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
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ΨΣ-ΗΜ-701 Educational Design in Technology-Enhanced Learning [M] D. Sampson

Objective

The educational objectives of this course are: (a) to introduce the basic principles of Educational Design, (b) to present and discuss various Models of Teaching that implement these principles, (c) to demonstrate the design and implementation of Educational Scenarios supported by digital tools, and (d) to analyze and reflect on case studies from real-life examples.

Course Contents

  • Introduction: Presentation of course objectives, course activities and assessment methods. Demonstration of indicative previous students’ achievements in this course. Discussion on students’ expectations for this course.
  • Technology Enhanced Learning: Definition of Key Concepts in Technology Enhanced Learning. The need for re-thinking Educational Design for Technology Enhanced Learning.
  • Educational Design and Models of Teaching: Definition of Educational Design. Different roles and functions in Educational Design. Overview of Instructional Design Models. Overview of Models of Teaching.
  • A Methodology of Educational Design for Technology Enhanced Learning: The need for sharing and Reusing Educational Practices between Web-supported Educational Communities. A methodology of Educational Design for Technology Enhanced Learning.
  • Educational Activities: Definition of Educational Activities as the fundamental component of Educational Design. The need for describing educational activities with common terms and vocabularies. The Dialog Plus Taxonomy. The Dialog Plus Nugget Developer Toolkit.
  • Educational Design Tools: Presentation of widely used Educational Design and Management Tools: the Learning Activity Management System (LAMS) and the ASK Learning Design Toolkit (ASK-LDT). Design and Authoring of Educational Scenarios using LAMS and ASK-LDT.
  • Case Study Ι: Design and Authoring of Educational Scenarios in Secondary School Education.
  • Case Study ΙΙ: Design and Authoring of Educational Scenarios in Lifelong Learning.
  • Conclusions: Discussion on students’ perspectives regarding their experiences from the course in relation to their anticipated expectations.
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ΨΣ-ΗΜ-507 Web Programming [M] A. Prentza

Objective

The course seeks to familiarize students with the main technologies involved in the development of static and dynamic Internet applications HTML, CSS, PHP and XML. The course takes place in a lab setting. Teaching consists of the presentation of the programming techniques available for creating Internet applications illustrated through specific coding examples. Students must then extend/modify the given code.

Course Contents

  • Introduction to Internet technologies and application development: main technologies, basic characteristics, architectures.
  • Content programming: Introduction to HTML – the first HTML document, basic syntax, links, examples of programming with HTML.
  • Using HTML to create forms, Using CSS to format web pages, website development case study.
  • Introduction to the development of dynamic web applications using PHP, Basic PHP syntax, structure of PHP (variables, data types, arrays, control structures, functions).
  • Creating web applications using HTML forms, processing data using PHP, storing data in files and browsing directories.
  • Introduction to XML, XML document structure, well-formed versus valid documents.
  • Creating a DTD, Entities and Notations in DTD, Validation and Using DTDs, case study on creating a valid document from a well-formed document.
  • XML with CSS: basic steps, properties, case study.
  • XSL, Transformation with XSLT, case study.
  • Case study – development of an e-learning web application.
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ΨΣ-ΗΜ-702 Theories of Learning and Teaching Methodology [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 the applications to the educational environments with emphasis on e-learning, through design, development, implementation and evaluation of e-learning tools and environments.This course introduces to the theoretical overview of how human learning occurs according to the various learning theories and examines how instructional methodologies 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 the principles, the methods (strategies and techniques) and the applications in digital learning environments, regarding the development of instructional methodologies for e-learning solutions. In the context of the course content, it is examined the behavioral and cognitive approach, the constructivist theories (cognitive and social) for e-learning solutions.

Course Contents

  • Introduction to Learning with Technology.
  • Behaviorism (Pavlov’s Classical Conditioning, Skinner’s Operant Conditioning): principles, conditions, restrictions, applications to technology.
  • Socio-cognitive Learning Models ( Bandura’s socio‐cognitive learning theory, self regulated learning, self efficacy, self-directed learning): principles, conditions, restrictions, applications to technology.
  • Cognitive learning theories and Constructivism (Piaget, Pappert, Bruner, Gagné): principles, conditions, restrictions, applications to technology.
  • Neuroscience & Information Processing: information processing models, memory, perception, attention, mnemonic devices & strategies, chunking, metacognitive strategies, problem solving, critical thinking, hyperlearning, applications to technology.
  • 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, applications to technology.
  • Learning Objectives: Bloom’s Taxonomy, Revised Bloom’s Taxonomy by Anderson, Gagné’s Nine Events of Instruction, Educational Scenarios/Scripts, applications to technology.
  • Didactic Principles & Strategies: examples & applications to technology.
  • Assessment of Learning and Assessment for Learning: types of assessment, diagnostic assessment, formative assessment, summative assessment, authentic assessment, applications to technology.
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ΨΣ-ΗΜ-509 e-Learning Systems Analysis and Design [M] F. Malamateniou , M. Poulymenopoulou

Objective

The main objective of the course is to enable students deepen into the modern human-centric methodologies of systems analysis and design with special reference to e-learning systems. Every learning process is approached as a human activity system and analyzed using the basic principles of systems theory. In this framework, the basic principles of soft systems methodology (SSM) and the Rational Unified Process (RUP) methodological framework, based on the Unified Modeling Language (UML), are presented. Students are expected to become familiar with best practices for e-learning software development, based on the above methodologies. In addition, laboratory exercises are conducted using well known systems modeling tools.

Course Contents

  • Principles of systems theory, systems formal characteristics, human activity systems, soft systems methodology (SSM), root definitions and conceptual model building, real world examples from learning environments.
  • Case study on the implementation of SSM for modeling of learning processes that are supported by with digital technology-enhanced learning.
  • Learning software development best practices (e.g. develop iteratively, model visually, verify quality, use component architecture, manage requirements, and control changes). Object-oriented technology principles (e.g. encapsulation, message passing, inheritance, polymorphism).
  • Principles of systems modeling using UML. Class diagrams (e.g. how to draw, when to use, examples from e-learning systems modeling).
  • Use case diagrams (e.g. how to draw, when to use, use-case documentation, and examples from e-learning systems modeling).
  • Sequence, Collaboration and Activity Diagrams (e.g. how to draw, when to use, examples from e-learning systems modeling).
  • RUP methodological framework. RUP structure and content (e.g. phases, cycles, iterations, core workflows, work products). UML diagrams incorporated in RUP Projects design using RUP.
  • Case study: Modeling of a prototype e-learning system using UML.
  • Laboratory exercises using IBM Rational software modeler.
  • Laboratory exercises using IBM Rational software modeler.
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2nd Semester

ΨΣ-ΗΜ-703 Learning Management Systems [M] D. Sampson

Objective

The objectives of this course are to present the basic design principles of e-learning systems, the state-of-the-art international specifications and standards in Learning Technologies (with emphasis to IEEE Learning Object Metadata, SCORM, IMS Common Cartridge and IMS Learning Design) and case studies of e-Learning Systems from areas of selected applications such as Mobile Language Learning and e-Training for People with Disabilities.

Course Contents

  • Design Principles of e-Learning Systems.
  • Overview of state-of-the-art International Specifications and Standards in Learning Technologies.
  • Digital Educational Content and Learning Objects.
  • Educational Metadata: the IEEE Learning Object Metadata (LOM) Specification and Tools.
  • Web-based e-Courses: Sharable Content Object Reference Model (SCORM), IMS Global Learning Consortium Content Packaging (CP) and Simple Sequencing (SS) Specifications and Tools.
  • Educational Modeling Languages: IMS Learning Design Specification and Tools.
  • Case Study: e-Training for People with Disabilities (eAccess2Learn).
  • Case Study: Mobile Language Learning.
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ΨΣ-ΗΜ-707 Social Context of eLearning [M] F. Paraskeva

Objective

e-training, e-trainers, communication, collaboration, successful implementation of e-Learning course, best practices for e-courses.

As eL can be defined as the use of digital technologies to deliver a wide range of solutions to enhance learning and improve performance …

This course focuses on theory, research and practice, regarding the factors that affect delivering e-Learning courses for e-Trainers, e-Tutors, Instructional Designers or Managers, Learning Psychologist etc. Based on previous basic and advance conceptual frameworks on the processes of how learning occurs in connection with designing and developing eL courses, this course emphasize on factors such as the content, the context, the conditions, the constrains, the interaction, the communication, that could affect the behavior and finally the performance of the learner in an e-learning environment. For this reason, we emphasize on social and psychological factors, as these are formed by the use of digital systems in the modern society (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, incorporating experience in delivering eL courses.

Course Contents

  • Introduction to the subject, defining concepts & interdisciplinary research areas.
  • Frameworks as best practices in eL courses.
  • Types and means of communication (face to face/computer mediated, verbal/non verbal, synchronous/asynchronous), digital communication tools and types of interaction.
  • Online collaboration, computer supported collaborative learning (CSCL/W), CSCL tools & applications.
  • Communities of practice, communities of learning & social networks.
  • Social and pedagogical agents, avatars, Second Life.
  • Theories of motivation, intrinsic/extrinsic motivation, locus of control, instruments to measure motivation in digital environments.
  • Maslow’s hierarchy of needs in e-learning contexts.
  • Computer self-efficacy (self-perceptions: self-concept, computer/self-efficacy believes, self-esteem, self-management, self-regulation, locus of control).
  • Personalized learning, individual differences (cognitive & learning styles, multiple intelligence).
  • Innovation and creativity in a (social) web based context.
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ΨΣ-HM-503 Semantic Web and Learning [M] G. Vouros

Objective

This course aims at proving the necessary knowledge and skills for using semantic web technologies for managing information and knowledge over the web. The course focuses on understanding, engineering, and deploying ontologies for organizing and exploiting learning/teaching material and learning objects during the educational process.

Course Contents

  • Basic notions, motivations, architecture(s) and introduction to semantic web technologies for information and knowledge management.
  • XML documents.
  • DTDs, XMLS, XPath.
  • Description of resources using RDF.
  • RDFs.
  • RDF/RDFs semantics via Inference rules and SPARQL Querying.
  • Constructing my first Ontology: Basic methodology and Tools.
  • Basics of OWL.
  • OWL DL.
  • More on Ontology Engineering: Methodologies and Tools.
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ΨΣ-ΗΜ-705 Lifelong Learning [M] S. Retalis

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
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ΨΣ-ΗΜ-709 Learning Process Management [M] F. Malamateniou , M. Poulymenopoulou

Objective

Business process management (BPM) is a holistic management approach focusing on aligning all aspects of an organization with needs and desires of clients. It promotes business effectiveness and efficiency while striving for innovation, flexibility and integration with technology. BPM attempts to improve processes continuously. It can therefore be described as a “process optimization process.” It is argued that BPM enables organizations to be more efficient, more effective and more capable of change than a functionally focused, traditional hierarchical management approach. In this context, the main objective of this course is to enable students apply the basic principles of BPM to learning processes or learning-oriented organizations under study. To this end students are taught how to discover, define, design, model, execute, monitor, optimize and improve (or re-engineer) learning processes. In addition, the enabler of business (learning) processes automation, namely workflow technology, is presented along with its usage in the context of e-learning systems. Within the course, students are expected to perform laboratory exercises using well known BPM tools.

Course Contents

  • Principles of BPM and their application to learning processes (learning process definition and design, intra-organizational and inter-organizational learning processes, workflows).
  • Workflow-based systems in educational environments (correspondence of educational environments to workflow dimensions, course structure as workflows, flexible learning paths definition, learning activities and roles definition).
  • Workflow management systems (WfMS) and their application in implementing learning workflows, metamodels, buildtime and runtime environment of learning workflows, learning processes and activities life cycles, interaction between learning workflow participants).
  • Workflow management systems standards, generic structure of a WfMS, learning workflow reference models.
  • Syntactical rules of processes, course titles presentations (sequential, parallel routing, union, separation, iteration).
  • Workflow-based e-learning systems, flexible e-learning environments, workflow technology incorporation in e-learning environments, pedagogical issues.
  • Examples of workflow-based e-learning systems derived from the international bibliography.
  • Elaboration of a case study and laboratory exercises using Oracle BPM Studio.
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3rd Semester

ΨΣ-HM-777 Master Thesis [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.
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