Background, GeneralKnowledge, Scientific Area, Skill Development

• explain the terms “visual representation”, “image” and use these tools with the aim of revising the traditional way of teaching and highlighting the student-centered character in school education (Μ3, Μ5, Μ6, Μ11),

• evaluate the meanings emerging from school textbook illustrations and propose new picture-text associations (Μ6, Μ8),

• state the reasons for using concept maps in education and use them as appropriate (Μ6, Μ8, Μ12),

• implement teaching scenarios using sketches, as tools for transmitting knowledge and information, in a multicultural classroom (Μ6, Μ12),

• recognize the new role of images in the modern era and critically consider the information they convey (Μ7, Μ15).

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

•Adaptation to new situations.

•Autonomous work.

•Teamwork.

•Work in an interdisciplinary environment.

•Promotion of free, creative and inductive thinking.

2: Visual representations, images. Conceptual definition, categorization.

3: Multimodal texts.

4: Visual literacy.

5: Semiotics in the interpretation of visual representations.

6: Grammar of Visual Design.

7: Didactic function of the images.

8: Illustration of textbooks. Review, Role, Contribution.

9: Sketches in education.

10: Concept maps. Structural elements, use, applications.

11: Concept mapping activities.

12-13: Pictures, sketches, maps in the context of the APS (Analytical Study Curriculum) & DEPPS (Inter-thematic Integrated Framework of Study).

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

·         Final written exam (70%).

·         Planning and presentation of individual work assignment (30%).

Zagotas, B. (2016). The multisensory dynamics of the image in the teaching process.Thessaloniki: Kyriakidis Publications.

Course notes

2.    Additional suggested bibliography

Greek bibliography

Arnheim, R. (2005). Téchni kai Optikí Antílipsi. I Psychología tis Dimiourgikís Órasis[Art and Visual Perception]. The Psychology of Creative Vision. Athens: Themelio.

Arnheim, R. (2007). Optikí Sképsi. [Visual Thinking]. Thessaloniki: University Studio Press.

Bonidis, K. Th. (2004). To periechómeno tou scholikoú vivlíou os antikeímeno érevnas [The content of the textbook as an object of research]. Athens: Metaichmio.

Burke, P. (2003). AUTOPSIA. Oi chríseis ton eikónon os istorikón martyrión [AUTOPSY. The uses of images as historical evidence]. Athens: Metaichmio.

Dimitriadou, K. (2007). Optikós grammatismós kai glossikí didaskalía: mia kritikí anágnosi sta néa encheirídia tis Glóssas gia tin A´ Dimotikoú [Visual literacy and language teaching: a critical reading of the new language textbooks for the 1st grade]. Sýnchroni Ekpaídefsi,148, 72-80.

Fykaris, I. (2012).I axiopoíisi tou vínteo kai tis kinoúmenis eikónas sti didaskalía: Mía didaktikí dynatótita [The use of video and animation in teaching: A teaching possibility]. Ta Ekpaideftiká, 103/104, 233-248.

Giannikopoulou, A. (2008). TO SYNCHRONO EIKONOGRAFIMENO PAIDIKO VIVLIO [THE MODERN ILLUSTRATED CHILDREN’S BOOK]. Athens: Papadopoulos Publications.

Grosdos, S. (2010). Optikoakoustikós grammatismós: Apó to paidí-katanalotí sto paidí-dimiourgó[Audiovisual literacy: From the child-consumer to the child-creator]. Epitheórisi Ekpaideftikón Themáton, 16, 54-68.

Kantarzi, Ev. (2002).Istorikí Anadromí tis Eikonográfisis ton Paidikón kai Scholikón Vivlíon [Historical Review of the Illustration of Children’s and School Books]. Thessaloniki: Adelfon Kyriakidis S.A.

Karantzis, I., Kakkou, S. & Papadopoulou, S. (2009). Oi ennoiologikoí chártes os ergaleío didaskalías kai máthisis sto Dimotikó Scholeío  [Concept maps as a teaching and learning tool in Primary School]. Mentoras, 11, 248 – 259.

Koutrombeli, G. (2005). Protáseis gia ti didaktikí axiopoíisi tis eikónas sto máthima tis Istorías [Suggestions for the didactic use of the image in the History course]. Néa Paideía, 116, 93-102.

Kress, G. & van Leeuwen, T. (2010). I ANAGNOSI TON EIKONON. I Grammatikí tou Optikoú Schediasmoú [THE READING OF IMAGES. The Grammar of Visual Design]. Athens: Epikentro.

Papadopoulou, M. (2005). Ta polytropiká keímena os méson proséngisis tis grafís apó paidiá proscholikís ilikías [Multimodal texts as a means of approaching writing by preschool children]. Erevnóntas ton kósmo tou Paidioú, 6, 120-130.

Pleios, G. (2005).Politismós tis eikónas kai ekpaídefsi. O rólos tis eikonikís ideologías [Image culture and education. The role of virtual ideology]. Athens: Polytropon.

Svaligou, Ch. (2011).  I ermineía tis eikónas os simeíou tis optikís epikoinonías [The interpretation of the image as a sign of visual communication]. Thessaloniki: University Studio Press.

Tisseron, S. (2008). Ta pleonektímata ton eikónon[The advantages of images]. Athens: Katarti.

Zoidis, Ev. (2008). Vlépo. THEMATA SIMEIOLOGIAS TIS EIKONAS [I see. IMAGE SEMIOTIC ISSUES]. Athens: Ion.

Foreign bibliography

Gombrich, E. H. (1999). THE USES OF IMAGES. Studies in the Social Function of Art and Visual Communication. London: Phaidon Press.

Harris, B. R. (2006). Visual Information Literacy via Visual Means: Three Heuristics. Reference Services Review, 34 (2), 213-221.

Kulvicki, J. V. (2006). On images: Their Structure and Content. Oxford: Oxford University Press.

Pink, S., Kurti, L. & Afonso, A. I. (Eds.). (2004). Working Images. Visual Research and Representation in Ethnography. London: Routledge.

Riegl, A. (2004). Historical Grammar of the Visual Arts. New York: Zone Books.

Sojka, J. Z. & Giese, J. L. (2006). Communicating Through Pictures and Words: Understanding the Role of Affect and Cognition in Processing Visual and Verbal Information. Psychology & Marketing,  23 (12), 995-1014.

3.    Relevant scientific journals

·       Epistimes tis Agogis(in Greek)

·       Epitheórisi Ekpaideftikón Themáton(in Greek)

·       KINITRO(in Greek)

·       Nea Paideia(in Greek)

·       Paidagogiki Epitheorisi(in Greek)

·       Paidagogiki – theoria & praxi (in Greek)

·       Educational Review

·       Educational Studies

·       Pedagogy, Culture & Society

·       Studies in Science Education

·       Teaching and Teacher Education