Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completion of the modules of the course, students are expected to be able to:

•        Recognize the potential of the field of e-learning to contribute to the teaching/learning process (MA2)

•        To analyze and describe the interaction between the evolution of technological knowledge and theoretical pedagogical knowledge in the organization of an electronic teaching/learning process (MA9)

•        Design e-learning environments using the internet, taking into account the possibilities of supporting individualized and collaborative learning, the teaching specificities of the curriculum subjects as well as the characteristics of the learners (digital teaching transformation) (MA3, MA4, MA6, MA7, MA9, MA11, MA12)

•        Work individually or in groups to deepen the analysis and synthesis of data and information in an e-learning environment, based on research results (e.g., on digital teaching design tools, learning analytics, intelligent systems, fuzzy logic modeling) (MA13)

·         Implement, evaluate teaching in an e-learning environment and critically reflect on their teaching practice (MA8, MA15).

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

·         Decision-making

·         Autonomous work

·         Teamwork

·         Project planning and management

·         Respect for diversity and multiculturalism

·         Exercise of criticism and self-criticism

·         Promoting free, creative and inductive thinking

1. Delimitation of the field of e-learning (forms, generations-transition to open e-learning)

2. Pedagogical theories and e-learning

3. E-learning models

4.-5. E-learning and mobile technologies

6. Web systems (e.g., virtual and augmented reality, geographic information management)

7. Learning management and distance learning systems (LMS, MOOCS)

8. Computer-supported collaborative learning systems and learning communities

9. Flipped classroom/learning and ubiquitous learning

10. Assessment and e-learning (e-portfolio, learning analytics, rubrics, modelling)

11. Principles of e-learning course design in subjects of the compulsory education curriculum (LMS/web 2.0)

12. Documentation of the design of the e-learning course taking into account the curriculum, the particularities of the subject and the characteristics of the trainees

13. Procedures for the implementation of an e-learning course in a “classroom” – Criteria for self-evaluation and the importance of reflection. Critical reflection on the possibilities/limitations of e-learning and linking to the professional development in the region.

Indicative:

1.      Support of the course through the electronic platform eclass.duth.gr (asynchronous/synchronous)

2.      Use of presentation software

3.      Using LMS to Create and Manage Online Courses

4.      Use of web 2.0 tools and more broadly e-learning technologies and systems

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& 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 

–        LaboratoryWork (20%)

–        Preparation of a study (project) (45%)

–        Hetero-evaluation of e-courses (15%)

–        Preparation and Public presentation of e-portfolio-Final examination (20%)

2.       (Ed.) Avouris, N., Karagiannidis, C., & Komis, V. (2009). Collaborative technology. Athens: Klidarithmos.

3.       Bates, A.W. (2015). Teaching in a digital age. https://opentextbc.ca/teachinginadigitalage)

4.       Conole, G. (2012). Designing for learning in an open world. NewYork: Springer

5.       Depover, C., Karsenti, T., Komis, V., (2010). Teaching with the use of Technology, promotion of learning, development of competences. Athens: KlidarithmosPublications.

6.       European Union (2018). Research evidence on the use of learning analytics. Implications for education Policy. https://op.europa.eu/en/publication-detail/-/publication/06ea34f1-d701-11e6-ad7c-01aa75ed71a1/language-en/format-PDF/source-73694420

7.       Roblyer, M.D., Doering, A.H., (2014). Educational Technology and Teaching. Athens: ION.

8.       Sofos, A., Kostas, A., & Paraschou, V. (2015). Online distance learning. From Theory to Practice. Greek AcademicElectronicTextbooks and Aids (www.kallipos.gr).

9.       Tsiatsos, T.K. (2015). Educational environments on the internet. Greek AcademicElectronicTextbooks and Aids (www.kallipos.gr).

-Related scientific journals:

American Journal of Distance Education (https://www.tandfonline.com/loi/hajd20)

British Journal of Educational Technology (https://onlinelibrary.wiley.com/journal/14678535)

Computers and Education (https://www.journals.elsevier.com/computers-and-education/)

Contemporary issues in technology and teacher education (https://citejournal.org/)

Current Issues in Emerging eLearning (https://scholarworks.umb.edu/ciee/)

Distance Education (https://www.tandfonline.com/loi/cdie20)

Electronic Journal of e-Learning (http://www.ejel.org/main.html)

European Journal of Open, Distance and E-Learning (EURODL) (https://www.eurodl.org/)

International Journal of Information and Communication Technology https://www.inderscience.com/ jhome.php?jcode=ijict

Journal of Online Learning Research (https://www.aace.org/pubs/jolr/)

Journal of Technology and Teacher Education (JTATE) http://site.aace.org/pubs/jtate/

Open Journal of Web Technologies (OJWT) (https://www.ronpub.com/index.php/journals/ojwt)

Open Learning: The Journal of Open, Distance and e-Learning (https://www.tandfonline.com /toc/copl20/current)

Open Practice (https://openpraxis.org/index.php/OpenPraxis)

Science and Technology Issues in Education (http://earthlab.uoi.gr/thete/index.php/thete)

-Conference Proceedings:

ERDF (Hellenic Scientific Association for Information and Communication Technologies in Education) (http://www.etpe.gr).

Peer evaluation (15%)

Written exam with distance learning methods (20%)

The written exam with distance learning methods (assignment of questions and answers through the e-class, in a predetermined duration depending on the topics to be asked). A list will be announced in the e-class only with the AEMs of the beneficiaries to participate in the examination.Supervision during the remote written exam is done through MS TEAMS.