Overall objectives:

0 - In this optional CU, the PhD students will be able to critically analyze, and based on current research in the field, the importance of emerging learning environments, namely:
1 - 1. Conceptualize emerging learning environments and recognize the possibility of using emerging digital technologies as ubiquitous learning tools;
2 - 2. Relate emerging learning environments to lifelong learning;
3 - 3. Distinguish between formal and informal emerging learning environments;
4 - 4. Understand the role that exploitation of these tools can play in pedagogical innovation;
5 - 5. Relate the activity in emergent learning environments with the instructionist, constructivist and constructionist models, from the perspectives of Papert and Jonassen;
6 - 6. Develop criteria for the evaluation of emerging learning environments.

Syllabus:

1 - 1. Theoretical fundamentals of learning environments;
2 - 2. Personal learning environments and ubiquitous technologies;
3 - 3. Learning models in formal and informal emerging environments;
4 - 4. Emerging environments and pedagogical innovation;
5 - 5. Learning in specific emerging environments (MOOC, Cloud Computing, 3D Printing, Learning Analytics, Gamification, augmented reality, etc.);
6 - 6. Criteria for evaluating emerging learning environments.

Literature/Sources:

Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. , 2017 , NMC Horizon Report: 2017 Higher Education Edition , The New Media Consortium.
Erstad, O., Kumpulainen, K., Mäkitalo, Å., Schrøder, K.C., Pruulmann-Vengerfeldt, P., Jóhannsdóttir, T.(Eds.) , 2016 , Learning across contexts in the Knowledge Society , Sense Publishers.
Kincheloe, J. , 2006 , Construtivismo Crítico , Edições Pedago.
Kuger S., Klieme E., Jude, N. and Kaplan, D. (Eds) , 2017 , Assessing Contexts of Learning: An International Perspective , Springer.
Papert S. , 1997 , A família em rede. , Relógio d?Água.
Sharmila, H. W. and Ferris, P. (Eds.) , 2017 , Unplugging the Classroom: Teaching with Technologies to Promote Students' Lifelong Learning , Chandos Publishing.

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The UC is based on authors who investigate the educational use of emerging technologies under rather difficult conditions given the pressure of technological development and supranational policies that endorse the incorporation of technology in schools. In contrast, it is also proposed to read more distant and more critical authors, whose relationship with technology is more mediate. Being a doctoral unit, the PhD students are required to have autonomy and protagonism, in particular by helping to build their theoretical framework and to support the creation of criteria for analysis and evaluation of emerging learning contexts. Flipped classroom, scenario planning, gamification and problem based learning techniques will be used, as well as debates based on Reading texts, followed by group discussion. The evaluation focuses on participation in classes (40%) and on an individual written essay on an emerging context assessment (60%).