Estudo Autónomo... Acredita, és capaz! Percursos, Metas e Horizontes 84 Introduction #EstudoEmCasa Apoia is a project from the Portuguese Ministry of Education that was created to suppress the need students felt to overcome and recover lost learnings, mainly after the COVID19 lockdowns that began in 2020. #EstudoEmCasa Apoia is a free-access platform (#EstudoemCasa@ (mec.pt)), mainly directed to students but accessible to all, where different pedagogical contents – escape rooms, webinars, podcasts, quizzes, games, online courses, amongst others – are available. These resources, that grow in number every day, embrace the different subjects and areas of knowledge, levels 1 to 12, from the Portuguese curriculum, including Portuguese for foreigners. Aiming at being an inclusive platform, some of the resources have Portuguese sign language interpretation. All these resources were created by a group of teachers who studied the best way for students to access them, use them as means of study, while acquiring knowledge in an autonomous manner, where and when they want. Some of the resources are also contributes from partners as school projects, teachers, and students. This platform has also resources for teachers, schools, and families, aiming to support all the school community in the daily work of developing the curriculum and students learning processes. Redondo, Rodríguez, Escobar & Vilas (2021) define microlearning approach as a technique for distance learning, provided in small amounts of curriculum content topics that students can assimilate in short time periods with diversity and interactive formats. These challenges require teachers to work collaboratively, with the aim of frame and solve the many problems that arise in developing and adjusting the curriculum to microlearning approach. It also requires the ability to reflect on teaching practice and students’ learning, creating dynamics that promote their professional development and the school culture (Hargreaves, 1998; Nunes, 2014). Leong, Sung, Au & Blanchard (2021) highlight some of the key benefits of using microlearning approach that include, (1) better retention of concepts, (2) better engagement for learners, (3) improving learners’ motivation, (4) engaging in collaborative learning and (5) improving learning ability and performance. To evaluate the impact on students’ learning with microlearning approach, some curriculum sequential digital resources were provided to three school’ teachers. This study aims at: a) showing the conception and creation processes of microlearning contents, bearing in mind the different design criteria defined by the teacher/expert of each area of study; and b)
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