Estudo Autónomo... Acredita, és capaz! Percursos, Metas e Horizontes 85 understanding how microlearning contents can impact and help students’ autonomous learning and recovery of lost learnings, and work as autonomous learning boosters. Methodology This study used an exploratory mixed methods research design, combining the quantitative and qualitative components of a research design (Greene, 2007; Creswell, 2009). This design was more appropriate because we wanted to explore and to explain the nature of teachers’ challenges when developing Portuguese’ curriculum while planning and producing resources, in the context of #EstudoEmCasa Apoia project. The ongoing research was conducted in three phases over a 15-months period, from September 2021 to December 2022. The data were collected sequentially, using questionnaires Google Forms, TEAMS and ZOOM analytics was employed to provide information about teacher needs and regular meetings. This research is also supported on the observation of the students using the resources and the feedback of the teachers during teaching and learning processes. In this paper we present the resources “In defense of the Ocean” project developed by #EstudoEmCasa Apoia platform with the collaboration of experts and schools. Student’s and teachers’ opinions about the teaching/learning experience and the quality of the learning that took place were collected with questionnaires and semi structured interviews record in video. Results The results are organized according to the study aims: 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) understanding how microlearning contents can impact and help students’ autonomous learning and recovery of lost learnings, and work as autonomous learning boosters using data from the “In defense of the Ocean” project. The conception and creation processes of microlearning contents Project working processes has different phases. It starts with a year plan and the resources’ structure made by the teachers’ team, according to the national curriculum of each subject and national students’ profile standards at the end of school certification.
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