@0)"#-#L,%2(<%(!"/#+.%&'#(0(A#.*",)%&'#("#( %:#,#(o(%:+0"<,u%l0.("#(="2,"#(j*:0+,#+(

@0)"#-#L,%2<%!"/#+.%&'#0A#.*",)%&'#"#%:#,#o%:+0"<,U%L0."#="2,"#J*:0+,#+ A%:l1*-#s @0)"#-#L,%2<%!"/#+.%&'#0A#.*",)%&'#"# %:#,#o%:+0"<,u%l0."#="2,"#j*:0+,#+ 5b M0+1,-N6I%+B*02Eg%,.0=6H,--%10EA%+-#2H6A%+$%-?# Title - Information and Communication Technology on Support Learning in Higher Education. Abstract - This paper makes a preliminary analysis of the use of Information and Communication Technology ICT) in the context of Higher Education HE). This analysis seeks to verify if any, in particular, change of practice by teachers and whether this occurrence could be related to the introduction of the Bologna model, making the process far more dynamic, less expository and more supported by ICT. As a basis of initial work, we question the adoption of platforms for online learning model and its impact on teaching and learning in the HE, taking as reference the integration of MOODLE platform in the Instituto Superior de Engenharia do Porto ISEP.) In this case, it was found that there is a low level of use of the platform for online education in question, even in the simplest form of information repository, and we detected some resistance by teachers even for use the platform in the context of blended-learning - b- learning). Keywords: ICT, e-learning b-learning, Higher Education; Moodle Resumo - Neste artigo faz-se uma análise preliminar da utilização de Tecnologias de Informação e Comunicação TIC) no contexto do Ensino Superior ES). Esta análise procura verificar se existiu, em particular, uma mudança de práticas por parte dos docentes e se esta ocorrência se pode relacionar com a introdução do modelo de Bolonha, tornando o processo de ensino mais dinâmico, menos expositivo e mais apoiado pelas TIC. Como base inicial de trabalho, questiona-se a adopção de plataformas de aprendizagem on-line e o seu impacto no modelo de ensinoaprendizagem no ES, tendo como referência a integração da plataforma MOODLE no Instituto Superior de Engenharia do Porto ISEP). Neste caso, verificou-se que existe um baixo índice de adesão à utilização da plataforma de ensino on-line em causa, até na forma mais simples de repositório de informação, sendo que se detectou alguma resistência, por parte dos docentes até =210 1+%4%-?# /#, %:+020"1%<# #+,L,"%-.0"10 "# A!J@!57>7 T b A#"/0+0"),%!40+,)%<0J,210.%2u@0)"#-#Ll%2<0!"/#+.%),V"EJ%"1,%L# <0A#.:#210-%E=2:% % M0+1,- N6 I%+B*02E!"21,1*1# J*:0+,#+ <0 ="L0"?%+,% <# N#+1# _!J=N`E N#+1#EN#+1*L%-E4:.,20:6,::6:1 g%,.0 =6 H,-%110E Y%)*-<0<0 <0 ="L0"?%+,% <% C",$0+2,<%<0 <# N#+1# _Y=CN`EN#+1#EN#+1*L%-E$,-%110 /06*:6:1 A%+-#2 H6 A%+$%-?#E!"21,1*1# J*:0+,#+ <0 ="L0"?%+,% <# N#+1# _!J=N`E N#+1#EN#+1*L%-E).),20:6,::6:1 mesmo para usar a plataforma em contexto de blended-learning - b-learning). Keywords - TIC; e-learning; b-learning; Ensino Superior; Moodle.!6!G@OPKCQRP 02<0 #2 %"#2 F7E B*0 20 1;. +0L,21%<# %-10+%&a02 K :+#/*"<%2"%J#),0<%<00.B*0$,$0.#2E%#:#"1#<0% )-%22,/,)%+.#2 %)1*%-.0"10 )#.# *.% 2#),0<%<0 <%,"/#+.%&'#"%B*%-#%)022#o,"/#+.%&'#0%#20*1+%1%.0"1# 20 <0.#)+%1,U#* <0 *..#<# "*")% %"102,.%L,"%<#6 =. :%l202.%,20$#-*l<#2)*-1*+%-.0"10:#<0.#2.02.#+0/0+,+t "#2 % 0210 021WL,# <0 0$#-*&'# )#.# J#),0<%<0 <# A#"?0),.0"1#E # B*%- %)+02)0"1% %# :+,.0,+# )#")0,1# % )%:%),<%<0 <# *1,-,U%<#+j)#"2*.,<#+ 0. 1+%"2/#+.%+,"/#+.%&'#0.)#"?0),.0"1#6 =21%2.*<%"&%2 1,$0+%..*,1# % $0+ )#. % 0$#-*&'# 10)"#-VL,)%-,<0+%<%:0-%-,40+%-,U%&'#<%210-0)#.*",)%&a020 )#. # )+02),.0"1# 09:#"0"),%- <% 3#+-< 3,<0 304 _304`E :+#Z0)1%"<# "#.*"<#,"10,+# *.% +0<0 /%"1W21,)% <0 <,220.,"%&'#<0,"/#+.%&'#0)#"?0),.0"1#6 A. A evolução tecnológica S 0$#-*&'# <%2 10)"#-#L,%2 0 # 20*,.:%)1# "# 0"2,"#E 02:0),%-.0"10 "# =JE 2*2),1% % "0)022,<%<0 <0 09:-#+%+ )#..%,2<01%-?0%*1,-,U%&'#<0/0++%.0"1%2<0%:#,#%#:+#)022# <0 0"2,"#T%:+0"<,U%L0.6 =2102 <020"$#-$,.0"1#2 20. <*$,<% B*0%/0)1%+%.%2<,/0+0"102/*"&a02)#L",1,$%2?*.%"%2E)#.# %.0.V+,%E %,.%L,"%&'#E # +%),#)l",# 0 % :0+)0:&'#E 20"<# B*0 <*%2 )%+%)10+l21,)%2 "'# :#<0. 20+,L"#+%<%28 #2 "#$#2.0,#2<0%)022#o,"/#+.%&'#0%2"#$%2/#+.%2<0:0"2%+0 <0 <020"$#-$0+ # )#"?0),.0"1#6 =21%2 )%+%)10+l21,)%2 )#"1+,4*0.:%+%%)#.:+00"2'#<#B*00/0)1,$%.0"10.*<#* #*0$#-*,*"#)0"W+,#<%0<*)%&'# > 6 @#<#2 #2 <,%2 2*+L0. "#$%2 /0++%.0"1%2 304 :%+% % 0<*)%&'#6 G# 0"1%"1#E 20 # *2# <021%2 10)"#-#L,%2 "'# 20 +0/-0)10"%.*<%"&%<0:+#)0<,.0"1#2<#)0"102E#$%-#+<%2*%,"/-*;"),% +0%- 2#4+0 #2 +02*-1%<#2 <% %:+0"<,U%L0. <0$0 20+ B*021,#"%<#6t,.:#+1%"102%-,0"1%+B*0%.*<%"&%<#0"2,"# 1+%<,),#"%- :%+% *..#<0-# 4%20%<# 0. 10)"#-#L,%2 304,.:-,)%*.%%<%:1%&'#0*.%$#"1%<0<0,.:-0.0"1%+"#$#2 :+#)0<,.0"1#26 G% "#$% L0+%&'# 304E 09,210. %-L*.%2 %:-,)%&a02 #"<0 #2 +0)*+2#2 2'# )#.:%+1,-?%<#2 "%.02.% :-%1%/#+.%6 t *.

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