e-Learning

11th Course of Study (Start: Academic Year 2014-15)

1st Semester

ΨΣ-ΗΜ-501 Human – Computer Interaction [M] S. Retalis

Objective

This course provides an introduction to and overview of the field of human-computer interaction (HCI) spanning current theory and practice in interface specification, design and usability evaluation. HCI is an interdisciplinary field that integrates theories and methodologies from computer science, cognitive psychology, design, and many other areas. Students will gain knowledge in creative design, systematic development of innovative graphical user interfaces, software usability, interactive applications design, interactive systems evaluation and acquire dexterities in the designing, development and evaluation of multimodal applications.

Course Contents

  • Human as a computer user; cognitive models, visual coding, focus and memory, knowledge representation and management.
  • Models of the mind, user conceptual models.
  • Interaction technologies; input/output devices, graphical environments, direct manipulation, collaborative systems, virtual reality.
  • Interactive systems design methods, user-centered design, usability requirements, task analysis.
  • Dialogue and internet interfaces design.
  • System design – Hierarchical task analysis.
  • Prototyping of interactive systems
  • Usability evaluation methods and techniques.
  • Design patterns.
  • Special purpose interactive systems: computer-supported cooperative work, voice communication, assistive technologies, augmented reality
More »

ΨΣ-ΗΜ-510 Educational Design [M] D. Sampson

ΨΣ-ΗΜ-511 Web Applications [M] G. Vouros, A. Prentza

ΨΣ-ΗΜ-512 Learning Theories and Teaching Models [M] F. Paraskeva

Objective

This course is designed to promote a fundamental understanding of the theoretical and applied knowledge related to theories of learning and instructional models for the design, development, implementation and evaluation of e-learning (eL) environments.

The course introduces to the theoretical overview of how human learning occurs according to the various learning theories and examines how instructional methods enriched by new technologies can accommodate the learning process correspondingly. In particular, by this course we attempt to interpret the phenomenon of learning through the examination of instructional methods (principles, methods, strategies & techniques) and the applications in eL environments. In the context of the course content, it is examined the behavioral and cognitive approach, the constructivist theories (cognitive and social) in specific instructional methods (PBL, ADDIE model, Cognitive Apprenticeship, Situated Cognition etc) for e-learning solutions.

Course Contents

  • Introduction to Learning with Technology: Learning Theories and Instructional Models.
  • Behaviorism (Pavlov’s Classical Conditioning, Skinner’s Operant Conditioning): principles, conditions, restrictions, application in technology. Socio-cognitive Learning Models (Bandura’s socio‐cognitive learning theory, self-regulated learning, self-efficacy, self-directed learning): principles, conditions, restrictions, application in eL environments.
  • Cognitive learning theories and Constructivism (Piaget, Pappert, Bruner, Gagné): principles, conditions, restrictions, application in technology. Neuroscience & Information Processing: information processing models, memory, perception, attention, mnemonic devices & strategies, chunking, metacognitive strategies, problem solving, critical thinking, hyperlearning, applications in eL environments.
  • Social Constructivism (Vygotsky’s Zone of Proximal Development, Lave’s & Wenger’s Theory of Situated Learning, Collins’ Brown’s & Newman’s Theory of Cognitive Apprenticeship, Spiro’s Cognitive Flexibility Theory): principles, conditions, restrictions, application in eL environments.
  • Instructional Models: didactic principles & strategies, examples & applications to technology, educational scenarios/scripts, applications in eL environments.
    • Merrill’s First Principles of Instruction
    • Discovery Learning
    • Bloom’s Taxonomy
    • του Gagne΄ 9 Events of Instruction
    • ADDIE instructional design model
    • Dick and Carey Systems Approach Model
    • Kemp instructional design model
    • Kirkpatrick’s four-level model Project Method
    • ASSURE model
    • Cognitive Apprenticeship
    • Cognitive Flexibility Theory (Rand Spiro)
    • Inquiry Teaching
    • Problem Based Learning
  • Assessment of Learning and Assessment for Learning: types of assessment, diagnostic assessment, formative assessment, summative assessment, authentic assessment, apliations in eL environments.
More »

2nd Semester

ΨΣ-ΗΜ-703 Learning Management Systems [M]

  • Course Code ΨΣ-ΗΜ-703 Type of Course Mandatory [M]
  • Semester 2nd Semester
  • ECTS Credits 7,5

ΨΣ-ΗΜ-710 e-Trainers Training [M]

  • Course Code ΨΣ-ΗΜ-710 Type of Course Mandatory [M]
  • Semester 2nd Semester
  • ECTS Credits 7,5

Objective

This course focuses on theory, research and practice, regarding the factors that affect delivering e-Learning (eL) courses for e-Trainers (e-Trainers Training/eTsT).

Based on basic and advanced conceptual frameworks of how learning occurs, this course emphasizes on the design, development and implementation of eL courses, regarding the factors (content, context, conditions, constrains, roles, interaction, communication) that could affect the performance of the learner in an e-learning environment.
A socio-constructivist approach, with emphasis on collaborative learning, is adopted for the course, enables the formation of quality conceptual frameworks and best practices, as these are supported by the use of Digital Systems (digital communication/collaboration/performance and tools, well designed technological artefacts, virtual performance, e-learning applications).

The course also provides an alignment of instructional design models with learning theories (Problem Based Learning, Self-Directed Learning, Inquire Based Learning, Communities of Practices) incorporating experience in delivering eL courses.

Course Contents

  • Introduction to the subject, defining concepts & interdisciplinary research areas on the trainers’ training combining a blended approach (face-to-face and online platforms). A socio-constructivist approach with a strong emphasis on collaborative learning in different phases of the process (analysis, design, development, implementation & evaluation): targets, training objectives, learning context, learning procedures and performance.
  • Analyze the IT context for eTsT with emphasis on the e-trainers skills/competencies in managing eL programs, e-learners’ characteristics, e-learners profile, individual differences, needs/Maslow’s hierarchy of needs in e-learning contexts, motivation/ARCS Model, attitudes/TAM Model, self-efficacy believes, self-esteem, locus of control, learning preferences, cognitive/learning styles, personalized learning, multiple intelligence).
  • Analyze the conditions, prerequisites for e-courses, skills for eTsT, (verbal non-verbal communication, feedback and interpersonal skills, active listening, lurking, interaction and collaboration, team building, small groups).
  • Design, manage and implement eL programs. At the methodology process we focus on the conceptual frameworks as best practices in eL courses (learning objectives/outcomes, training program preparation, conceptual frameworks, best practices, lesson plans, educational scenarios, e-training environment).
  • Develop the learning process, learning theory: Project Based Learning, Self-Directed Learning, Communities of Practices, MOOCs and training methods (self-paced learning, roles, collaborative scripts, CSCL scenarios, web 2.0, LMS, VLE, Social and pedagogical agents, avatars, Second Life).
  • Implement and deliver e-training/e-course (e-tutoring for small/large groups, presentation skills, manage performance).
  • Evaluate the overall training process (evaluation and assessment/self-assessment methods, authentic assessment feedback, reflection, questionnaires).
More »

ΨΣ-ΗΜ-709 Learning Processes Management [M]

  • Course Code ΨΣ-ΗΜ-709 Type of Course Mandatory [M]
  • Semester 2nd Semester
  • ECTS Credits 7,5

ΨΣ-ΗΜ-705 Life Long Learning [M]

  • Course Code ΨΣ-ΗΜ-705 Type of Course Mandatory [M]
  • Semester 2nd Semester
  • ECTS Credits 7,5

Objective

This course presents, in theory and practice, the way to design and implement learning programs for adults which follow the EU and national policies for lifelong learning. It aims at helping students acquire knowledge and skills about how to creatively design (in groups or alone) adult learning programs based on modern teaching methods and networked technologies as well as developing stimulating learning resources that comply with learning technologies standards (e.g. IEEE LOM) and specifications (e.g. SCORM, IMS LD). They will also gain knowledge and skills in evaluating the quality of lifelong learning programs.

Course Contents

  • Historical and Social Issues in lifelong learning
  • Principles of teaching adults
  • Program Planning in lifelong learning
  • Role of instructor/tutor of lifelong learning programs.
  • Design of educational material for lifelong learning programs.
  • Greek policies & opportunities in lifelong learning.
  • Quality evaluation in lifelong learning.
  • Collaborative learning – learning communities
  • E-portfolios
  • Advanced technologies for lifelong learning programs (Ι): M-learning, Adaptive Learning, Games for Social Change
More »

3rd Semester

ΨΣ-HM-777 MSc Dissertation [M]

  • Course Code ΨΣ-HM-777 Type of Course Mandatory [M]
  • Semester 3rd Semester
  • ECTS Credits 30

The master thesis project is carried out under the supervision of one of the faculty members and involves – at a first stage – the identification of the research topic/ technological problem to be addressed and the research of literature for existing state-of-the-art. The output of the project, namely the description of the research area, the problem formulation, the solution definition and implementation and the illustration of results and final conclusions and recommendations, is presented in the master thesis.

The master thesis project aims to

  • Extend the student’s academic skills, introduce them to a certain research area and potentially motivate them to continue their research work beyond the completion of their Master’s Degree. This may be achieved not only by exploiting particular skills and knowledge acquired from taught courses but also by enhancing their ability to tackle a novel research area and/or problem.
  • Expand the student’s professional skills by developing/improving their ability to research, manage/organise information, think creatively, pursue innovation and report adequately the findings of their research.
More »