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This study analyzes a designed e-learning scenario using Moreira’s 2017 Pedagogical Model and a “deconstruction” approach to moving images, applied to twenty incarcerated students in Portugal. 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students  \nPortugal  \nPedagogical scenarios enriched with audiovisual technologies and their impact on the promotion of the learning skills of inmate  \nstudents in Portugal  \nSara Dias-Trindade  \n[sara.trindade@uc.pt](sara.trindade@uc.pt)  \nUniversity of Coimbra, Portugal  \nJosé António Moreira  \n[jmoreira@uab.pt](jmoreira@uab.pt)  \nOpen University, Portugal  \nAbstract  \nOver the last decades and largely due to changes taking place in labour markets, there has been a pressing need to rethink pedagogical processes . Today, educational institutions face the challenge of not only having to create learning environments conducive to the acquisition of knowledge, but also scenarios suited to the development of learning skills. Our analysis will focus precisely on one of such scenarios and will determine its impact on the learning skills of twenty inmate students, based on the qualitative analysis of their perceptions and narratives and using the Pedagogical Model developed by Moreira (2017) for the design of e-learning activities focused on the “deconstruction” of moving images asa reference . The findings show that the design of the environment, based on this model and on the use of audiovisual technologies, can have very positive effects on inmate students’ self-learning in the following dimensions: Active Learning, Initiative and Autonomy.  \nKeywords  \nLearning Skills ; Audio-visual Technology; Inclusion; Education in Prisons  \nS. Dias-Trindade and J.A. Moreira  \nDigital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 97)[ 97](http://greav.ub.edu/der/ 97)  \nPedagogical scenarios enriched with audiovisual technologies and their impact on the promotion of the learning skills of inmate students in Portugal  \nI. Introduction  \nThe European political context is advocating greater investments in adult learning/training to allow for the adaptation to the changing world and to the challenges imposed by globalisation . The EU Member States foresee that this adaptation will be achieved via the development of key competences for lifelong learning, for example, in communication, digital competences or social and civil competences (European Union, 2006) .  \nAlthough not without criticism, this vision of skills-driven education is, to some extent, also in line with the universal values of equality, intercultural understanding, respect for cultural diversity and human rights advocated in international conferences on adult learning (Preece, 2011; UNESCO, 2010) .  \nIn order to move towards social justice, we need to respect equality and universal rights – as points of reference for social coexistence and democratic governance – without losing sight of the need to acknowledge differences and of the individual needs of the various social groups, in a fair distribution approach.  \nIn fact, access to education and training has become a growing concern of the various international bodies . Moreover, there is a clear concern in respect of minority groups at risk of exclusion, such asthe prison population, as can be seen from the Recommendations of the Council of Europe on the rules of European prisons (1989), and from the different studies that have concluded that the greater the access to education and training during detention, the lower the rate of repeat offences (Campos, 2015) .  \nAccess to education by the detainees should, therefore, involve not only the development of competences in areas that may be useful for their reintegration in community, but also digital proficiency, which has also been described by the European Commission as one of the most important competences for real social integration (European Commission, 2003, 2005), thus adapting their learning to labour market needs ( Moreira et al., 2016) .  \nThis paper aims to promote the (social and digital) integration of prisone","cbCaimye0roFk4tW","https://ap.wps.com/l/cbCaimye0roFk4tW","pdf",1137148,14,"English","# Abstract\n# Keywords\n# I. Introduction\n## Skills-driven education and adult learning context\n## Social justice, equality, and inclusion for prison populations\n## Learning skills, digital proficiency, and lifelong learning goals\n## Learning to learn and learner autonomy","[{\"question\":\"What educational scenario does the paper analyze?\",\"answer\":\"It analyzes an e-learning scenario designed using Moreira’s 2017 Pedagogical Model, focusing on the “deconstruction” of moving images and supported by audiovisual technologies.\"},{\"question\":\"Who are the participants and what method is used?\",\"answer\":\"The study focuses on twenty incarcerated students in Portugal and relies on qualitative analysis of their perceptions and narratives.\"},{\"question\":\"Which learning-skill dimensions show positive effects?\",\"answer\":\"Findings indicate very positive effects on self-learning in Active Learning, Initiative, and Autonomy.\"}]","Pedagogical scenarios enriched with audiovisual technologies and their impact on the promotion of the learning skills of inmate students in Portugal | PDF",1792091707,35]