Slides of my June 29, 2011, presentation at the Invited Panel on “Educational Media in Portugal: the Next Decade”, World Conference on Educational Multimedia, Hypermedia & Telecommunications, ED-MEDIA 2011.

1. PANEL
Educational
Media in
Portugal:
the
Next Decade
(2011-2020)
Lisbon, Portugal — June 27 - July 1, 2011
ED-MEDIA 2011, World Conference on Educational
Multimedia, Hypermedia & Telecommunications

2. These are the slides of my June 29, 2011,
presentation at the Invited Panel on “Educational
Media in Portugal: the Next Decade”, at the World
Conference on Educational Multimedia, Hypermedia
& Telecommunications, ED-MEDIA 2011.
Although the topic is broad, the challenge posed to
the panel was to answer the very specific list of
questions reproduced in the slides that follow.
For this reason, my answers should not be seen as
describing the whole of my vision for “The Next Decade
of Educational Media in Portugal”, but rather as a slice
of that vision specifically cut to address such questions.

3. A man was
obsessively looking
for a key under a
street light
— “Are you sure
you’ve lost your key
under the light?”
— “Oh no! But
searching in the
dark is much
more difficult!”

4. "the essence of technology is by no
means anything technological"
MarDn Heidegger (1954) The Ques(on Concerning Technology
(in Vorträge und Aufsätze)
The essence of EducaDonal Media is not
likely to be found in EducaDonal Media
If we are looking for the essence of
EducaDonal Media, we’d beHer
search in EducaDonal InnovaDon
… even if it looks darker

5. Educational Media in Portugal: the Next Decade (2011-2020)
ANSWERING
THE PANEL’S
QUESTIONS

6. QUESTION 1
QUESTION 1. To what extent will the design of
future na3onal policies directed at facilita3ng
the implementa3on of educa3onal media
in higher educa3on be dependent on
European direc3ves and regula3ons?
ANSWER 1. Common recogni(on standards
and research frameworks would be helpful.
All the rest should be leF to the ini(a(ve
of the higher educa(on ins(tu(ons.

7. QUESTION 2
QUESTION 2.1. What would you choose
as the priori3es for the future
Portuguese Governmental innova3on
policies in higher educa3on?
ANSWER 2.1. Quality accredita(on & rewards
to improved performance, innova(on,
interna(onaliza(on, and partnership with the
private sector and other levels of educa(on.

8. QUESTION 2
QUESTION 2.2. What main challenges and
opportuni3es are the Portuguese higher
educa3on ins3tu3ons facing in the next decade
in what concerns educa3onal media?
ANSWER 2.2. Challenges: The cultural change of
both faculty and students. Opportuni(es: The
progress of social media, co‐construc(vism,
social complex adap(ve systems’ management,
and cloud‐based pedagogies.

9. QUESTION 3
QUESTION 3.1. Regarding implementa3on of
educa3onal media in higher educa3on should
Portuguese universi3es develop integrated
ini3a3ves directed at promo3ng large scale
implementa3on or concentrate in
dissemina3ng small scale ini3a3ves?
ANSWER 3.1. Disrup(ve innova(on is
required, which calls for small‐scale ini(a(ves.
However, wide ins(tu(onal partnerships (not
necessarily na(onal) are strongly advisable.

10. QUESTION 3
QUESTION 3.2. What do you consider to be the
more effec3ve models for implemen3ng
innova3on in Portuguese higher educa3on
ins3tu3ons as to funding, equipment and facili3es,
teacher training and technical and technological
support and recogni3on and awards?
ANSWER 3.2. I would recommend adap(ve business
models based on sound strategy, quality and service
architecture. All the rest (funding, equipment, etc.)
are context‐dependent implementa(on details.

11. QUESTION 4
QUESTION 4.1. Do you think the provision of full e‐
learning higher educa3on courses and programs will
grow significantly in Portugal in the coming years?
ANSWER 4.1. No. The academics are overworked and
the reward system only weights research. There is
some room for blended‐learning courses and
programs, as they require a smoother transi(on.
Partnerships with Brazilian universi(es could be
mutually beneficial, but Portuguese universi(es
have been dragging their feet in this respect.

12. QUESTION 4
QUESTION 4.2. Digital media will
become the mainstream in Portuguese
higher educa3on or will remain a
complement to face‐to‐face teaching?
ANSWER 4.2. It will remain a complement
to face‐to‐face teaching and a core
component of blended‐learning solu(ons.

13. QUESTION 4
QUESTION 4.3. How can e‐Assessment be more
disseminated in Portuguese universi3es?
ANSWER 4.3. It should not be disseminated at all.
The mainstream models of e‐assessment are
based on outdated paradigms about learning.
No wide dissemina(on should take place un(l
alterna(ve methods of authen(c e‐assessment,
which are currently a mere subject of
research, become mature enough.

14. QUESTION 5
QUESTION 5.1. What technologies and media do
you expect to be more successfully implemented
in Portuguese universi3es during the next decade?
ANSWER 5.1.
OUT IN
PCs device agnos.cism
LMS (Blackboard, etc.) Web 2.0 tools
local systems cloud‐based ecosystems

15. QUESTION 5
QUESTION 5.2. How will it
affect teaching and learning?
ANSWER 5.2. (NOT A PREDICTION,
BUT AN EXPRESSION OF HOPE)
By transforming university educa(on into a
way of knowing that transcends the
conven(onal technical dimension of the
present, to embrace the hermeneu(cal and
cri(cal dimensions described by Habermas.

16. PANEL
THE Educational
Media in
END
Portugal:
the
Next Decade
(2011-2020)
Lisbon, Portugal — June 27 - July 1, 2011
ED-MEDIA 2011, World Conference on Educational
Multimedia, Hypermedia & Telecommunications