https://hdl.handle.net/10216/26852 Sun, 19 Jul 2026 02:47:34 GMT 2026-07-19T02:47:34Z https://hdl.handle.net/10216/73696 Title: Including Diversity Through Cooperation Abstract: In this article we describe the experience of several Portuguese Higher Education Institutions (HEI) that in the midst of a legislative void regarding the inclusion of students with special education's needs, try to work their way into the inclusion of those students through cooperation. We will focus on how that cooperation came into being, the shape it took and describe in detail the work done by the group to promote accessibility to information and information systems, raise awareness to the issue of inclusion of diversity in HEI specially the inclusion of students with special education's needs and to finish mentioning the difficulties faced and the line of action planned for the future. Sun, 01 Jan 2012 00:00:00 GMT https://hdl.handle.net/10216/73696 2012-01-01T00:00:00Z https://hdl.handle.net/10216/13426 Title: "VIRTUAL QUIZ": A TOOL FOR ACTIVE LEARNING AND ASSESSMENT IN CLINICAL ANATOMY Abstract: Clinical Anatomy, introduced in different medical curricula around the world, is considered of relevance for future physicians, since it allows the integration of anatomical knowledge with clinical activity developed by health professionals. Besides helping to develop the essential "critical anatomical reasoning" identified as crucial to the acquisition of "clinical reasoning", this area of knowledge contributes to the translation between the basic and the clinical areas in Medical Education. In 2007 the teacher's group of Clinical Anatomy of the Faculty of Medicine of Universidade do Porto (FMUP) and the Office of Support for New Technologies in Education engaged in a project of building a virtual tool that could allow the students to practice the identification skills of anatomic structures in the computer. Later, this "Virtual Quizz" was to be integrated in the e-learning management system of the University. And so, this e-learning tool was available to the students attending Clinical Anatomy (2nd year/2nd semester), during the 2007/08 academic year. The purpose of the virtual tool is to permit a specific imaging and sectional anatomy training that allows improving both active learning and training for practical assessment of identification of anatomical structures, being this last procedure of great impact to medical students. Technically, the "Virtual Quiz" is based on an animation built in Adobe Flash 8 that loads, randomly, 40 images of a total of 2500. To each one of these images there is the respective correct answer. The student has a minute to answer each group of 2 images, in the end of which a sonorous sign is heard (similar to what students listen during their "real" practical examination), with automatic advancement of the page for the following group. After viewing and identifying the 40 images the final result is shown, being possible for the student to review the image with the correct answer as well as his/her own response. As this tool is exported to a SCORM package, the final grade is transposed to the Learning Management System, which allows the teachers to have individualized information. The "Virtual Quiz" is a tool that can work dissociated from a LMS and can be used online and offline. A statistical analysis was performed correlating the use of the "Virtual Quiz" and the performance achieved at the assessment proofs. It was demonstrated that students using the "Virtual Quiz" have significant better performance at the identification of anatomical structures in the "real" situation of examination. This work demonstrates the adequacy and importance of developing new tools - directed to real situations and within the context of teaching/learning situations - even in a field where a huge offer of materials is available. The "Virtual Quiz" is shown to be an important tool as referred by the students, who consider its value as far active learning is promoted, and feed-back is quickly available. Besides, it is extremely flexible to be used in other learning contexts and also to be offered to Master and PhD programs that include identification of anatomical structures. If we link these important issues to the proved correlation with improvement of academic performance, this makes this tool an important resource in the teaching/learning programs of gross morphology in the Medical Course. Thu, 01 Jan 2009 00:00:00 GMT https://hdl.handle.net/10216/13426 2009-01-01T00:00:00Z https://hdl.handle.net/10216/21437 Title: ONLINE ASSESSMENT: MAKE IT SIMPLE Abstract: There is an ongoing project on the University of Porto (U.PORTO) that aims the association of two didactical tools of information and communication technologies: elearning and computer based assessment (CBA). In order to make the convergence of e-learning with CBA there are several issues that have to be addressed: pedagogical problems in the assessment methods, technical problems in the implementation process and organizational problems that are particularly complex in an university campus like U.PORTO: large and spread. The e-Assessment topic is of general interest for those who work in e-learning, specially now in the era of Web 2.0, where many questions arise due to so many different approaches of methodology, strategies and evaluation. U.PORTO is no exception. The need of being more accurate in the assessment process when using the web, even if the teachers use a blended-learning approach, is real and work is being developed in order to try to respond to this need. Although the e-learning Unit (GATIUP) works towards different assessment methods, this particular paper focus on the implementation of online tests on campus using the University LMS - Moodle. Fri, 01 Jan 2010 00:00:00 GMT https://hdl.handle.net/10216/21437 2010-01-01T00:00:00Z https://hdl.handle.net/10216/21441 Title: Development of resources for computer-based testing in campus-wide IT systems Abstract: The aim of this work is to give a brief account of an ongoing project at the University of Porto which aims to connect two different fields of teaching and learning: e-learning and computer-based assessment. Although these are contiguous areas, related to each other, there are some issues that rise from the use of computers to engage assessment activities. The University of Porto started a vigorous project of e-learning and development of e-content in 2003. The main results already achieved are the following: each e-learning course is coupled with the administrative and academic information system; international high quality platforms are available for teachers to publish their e-learning courseware; the quality and the amount of e-learning activity has been increasing exponentially; a new dynamic in e-learning has developed from the "middle out" proposal of the special interest group, which is now recommending complementary work in related fields such as e-portfolios, repositories of digital resources, and computer based assessment with a strong interest towards computer adaptive testing - CAT. This paper describes the strategies of implementing computer-based activities throughout the University. Tue, 01 Jan 2008 00:00:00 GMT https://hdl.handle.net/10216/21441 2008-01-01T00:00:00Z