should deliver e-folios after having
performed a set of formative activities and having had the opportunity of clearing any
doubts of difficulties they may have experienced. This will certainly ensure that the e-
folios presented have a good average quality.
The e-folios may be complemented by a p-folio, a folio performed in a face-to-
face setting. It may consist of a document elaborated by the student, according to
a set of questions defined by the teacher, or take other forms, such as the presen-
tation of a project or a report, according to the nature of the competencies to be
develop by the students.
The e-folios and the p-folio (when applicable) together in articulation provide evi-
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a) Curricular Unit Plan
The PUC, presented by the teacher at the beginning of the activities, is a document
that guides the whole learning process. In face of this document, students will be
informed about the subjects, the objectives and the competencies to develop in that
curricular unit, as well as the teacher’s expectations regarding their participation.
They can thus plan their study and the research to be done, organize the way in
which they will manage their time (a very important point, since students will be
taking several curricular units at the same time) and schedule the moments in which
interaction is likely to be more intense. The PUC should clearly define:
> the competencies to develop
>the subjects to study
> the bibliography to consult
> what the teacher expects from the student
> what the student can expect from the teacher
> guidelines for the formative activities plan
> the schedule that the student must follow
> the assessment modes and criteria
> the organization of the student’s learning card (CAP), with indications concer-
ning the elaboration of the e-folios connected with this element.
b) Formative Activities Plan (PAF)
To give students a basis for working and acquiring intermediate objectives and com-
petencies during the learning cycle, the teacher designs and organizes a series of forma-
tive activities, made available at different predefined moments in time. The typology of
these activities varies according to the scientific field and the competencies to be devel-
oped, and are accompanied by indications that will help students self-assess their per-
formance after having resolved them. This way students are able to monitor their learn-
ing, comparing their performance with the one expected by the teacher.
These are not, however, activities designed to coach students in responding to exam
questions. Their aim is to help students identify strengths and weaknesses in their
learning, so as to enable them to reflect upon these points, discuss them with their
peers and later, if necessary, with the teacher. Some curricular subjects may imply the
adoption of specific work typologies, but in general the activities to be proposed to stu-
dents may take a great variety of formats, such as problem-solving, preparing concep-
tual maps and writing a report, comment or summary, among others, besides answe-
ring multiple-choice tests with automatic correction.

PUC > Curricular Unit Plan
> performance of the formative activities
suggested by the teacher
> participation in student moderated forums
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Figura 2_ Teacher intervention throughout the semester
PUC > Curricular Unit Plan
> formative activities
> teacher moderated forums (to answer students’ doubts)
> instructions for the elaboration of the e-folios
It is essential that the students can be organized in groups with their own work-
space, and the teacher will create these workspaces as learning progresses. The
existence of discussion forums will make it possible for students to meet and discuss
their readings, exchange ideas about the formative activities made available by the
teacher and share the results of individual research. These collaborative learning
spaces will be moderated by the students themselves and the teacher should encou-
rage them to do so, promoting a sense of autonomy, initiative and creativity in the stu-
dents, as well as a feeling of belonging to a learning community.
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dence of the extent to which the student achieved the competencies expected in a
given curricular unit. This way, by using the CAP, students invest in a continuous
assessment process, being progressively credited the marks obtained, thereby elimi-
nating some of the risks of concentrating assessment in a single moment or instru-
ment. Furthermore, this system allows for the assessment of competencies through-
out the semester, namely those that prove hard to assess using traditional instru-
ments, such as a written final exam.
Figura 1_ Example Learning Card credited marks
In practice, students accumulate e-marks as they elaborate and deliver their e-folios
(Fig. 1), to which the marks obtained in the p-folio, when used, are further added, bearing
in mind that the p-folio can be set by the teacher at any point of the semester, and not
necessarily at the end. The Learning Card will thus be credited according to students’
investment along their learning process.
The teacher of each curricular unit is responsible for defining the nature of the e-folios
and the marks assigned to each. If a p-folio is used in the assessment, it should be ela-
borated in such a way that it may complement (not overlap) the electronic assessment
(e-folios). Hence the final grade in the curricular unit will result from the sum of the
marks obtained in the e-folios and, when applicable, the p-folio.
If in a given year students fail to obtain the grade that would allow them to success-
fully complete the curricular unit, part of the accumulated credit may transit to the
next time they enroll in the same curricular unit. In those circumstances, the teacher
will ascertain which competencies have already been evidenced, and the student must
perform the remaining e-folios or the p-folio the subsequent year.
3.2. The Virtual Class
All activities are done in the virtual class, through the use of technologies that
allow interaction, information distribution and management of the learning con-
texts2. In this virtual class, the vital actors are the teacher, whose presence is
indispensable to guide, facilitate and monitor the activities, and the student, the
active agent of the learning process.
10% of the final grade 10% dof the final grade 20% of the final grade 60% of the final grade
e-fólio A
(Credit: 2 marks)
e-fólio B
(Credit: 2 marks)
e-fólio C
(Credit: 4 marks)
p-fólio
(Credit: 12 marks)
F
Timeline
PUC
STUDENT
F F F
TEACHER
Timeline
PUC
F F F
TEACHER
FF
F
F
F
STUDENT
Figura 3_ An example of a possible schedule throughout the semester
2The modern e-learning platforms make it easier to organize and manage virtual spaces, allowing for the
direct use of a wide variety of communication resources, as well as the insertion of materials of different types.
> participation in teacher moderated forums
> e-folios to be elaborated and presented
by the students

maximum defined for virtual classes – 50 students in this first phase of the model –
additional classes will be created.
In such cases, and as a measure to ensure the quality of the instruction, a teacher
from Universidade Aberta will be the scientifical and pedagogical responsible for the
curricular unit, and work directly with one of the virtual classes: he will be the teacher
of that curricular unit. The remaining virtual classes will be taught by tutors who might
be teachers collaborating with the University and selected for this purpose only.
The teachers from Universidade Aberta will be responsible for the design and organi-
zation of the curricular units. They should elaborate the PUC (Curricular Unit Plan) and
guide the tutors in its use with their respective virtual classes. To that end, they will also
elaborate a Tutoring Plan describing their teaching scheme and the teacher’s actions.
Additionally, they will supervise the whole process of assessment, namely concerning
the establishment of assessment and grade criteria for all the assessment instruments
to be used in the curricular unit. From a functional point of view, tutors are coordinated in
their scientific and pedagogical action by the teacher responsible for the curricular unit.
3.3.2. Familiarization with the online environment
A fundamental factor for online education is to have students familiarized with the
online environment where learning is going to take place, its specific modes of commu-
nication and behavior, and the technologies that support it. Therefore, prior to the cour-
se, first time students will frequent a specific online module, organized in virtual classes
of 50 students, with the objective of familiarizing themselves with the above aspects.
This module should last a minimum of two weeks and will be conducted by present
or former online postgraduate students of Universidade Aberta. These monitors will
be directly supervised by the course coordinator.
During this module, a Café or Social Forum will be created per year and course (e.g.
1st year, course X Café), as a context for more informal interactions. The whole com-
munity of teachers and students of a given year and program will have access to this
Café, with the objective of developing socio-affective relationships and strengthening
social presence, thus building support for cognitive and academic communication
and interaction.
The familiarization module has a practical nature based on learning by doing. By
the end of this module, students should have:
> acquired skills in the use of the technological resources available in the online
environment (know how to do);
> acquired confidence and online social skills (both formal and informal) in
the different modes of communication available in the virtual environment
(know how to relate);
Besides these student moderated forums, the teacher will create discussion forums
as needed, dedicated to the clarification of the most difficult or less well understood
points, that s/he will moderate.
For example, the teacher may organize two forums right after the performance of
the formative activities by the students, and a third near the end of the curricular unit.
To avoid an emphasis on one-to-one, student-teacher interaction, the teacher should
encourage students to discuss their doubts in the student moderated forums (the
group workspaces), so that only issues that have already been discussed without a
satisfactory outcome, or those considered very difficult by students will be presented
for discussion in the teacher moderated forums.
These teacher moderated forums should have a specific time frame. To ensure flex-
ibility of access for all students, they should be open during approximately a week. This
will allow the teacher to better organize and moderate them, supporting the largest
number of students possible.
As a way of providing synchronous interaction among the students, the teacher may
make available a chat room that the students will use when they feel the need to. This
space, where students can brainstorm, briefly exchange information or divide tasks will
be managed by them with total autonomy. It may also contribute to deepen interpersonal
relationships and to share interests other than academic. Synchronous communication,
scheduled by students, might constitute an element of socialization and potentiate the
development of virtual communities through the emergence of a feeling of immediacy.
That being said, the model we propose favors asynchronous communication, not
only because of the flexibility it provides for the students but also because it makes
for a richer, more profound interaction where all voices have equal chances of being
heard3. In effect, in asynchronous discussions students can analyze carefully the
interventions of others, do some research to complement an interesting point of view
and share it with their colleagues, taking the discussion and the study to deeper
levels, whereas in real time communication the speed of the information flow tends
to limit the extent to which the dialogue can be developed.
3.3. Organization
3.3.1. Teaching team
The teaching team encompasses all the teachers who teach curricular units in the
program. When the number of students in a given curricular unit is higher than the
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3This assumption does not exclude the occasional use of synchronous tools for specific areas of study, such as
foreign languages.

> acquired skills in different modes of online working and learning (self-learn-
ing, collaborative learning, pair learning, resource-based learning);
> displayed competencies in projecting social presence through interaction in an
informal context;
> applied general Internet usage skills (communication, search, knowledge
management and information evaluation) in the virtual environment where the
course will take place (effective use of e-mail, know how to work in online
groups, know how to search for and consult information on the Internet);
> applied social interaction rules characteristic of communication in online
environments.
3.3.3. Staff
In order to better articulate the planning of the teaching activities, each 1st study
cycle course will have a staff composed by a coordinator, a vice-coordinator whene-
ver deemed necessary, the teachers responsible for the curricular units, a perma-
nent secretary and an element appointed by the Educational Multimedia Telematics
Unit (UMTE).
This team should meet, wholly or partially, upon convocation by the course coor-
dinator whenever s/he sees fit, namely to: a) plan the materials needed for the sev-eral
curricular units (pre-course phase); b) monitor the course; c) analyze the functioning
and/or evaluate the course.
Functions of the Coordinator
The coordinator should:
a) superintend and manage planing activities: before, during and post program
b) preside competency accreditation committees and superintend the corre-
sponding scientific and pedagogical process;
c) schedule, supervise and coordinate the realization of the online familiarization
modules;
d) supervise the organization and update of the program dossier. This dossier
should contain the course’s Curricular Unit Plans, Tutoring Plans and Guide;
the classes rosters and students’ e-mail addresses; data relative to the moni-
tors who conduct the familiarization modules and to the external tutors; all the
course-related documents;
e) articulate scientific and pedagogical matters with the Heads of the depart-
ments responsible for the curricular units in the program;
f) provide adequate measures for tutor training, when necessary;
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g) superintend the program’s evaluation process in close relation with the Quali-
ty Assurance services of Universidade Aberta.
The functions of the coordinator may be partially delegated to the vice-coordinator
in case there is one.
Functions of the Secretary
The secretary should:
a) organize the program dossier and keep it updated, according to the coordina-
tor’s instructions;
b) gather, organize and keep updated a dossier of suggestions and/or complaints
regarding the program;
c) assist the coordinator in the before, during and post program tasks;
d) interact with the other sectors of the university regarding administrative mat-
ters so as to facilitate procedures.
Functions of the UMTE representative
The representative of UMTE should:
a) define an execution plan for the creation of multimedia materials for the curricu-
lar units, according to the decisions reached in the meeting convoked by the coor-
dinator;
b) schedule the design of the multimedia materials according to UMTE’s own
planning;
c) articulate the creation of these materials with the teachers responsible for the
curricular units in which they will be used and according to the defined schedule.
3.3.4. Planning
In distance education systems the planning of instruction – the cycle of prepara-
tion, planning and development of a course or curricular unit – takes place long befo-
re the students start the course.
There are three life cycles in a course or curricular unit: 1) the program or pre-cur-
ricular unit cycle, involving its organization and preparation, that should start at least
one semester in advance; 2) the program or curricular unit cycle, corresponding in
this model to the semester; 3) the post-program or post-curricular unit cycle.
The coordinator will be responsible for organizing the whole process and monitor-
ing its development, initiating the processes of pedagogical management and articu-
lating the work of the program team: teachers of the various curricular units, tutors,
monitors of the familiarization module and materials design (element of the UMTE).

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the student might be facing and in finding solutions to be offered by the University.
The function of the patron has another important facet: guidance and counseling
more focused on affective and social aspects, as an element of individualized support
to the development of the student’s personal learning project. From this point of view,
the existence of the patron opens the door to the establishment of privileged affective
relationships of an informal kind, based on mutual respect. It is also a way of assisting
students in their adaptation to virtuality and to the methodology of distance educa-
tion, defined by the pedagogical model; and of encouraging them to be active and
motivated, capable of overcoming difficulties that might impair learning. A student
support network based on peer interaction, i.e. a community, is thus brought to life.
After the network of patrons has been set, each patron will be tied to a virtual class,
accompanying its students throughout the school year or, when feasible, throughout
their whole academic path.
3.3.6. Learning materials and resources
Until recently the learning materials consisted of text-books specially design for self-
learning, complemented with audio and video documents, following a pedagogical
model of distance education centered on the interaction of the student with the con-
tents. The model presented here proposes a rethinking of the role of the text-book in the
learning process. In fact, today it is not only possible but also desirable to diversify the
resources made available for the student in each curricular unit.
On the one hand, since distance education strategies have evolved, widening the field
from independent learning to collaborative learning, there is no longer the need for text-
books specially designed to serve a specific methodology. On the other hand, with the
ever growing quantity of resources available, namely on the web, it makes more sense
to guide and assist students in being able to take advantage of bibliographical research
than to provide them condensed information in the form of a text-book.
We therefore advocate the production of reputed works published in Portuguese that
might serve both Universidade Aberta’s students and the students of other universities,
as well as other audiences, but going beyond the tradition of self-instructional text-
books. These works may be completely original or, if necessary, translated and adapted
from reputed works written in other languages. The resources suggested to students
should also include materials distributed freely or under Creative Commons Licenses
on the web as a means of diversifying the sources available for their learning.
In addition to print works, it will be useful to create e-books, distributed and com-
mercialized online, as well as other multimedia materials in the form of learning
objects, using current technologies present in e-learning platforms, such as, for
example, XML, PHP, ASP, Ajax, Javascript, Flash (SWF, FLV), Audio (WAV, MP3, VolP)
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Figura 4_ 1st study cycle coordination scheme
A map with the description of the phased tasks regarding the pre-course cycle is presented in Annex I – 3.
3.3.5. The Patron
The patron is a figure created to assist Universidade Aberta’s students and provide
them non-academic support. It seeks to reinterpret not only the traditional student
support systems and structures present in distance education institutions, but also
the counseling and non-academic guidance that some of them offer. Coherent with a
student-centered approach, the creation of this figure also reaffirms the commitment
of the institution to support in a personalized, decentralized way, students’ academic
path and well-being through a network of patrons. These are former students of Uni-
versidade Aberta who are thus well aware of its characteristics, functioning, rules
and institutional culture. The benefits of being in touch with such figures, themselves
once students, with an accumulated experience with the institution, constitutes a
part of the learning path offered by Universidade Aberta to its students.
Their functions and responsibilities revolve around the mediation between the
individual student and the University. On the one hand, the patron helps the student
establish and develop a relationship with the institution, advising him or her on its func-
tioning and its rules and regulations, clarifying expectations and providing communica-
tion channels. On the other hand, the patron collaborates in identifying difficulties that
COURSE TEAM
PAT
Patrons
M
Monitor of the
familiarization
module
Coordinator
Teach Teach Teach TeachTeach
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T

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bilities, the implementation of the model in the 2nd cycle integrates two types of
classes: the virtual class, entirely online, and the blended class, also online but
complemented with face-to-face sessions.
This variant of the model to be applied to the2nd cycle should be extended to
future 3rd cycle programs, although with a lower number of students per class -
10-15, at most – given the greater personalization required by these programs.
4.1. The pedagogical elements in the 2nd study cycle
The implementation of the model in the 2nd study cycle takes into account the
distinct nature of this cycle - post-graduate studies - where students are already
relatively autonomous and master some essential skills. It is important to stress
that students’ work should have innovative characteristics and evolve with a high
level of autonomy.
In this context, the model’s variant for this cycle relies on a structuring element:
the Learning Contract. This instrument acts as mediator between the academic
requirements typical of this study cycle and the students’ needs and interests. In
effect, it defines the necessary level of structure in the context of a group learning
environment and, at the same time, incorporates a certain degree of flexibility adjust-
able in function of the student’s personal rhythm and needs.
The Learning Contract is the core guiding document in each curricular unit, elabo-
rated by the teacher of that unit. It serves as a communicational framework between
the teacher and the individual student and is socially contextualized by the group.
The teacher designs a learning path to be followed by students based on the
recommended materials and/or bibliography, and defines and organizes the
moments for diversified interaction: within the class, within small groups or between
the students and the teacher.
This learning path is based on a variety of previously designed activities, such as
problem-solving, guided reading, discussions on given topics, case studies and analy-
sis, individual research based on information sources that complement the suggest-
ed bibliography and elaboration of articles and documents.
The Learning Contract is made available to students at the beginning of the curric-
ular unit and should be negotiated between the teacher and the students, allowing for
some adjustments that take into account needs or relevant issues raised by the stu-
dents. After these adjustments are made, the Learning Contract becomes a “naviga-
tional map” both for students and the teacher, although it might still undergo minor
corrections resulting from unexpected problems in the students’ personal learning.
In the elaboration of the Learning Contract each curricular unit should be divided in
and 3D (VRML). Given the constant developments in the field of new technologies, the
implementation of this model should soon include other modalities, namely those
regarding emerging web 2.0 technologies or the integration with mobile systems.
Universidade Aberta should create a virtual media library, freely accessible by
students, that may also direct them to search other repositories of materials and
learning objects.
4. APPLYING THE PEDAGOGICAL MODEL TO THE 2ND
STUDY CYCLE
The low human interaction due to the absence of social contact and the limita-
tions in certain areas of knowledge that require visualization of processes, physical
contact or direct manipulation of real objects are frequently pointed out as weaknes-
ses in computer mediated communication (CMC). On the other hand, it is widely
accepted that making it possible for geographically dispersed populations to access
education and training, with the flexibility in time management it allows, is a big
advantage of CMC. Without this flexibility, such populations would hardly be able to
cope with fixed learning schedules, too rigid to be compatible with their working sched-
ules, familiar responsibilities, and so on.
The first disadvantage has been largely contested both by practice and by
empirical research: CMC bears a strong socioemotional involvement, in many res-
pects not inferior to what one experiences in face-to-face communication, and
should be perceived today as more of a communication between humans, media-
ted by technology, than a human-machine communication. Online learning com-
munities, energized by the potential of networked communication and nourished
by principles of collaborative learning, benefit from the strong socio-affective,
cognitive and motivational components of the Web, thus making it seem unreaso-
nable to justify the need for blended learning on the basis of an alleged relational
poverty of online courses. On the other hand, the difficulties in promoting, at a dis-
tance, certain skills in domains that require real physical interaction either with
people, instruments or procedures, has given rise to innovations in the fields of
Simulations, Virtual Laboratories and Remotely Controlled Laboratories highly
relevant to distance education. However, these innovations still demand high
investments and, in some situations, as is the case with some artistic activities, for
example, face-to-face sessions may be needed to complement online learning.
Having this in mind and without dismissing a future evolution resulting from
the development and dissemination of new technologies that present new possi-
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a sequence of shorter work units. In each of these there is the need to indicate clearly the
competencies to acquire or develop, the sequence of activities aimed at promoting
them, the methodology to be used, the time they will take and the resources necessary.
This way, students will be able, right from the start of the curricular unit, to organize
their work, define priorities and establish a personal study and work schedule.
In this study cycle, continuous assessment, undertaken throughout the learning
process, is mandatory in both variants, and may be complemented by a final assign-
ment, where the student should demonstrate the acquisition of competencies in the
curricular unit. The results obtained through continuous assessment should count no
less than 60% for the final grade.
All the students admitted in 2nd cycle programs without previous experience in a
1st cycle course of Universidade Aberta will frequent a familiarization module with
the characteristics already described for the 1st study cycle. This module is under the
responsibility of the course coordinator.
Bearing in mind the characteristics of this study cycle, which impose the elab-
oration of a research work requiring personalized orientation by a teacher, the
maximum number of students to include in each edition of a course should not
exceed 25, being 20 a more desirable number. Moreover, given the high levels of
interaction expected in this variant, it is advisable that the number of curricular
units per semester does not exceed four.
4.2. Virtual Class
One of the modalities of organization for 2nd cycle programs is based on entirely
virtual classes. This means that all activities are realized online using communication
devices capable of integrating several communicational resources, as happens with
the present e-learning platforms (learning management systems). However, the
resort to these platforms should not ignore or prevent the gradual use of the new Web
2.0 technologies, namely blogs, wikis, e-portfolios, aggregators and other social soft-
ware systems that encourage networking and knowledge sharing (personal learning
environments).
This virtual variant is typically asynchronous so as to provide a maximum flexibility,
which is considered the adequate situation for geographically dispersed students. For
that matter, attendance to any existing face-to-face sessions (as those meant to present
the course program, for example) is optional. The same reason justifies the option for
online assessment modalities, either using the platform or the teacher’s e-mail.
The teaching and learning model to adopt is organized in the following manner:
each curricular unit contains sequences that integrates a phase of autonomous work
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on the part of the students with moments of discussion and resolution of several
tasks by teams, through asynchronous, student organized and moderated forums,
ending with teacher moderated asynchronous discussions on previously defined
topics. Hence the model favors a learning perspective markedly collaborative.
The management of teaching and learning time should attend to students’ individ-
ual mode of appropriation and to the desirable frequency of interaction between
teacher and the students and among students. Thus the integration of autono-
mous learning experiences, based on learning resources, of teacher guided learning
experiences and also of collaborative experiences, should make room for the
diversity and the specificity of each student’s learning process.
4.3. Blended Class
The design of blended programs implies the search for difficult balances be-
tween the quantity of online and face-to-face interaction and the nature of instruc-
tion to provide in each of these modalities. From the point of view of Distance Edu-
cation, the face-to-face component of a blended course should be considered
secondary and used mainly as a socialization factor or a laboratorial or residential
period. It could also be used for more distributed sessions with a broader set of
functions, such as the initial introduction of students and teachers, the presenta-
tion and discussion of rules and procedures, the discussion of projects or other
assignments, the answering to students’ doubts and questions or the presenta-
tion and discussion of final projects and assignments.
Considering the identity and the physical limitations of Universidade Aberta,
this blended class modality is based on the assumption that most teaching and
learning activities will happen online; face-to-face sessions should not exceed
25% of the contact hours. Assuming an average of around 200 contact hours per
curricular year, face-to-face sessions can be organized to a maximum of 50 hours
per year and taking into account the availability of the University’s facilities.
These sessions can be distributed in fractions among each of the curricular
units or be concentrated in one single period of time (Cf. 4.4.2). Students’ atten-
dance is mandatory once the need for face-to-face sessions is confirmed, so there
needs to be a careful consideration on the nature of these sessions and their spe-
cific objectives should be made clear in the Learning Contracts.
Since continuous assessment and final assessment must coexist in the 2nd study
cycle, as stated previously, the blended class modality may include final face-to-face
assessment instruments. The adoption of an exam as final assessment mode requires
that the time assigned to it be included in the total of face-to-face hours.

4.4. Organization
4.4.1. General organizational aspects
Given the nature of the 2nd study cycle, it is necessary to define a more centralized
system of coordination that ensures a more personalized student support. This support
will be available through the first and the second years and will be provided by the pro-
gram coordinator, a teacher of Universidade Aberta.
The coordinator can be assisted by a vice-coordinator whenever necessary and
delegate to him or her some of the coordination tasks. In order to assist students in logis-
tic matters, the department responsible for the program will designate an element of
the department’s secretariat to work in close cooperation with the program coordinator.
The coordinator should:
a) superintend the processes of selection of candidates and accreditation of
already acquired competencies;
b) coordinate the organization and maintenance of a program dossier contain-
ing the students’ data, the Learning Contracts of the several curricular
units in the course and all other documents relative to its functioning;
c) articulate the pedagogical action of the different teachers in the course
with the objective of minimizing the overlapping of subjects and of conci-
liating the more intense periods in the different curricular units, so as to
avoid superficial approaches to learning and to the realization of activities
due to an excessive workload;
d) create and manage an online space open to all the course teachers in
order to facilitate communication among them and implement the articu-
lation mentioned in c);
e) organize and manage a module of familiarization with the online environ-
ment, similar to the one described for the 1st cycle, for the students who
have never frequented a course in Universidade Aberta;
f) organize and manage an online space aimed at providing pedagogical
support for the students;
g) organize and manage a socialization space open to all the students and
teachers in the course, to serve as an informal virtual place where they
can meet and communicate;
h) superintend and assist students in the selection of research themes conduc-
ting to the dissertation and in the choice of a supervising professor, in articu-
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lation with the course teachers or, when applicable, assist the students in the
preparatory phase of their traineeship or the elaboration of their final project;
i) establish contacts with an element of the UMTE concerning the develop-
ment of learning resources;
j) propose the Permanent Commission of the Department responsible for
the course the constitution of the committees for the public dissertation
defenses, in articulation with the professor supervising the dissertation,
traineeship or project;
l) superintend the course evaluation in articulation with the Quality Assurance
structure of the University.
The course secretary should:
a) organize students’ applications for selection by the applications committee;
b) organize and maintain the course dossier according to the coordinator’s
instructions;
c) gather, organize and update in a dossier suggestions and/or complaints on
the functioning of the course;
d) interact with the other sectors of the University regarding administrative
matters so as to facilitate procedures.
4.4.2. Organizational aspects specific to the blended class
As previously stated, the blended class is based on the organization of activities in a
virtual space, complemented by a number of contact hours in a face-to-face setting.
According to the scientific nature of the curricular units in the course, there are two pos-
sible ways of organizing the face-to-face sessions: A) distributed sessions; and B) con-
centrated sessions.
In the first case, there will be 2 face-to-face sessions per curricular unit, near the end
of the 4th and the 8th weeks of online work, plus an initial session. The objectives of
these sessions should be defined by the coordinator together with the course teachers.
In the second case, there will be an initial face-to-face session and a full week of
intensive face-to-face sessions in one or two curricular units, while the other units are
taught entirely online. The face-to-face activities are organized as intensive workshops
or laboratory work over a certain amount of time which cannot exceed two weeks of the
course total.
The latter modality is more adequate when one or two curricular units demand
face-to-face laboratorial practice or the development of competencies relative to
artistic domains.
The selection of either modality should be discussed and approved by the Perma-

nent Commission of the Department responsible for the program. The several organiza-
tional stages for each modality are presented below.
Modality A – distributed sessions
1) Before the beginning of the program, the coordinator defines with the program
teachers the objectives of the face-to-face sessions of each curricular unit.
2) Teachers define and plan a set of self-learning activities to be performed
online in their curricular unit. Given the necessary interaction with the stu-
dents, they should also plan 2 online teacher moderated discussions
during the semester, the duration of which should be counted as contact
hours in the curricular unit. Since students have 4 curricular units simulta-
neously, team activities should be restricted to 1 in each unit.
3) Teachers elaborate the Learning Contract for the curricular unit they are
responsible for, which should include the schedule and objectives of the
face-to-face sessions in the context of the learning activities.
4) The coordinator establishes contacts with an element of the UMTE con-
cerning the development of learning resources;
5) The coordinator schedules the face-to-face sessions in the semester
according to the following criteria: the pedagogical articulation of the work
in the different curricular units; the predominant type of students (might
imply the scheduling of sessions for after-work hours); and the availability
of the University’s facilities.
6) The coordinator organizes and manages an initial face-to-face session
aimed at introducing the teaching team, the subject matters, the work meth-
ods, the assessment modes and the schedule of the face-to-face sessions.
The duration of this session is included in the maximum face-to-face time.
Modality B – concentrated sessions
1) The coordinator, together with the teachers of the curricular units that
require face-to-face sessions, defines the sessions’ objectives, schedule
and location, as well as the procedures to adopt.
2) The teachers of the curricular units to be taught entirely online elaborate
the Learning Contract for their units.
3) The coordinator establishes contacts with an element of the UMTE con-
cerning the development of learning resources;
4) The teachers of the curricular units that will include a face-to-face compo-
nent plan both the activities to be performed online and those to be perform-
ed in the face-to-face sessions. In such cases, online activities should be
planned for a period of around 8 weeks, and could be peformed before or
after the face-to-face sessions. Based on this planning teachers elaborate
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the Learning Contract for their curricular unit.
5) The coordinator organizes and manages an initial face-to-face session
aimed at introducing the teaching team, the subject matters, the work meth-
ods, the assessment modes and the schedule of the face-to-face sessions.
The duration of this session is included in the maximum face-to-face time.
5. LIFELONG LEARNING
Education and training are no longer a sum of initial training or preparation for
the world of work plus subsequent on-the-job training; they have become an inte-
gral part of the personal and professional life of the individuals in the 21st century.
The current mobility in terms of employment, the fast erosion of acquired qualifi-
cations, the accelerated development of technologies, together with a longer life
expectancy, call for the demand and offer of diversified educational programs,
namely short competency-centered training programs or programs oriented
towards cultural fruition.
If, on the one hand, the need for professional reconversion demands longer,
more structured offers, on the other hand, short flexible programs enable indi-
viduals to increase or develop their knowledge and skills at any time, according
to their needs and interests, without requiring a long term commitment.
In the first case, the current, or yet to create, 1st and even 2nd study cycle
courses offered by Universidade Aberta, to which the variants of this pedagogi-
cal model are oriented, answer the needs of professional reconversion. In the
second case, the short training courses that require certification need a simpler
variant of the model, within the principles already established.4
The variant proposed here is a variant of the model for short educational
programs that may be designed for between 2 and 5 ECTS, that is, between 52
and 130 hours. The first type of courses, around 2 ECTS, may consist of cultural
extension programs, while the second, between 3 and 5 ECTS credits, may con-
sist of in-service training packages aimed at professionals who need to develop or
deepen their skills in a specific field of knowledge, as is the case with short profes-
sional training programs. In order to maximize flexibility, these programs are con-
ducted entirely online, through asynchronous communication, and attendance to
eventual initial face-to-face sessions is optional.
The didactic variant that defines the implementation of the pedagogical
4This variant does not include possible open content programs, prepared according to self-learning
methodologies, freely available, and accessible by anyone without the need for certification.

model in short courses thus admits two possibilities: cultural extension pro-
grams and in-service professional training programs.
5.1. Cultural extension programs
The central objective of these programs is to deepen knowledge on specific sub-
jects or acquire a particular competence.
This modality presupposes that the course is organized as a seminar, based on
thematic discussions with guiding questions and supported by the exploration of sug-
gested bibliography. From a pedagogical perspective, the course develops as a space
of discussion and sharing among the participants, promoting the joint (re)construc-
tion of knowledge, while the teacher facilitates and moderates this process. Interac-
tion levels among participants and between these and the teacher are expected to be
high in such learning environments. Therefore, these courses should consist of a vir-
tual class of up to 25 participants under the responsibility of a teacher.
From an organizational point of view, these courses might be based on the current
asynchronous communication tools, such as forums, or on social networking tools.
Despite the open nature of these programs, their design and implementation
should follow a specific methodology, based on the elements suggested below:
> consider a short period of time, at the beginning of the program, for the fami-
liarization with the online environment, namely regarding virtual socializa-
tion and training on the collaboration tools to be used;
>elaboration of the Program Agenda, specifying the subjects, methodology,
schedule of activities, assessment mode and criteria; if there is a face-to-face
session, although attendance is optional, its objectives should be made clear
in this document;
>adoption of an assessment mode based on portfolios elaborated by the par-
ticipants throughout the course;
> certification at the end of the course for those participants who success-
fully complete it.
5.2. In-service training program
These programs are aimed at deepening knowledge or developing skills of
a professional nature within a certain field of knowledge, and their duration is
therefore longer, between 3 and 5 ECTS credits. For this modality, the design
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and implementation of educational programs based on projects or products to
be developed by the participants is a more suitable approach.
Programs should be planned by topics or work phases, geared towards the
acquisition or development of a small core of desired skills that become appa-
rent in a final product elaborated by the participants.
The kind of work to be performed by the participants will require a close support
(and consequent availability) on the part of the teacher. Virtual classes should therefore
have a maximum of 25 participants under the orientation of a teacher assisted, if neces-
sary, by a tutor collaborating with Universidade Aberta.
From a methodological perspective, the program is organized asynchronously,
combining independent and collaborative learning; the different work phases should be
previously defined in a Learning Contract. This contract is an adaptation of the 2nd study
cycle Learning Contract.
The Learning Contract, which should be negotiated with the participants at the
beginning of the course, should indicate:
> what is expected from the participants;
> the course program;
> the competencies to acquire/develop;
> the schedule and typology of activities;
> the specifications of the product to be elaborated and the respective assess-
ment criteria;
> the objectives of the initial face-to-face session (attendance optional), if
there is one;
>the fundamental bibliography.
As was the case with the previous modality, the program should include a modu-
le for familiarization with the online environment at the beginning of the course. The
participants who successfully complete the course will obtain a certificate attesting
the mastering of the skills that the course was meant to develop.
6. DEVELOPING THE MODEL
The model here presented can be further developed according to the evolution of
the circumstances, although the direction they will take is not fully predictable. In fact,
the development of new technologies, namely mobile, the evolution of web 2.0 and the
emergence of new social networking tools lead to predict that the model will have to be

adjusted to these changes in the middle-term. However, the fact that the model has
been based on a set of principles or cornerstones which are aligned with the new gene-
ration of distance education and the results of research in the field, make it possible to
adjust it to new realities without giving up on its founding principles.
Thus, if the model here presented points to the possibility of virtual classes in the 1st
study cycle with a relatively large number of students (50), its development may call for
a revision of these numbers in the short term. The application of the model should
therefore be periodically evaluated so as to adjust it to new emerging realities.
Turning from a middle-term scenario to a short-term analysis, the sound imple-
mentation of the model requires some measures that need to be emphasized; other-
wise it might not evolve in the desired direction.
One of the basic aspects to take into account is the informatics system and its sub-
systems. In effect, the reinforcement or even the reorganization of the informatics sup-
port services in order to meet the challenges outlined above, such as digital inclusion or
virtuality to serve large numbers of students, seem unavoidable. In this respect, it is of the
utmost importance that the University is able to provide, in the very short term, a 24-hour
Help Desk service accessible from any computer with an Internet connection. Such a sys-
tem, present in virtual universities, provides quick assistance to students with any com-
puter-related problem they may experience. Moreover, this system should be extended
to provide assistance to teachers in solving occasional malfunctionings. This support sys-
tem might be complemented with the creation of a Frequently Asked Questions (FAQs)
area in the University’s portal, which would be periodically updated. These solutions are
all the more important given that the University’s students, adults with a demanding pro-
fessional life, realize their learning activities at night and during the weekend.
In addition to the improvements in the infrastructure, it would also be timely to
cre-ate digital web-based instruments to be integrated in the virtual environment
as a means of assisting teachers in the planning of the learning activities. Such
instruments could consist of interactive forms for the elaboration of the Curricu-
lar Unit Plan, the Learning Contract, the Tutoring Guide, the Course Guide or any
other relevant documents.
Moreover, it is a priority that the model, in its different didactic variants, can be en-
riched through research and through the production of materials specific to learning in a
particular area of knowledge, with a special emphasis on language learning, virtual
laboratories, open source technologies and portable solutions.
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ANNEXS

ANNEX
DOCUMENTS RELATIVE
TO THE 1ST STUDY CYCLE
1_ Curricular Unit
Plan Template
2_ Tutoring Plan Template
3_ Advanced Planning Map
4_ Study Program Guide Template

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CURRICULAR UNIT :__________________ CODE: __________________________
TEACHER: _____________________________________________________________
What is the Curricular Unit Plan (PUC)?
The PUC is a document which aims to guide the students’ learning process through-
out the curricular unit. It therefore requires an attentive reading which will be useful
to you along your learning. Here you will find information on the subjects to study, the
bibliography needed and the competencies to develop; but also information on how
the learning process is organized, how to use and benefit from the virtual environ-
ment of this curricular unit, what is expected from you and how you will be assessed,
among other aspects that are fundamental to achieve success.
Presentation of the Curricular Unit
[Include synopsis of the Curricular Unit]
Competencies to Develop
At the end of this Curricular Unit, the student is expected to have acquired the fol-
lowing competencies:
Contents of the Curricular Unit
In this Curricular Unit the following topics will be studied:
Topic 1
1.1
1.2
1.3
ANNEX I
DOCUMENTS RELATIVE
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Curricular Unit
Plan Template

Topic 2
2.1
2.2
2.3
Topic 3
3.1
3.2
3.3
Work Methodology
[Insert here general guidelines on the work methodology to adopt, bearing in mind the
Course Guide and the specificity of the curricular unit, namely:
> Number of student moderated forums in the curricular unit;
> Information about the organization of those forums;
> Subject-matter covered;
> Number of students in each forum;
> Teacher moderated forums: duration and objectives;
> Indications about the nature and objectives of the Formative Activities Plan
proposed for the curricular unit].
Bibliography and Other Learning Resources
[Insert here indications about the bibliography and/or other learning resources to be
used. Indicate how to access these resources: will they be made available by the teacher
in the virtual classroom? Should they be bought by the students? Are they available
on the web? etc.]
Required Bibliography
Optional Bibliography (if any)
Other Resources
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Assessment
Continuous Assessment – Learning Card (CAP)
Assessment in this curricular unit is continuous and registered in each student’s
Learning Card.
This Learning Card, specific of this curricular unit, is a personalized device to which
only the student has access.
Assessment is carried out through the elaboration of … (insert here the number - 2 or 3)
e-folios and one p-folio (when applicable).
The e-folio is a short digital document delivered electronically to the teacher. The p-folio
is a complementary assessment instrument that is carried out in a face to face setting.
The marks obtained in the e-folios and, when it is used, in the p-folio are credited by
the teacher in the student’s learning card during the semester.
Calendar and Work Plan
This Calendar presents the temporal distribution of the various Topics/Contents and
the respective work guidelines, so that you can plan, organize and develop your study.
Here you will find information about when to deliver the e-folios and the dates for the
teacher moderated forums, among other important aspects in your learning process.
This information is complemented by orientations that you should consult regularly
in your Virtual Classroom.
[An example of a possible Calendar and Work Plan is presented here. The column –
What is expected from the student – is meant to provide all the specific guidelines
that the teacher feels are relevant to guide the study and work of the students in the
development of the topics. The example given here is merely illustrative].

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[October or March] What is expected from the student
1st Week
[..... to ........]
Start by consulting the guidelines given
in the virtual classroom relatively to Topic 1:
[...]
[...]
[work suggestions]
[Exchange ideas with your colleagues in Forum 1]
[...]
2nd Week
[..... to ........]
[Perform the formative activities of Topic 1]
[Compare your answers to the indications
given in the text]
[Discuss with your colleagues in Forum 1: present
your point of view, explain what you did, express
doubts, help and ask for help, if necessary.]
3rd Week
[..... to ........]
[Participate in the Forum “Dúvidas 1” (Doubts 1)
moderated by the teacher to get answers to your
doubts or difficulties.]
4th Week
[..... to ........]
[Consult the instructions in the Forum "Avaliação
Contínua" (Continuous Assessment) relative to the
elaboration of e-folio A.].
MONTH 1
[November or April] What is expected from the student
1st Week
[..... to ........]
[...]
[...]
2nd Week
[..... to ........]
[...]
[...]
3rd Week
[..... to ........]
[...]
[...]
4th Week
[..... to ........]
[...]
[...]
[December or May] What is expected from the student
1st Week
[..... to ........]
[...]
[...]
2nd Week
[..... to ........]
[...]
[...]
3rd Week
[..... to ........]
[...]
[...]
4th Week
[..... to ........]
[...]
[...]
[January or June] What is expected from the student
1st Week
[..... to ........]
[...]
[...]
2nd Week
[..... to ........]
[...]
[...]
3rd Week
[..... to ........]
[...]
[...]
4th Week
[..... to ........]
[...]
[...]
MONTH 2
MONTH 3
MONTH 4

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ANNEX I
DOCUMENTS RELATIVE
TO THE 1ST STUDY CYCLE
Tutoring Plan Template
CURRICULAR UNIT:__________ CODE: ___________________________
The Tutoring Plan describes in detail all the actions to be performed by the tutor in the
curricular unit. The teacher of the curricular unit is responsible for its elaboration.
TUTORING PLAN
A) YOUR ROLE AS A TUTOR IN THE CURRICULAR UNIT
[Introduction by the teacher of the curricular unit]
1) Motivate the students
2) Answer students’ doubts
2) Moderate discussion forums
3) Assess and grade the e-folios, p-folios and exams (when applicable)
B) YOUR ROLE AS A TUTOR DURING SPECIFIC ACTIVITIES
[Description of the Tutor’s actions according to the given items]
1) Welcome message
OBJECTIVE: Ensure that everyone knows the Curricular Unit Plan.
DATE: Opening day of the Curricular Unit.
TUTOR TASKS: Publish a Welcome Message in PLACARD DE NOTÍCIAS (News
Forum). Briefly introduce yourself in this message.
2) Presentation of the Curricular Unit Plan [ PUC]
OBJECTIVE: Garantir que todos conheçam o Plano da Unidade Curricular.
DATE: 1º dia de abertura da unidade curricular.
DURATION: A three-day discussion forum for answering any doubts is recommended.
TUTOR TASKS: Publish a message in PLACARD DE NOTÍCIAS (News Forum)
announcing that the PUC is available; open the forum for answering doubts about the
PUC – DÚVIDAS GERAIS(General Doubts). Publish a message in this forum clearly
stating its objective. Answer any doubts the students may have about the PUC. A daily
visit to the forum during the first week is recommended.
3) Opening of Topic 1
OBJECTIVE: Ensure that everyone has access to Topic 1.
DATE: ___________
TUTOR TASKS: Open Topic 1. Publish a message in PLACARD DE NOTÍCIAS (News
Forum) announcing this.

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4) Make available the first document of the Formative Activities Plan [PAF].
OBJECTIVE: Provide the students with activities through which they can study
and practice the contents and competencies to acquire/develop and perform self-
assessment.
DATE: ___________
TUTOR TASKS: Make available the document “Topic 1 – Formative Activities Plan”.
Publish a message in “Placard de Notícias” (News Forum) announcing this and provi-
ding the information needed for self-assessment.
5) (…)
6) (…)
WEEK
START / END
ACTIVITY
TUTOR ACTION (ALL EXPECTED TUTOR
ACTIONS SHOULD BE DESCRIBED)
WEEK 1 X to Y
Beginning
of the Semester.
Start of the
learning activities.
Publish welcome message, in which
the tutor also introduces him or herself.
Present the PUC to the students.
Answer any doubts posted in the forum.
Open Topic 1.
WEEK 2 X to Y Formative
Activities 1
Make available the Formative Activities 1.
Publish a notice in the News Forum (“Placard
de Notícias”) calling students’ attention to this.
WEEK 3 X to Y Student
Moderated Forum
Make available the answers to the Formative
Activities 1 for self-assessment.
WEEK 4 X to Y Student
Moderated Forum
Organize and open the forums for students to
discuss in group the answers to the Formative
Activities.
WEEK 5 X to Y Tutor
Moderated Forum
Organize, open and moderate the forum
“Dúvidas I” (Doubts 1)
WEEK 6 X to Y e- folio A
Organize the Learning Card (“Cartão de
Aprendizagem”) Forum. Publish a message
in this forum with the instructions for
the elaboration of e-folio A.
To fill in with
the number
of weeks of the
semester(….)
(….) (….) (….)

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ANNEX I
DOCUMENTS RELATIVE
TO THE 1ST STUDY CYCLE
Advanced Planning Map
MONTH 6
MONTH 5 MONTH 4
Coordinator
• Staff meeting to trigger
the processes;
• Creation of a Vir tual
Coordination Area;
• Meeting with the teachers
responsible for the curricular
units for planning
and organization;
• Preparation and Agenda of the
Familiarization Module and
choice of tutors;
• Selection of learning materials.
When the materials to be
designed involve the UMTE*, their
planning and development will be
performed with the member of
the course team who articulates
and coordinates with the
respective service;
• Tutor selection process triggered.
• Meeting with
the Tutors;
• Meeting with the
Monitors of the
Familiarization
Module and
beginning of its
preparation;
• Definition
of the Patrons
and develop
ment of contacts
with them;
• Tutor training
process triggered;
Entire Team
• Staff meeting;
• Articulation of the staff with the
UMTE when materials to be
designed involve that unit.
Teacher
• Meeting of all the teachers
responsible for the curricular
units with the Coordinator, for
planning and organization;
• Beginning of the planning and
the pedagogic design of the
curricular unit;
• Each teacher starts to elaborate
the Curricular Unit Plan (PUC)
and the Tutoring Plan for their
curricular units.
•Continuing the
elaboration of
the Curricular
Unit Plan (PUC)
and the Tutoring
Plano for the
curricular unit.
•Beginning the
implementation of
the curricular units
in the LMS
(Learning
Management
System) and
articulation with
tutors;
• Continuing the
development of the
Tutoring Plan.
Tutor
• Meeting with
the Coordinator; • Beginning of Tutor
Training;
Monitor
• Meeting with
the Coordinator;
• Beginning of
the preparation
of the
Familiarization
Module
Patron
*Education Multimedia Telematies Unit

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MONTH 3
MONTH 2 MONTH 1
MONTH 0
Coordinator
• Allocation of
Patrons;
• Meeting with
the Patrons;
• The
Familiarization
Module should
now be ready
under the
supervision of
the coordinator.
• Beginning of the
Familiarization
Module for all the
students enrolled
in the study
program;
• Meeting with the
teachers.
• Ensure that the
curricular units
are all ready and
implemented in
LMS, althought
still not visible
to students.
• Beginning
of the
semester.
Entire Team
• Meeting
of the staff.
• Beginning
of the
semester.
Teacher
•Continuing the
implementation
of the curricular
units in the LMS
(Learning Mana-
gement System)
and articulation
with tutors.
• Continuing the
development
of the Tutoring
Plan.
• Each teacher
coordinates the
tutors of their
curricular unit,
presenting the
Tutoring Plan
and addressing
some teaching
matters in a
team work
environment.
• All materials
developed by the
UMTE* should be
tested and
integrated in the
LMS by the
teachers of the
curricular units;
• Meeting with
the coordinator
• The curricular
units should all be
ready and
implemented in
the LMS,
although still
not visible to
students.
• Beginning
of the
semester.
Tutor
• Work with the
teacher of the
curricular unit
on the Tutoring
Plan and on
some teaching
matters in a
team work
perspective.
• Beginning
of the
semester.
Monitor
•The
Familiarization
Module should
now be ready
under the
supervision of
the coordinator.
•Beginning of the
Familiarization
Module for all the
students enrolled
in the study
program.
Patron
• Information
about classes
allocated;
•Meeting with
the course
coordination.
• Beginning
of the
semester.
ANNEX I
DOCUMENTS RELATIVE
TO THE 1ST STUDY CYCLE
Study Program
Guide Template
* Education Multimedia Telematics Unit

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UNDERGRADUATE DEGREE IN
1. INTRODUCTION
Welcome to Universidade Aberta. The participation in the course you have selected
will be an active process, where learning has been planned to try to ensure your success.
This Guide is your “information kit”. It tells you what to do, how to do it and when to
do it, as an online student in this undergraduate course. Therefore, read it carefully. The
aim of this Guide is to give you important information about the objectives and practices of
the undergraduate course in __________________ [fill in with the name of the course] of
Universidade Aberta.
2. PROGRAM ORGANIZATION
The undergraduate degree in ______ may be accomplished by combining the
approval in______as Major and in______as Minors [description of the possible combi-
nations leading to a undergraduate degree in this study program].
3. TARGET GROUP
The undergraduate degree in_____________is directed ____________________
4. REQUIREMENTS
Besides the conditions stated above, the following are fundamental prerequisites
for the admission to the undergraduate degree in
5. CANDIDATURES
[Description of the admission procedures]
The schedule for candidatures1, admissions and matriculations2is the following
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1INFORMATION AND CANDIDATURES
Tel.
Fax:/ e-mail:
2ADMISSION AND MATRICULATION
Rua da Imprensa Nacional, n.º 102
1250-127 Lisboa
Tel. 21 3916588/6568/6579/
808200215/808216523 Fax 21 3970841
6. COMPETENCIES TO ACQUIRE
As a student, you are expected to have acquired or developed the following compe-
tencies by the end of the study program:
7. TUITION
[Information about tuition]
8. DEGREE DIPLOMA
The undergraduate degree in ______ is certified by ______(diploma) and presup-
poses the attendance to and the approval in the curricular units that constitute the
Major ______ and ______, totaling 180 ECTS credits.
9. STUDY PLANS
The study Program is constituted by semestral curricular units.
Each semester has a duration of 20 weeks, 5 of which are allocated to final assess-
ment activities.
The semesters at Universidade Aberta follow the calendar below:
1st SEMESTER – from______ to ______
2nd SEMESTER – from______ to ______
Prior to the beginning of the curricular units of the 1st semester, students attend
an Online Familiarization Module.
[Insert here a description of the study plan leading to the degree; the number of
semesters; and any other information considered indispensable for students to know
beforehand their study path; mention here any precedences].

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CURRICULAR UNIT YEAR/SEMESTER TOTAL WORKLOAD
(HOURS) ECTS
MAJOR IN ....
[To adapt according to study plans and combinations; possibly replace by other orga-
nizational tables]
CURRICULAR UNIT YEAR/SEMESTER TOTAL WORKLOAD
(HOURS) ECTS
MAJOR IN....
[To adapt according to study plans and combinations; possibly replace by other orga-
nizational tables]
10. PROGRAM ORGANIZATION
The teaching and learning activities relative to the different curricular units are
performed at a distance, in a virtual environment, using an e-learning platform.
The first semester is anticipated by an introductory module – Familiarization
Module – held totally online, with the duration of X weeks. This module aims to familia-
rize you with the virtual environment and the elearning tools, and promote the acquisi-
tion of online communication skills and online social skills necessary to the building of
a virtual learning community. Former Universidade Aberta’s students who have al-
ready taken other online courses may be dispensed from attending this module.
This module takes place from ______ to______ . Instructions on how to access
the module will be sent to you.
11. THE PEDAGOGICAL MODEL
The undergraduate degree in ____ follows a pedagogical model specifically
designed for online learning at Universidade Aberta.
This model is based on the following principles:
> Learner centered learning, which means students are active and responsible for
knowledge building;
> Learning based on flexibility of access (contents and learning activities), without
temporal or spatial constraints, according to students availability. This principle
is translated in the primacy of asynchronous communication, allowing for non-
coincidence in time and space, since communication and interaction happen
when they are convenient for students, giving them time to read, process infor-
mation, reflect and then respond or interact.
> Learning based on diversified interaction - teacher-students, students-students
and students-learning resources – socially contextualized.
Based on these principles you will find four vital elements in your learning process:
THE VIRTUAL CLASS_The student integrates a virtual class where the teachers
and the other students have access. The learning activities take place in the vir-
tual space of each curricular unit throughout the semester, with resort to com-
munication devices. There are two types of forums: student moderated forums
and teacher moderated forums. Student moderated forums are workspaces for
the class in which students interact about the subjects they are studying:
aspects that may raise doubts, reflections that are shared, exchange of opinions
on certain topics, comparison of the answers given to the activities, etc. Teacher
moderated forums are meant to answer students’ doubts and help them over-
come difficulties that haven’t been solved through the discussion among them.

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These forums are opened by the teacher at predefined times. Communication is
essentially asynchronous and written.
THE CURRICULAR UNIT PLAN (PUC)_The PUC is a document presented by the
teacher at the beginning of the curricular unit meant to guide the students’ learn-
ing process. It requires a careful reading and is valuable throughout the work in
the UC. It contains information on the objectives of the curricular unit, the sub-
jects and contents to study, the competencies to develop, the organization of the
learning process, the learning resources, what is expected of you as a student,
what you can expect from the teacher/tutor, and the assessment criteria.
THE FORMATIVE ACTIVITIES PLAN (PAF)_ To help students take advantage of the
learning resources, the teacher will make available, at specific times, sets of acti-
vities together with guidelines on how students can verify if they have achieved the
expected competencies in the contents they refer to. Difficulties in the resolu-
tion of these activities should be discussed with the classmates in the student
moderated forums, so as to enable the sharing among all of the knowledge
acquired. Difficulties and doubts that cannot be overcome will be dealt with in
the teacher moderated forums.
THE LEARNING CARD (CAP)_ The learning card is a personal device that allows
students to visualize at any time the grade they obtained in continuous assess-
ment activities. During the learning process the teacher will solicit the elabor-
ation of two or three e-folios (short digital documents). The elaboration and de-
livery of the e-folios corresponds to the continuous assessment performed elec-
tronically. The e-folios may be complemented by a p-folio performed in a face to
face setting. The sum of the marks obtained in the e-folios and in the p-folio,
when applicable, will constitute the grade in the curricular unit.
12. LEARNING AND STUDY TIME
Learning at a distance in a virtual class means you will not meet in the same place
and at the same time with your teachers and colleagues, which will give your learning
plenty of flexibility, since it is independent from the time and space both of teachers
and of students.
You will have, naturally, to dedicate time to studying and learning. That is why for
each curricular unit the number of effective working hours expected from you is de-
fined, in terms of ECTS units.
You should take into account that each credit unit (1 ECTS) corresponds to 26
hours of effective work, according to Universidade Aberta’s regulations concerning
the implementation of the ECTS credit units system. This includes, for example, the
reading of various documents, the performance of online and offline activities, the
reading of messages, the elaboration of personal documents, the participation in
asynchronous discussions and the work required for assessment and grading.
13. THE LEARNING RESOURCES
In the different curricular units you will be asked to work and study with the sup-
port of several learning resources, such as writen texts, books, web resources, learn-
ing objects, etc. in different formats. Although many of these resources are digital and
made available online, in the context of the virtual class, there are others, like books, that
you should purchase in a bookstore or …… prior to the beginning of the curricular unit, so
as to ensure the right learning conditions at the time you will need that resource.
[Insert the bibliographical references to be acquired by students prior to the begin-
ning of the course. If they should do so at a specific location, add that information here.]
14. ASSESSMENT AND GRADING
Assessment in each curricular unit is continuous and performed electronically
through 2 or 3 e-folios that the students will elaborate according to the instructions
given by the teacher/tutor. This can be complemented by a p-folio, which is an asses-
sment activity performed in a face to face setting.
The number of e-folios and their marks, as well as the marks allocated to the
p-folio, if there is one, are stated in the Curricular Unit Plan (PUC).
The grade of each e-folio and, when that is the case, of the p-folio, are registered
in the student’s learning card, to which only the student has access.
Approval in the study program requires approval in all its curricular units with a
grade that cannot be inferior to 10 marks.
The formative activities made available for the students to perform during the
curricular unit do not count for students’ final grading.
15. PROGRAM COORDINATION
The undergraduate degree in ______ is coordinated by Professor___, ______ of
Universidade Aberta, who is responsible for supervising its design and implementa-
tion, and also for performing its evaluation.
As a student, what can you expect from the course coordinator? The course coor-
dinator (and the vice-coordinators, when the course has them) will support your learn-
ing process along the course, through a set of mechanisms, namely by:

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a) organizing and coordinating an online familiarization module for students
admitted to the program who have not previously taken a course at Universi-
dade Aberta;
b) coordinating the organization of the different curricular units that compose the
program and their general functioning;
e) articulating the pedagogical action of the program teaching team
16. TEACHING TEAM
Your learning process will be supported by a teaching team composed by the teach-
ers responsible for the course’s curricular units.
Prof. X
Prof. X
17. THE PATRON
In this course, besides teachers, your virtual class will be assisted by a
Patron. This will be a former Universidade Aberta’s student, whose function is
to help you in matters of a non-academic nature. As a student who has already
studied at our institution and has, therefore, a history with us and our practices,
the Patron possesses a deep knowledge of Universidade Aberta’s characteris-
tics, functioning, rules and institutional culture, being thus able to effectively
help you in various ways.
But the Patron is also someone who has already experienced what it is to be
an online student, one who will understand you and sympathize with your per-
spective, helping you to integrate in this virtual context.
18. FAMILIARIZATION WITH THE ONLINE
ENVIRONMENT
This module takes place before the course and has a duration of X weeks. It
is a practical module, focused on learning “how to do” things.
The aim of this module is to familiarize students with the characteristics of
the online environment, promoting the acquisition of several competencies
which ensure a successful online learning experience. Thus, by the end of this
module, you should have:
> acquired skills in the use of the technological resources available in the
online environment (know how to do);
> acquired confidence in the different modes of communication available in
the virtual environment (know how to communicate), namely in asynchro-
nous communication;
> acquired skills in different modes of online working and learning - self-
learning, collaborative learning, resource-based learning;
> applied general Internet usage skills (communication, search, information
management and evaluation) in the virtual environment where the course
will take place; know how to use the communication tools, how to work in
online groups, how to search for and consult information on the Internet);
> applied the rules of social interaction specific to communication in online
environments (know how to relate).
19. TECHNICAL SUPPORT
In case you need help or support concerning the technological environment in
which the course takes place please contact service X. _________________________
20. SINOPSIS OF THE CURRICULAR UNITS
CURRICULAR UNIT A
CURRICULAR UNIT B

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21. PROGRAM WEB ADDRESS (URL)
Indicate here the program web adress ______________________________

ANNEX
DOCUMENTS RELATIVE
TO THE 2ND STUDY CYCLE
1_ Learning Contract
Template – Virtual Class
2_ Learning Contract
Template – Blended Class
3_ Study Program Guide
Template – Virtual Class
4_ Study Program Guide
Template – Blended Class

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ANNEX II
DOCUMENTS RELATIVE
TO THE 2ND STUDY CYCLE
Learning Contract
Template – Virtual Class
INTRODUTION
TheLearning Contract is a specific instrument of Universidade Aberta’s Pedagog-
ical Model for all 2nd study cycle courses, both in the virtual class modality and in the
blended class modality.
The Learning Contract will accompany you throughout the semester and serves
as a “course map”, not only for you as a student but also for the teacher, stating the
responsibilities and duties of both. This Learning Contract describes the learning path
proposed to you in the context of your virtual class. It is also a guide for the contents,
the curricular unit structure, the activities to perform, the work methodology and
assessment. It should thus be an element of frequent consultation.
I. EXPECTATIONS AND OBJECTIVES
What is expected of you in the curricular unit …..?
[State here the expectations the teacher has concerning the curricular unit and
students’ action. Besides these expectations, also include the objectives for the
curricular unit.].
II. COMPETENCIES TO DEVELOP
What are the competencies to develop in this curricular unit?
[Insert here the competencies that students should acquire or develop in this curric-
ular unit].
III. CONTENTS
[Present here the topics/contents]
1.
2.
3.

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IV. METHODOLOGY OF ONLINE WORK
What work methodology are we going to adopt?
[The teacher of the curricular unit should explain the methodology to adopt according
to the Pedagogical Model. It should be taken into consideration that the variant of the
model for the 2nd study cycle defines the existence of independent learning periods
combined with collaborative learning periods. This process implies that students fol-
low a working path based on the resources provided and the organization/planning of
times for diversified interactions, within the whole class, within small groups or with
the teacher. ]
V. LEARNING RESOURCES
Learning Rresources are all the bibliographic materials required to support lear-
ning, whether available online or offline (texts, articles, books, e-books, learning
objects, web sites, vídeos, podcasts, blogs, wikis, cd-roms, dvds, etc.).
(All bibliography to be used in the curricular unit should be indicated here. It
should be made clear which items will be made available online by the teacher and
those that have been indicated prior to the beginning of the semester to be acquired
by students. All bibliography to be acquired previously by students should be indica-
ted to the coordinator to be included in the Course Guide. One should bear in mind that
students come from very diversified geographical areas and may need some time to
acquire the items.)
The URLs (web addresses) of any web sites to be used should also be indicated in
this Learning Contract.
Teachers may indicate complementary Learning Resources, if they so wish, for
further study.
LIST OF LEARNING RESOURCES
VI. THE LEARNING ENVIRONMENT
Describe the design/configuration of the virtual class in this curricular unit, inclu-
ding resources available, such as a News Forum, for notices and announcements or a
General Glossary, for example.
VII. SEQUENCE OF LEARNING ACTIVITIES
[ Describe fully and in detail all the activities to be performed during the semester,
as well as their sequence. This sequence allows students to have a clear perception
of what is asked of them in the curricular unit and juggle these demands with their
personal and professional agendas. A possible format is given below as an example]
EXAMPLE A
EXAMPLE B
Topic: x
Activity 1: Learning activation methods
from x to y
Objectives: Analyse different activaton methods; discuss the trainer’s action; etc. …
Description:
1º ) Free exploration and analysis of the several activation methods presented in
the bibliography;
Topic
Topic: Training of trainers
Activity
Activity 1
Duration
from x to y
Competencies to develop
Present well-founded arguments on different learning activation
methods; reflect upon the trainer’s action, etc….
Description
The activity has 2 parts:
A) Self-learning based on the free exploration and analysis of the various
activation methods presented in the Bibliographic Interactive Tool;
B) Discussion: from 27 to 30 June
The discussion with all the class members will be carried out in Forum Z
and should focus on the following question: What is the importance of
the trainer in designing the pedagogical plan for an online course?
Resources
Bibliographic Interactive Tool about Learning Activation Methods. This
tool will be made available online at the beginning of the activity.
Assessment
The discussion will be assessed according to the criteria defined in this
Learning Contract for the assessment of discussions in point X.

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Discussion between 27 and 30 June
2º ) Discussion in this forum focused on the following question: Why is it important
that the trainer, when designing the pedagogical plan for the course, is clearly
aware of what needs to be done and worked, and defines in detail the following
parameters: Student Participation, Online Organization, Calendar and Trainer’s
Action for all activities?
Learning Resources: Glossary on Activation Methods
Assessment: The discussion will be assessed according to the criteria defined for the
assessment of Discussions specified below:
Topic: Z
Activity 2 ______ from x to y
Objectives:
Description:
Resources:
Assessment:
VIII. ASSESSMENT
[Learning assessment should be made explicit and described in detail, stating the
assessment criteria for each activity (for example, the number of discussions asses-
sed, their relative weight, the criteria to be used, etc.]
Example:
1) Participation in the 3 discussions (Discussion 1: Topic X______ ; Discussion 2:
Topic Y______ Discussion 3: Topic Z______ with, at least, X messages;
2) Presentation of a final assignment, consisting in: Elaboration of a report accord-
ing to the variable of distance learning chosen – x, y, z, w
3) Etc...
GRADING
a) Participation in the discussions: 60% (12 marks)
b) Final assignment: (40%) (6 marks)
ASSESSMENT CRITERIA
I) ASSESSMENT OF THE PARTICIPATION IN DISCUSSIONS
Description of the assessment criteria for discussions…
I I) ASSESSMENT CRITERIA FOR THE FINAL ASSIGNMENT
Example: The final assignment should focus on the analysis of______ The paper
should have a maximum of 10 pages of written text (indicate if other formats are pos-
sible). The following assessment criteria will be used:
> clarifies and delimits the ambit of the analysis
> masters the concepts studied in the curricular unit and applied in the assignment;
> demonstrates capacity for questioning, reflecting and elaborating ideas based
on the concepts and topics studied.
IX. CALENDAR
This Calendar presents the temporal distribution of the several Activities to be
performed in this curricular unit during the semester. The map is organized in weeks.
That does not mean that each activity will have that duration.
Note: Some adjustments may be made to accommodate for unexpected problems.
MONTH WEEK TOPIC ACTIVITY
WHAT IS
EXPECTED
FROM YOU
BIBLIOGRAPHY ASSESSMENT
September 8 to 15
September 16 to 22
September 23 to 29
October 30 to 5
October 6 to 12
October 13 to 19
October 22 to 5
November 6 to 12
November 13 to 19
November 20 to 29
November
December
January
January
January

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ANNEX II
DOCUMENTS RELATIVE
TO THE 2ND STUDY CYCLE
Learning Contract
Template – Blended Class
INTRODUTION
The Learning Contract is a specific instrument of Universidade Aberta’s Pedagog-
ical Model for all 2nd study cycle courses, both in the virtual class modality and in the
blended class modality.
The Learning Contract will accompany you throughout the semester and serves
as a “course map”, not only for you as a student but also for the teacher, stating the
responsibilities and duties of both. This Learning Contract describes the learning path
proposed to you in the context of your blended class. It is also a guide for the contents,
the curricular unit structure, the activities to perform, the work methodology and
assessment. It should thus be an element of frequent consultation.
I. EXPECTATIONS AND OBJECTIVES
What is expected of you in the curricular unit …..?
[State here the expectations the teacher has concerning the curricular unit and
students’ action. Besides these expectations, also include the objectives for the curri-
cular unit. ]
II. COMPETENCIES TO DEVELOP
What are the competencies to develop in this curricular unit?
[Insert here the competencies that students should acquire or develop in this cur-
ricular unit].
III. CONTENTS
[Present here the topics/contents]
1.
2.
3.

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IV. METHODOLOGY OF ONLINE WORK
1) Which work methodology are we going to adopt in the virtual environment?
[The teacher of the curricular unit should explain the methodology to adopt
according to the Pedagogical Model. It should be taken into consideration that the
variant of the model for the 2nd study cycle defines the existence of independent learn-
ing periods combined with collaborative learning periods. This process implies that
students follow a working path based on the resources provided and the organiza-
tion/planning of times for diversified interactions, within the whole class, within small
groups or with the teacher.]
2) Which work methodology are we going to adopt in the face to face sessions?
[In case the face to face sessions adopt different methodologies from session
to session, according to their objectives , a detailed description by session is
recommended.].
V. LEARNING RESOURCES
Learning Rresources are all the bibliographic materials required to support lear-
ning, whether available online or offline (texts, articles, books, e-books, learning objects,
web sites, vídeos, podcasts, blogs, wikis, cd-roms, dvds, etc.).
(All bibliography to be used in the curricular unit should be indicated here. It should
be made clear which items will be made available online by the teacher and those
that have been indicated prior to the beginning of the semester to be acquired by stu-
dents. All bibliography to be acquired previously by students should be indicated to
the coordinator to be included in the Course Guide. One should bear in mind that stu-
dents come from very diversified geographical areas and may need some time to
acquire the items.)
The URLs (web addresses) of any web sites to be used should also be indicated in
this Learning Contract.
Teachers may indicate complementary Learning Resources, if they so wish, for
further study.
LIST OF LEARNING RESOURCES
VI. THE LEARNING ENVIRONMENT
Describe the design/configuration of the virtual class in this curricular unit, including
resources available, such as a News Forum, for notices and announcements or a Gene-
ral Glossary, for example.
VII. SEQUENCE OF LEARNING ACTIVITIES
Describe fully and in detail all the activities to be performed during the semester,
as well as their sequence. This sequence allows students to have a clear perception
of what is asked of them in the curricular unit and juggle these demands with their
personal and professional agendas. A possible format is given below as an example.
EXEMPLE A
Topic
Topic: Teacher Training
Activity
Activity 1
Decorre entre
from x to y
Competencies to develop
Present well-founded arguments on different learning activation
methods; reflect upon the trainer’s action, etc….
Description
The activity has 2 parts:
A) Self-learning based on the free exploration and analysis of the various
activation methods presented in the Bibliographic Interactive Tool;
B) Discussion: from 27 to 30 June
The discussion with all the class members will be carried out in Forum Z
and should focus on the following question: What is the importance of
the trainer in designing the pedagogical plan for an online course?
Resorces
Bibliographic Interactive Tool about Learning Activation Methods.
This tool will be made available online at the beginning of the activity.
Assessment
The discussion will be assessed according to the criteria defined in this
Learning Contract for the assessment of discussions in point X.

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EXEMPLE B
Topic: x
Activity 1: Learning activation methods
from x to y
Objectives: Analyse different activaton methods; discuss the trainer’s action; etc. …
Description:
1º ) Free exploration and analysis of the several activation methods presented in
the bibliography;
Discussion between 27 and 30 June
2º ) Discussion in this forum focused on the following question: Why is it important
that the trainer, when designing the pedagogical plan for the course, is clearly aware of
what needs to be done and worked, and defines in detail the following parameters: Stu-
dent Participation, Online Organization, Calendar and Trainer’s Action for all activities?
Learning Resources: Glossary on Activation Methods
Assessment: The discussion will be assessed according to the criteria defined for
the assessment of Discussions specified below:
Topic: Z
Activity 2 ______ from x to y
Objectives:
Description:
Resources:
Assessment:
VIII. ASSESSMENT
[Learning assessment should be made explicit and described in detail, stating the
assessment criteria for each activity (for example, the number of discussions asses-
sed, their relative weight, the criteria to be used, etc.
Example:
1) Participation in the 3 discussions (Discussion 1: Topic X…..; Discussion 2: Topic
Y…..; Discussion 3: Topic Z…..) with, at least, X messages;
2) Presentation of a final assignment, consisting in: Elaboration of a report accord-
ing to the variable of distance learning chosen – x, y, z, w
3) Etc……..
GRADING
a) Participation in the discussions: 60% (12 marks)
b) Final assignment: (40%) (6 marks)
ASSESSMENT CRITERIA
I) ASSESSMENT OF THE PARTICIPATION IN DISCUSSIONS
Description of the assessment criteria for discussions…
I I) ASSESSMENT CRITERIA FOR THE FINAL ASSIGNMENT
Example: The final assignment should focus on the analysis of … The paper
should have a maximum of 10 pages of written text (indicate if other formats are pos-
sible). The following assessment criteria will be used:
>clarifies and delimits the ambit of the analysis
> masters the concepts studied in the curricular unit and applied in the assignment;
>demonstrates capacity for questioning, reflecting and elaborating ideas based
on the concepts and topics studied.
IX. CALENDAR
This Calendar presents the temporal distribution of the several Activities to be
performed in this curricular unit during the semester. The map is organized in weeks.
That does not mean that each activity will have that duration.
Note: Some adjustments may be made to accommodate for unexpected problems.
MONTH WEEK TOPIC ACTIVITY
WHAT IS
EXPECTED
FROM YOU
BIBLIOGRAPHY ASSESSMENT
September 8 to 15
September 16 to 22
September 23 to 29
October 30 to 5
October 6 to 12
October 13 to 19
October 22 to 5
November 6 to 12
November 13 to 19
November 20 to 29
November
December
January
January
January

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ANNEX II
DOCUMENTS RELATIVE
TO THE 2ND STUDY CYCLE
Study Program Guide
Template – Virtual Class
MASTER’S DEGREE IN
1. INTRODUCTION
Welcome to the Master’s degree in _____! To participate in this course will be an
active process, where individual and collaborative learning have been designed inter-
dependently.
This Guide is your “information kit”. It tells you what to do, how to do it and when
to do it, as an online student in this course. Therefore, read it carefully. The aim of this
Guide is to give you important information about the objectives and practices of the
Master’s degree in______of Universidade Aberta.
2. THE CREATION OF THE MASTER’S DEGREE
Under proposal of the Scientific Council and according to the clause x) of article y
of Decreto-Lei n.º ______, from______ of (month) ______, (year), and the despacho n.º
______, of______, published in Diário da República, and in the terms of the delibera-
tion n.º ______ of the University Senate, in its session of ______ of______200____,
the 2nd study cycle course – Master’s Degree in______ at Universidade Aberta
was created, and its Regulamentation published in Despacho n.º______; D.R.
nº______ II Série de______
3. THE OBJECTIVES OF THIS MASTER’S DEGREE
The Master’s degree in ______has as main objectives to ______.
As a student, you are expected to have acquired or developed the following com-
petencies by the end of this course:
4. TARGET GROUP
The Master’s degree in ______is directed towards ______________________(...)
5. PRE-REQUISITES
Besides the conditions stated above, the following are fundamental prerequisites
for the admission to this Master’s degree

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6. CANDIDATURES
To formalize your candidature, you should ______ .
The candidates will be sorted according to the following criteria______(...)
The schedule for candidatures 1, admissions and matriculations 2is the
following:
The maximum number of admissions in the Master’s degree in ______is X.
The percentage of vacancies allotted to ______is X.
7. TUITION
Tuition’s value is ______ €, with the following distribution:
> Matriculation fee _____________________ €
> Fee for the curricular year _____________________ €
> Fee for the 2nd year ___________________________ €
> Dissertation fee _______________________________ €
The fee for the curricular year can be paid in full at the time of registration or in
three equal installments: the 1st at the time of registration and matriculation; the 2nd
at the beginning of the 2nd trimester; and the third at the third trimester.
8. DEGREE DIPLOMA
The Master’s degree in ______is certified through a magistral letter and presup-
poses the attendance and approval in all the curricular units that constitute the pro-
gram, the elaboration of an original dissertation specifically written to this effect,
which must be presented, defended and approved in a public session.
9. DEGREE PLAN
The Master’s degree in ______ is a 2nd study cycle program leading to a diploma
of ______
It is divided in a curricular year, corresponding to the Program in______ and a
second year dedicated to the preparation, elaboration, presentation and defense of a
dissertation.
The curricular component is organized in X semesters, each corresponding to
______ECTS credits, totaling the creditation of ______ECTS credits, totaling the cre-
ditation of ______ ECTS units.
This first year is implemented in X semesters taught online only and in a sequen-
ce. Each semester is composed by X curricular units, totalling X curricular units.
Each semester has a duration of 20 weeks, being 5 of them allocated for final
assessment activities. The two weeks traditionally reserved for Christmas holidays
and the week reserved for Easter holidays are not included.
> 1st SEMESTER – from ______ a______
> 2nd SEMESTER – from ______ a______
ONLINE FAMILIARIZATION MODULE
Candidatures
Evaluation of candidatures by the jury
Response to the candidates
Complaints
Matriculations and admissions
Beginning of the program
1INFORMATION AND CANDIDATURES
Tel.
Fax:/ e-mail:
2ADMISSION AND MATRICULATION
Rua da Imprensa Nacional, n.º 102
1250-127 Lisboa
Tel. 21 3916588/6568/6579/
808200215/808216523 Fax 21 3970841
1st semester
Curricular
Unit A
X ECTS
Curricular
Unit B
X ECTS
Curricular
Unit C
X ECTS
Curricular
Unit D
X ECTS
2nd semester
Curricular
Unit E
X ECTS
Curricular
Unit F
X ECTS
Curricular
Unit G
X ECTS
Curricular
Unit H
X ECTS
Post-Graduate Studies Diploma in
2nd YEAR
Dissertation
X ECTS
Master’s Diploma in
>>>
>

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Once approved in the curricular component, the student initiates the 2nd year,
dedicated to the preparation, elaboration, presentation and defense of a dissertation,
Project or Traineeship Report under the supervision of a Professor or of a Specialist,
teacher in the course.
In no more than 30 days after the publication of the last assessment results of the
curricular component, the student should deliver in the master secretariat the disserta-
tion plan, the name of the supervisor and a letter by him/her confirming the acceptance
of this supervision, which will be appraised by the program coordination team. The
second part of the program should take place in the immediate following school year.
The study program is equivalent to X______ ECTS credits, being ______ relative
to the curricular component and ______to the preparation, elaboration and presenta-
tion of the dissertation.
10. PROGRAM ORGANIZATION
The curricular component of the program and the curricular units it includes are
taught at a distance, in a totally virtual environment, through the use of an elearning
platform (indicate other web tools if they are to be used).
The first semester is anticipated by an introductory module – Online Familiariza-
tion Module – held totally online, with the duration of 2 weeks. This module aims to
familiarize you with the virtual environment and the elearning tools, and promote the
acquisition of online communication skills and online social skills necessary to the buil-
ding of a virtual learning community. Former Universidade Aberta’s students who have
already taken other online courses may be dispensed from attending this module.
This module takes place from ______to______. Instructions on how to access
the module will be sent to you.
11. THE PEDAGOGICAL MODEL
The Master’s degree in ______follows a pedagogical model specifically designed
for online learning at Universidade Aberta.
This model is based on the following principles:
> Learner centered learning, which means students are active and responsible
for knowledge building;
> Learning based on flexibility of access (contents and learning activities), wit-
hout temporal or spatial constraints, according to students availability. This
principle is translated in the primacy of asynchronous communication, allow-
ing for non-coincidence in time and space, since communication and interac-
tion happen when they are convenient for students, giving them time to read,
process information, reflect and then respond or interact.
> Learning based on diversified interaction - teacher-students, students-students
and students-learning resources – socially contextualized.
Based on these principles you will find four vital elements in your learning process:
THE VIRTUAL CLASS_ The student integrates a virtual class where the teachers
and the other students have access. The learning activities take place in the vir-
tual space of each curricular unit throughout the semester, with resort to com-
munication devices. This space is multi-functional and aggregates a series of
resources, distributed by different collective work spaces where student-stu-
dent and teacher-student interaction takes place. Communication is essential-
ly asynchronous and written.
THE LEARNING CONTRACT_ The teacher of each curricular unit will propose the
class a Learning Contract. All the work to be performed is described in this con-
tract, organized and sequenced in activities previously designed, based both on
independent and also on collaborative learning. The teacher schedules the
times for independent learning, based on a variety of learning resources and
tasks (documents, bibliography, research, analysis, evaluation, experimentation
of tools, etc.) and times for diversified interaction in the virtual class (the whole
class, small groups of students, teacher-students).
12. STUDY AND LEARNING TIMES
Learning at a distance in a virtual class means that you will not meet your col-
leagues or your teachers at the same place and at the same time. It is a kind of
learning that gives you flexibility because it is independent from the time and
place where you are.
You will, obviously, have to dedicate time to studying and learning. Thus, each cur-
ricular unit has defined the number of study hours and effective workload expected
from you, expressed in ECTS units.
1 ECTS unit corresponds to 26 hours of effective work, according to the regula-
tions regarding the ECTS Credit Units System at Universidade Aberta, which includes,
for example, the reading of various documents, the performance of online and offline
activities, the reading of messages, the elaboration of personal documents, the partici-
pation in asynchronous discussions, and the work required for assessment and grading.

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13. LEARNING RESOURCES
You will be asked in the different curricular units to use several types of learning
resources (articles, books, web resources, learning objects, (...) in various formats.
Although some of these resources are in digital format and made available in the vir-
tual class, others, like books and …. should be acquired by you (in online or offline
bookstores, or through other means) before the beginning of the course, to ensure
that you will have those resources when you need them to support your learning.
(Indicate here all bibliographic references to be acquired by the students prior to
the beginning of the semester).
14. ASSESSMENT AND GRADING
Assessment in the curricular units comprises two modalities:
> continuous assessment: 60%
> final assessment: 40%
Continuous assessment contemplates a diversified set of strategies and instru-
ments, such as _________________for example. Final assessment involves
___________________.
The successful completion of the curricular component of the course requires
approval in all its curricular units with a grade of 10 or more marks.
15. PROGRAM COORDINATION
The Master’s degree in ____is coordinated by Prof.(s)____, __________ of Univer-
sidade Aberta, responsible for supervising its design and implementation, and for
performing its evaluation.
As a student, what can you expect from the coordinator? The coordinator (or vice-
coordinator, if there is one) will support your learning process along the program
through a set of pedagogic mechanisms, namely by:
a) coordinating and managing a virtual space dedicated to the pedagogic sup-
port of the students enrolled (Space X);
b) organizing and managing an Online Familiarization Module for the students
admitted to the program who haven’t previously attended any course in Uni-
versidade Aberta;
c) organizing and managing a Virtual Socialization space (Café) to function as an
informal meeting place for students and teachers;
d) coordinating and organizing the different curricular units that compose the
program and their general functioning;
e) operating the pedagogic articulation of the teaching team;
f) supporting students in the selection of the subjects leading to research for the
dissertation.
Coordinator’s e-mail address:
16. TEACHING TEAM
Your learning process will be supported by a teaching team formed by the tea-
chers responsible for the program’s curricular units. Below we present a short curri-
cular note on each teacher.
Prof. X
Prof. Y
17. FAMILIARIZATION WITH THE ONLINE ENVIRONMENT
This module takes place before the beginning of the program and has a duration of 2
weeks. It is a practical module, focused on learning “how to do” things.
The aim of this module is to familiarize students with the characteristics of the online
environment, by promoting the acquisition of several competencies which ensure a suc-
cessful online learning experience. Thus, by the end of this module, you should have:
> acquired skills in the use of the technological resources available in the online
environment (know how to do);
>acquired confidence in the different modes of communication available in
the virtual environment (know how to communicate), namely in asynchro-
nous communication;
>acquired skills in different modes of online working and learning - self-learning,
collaborative learning, resource-based learning);
> applied general Internet usage skills (communication, search, information mana-
gement and evaluation) in the virtual environment where the course will take
place; know how to use the communication tools, how to work in online groups,
how to search for and consult information on the Internet);
> applied the rules of social interaction specific to communication in online environ-
ments (know how to relate).
18. TECHNICAL SUPPORT
In case you need help or support concerning the technological environment in
which the program takes place please contact service _________________________.

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19. MASTER SECRETARIAT
The Master’s degree in ____has a Secretariat with the following timetable
____and whose contact is :________________________________________________
20. STUDY PLAN
The Master’s degree in____ for the____–____ School year has the following
Study Plan:
21. BRIEF SINOPSIS OF THE CURRICULAR UNITS
CURRICULAR UNIT A
CURRICULAR UNIT B
CURRICULAR UNIT C
22. COURSE WEB ADDRESS
Indicate here the program web adress ___________________________________
Curricular Unit Semester Total workload
(hours) ECTS
C. U. A
C. U. B
C. U. C
C. U. D
C. U. E
C. U. F
C. U. G
C. U. H

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ANNEX II
DOCUMENTS RELATIVE
TO THE 2ND STUDY CYCLE
Study Program Guide
Template – Blended Class
MASTER’S DEGREE IN
1. INTRODUCTION
Welcome to the Master’s degree in _____! To participate in this course will be an
active process, where individual and collaborative learning have been designed inter-
dependently.
This Guide is your “information kit”. It tells you what to do, how to do it and when
to do it, as an online student in this course. Therefore, read it carefully. The aim of this
Guide is to give you important information about the objectives and practices of the
Master’s degree in______of Universidade Aberta.
2. THE CREATION OF THE MASTER’S DEGREE
Under proposal of the Scientific Council and according to the clause x) of article y
of Decreto-Lei n.º ______, from______ of (month) ______, (year), and the despacho n.º
______, of______, published in Diário da República, and in the terms of the delibera-
tion n.º ______ of the University Senate, in its session of ______ of______200____,
the 2nd study cycle course – Master’s Degree in______ at Universidade Aberta
was created, and its Regulamentation published in Despacho n.º______; D.R.
nº______ II Série de______
3. THE OBJECTIVES OF THIS MASTER’S DEGREE
The Master’s degree in ______has as main objectives to ______.
As a student, you are expected to have acquired or developed the following com-
petencies by the end of this course:
4. TARGET GROUP
The Master’s degree in ______is directed towards ______________________(...)
5. PRE-REQUISITES
Besides the conditions stated above, the following are fundamental prerequisites
for the admission to this Master’s degree

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6. CANDIDATURES
To formalize your candidature, you should ______ .
The candidates will be sorted according to the following criteria______(...)
The schedule for candidatures 1, admissions and matriculations 2is the
following:
The maximum number of admissions in the Master’s degree in ______is X.
The percentage of vacancies allotted to ______is X.
7. TUITION
Tuition’s value is ______ €, with the following distribution:
> Matriculation fee _____________________ €
> Fee for the curricular year _____________________ €
> Fee for the 2nd year ___________________________ €
> Dissertation fee _______________________________ €
The fee for the curricular year can be paid in full at the time of registration or in
three equal installments: the 1st at the time of registration and matriculation; the 2nd
at the beginning of the 2nd trimester; and the third at the third trimester.
8. DEGREE DIPLOMA
The Master’s degree in ______is certified through a magistral letter and presup-
poses the attendance and approval in all the curricular units that constitute the cour-
se, the elaboration of an original dissertation specifically written to this effect, which
must be presented, defended and approved in a public session.
9. DEGREE PLAN
The Master’s degree in ______ is a 2nd study cycle program leading to a diploma
of ______
It is divided in a curricular year, corresponding to the Program in______ and a
second year dedicated to the preparation, elaboration, presentation and defense of a
dissertation.
The curricular component is organized in X semesters, each corresponding to
______ECTS credits, totaling the creditation of ______ECTS credits, totaling the cre-
ditation of ______ ECTS units.
This first year is implemented in X semesters taught online only and in a sequen-
ce. Each semester is composed by X curricular units, totalling X curricular units.
Each semester has a duration of 20 weeks, being 5 of them allocated for final
assessment activities. The two weeks traditionally reserved for Christmas holidays
and the week reserved for Easter holidays are not included.
> 1st SEMESTER – from ______ a______
> 2nd SEMESTER – from ______ a______
ONLINE FAMILIARIZATION MODULE
Candidatures
Evaluation of candidatures by the jury
Response to the candidates
Complaints
Matriculations and admissions
Beginning of the program
1INFORMATION AND CANDIDATURES
Tel.
Fax:/ e-mail:
2ADMISSION AND MATRICULATION
Rua da Imprensa Nacional, n.º 102
1250-127 Lisboa
Tel. 21 3916588/6568/6579/
808200215/808216523 Fax 21 3970841
1st semester
Curricular
Unit A
X ECTS
Curricular
Unit B
X ECTS
Curricular
Unit C
X ECTS
Curricular
Unit D
X ECTS
2nd semester
Curricular
Unit E
X ECTS
Curricular
Unit F
X ECTS
Curricular
Unit G
X ECTS
Curricular
Unit H
X ECTS
Post-Graduate Studies Diploma in
2nd YEAR
Dissertation
X ECTS
Master’s Diploma in
>>>
>

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Once approved in the curricular component, the student initiates the 2nd year,
dedicated to the preparation, elaboration, presentation and defense of a dissertation,
Project or Traineeship Report under the supervision of a Professor or of a Specialist,
teacher in the course.
In no more than 30 days after the publication of the last assessment results of the
curricular component, the student should deliver in the course secretariat the disser-
tation plan, the name of the supervisor and a letter by him/her confirming the accep-
tance of this supervision, which will be appraised by the coordination team. The
second part of the course should take place in the immediate following school year.
The study program is equivalent to X______ ECTS credits, being ______ relative
to the curricular component and ______to the preparation, elaboration and presenta-
tion of the dissertation.
10. PROGRAM ORGANIZATION
The curricular component of the program and the curricular units it includes are
taught at a distance, mainly online, through the use of an elearning platform (indicate
other web tools if they are to be used), complemented by some face to face sessions.
The course starts with a face to face session.
(Describe whether the course is organized according to the blended class model
with A) distributed sessions or B) concentrated sessions. The exact dates of the face
to face sessions should be given in this guide, along with the schedule by curricular
unit, time and place).
11. THE PEDAGOGICAL MODEL
The Master’s degree in ________follows a pedagogical model specifically desig-
ned for online learning at Universidade Aberta.
This model is based on the following principles:
> Learner centered learning, which means students are active and responsible for
knowledge building;
> Learning based on flexibility of access (contents and learning activities), without
temporal or spatial constraints, according to students availability. This principle
is translated in the primacy of asynchronous communication, allowing for non-
coincidence in time and space, since communication and interaction happen
when they are convenient for students, giving them time to read, process infor-
mation, reflect and then respond or interact.
> Learning based on diversified interaction - teacher-students, students-students
and students-learning resources – socially contextualized.
Based on these principles you will find four vital elements in your learning process:
THE VIRTUAL CLASS_ The student integrates a virtual class where the teachers of
the course and the other students have access. The learning activities take place
mostly in the virtual space of each curricular unit throughout the semester, with
resort to communication devices. This space is multi-functional and aggregates a
series of resources, distributed by different collective work spaces where student-
student and teacher-student interaction takes place. Communication is essential-
ly asynchronous and written. The face to face sessions in this course are (concen-
trated or distributed) in the semester.
THE LEARNING CONTRACT_ The teacher of each curricular unit will propose the
class a Learning Contract. All the work to be performed is described in this con-
tract, organized and sequenced in activities previously designed, based both on
independent and also on collaborative learning. The teacher schedules the
times for independent learning, based on a variety of learning resources and
tasks (documents, bibliography, research, analysis, evaluation, experimentation
of tools, etc.) and times for diversified interaction in the virtual class (the whole
class, small groups of students, teacher-students).
12. STUDY AND LEARNING TIMES
Learning at a distance in a virtual class means that you will not meet your collea-
gues or your teachers at the same place and at the same time. It is a kind of learning that
gives you flexibility because it is independent from the time and place where you are.
Blended class with
distributed sessions Sessions dates Time and place
Inicial face to face session
Curricular unit X 23.11.2008 10:30 | 13:00
Coimbra (R. X, sala)
Curricular unit Y
Curricular unit Z
Curricular unit K
Curricular unit W
Blended class with
distributed sessions Datas das sessões Time and place
Inicial face to face session
Curricular unit X From 26.11.2007 to 30.11.2007 Form yh to X h Lisbon
(R. X, room)
or

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You will, obviously, have to dedicate time to studying and learning. Thus, each cur-
ricular unit has defined the number of study hours and effective workload expected
from you, expressed in ECTS units.
1 ECTS unit corresponds to 26 hours of effective work, according to the regula-
tions regarding the ECTS Credit Units System at Universidade Aberta, which includes,
for example, the reading of various documents, the performance of online and offline
activities the reading of messages, the elaboration of personal documents, the partici-
pation in asynchronous discussions, and the work required for assessment and grading.
13. LEARNING RESOURCES
You will be asked in the different curricular units to use several types of learning
resources (articles, books, web resources, learning objects, ………,….., …) in various for-
mats. Although some of these resources are in digital format and made available in
the virtual class, others, like books and …. should be acquired by you (in online or offli-
ne bookstores, or through other means) before the beginning of the course, to ensure
that you will have those resources when you need them to support your learning.
(Indicate here all bibliographic references to be acquired by the students prior to
the beginning of the semester).
14. ASSESSMENT AND GRADING
Assessment in the curricular units comprises two modalities:
> continuous assessment: 60%
> final assessment: 40%
Continuous assessment contemplates a diversified set of strategies and instru-
ments, such as _________________, for example. Final assessment involves
_______________.
The successful completion of the curricular component of the course requires
approval in all its curricular units with a grade of 10 or more marks
15. PROGRAM COORDINATION
The Master’s degree in ______is coordinated by Prof.(s) _____, of Universidade
Aberta, responsible for supervising its design and implementation, and for perform-
ing its evaluation.
As a student, what can you expect from the coordinator? The coordinator (or vice-
coordinator, if there is one) will support your learning process along the program
through a set of pedagogic mechanisms, namely by:
a) ccoordinating and managing a virtual space dedicated to the pedagogic sup-
port of the students enrolled (Space X);
b) organizing and managing an Online Familiarization Module for the students
admitted to the program who haven’t previously attended any course in Uni-
versidade Aberta;
c) organizing and managing a Virtual Socialization space (Café) to function as an info-
mal meeting place for students and teachers;
d) coordinating and organizing the different curricular units that compose the
program and their general functioning;
e) operating the pedagogic articulation of the teaching team;
f) supporting students in the selection of the subjects leading to research for the
dissertation.
Coordinator’s e-mail address:
16. TEACHING TEAM
Your learning process will be supported by a teaching team formed by the tea-
chers responsible for the program’s curricular units. Below we present a short curri-
cular note on each teacher.
Prof. X
Prof. Y
17. FAMILIARIZATION WITH THE ONLINE ENVIRONMENT
This module takes place before the course and has a duration of 2 weeks. It is a
practical module, focused on learning “how to do” things.
The aim of this module is to familiarize students with the characteristics of the onli-
ne environment, by promoting the acquisition of several competencies which ensure a
successful online learning experience. Thus, by the end of this module, you should have:
>acquired skills in the use of the technological resources available in the online
environment (know how to do);
>acquired confidence in the different modes of communication available in
the virtual environment (know how to communicate), namely in asynchro-
nous communication;
>acquired skills in different modes of online working and learning - self-learning,
collaborative learning, resource-based learning);

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>applied general Internet usage skills (communication, search, information
management and evaluation) in the virtual environment where the course will
take place; know how to use the communication tools, how to work in online
groups, how to search for and consult information on the Internet);
>applied the rules of social interaction specific to communication in online envi-
ronments (know how to relate).
18. TECHNICAL SUPPORT
In case you need help or support concerning the technological environment in
which the program takes place please contact service X. _______________________.
19. MASTER SECRETARIAT
The Master’s degree in _______has a Secretariat with the following timetable
______and whose contact is _______________________________________________
20. STUDY PLAN
The Master’s degree in____ for the____–____ School year has the following
Study Plan:
21. BRIEF SINOPSIS OF THE CURRICULAR UNITS
CURRICULAR UNIT A
CURRICULAR UNIT B
CURRICULAR UNIT C
22. PROGRAM WEB ADDRESS
Indicate here the program web address ___________________________________
Curricular Unit Semester Total workload
(hours) ECTS
C. U. A
C. U. B
C. U. C
C. U. D
C. U. E
C. U. F
C. U. G
C. U. H

Data de edição_ Universidade Aberta 2008©
Design_ Atelier Henrique Cayatte
com Paula Cabral | Pedro Gonçalves
Pré-Impressão e Impressão_ Europress
Tiragem_ 1000 exemplares
ISBN_ 978-972-674-534-1
Depósito legal_ 277569/08