11th Course of Study (Start: Academic Year 2014-15)
Human – Computer Interaction
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.
- 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
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.
- 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.
The course initially familiarizes students with the main technologies involved in the development of Internet applications HTML, CSS, 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. In addition to that the course aims at proving the necessary knowledge and skills for using semantic web technologies for the purposes of teaching and learning over the web. The course focuses on understanding, engineering, and deploying RDFs vocabularies for organizing and exploiting learning/teaching material during the educational process.
- Content programming: Introduction to HTML, 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 XML, XML document structure, well-formed versus valid documents, XML with CSS, case study
- Creating a DTD, Validation of XML documents, case study on creating a valid document from a well-formed document
- XSL, Transformation with XSLT, case study
- Basic notions, motivations, architecture(s) and introduction to semantic web technologies for knowledge management.
- From structured XML documents to the description of resources using RDF and RDFS
- RDF και RDFs
- RDFs: Inferencing and Query Answering
- Tools and examples for exploiting RDF και RDFs
- Tools and methodologies for developing RDFs vocabularies
Learning Theories and Teaching Models
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.
- 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.
Learning Management Systems
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.
- 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.
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.
- 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).
Learning Processes Management
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.
- 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.
Life Long Learning
Type of Course
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.
- 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
- Advanced technologies for lifelong learning programs (Ι): M-learning, Adaptive Learning, Games for Social Change
Type of Course
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.