The work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions. The theoretical research that underlies the study was developed reflecting current thinking on the promotion of quality of teaching and of the integration of information and communication tools into the curriculum in Higher Education (HE), i.e., bearing in mind some European guidelines and policies on this subject. This way, an answer was sought to be given to one of the aims put forward in this study, namely to contribute towards the development of a conceptual framework to support research on evaluation of e-teaching in the context of HE. Based on the theoretical research carried out, an evaluation tool (SCAI) was designed, which integrates the two questionnaires developed to collect the teachers' and the students' perceptions regarding the development of e-activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the analysis of the data obtained, we found that the differences in teaching should be valued and seen as assets by HE institutions rather than annihilated in a globalizing perspective.
Winner of the 2015 Best Scholarly Book Award presented by the Diopian Institute for Scholarly Advancement Afrocentricity is the most intellectually dominant idea in the African world, one that is having a growing impact on social science discourse. This paradigm, philosophically rooted in African cultures and values, fundamentally challenges major epistemological traditions in Western thought, such as modernism and postmodernism, Marxism, existentialism, feminism, and postcolonialism. In The Demise of the Inhuman, Ana Monteiro-Ferreira reviews what Molefi Kete Asante has called the "infrastructures of dominance and privilege," arguing that Western concepts such as individualism, colonialism, race and ethnicity, universalism, and progress, are insufficient to overcome various forms of oppression. Afrocentricity, she argues, can help lead us beyond Western structures of thought that have held sway since the early fifteenth century, towards a new epistemological framework that will enable a more human humanity.
This book is therefore made for students and its aim is to support the learning of Mathematics, both in the classroom and outside the classroom, always relying on humour and good mood. In all the tasks assigned in this book, we present a comic strip or a cartoon and we ask students to reflect on a set of questions about the strip or the cartoon. These questions were developed to stimulate students’ mathematical thinking and, hopefully, make them feel good. This book was produced as part of the HUMAT: Humour in Mathematics Teaching Project.
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