Digital Multimedia Contents

These systems stand at the forefront of technological innovation, reshaping the digital media landscape by radically altering the processes of content creation, personalization, and dissemination. They employ cutting-edge machine learning algorithms, natural language processing (NLP), and generative abilities to produce personalized, highly contextualized, and user-adapted content. Early applications of these technologies across various sectors, from marketing and entertainment to education and journalism, have shown enormous potential for improving efficiency, creativity and user engagement. This article will discuss AI-driven technological advancements, AI adoption trends in multiple industries, and the inertia to integrate AI technologies due to ethical concerns, quality, and data dependency. The findings reflect the continuing evolution and expansion of AI power content systems and their unrelenting emergence into the future of digital content creation and distribution.

This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the development of new technologies in Education and E-learning in an international cooperation setting. Born within University of Aveiro’s Math Teaching Project (PmatE), pensas@MOZ is present in all (10) provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries. pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it h...

This paper shows the results of a survey carried out among faculty member that use Moodle to support their classroom teaching, in the University of the Basque Country UPV/EHU. The aim of this work is to determine: a) How Moodle is being used b) Whether the training program helped them improve their teaching by the use of Moodle. c) What are the further training needs. The results showed that the use of the learning platform was mainly oriented to present materials or resources, followed by the attempt to improve the communication with the students and to monitor and grade assignments. We also found that training faculty members only on courses for a didactic use of Moodle, was most effective in the use of collaborative learning strategies. The more trained teachers demand further training in the didactic use of Moodle.

This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the development of new technologies in Education and E-learning in an international cooperation setting. Born within University of Aveiro's Math Teaching Project (PmatE), pensas@MOZ is present in all (10) provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa's poorest countries. pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO's), digital multimedia contents (DMC's) and question generating models (QGM's), based on Trees of Objectives (TO's). These contents are compliant with other educational technologies (interactive boards, online polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results. Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project's intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique's government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento); educational and vocational programs for teachers and technical professionals (FORmat@MOZ), namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT's) and promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.). This paper showcases pensas@MOZ's activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation, stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.

This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the development of new technologies in Education and E-learning in an international cooperation setting. Born within University of Aveiro’s Math Teaching Project (PmatE), pensas@MOZ is present in all (10) provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries. pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it h...

Tutoring is a part of the university teaching-learning process and is a basic strategy for improving the student's academic success and professional goals. It is also in line with the policies of the European Union for improving the integration of lifelong guidance into lifelong learning strategies. This article reviews the process of implementing tutorial action plans in Catalan universities, with particular emphasis on the Universitat Rovira i Virgili. The training and functions of tutors, the recognition of the tutoring task and the tools available to tutors at the URV are described.

abstract. Bangli district is located in the province of Bali, Indonesia where the only area in Bali which has no costal region. In contrast to other parts of Bali that many rely on coastal areas as the mainstay tourism of the region. Bangli famous for its exotic mountain nature that has more cool air if compared with other areas of Bali, where there are also many historical relic indicating long trips of Bali in the past such as Balingkang, Penulisan, and Batur temple. SME (small, medium, enterprise) located in Bangli also have different characteristics from other areas of Bali, which SMEs is based on indigenenous Bangli's communities that scattered in traditional villages, which do not give priority to profit in financially only, but rather to merely preserve the cultural heritage of Bangli. But the real state in Bangli has the opposite condition compared to the exotic nature and local wisdom, Bangli district is one of the regencies in Bali that left behind in terms of development and economics. Compare with other regencies / city like Bandung, Gianyar, Buleleng, and Denpasar are able to optimize the role of tourism in supporting the development. If we flash back to the past where there was a book written by Miguel Covarrubias, the tilttle " Island of Bali " was able to lift Bali that told much more about the natural beauty of its beach beach tourism. Bangli's name slowly sink and overshadowed by other regions in Bali, it is most likely caused by a lack of vigorous promotion by the media in advance via the internet , where many local slanted news revealed in the internet media about Bangli specially Trunyan. Through that elevates local knowledge, object attraction, and SMEs that are special in Bangli to advance Bangli region through tourism promotion. Portal that will be developed focused on multimedia content (video and photos form) that describe the real state of Bangli, with the hope to the world of community can learn and will impress the exotic nature and local knowledge that will inspire to visit directly into Bangli. This will certainly have a positive impact on tourism and the economy in Bangli.

The Internet and web-based environments increase learner’s opportunities to develop educational and cultural competences. Outclass is an e-community project of informal education for children of elementary educational levels. Engaging in intercultural interaction and developing the Portuguese language and digital literacy, increases the use of computers and Internet as a tool for teaching Mathematics and others sciences. The Portuguese Cooperation jointly with the Minister of Education Mozambique created a different way to use and put the Internet in the centre of the education process.

This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the development of new technologies in Education and E-learning in an international cooperation setting. Born within University of Aveiro’s Math Teaching Project (PmatE), pensas@MOZ is present in all (10)
provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries.

pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO’s), digital multimedia contents (DMC’s) and question generating models (QGM’s), based on Trees of Objectives (TO’s). These contents are compliant with other educational technologies (interactive boards, online
polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results.

Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project’s intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique’s government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento);educational and vocational programs for teachers and technical professionals (FORmat@MOZ),
namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato
de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT’s) and
promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.).

This paper showcases pensas@MOZ’s activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation,
stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.

As part of an innovation project interuniversity, tested during the first quarter of 2010-2011, has made the design, development and implementation of selected educational content for teaching and learning music. Two groups of students from two universities and different programs (Teaching Music Education University Castilla-La Mancha and Communication Studies at the Universidad Rey Juan Carlos) have worked cooperatively and collaboratively to address an actual plan eLearning design, developed and published in fourteen minisites with educational content on the History of Music whose target audience is students in their final years of Education Primary.