This review presents a systematic search for and analysis of the state of the art concerning research (1993–2018) on technology-enhanced conferences for academics’ professional development. Fifty-nine scientific publications were included in the review which analyses them through the lens of the value creation framework. Conference formats are undergoing innovations focussed on amplifying social learning, and the role of technologies to enrich this new landscape is being explored. Initial results indicated that while new practices are emerging, a coherent perspective on technology-enhanced continuing professional development to help understand and inform the transition towards learning conferences was lacking across the literature. For instance, traditional evaluations of conferences, such as satisfaction surveys applied by the end of the conference, are not yet taking into account the full range of possible values created through participation in conferences. In addition, results about the use of social media for community building and enduring professional development remain inconclusive, and a more guided approach towards the application of social media at academic conferences is needed. The Value Creation Framework seems to be an appropriate conceptual framework for understanding the impact of conference attendance for the development of (digital) professional competences of academics.

The increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities or diverse learning needs. This study evaluates the effectiveness of the Learning Design for Flexible Education (FLeD) Tool—a web-based platform developed to support teachers in designing flexible and inclusive learning scenarios. The research adopts a qualitative approach, featuring semi-structured interviews with two Portuguese experts in accessibility and inclusion. The experts analyzed three learning scenarios designed using the FLeD Tool, through the lens of Universal Design for Learning standards. The collected dataset was analyzed using thematic analysis to identify common issues, strengths, and opportunities for improvement. The findings show a gap between institutional policies and their practical application, mainly due to inconsistent teacher training and technical limitations. While the FLeD Tool supports more flexible and inclusive pedagogical designs, experts have identified key shortcomings such as the lack of automated accessibility checks and limited support for specific disabilities. Despite the reduced number of participants (two experts) and dataset (three learning scenarios), which limits the study’s generalizability, the conclusions draw attention to the pivotal role of systematic teacher training, embedded accessibility features and solid institutional policies in bridging the gap between policy aspiration and effective inclusive practice.

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology.

Este trabalho apresenta um estudo de caso em fase preliminar. Parte-se da hipótese de que a tutoria em Educação a Distância e e-Learning, no Ensino Superior, é baseada em modelos pedagógicos e organizacionais e leva a práticas diferenciadas, as quais exigem habilidades e competências específicas do e-Tutor (Tutor em cursos on-line). Apresenta-se a abordagem temática e pedagógica de um curso destinado a professores, tutores e formadores. Para recolha de dados sobre o grau de satisfação com o curso e a percepção dos formandos sobre o sucesso da aprendizagem, foi aplicado um questionário e realizada uma análise dos mapas conceituais digitais criados pelos participantes do curso. A pesquisa tem como objetivo contribuir para o debate sobre modelos e práticas atuais e futuras de tutoria em educação a distância e para a melhoria das futuras edições do curso. Os resultados indicam que o curso (objetivos, metodologia e currículo) corresponde, em grande parte, às expectativas dos participantes e exigências acadêmicas. Conclui-se que é importante aprofundar o conhecimento na área de modelos de tutoria e práticas, bem como, o papel e as funções a desempenhar pelos professores, atores que enfrentam desafios colocados pelas tecnologias emergentes e pedagogias contemporâneas.Palavras-chave: Modelos de tutoria; Educação a distância; e-Learning; Universidades abertas.?Tutoring and Tutor in Distance Education: Portraits of the Present versus Visions for the FutureAbstract This paper presents a case study in its preliminary stage. It relies on the hypothesis that tutoring at a Distance and e-Learning, in higher education, is based on pedagogical and organizational models and leads to several different practices, requiring specific skills from the Tutor. A course is presented which is aimed at teachers, tutors and trainers . The research used a questionnaire to collect data about the level of satisfaction with the course and the perception of students about the learning success, as well as an analysis digital conceptual maps created by the participants. The research aims to contribute to the debate on current and future models and practices in distance education tutoring and to the improvement of future editions of the course. The results indicate that the course (objectives, methodology and curriculum) largely meets the expectations of the participants and academic requirements. It is important to deepen the knowledge in the field of tutoring models and practices, as well as the role and functions to perform by tutors--actors who face challenges set by emerging technologies and pedagogies.Keywords: Tutoring models; Distance education; e-Learning; Open universities.

This chapter highlights two moments of the research cycle, gathering and making sense of information and receiving insights from peers as well as performing a dissemination of results, focusing on key competences of researchers 2.0. Content curation is a strategy to manage information and improve Personal Knowledge Management, and it is crucial for the research work, which demands specific (digital) competences from the researcher. The use of Web 2.0 tools at academic conferences is an example of a competence mastered by researchers. Conferences are spaces for sharing knowledge and for networking. Their main functions can be potentiated through means like social media, allowing the development and/or strengthening of researchers 2.0 core competencies, such as collaborative work, proficiency in handling emerging technologies for research, and efficient dissemination of research results.