The increasing use of information and communication technologies (ICT) in diverse
professional and personal contexts calls for new knowledge, and a set of abilities,
competences and attitudes, for an active and participative citizenship. In this context it is
acknowledged that universities have an important role innovating in the educational use of
digital media to promote an inclusive digital literacy. The educational potential of digital
technologies and resources has been recognized by both researchers and practitioners.
Multiple pedagogical models and research approaches have already contributed to put in
evidence the importance of adapting instructional and learning practices and processes to
concrete contexts and educational goals. Still, academic and scientific communities believe
further investments in ICT research is needed in higher education.
This study focuses on educational models that may contribute to support digital
technology uses, where these can have cognitive and educational relevance when compared
to analogical technologies. A teaching and learning model, centered in the active role of the
students in the exploration, production, presentation and discussion of interactive
multimedia materials, was developed and applied using the internet and exploring emergent
semantic hypermedia formats.
The research approach focused on the definition of design principles for developing
class activities that were applied in three different iterations in undergraduate courses from
two institutions, namely the University of Texas at Austin, USA and the University of
Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and
efficacy of the model proposed and the authoring tool chosen in the support of
metacognitive skills and attitudes related to information structuring and management,
storytelling and communication, using computers and the internet
