Background, GeneralKnowledge, Scientific Area, Skill Development

It aims to develop competencies (knowledge, skills, and attitudes/values) related to the design, implementation, and evaluation of educational activities or scenarios using software.

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

·         Identify software categorizations and related core concepts, technologies, and applications that can be used in education. (MA9)

·         Identify the potential contributions of educational software to the teaching and learning process by drawing on theoretical pedagogical knowledge. (MA9)

·         Design, implement, and peer-assess educational activities/scenarios using software, considering the support of personalized and collaborative learning, the didactic characteristics of curriculum subjects, and learner characteristics (digital didactic

·         transformation). (MA3, MA4, MA6, MA7, MA9, MA11, MA12)

·         Work individually or collaboratively to explore issues concerning the relationship between education and educational software as a cultural artifact, based on research findings. (MA13)

·         critically reflect on their ability to evaluate and select educational software for integration into 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 design and management

·         Equity and Inclusion

·         Critical thinking

·         Promoting free, creative and inductive reasoning

Introduction – Defining the field of “educational software”

2–4. Basic concepts and multimedia technologies

5–6. Classifications and applications of educational software (connection with curricula and learning theories)

7–8. Criteria for evaluating educational software and providing feedback

9–12. Design and development of educational activities/scenarios. Documentation of the design process, taking into account the

curriculum, the particularities of the subject matter, and learner characteristics

13. Critical reflection on the possibilities

Indicative:

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

Use of presentation software

Using LMS to Create and Manage Online Courses

Use of web 2.0 tools and more broadly educational software technologies and applications

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 (15%)

–        Preparation of a study (project) – Peer evaluation (25%)

–        Preparation and Public presentation of e-portfolio-Final examination (60%)

2.       Yue-LingWong (2018). Χρήση και Προγραμματισμός Πολυμέσων. Χ. ΓΚΙΟΥΡΔΑ & ΣΙΑ ΕΕ (Κωδικός στον Εύδοξο 77107230).

3.       Δημητριάδης, Σ. (2015). Θεωρίες μάθησης και εκπαιδευτικό λογισμικό. Κάλλιπος, Ανοικτές Ακαδημαϊκές  Εκδόσεις. (Κωδικός βιβλίου στον Εύδοξο 320249).https://repository.kallipos.gr/handle/11419/3397

4.       Σοφός, Α.  Κώστας, Α.,  Παράσχου, Β,  Σπανός, Δ.,  Γιασιράνης, Σ., Τζόρτζογλου, Φ.,  &Βρατσάλη, Ν. (2023). Σχεδιασµοί εκπαιδευτικού υλικού και τεχνολογίες για την ψηφιακή εκπαίδευση. Κάλλιπος, Ανοικτές Ακαδημαϊκές  Εκδόσεις.(Κωδικός Βιβλίου στον Εύδοξο: 118392907).https://repository.kallipos.gr/handle/11419/9129

5.       Φεσάκης, Γ. &Κωνσταντιπούλου, Α. (2022). Σχεδιασμός τεχνολογικά ενισχυμένων εκπαιδευτικών σεναρίων για την προσχολική εκπαίδευση. Κάλλιπος, Ανοικτές Ακαδημαϊκές  Εκδόσεις. (Κωδικός Βιβλίου στον Εύδοξο: 112701599).https://repository.kallipos.gr/handle/11419/8352

-Related scientific journals:

Journal of Educational Computing Research (https://journals.sagepub.com/description/JEC)

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

Educational Technology Research and Development (https://link.springer.com/journal/11423

Journal of Interactive Learning Research (https://aace.org/pubs/jilr/)

IEEE Transactions on Learning Technologies (https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076

Journal of Educational Multimedia and Hypermedia (https://aace.org/pubs/jemh/)

Interactive Learning Environments (https://www.tandfonline.com/toc/nile20/current

Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση (http://earthlab.uoi.gr/thete/index.php/thet)

–Conferenceproceedings:

ΕΤΠΕ (Ελληνική Επιστημονική Ένωση Τεχνολογιών Πληροφορίας & Επικοινωνιών στην Εκπαίδευση) (http://www.etpe.gr).

Remote written exam (70%)

The remote written examination (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 written examination will take place through MS TEAMS.