Background, GeneralKnowledge, Scientific Area, Skill Development

– Identify the distinct characteristics of philosophical activity

– Define and distinguish philosophy from related areas of science, art, and theology- Understand the fundamental issues and traditional branches of philosophy

– Formulate and explore philosophical questions arising from the existential premises of human life (such as, what is the essence and meaning of life and the world? Does God exist? Is there a constant and unchanging “truth”? Are we truly “free”? How is “good” and “evil” defined? What is it that attracts us – and sometimes overwhelms us – in a work of art?)

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 thinking

Decision making

Autonomous work

Working in an interdisciplinary environment

Production of new research ideas

Critical thinking

Promoting free, creative and inductive reasoning

1. Introduction / The Birth of Philosophical Thought

2. Definition and Distinction of Philosophy from Related Branches

3. Metaphysics I: The Existence of God

4. Metaphysics II: The Existence of the World

5. Epistemology I: “What” and “How” do we know?

6. Epistemology II: Theories of Truth

7. Ethics I: “Right” and “Wrong” – Relative or Absolute Concepts?

8. Ethics II: Basic Theories A (Deontology & Aretocracy)

9. Ethics III: Basic Theories B (Consequentialism & Contractualism)

10. Ethics IV: Basic Theories C (Moral Nihilism)

11. Political Philosophy: Equality, Democracy, Freedom

12. Aesthetics: What is “Beautiful”?

13. Review

·         Useofe-classelectronicplatform

·         Electroniccommunicationviae-mail

The way 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 student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the 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, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Student evaluation languages: Greek

Method: (Formative or Concluding) Summative

Student evaluation methods                                 Rate

Writtenfinal Exam with Essay Development Questions70 Writtenmid-term Exam with Essay Development Questions  30

Recommended textbooks

Πελεγρίνης, Θ. (2010) Εισαγωγή στη Φιλοσοφία, Αθήνα: Πεδίο

Suggestedbibliography

Βέικος, Θ. (1989) Εισαγωγή στη Φιλοσοφία, Αθήνα: Θεμέλιο

Εrnst, G. (2017) Σκέψου σαν φιλόσοφος: Εισαγωγή στη Φιλοσοφία σε επτά ημέρες, μετ. Κ. Σαργέντης, Πανεπιστημιακές Εκδόσεις

Κρήτης.

Θεοδωρακόπουλος, Ι. (1974) Εισαγωγή στη Φιλοσοφία, Αθήνα

Θεοδωρίδης, Χ.( 1984) Εισαγωγή στη Φιλοσοφία, Αθήνα: Εστία

Jaspers, K. (1983) Εισαγωγή στη Φιλοσοφία, μετ. Χ. Μαλεβίτσης, Αθήνα: Δωδώνη

Nagel, T. (1989) Θεμελιώδη φιλοσοφικά προβλήματα, μετ. Χ. Μιχαλοπούλου – Βεΐκου, Αθήνα: Σμίλη

Renaut, A. (2009) Η φιλοσοφία, μετ. Τ.  Μπέτζελος, Αθήνα: Πόλις

Warburton, Ν. (2010). Φιλοσοφία: τα βασικά, μετ. Δ. Ρισσάκη, Αθήνα:  Αρσενίδης

RelatedScientificJournals

Ελληνική Φιλοσοφική Επιθεώρηση

Φιλοσοφείν

δια-ΛΟΓΟΣ

Critica

Dia-noesis: A Journal of Philosophy

Philosophical Inquiry

The journal of Philosophy

Philosophy

International Journal of Philosophy

Philosophy Study

Journal of the History of Philosophy

Mind

Background, GeneralKnowledge, Scientific Area, Skill Development

• Successfully use the microscope and perform microscopy.

• Produce fresh product for use in the teaching microscopic process.

• Carry out experiments to demonstrate biological phenomena in students aged 6-12.

• Identify plant and animal tissues and describe their structure and function.

• Know the anatomy and function of human systems.

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 thinking

·         Autonomous work

·         Teamwork

·         Respect for the natural environment

Lesson 2: Description and use of a microscope.

Lesson 3: Observation of unicellular eukaryotic organisms. Observation of mold.

Lesson 4: Plant tissues. Leaf of monocotyledonous and dicotyledonous plant.

Lesson 5: Stem of monocotyledonous and dicotyledonous plant.

Lesson 6: Root of monocotyledonous and dicotyledonous plant.

Lesson 7: Osmosis. Turgor pressure. Plasmolysis in plants. Water transfer in plants.

Lesson 8: Epithelial tissue.

Lesson 9: Connective tissue. Blood.

Lesson 10: Muscle and nerve tissue.

Lesson 11: Respiratory system. Circulatory System. Skin.

Lesson 12: Digestive system. Human skeleton.

Lesson 13: Overview.

The way 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 student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the 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, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Lab exercise (at will presence):20%

Elaboration of 10 assignments (at will elaboration): 20%

Final exam (short answer questions):100%

Students who participated during all lab work and elaborated all 10 assignments answer less subjects in the final written exam (60%).

1) Kevrekidis, T. (1996). Introduction to Biology. University Studio Press (code in Eudoxus: 17148).

2) Starr, C., Evers, C. & Starr, L. (2014). Biology. Utopia (code in Eudoxus: 32998265).

Additional suggested bibliography (indicative)

• Green, N.P.O., Stout, G.W., Taylor, D.J. (1990). Biological science. 1. Organisms, energy and environment. Ed. R. Soper, Cambridge.

• Green, N.P.O., Stout, G.W., Taylor, D.J. (1990). Biological science. 2. Systems, maintenance and change. Ed. R. Soper, Cambridge.

Related Scientific Journals (indicative)

• International Journal of Biological Sciences

• European Journal of Cell Biology

• Journal of Plant Research

• The Journal of Physiological Sciences

• Journal of Anatomy

2) written examination with distance learning methods

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completion of the course students should be able:

• To appropriately utilize concepts and principles of the science of Physics for the understanding of natural phenomena during experimental teaching in Primary Education (MA3)

• To be able to plan, organize and evaluate the experimental teaching that includes conducting didactic experiments on Physics of Primary Education, formulating the objectives and the expected learning outcomes, utilizing the way in which students recognize the relevant Physics topics through everyday situations and phenomena (MA7).

• To be able at school level to plan and carry out appropriate experimental teaching of Physics topics through appropriate activities / experiments and use of everyday materials, promoting critical and creative thinking, as well as exploratory or self-active or collaborative learning (MA6).

• To be able to properly use the appropriate didactic experiments on Physics in the context of effective experimental teaching models and strategies, so that they can transform scientific knowledge into school, while promoting exploratory, self-active and collaborative learning through the experiment (MA4, MA6).

• To be able to connect the knowledge of the science of Physics with situations and phenomena of everyday life through the essential role of the experiment in teaching and learning, recognizing the importance of all the above in the role of future teachers of Primary Education (MA1).

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

Autonomous work

Teamwork

Project design and management

Critical thinking

Promoting free, creative, and inductive reasoning

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 

Language: Greek

Students’ assessment:

Practical work during the semester: 66%

Final task assignment and oral exams: 34%

• Unesco (2003), TREASURE OF EXPERIMENTS, THEORY AND PRACTICE, MARIA PARIKOU & CO LTD Publications

•Arnaoutakis I., Karanikas G., Karapanagiotis VA (2005), Physics Experiments, GRIGORI CHRISTINA & SIA Publications

Additional suggested bibliography

• McDermott C.L., Shaffer S.P. (2001), Introductory Physics Courses, (translated by P. Michas) Typothito Publications, Athens.

• Unesco (2003), TREASURE OF EXPERIMENTS, THEORY AND PRACTICE, MARIA PARIKOU & CO LTD Publications

Related Scientific Journals

·         American Journal of Physics

·         European Journal of Physics

·         The Physics Teacher

·         Physics Education

·         Review of educational research

·         Ιnternational Journal of Science Education

·         Journal of Research in Science Teaching

·         Research in Science Education

·         Research in Science & Technological Education

·         Science & Education

·         Science Education

·         Science Education International

The examination will be performed through MS TEAMS. The link will be sent to students via eclass exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise they will not be able to participate. They will also take part in the examination with a camera which they will have open during the examination. Before the start of the exam, students will show their identity to the camera, so that they can be identified.

Each student should answer 4 questions. Each of the questions is scored with 2.5.

Background, GeneralKnowledge, Scientific Area, Skill Development

(with foreign bibliography and written assignments in English)

–          have acquired an initial understanding of linguistic concepts applied in lexical research,

–          be familiar with theoretical issues related to the description of the vocabulary of Modern Greek,

–          be able to use foundational knowledge in describing the vocabulary of Modern Greek for further research and/or teaching engagement with the lexicon.

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

Promoting free, creative and inductive reasoning

–          Lexical and GrammaticalWords

–          Basic word formation processes (Derivation – Compounding)

–          Peripheral word formation processes (Clipping, Blending, Reduplication)

–          Constraints of morphological processes

–          Allomorphy

–          Grammaticalization

–          Issues in word formation (competition, productivity, lexicalization)

–          Relationship between derivation and compounding

–          Diachronic change, variation, and stylistic registers

–          Elements of lexicography: Types of dictionaries

–          Dictionaries as tools for language learning

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 

These will include the assessment of theoretical knowledge and issues based on critical thinking.

The questions will be a combination of closed and open-ended types (short-answer or extended-response).

Written Assignment:

Students have the option to complete a term paper of 3,000–4,000 words.

The topic of the paper is chosen by the students themselves from the subjects discussed in class. The aim is to train them in collecting data and conducting a small study based on a specific methodology.

Μήτσης, Ν., Παραδιά, Μ. & Μήτση, Α. 2012. Το Λεξιλόγιο. Θεωρητική Προσέγγιση και Διδακτικές Εφαρμογές. Αθήνα : Gutenberg.

Ευθυμίου, Α. (2001) Προτάσεις για τη διδασκαλία των μη απλών λεξικών μονάδων της νέας ελληνικής στην υποχρεωτική εκπαίδευση. Στο Μ. Βάμβουκας & Α. Χατζηδάκη (επιμ.), Πρακτικά του διεθνούς συνεδρίου Μάθηση και διδασκαλία της Ελληνικής ως μητρικής και ως δεύτερης γλώσσας, 6-8 Οκτωβρίου, Πανεπιστήμιο Κρήτης, Π.Τ.Δ.Ε, Ρέθυμνο, Αθήνα: Ατραπός, 332-342.

Ευθυμίου, Α. (2023). Παραγωγή. Στο Α. Ρεβυθιάδου & Δ. Παπαδοπούλου επιμ., Εισαγωγή στη Μορφολογία: Θεωρία και πειραματικές εφαρμογές. Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών, 199–234.

Ευθυμίου Α. 2013. Η διδασκαλία του λεξιλογίου στο δημοτικό σχολείο. Θεσ/νίκη: Επίκεντρο

Ευθυμίου, Α., Δήμος, Η., Μητσιάκη Μ. & Αντύπα, Ι. (2007). Εικονογραφημένο Λεξικό Α΄, Β΄, Γ΄, Δημοτικού. Το πρώτο μου λεξικό. Αθήνα. Οργανισμός Εκδόσεως Σχολικών Βιβλίων.

Ευθυμίου, Α. & M. Μητσιάκη (2007). Το πρώτο μου λεξικό ως εργαλείο διδασκαλίας της ελληνικής σε αλλόγλωσσους. Στo Κ. Ντίνας & Α. Χατζηπαναγιωτίδη (επιμ.), Πρακτικά διεθνούς συνεδρίου: Η Ελληνική Γλώσσα ως δεύτερη/ξένη. Έρευνα, Διδασκαλία, Μάθηση. Θεσσαλονίκη: University Studio Press, 237-260.

Μότσιου, Β. 1994. Στοιχεία Λεξικολογίας. Αθήνα. Νεφέλη.

Ξυδόπουλος, Γ. 2008. Λεξικολογία. Πατάκης.

Background, General Knowledge, Scientific Area, Skill Development

·            have a “glossary” of terms and concepts related to the subject of teaching and to use it correctly on a case-by-case basis, namely to describe and define clearly and accurately the Curriculum and its types – MA2, MA3, MA4

·            distinguish and evaluate concepts that refer to the Curriculum and the philosophy that binds it – MA2

·            examine Syllabus and Interdisciplinary Unified Curriculum Framework (D.E.P.P.S.) and combine them with the proposals and positions that are found in the relevant literature and compose the field – MA3, MA4

·            classify elements and parameters of the Curriculum design models, examine their applicability in practice, combine, and differentiate them – MA2, MA3, MA4

·            compose models and construct / reconstruct “scenarios” of application of specific Syllabus and D.E.P.P.S. and finally evaluate them – MA3, MA4

·            identify, select, and organize techniques and methods by which Syllabus, traditional or modern, can be applied in practice in the context of specific courses of the primary school– MA3, MA4, MA7

·            judge the usefulness and necessity of specific principles and support their positions for the above – MA1, MA2

·            write and present group assignment that meets the standards of the scientific technical writing – MA9, MA11, MA14, 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

·       Teamwork

·       Search, analysis and synthesis of data and information (principles and models)

·        Clarification of terms that are structural elements of the Curriculum

·        Development of topics related to the theory of the Curricula (necessity, principles, classifications of objectives, e.t.c.)

·        Study and elaboration of specific Curricula (Syllabus and D.E.P.P.S., as well as newer, pilot applied or not) of primary school courses/subject

More specifically,

–    the terminology of the Curriculum, its forms, and types are gleaned

–    the process of drafting, reforming, or revising them is presented

–    the inherent or not weaknesses of the Curriculum are discussed

–    the reasons for reforming the Curriculum are analyzed

–    the issue of critical thinking development in relation to the Curriculum is discussed

–    the educational goods, pedagogical teaching triangle, and its extensions

–    the learning styles and multiple intelligences

–    the reasons for its existence and its usefulness in the educational process

–    issues of the Curriculum design and its development (models, conditions, e.t.c.)

–    the structure of the Curricula

–    their purposes and objectives, the origin-sources of purposes, the classifications of purposes and objectives

–    topics related to the problem of teaching contents, teaching methodology, and evaluation of the Curricula. Finally,

–    the Curricula of primary school are presented in which students are trained so that, at least during their internship, they can apply tactics and strategies that will help them manage their classroom with greater comfort and safety.

B.     With application:

In this seminar, students are invited to write and present short papers on topics that interest them and are related to the thematic units of the course. Special emphasis is given to seminar exercises on Syllabus and D.E.P.P.S. with practical application. The teaching method (e.g., application of group teaching, e.t.c.) can be differentiated and alternated depending on the needs, particularities, and interests of the audience.

–          in teaching

–          in the presentation of students’ assignments

–          in communication with students

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 

a.     Final written exam (70%)

Including:

–   Assignments of problem-solving or/and

–   Questions (short answer or not)  of essay development, open-ended questions or/and

–   Objective tests (e.g., multiple-choice questions)

b.    Planning and presentation of individual or group work assignment/s (30%)

Assessment criteria:

–   Clarity and coherence in the argumentation with adequate documentation of the positions supported

–   Degree of knowledge of essential terms and concepts

–   Diligence in the search and use of bibliography

–   Diligence and vividness in the final presentation of the assignment

–   Extent of following the rules of the scientific technical writing

–   Adequacy in bibliography

–   Adequate bibliographical documentation

Petroulakis, N. (1992). Programmata, ekpaideftikoi stochoi, methodologia [Programms, educational aims, methodology]. Athina: Ekdoseis Grigori.

Salvaras, I., & Salvara, M. (2013). Didaktikos schediasmos [Teaching planning]. Athina: Diadrasi.

E-book

Hebert, C., Ng-A-Fook, N., Ibrahim, A., & Smith, B. (Eds.). (2019). Internationalizing Curriculum Studies | SpringerLink.

Additional suggested bibliography

Greek

Apple, M. (1986). Ideologia kai analytika programmata [Ideology and the curricula] (mtfr T. Darveris). Thessaloniki.

Chatzigeorgiou, G. (2012). Gnothi to curriculum [Knowing the curriculum]. Athina: Diadrasi.

Flouris, G. (2000). Analytika programmata gia mia nea epochi stin ekpaidefsi [The curricula for a new era in education] (7i ekd.). Athina: Grigoris.

Grollios, G. (2011). Proodeftiki ekpaidefsi kai analytiko programma [Progressive education and the curriculum]. Athina: Epikentro.

Lainas, T. (1993). Dioikisi tis ekpaidefsis kai Analytika Programmata : I thesmothetisi tis apokentrosis kai tis evryteris symmetochis [Educational management and curriculum: The institutionalization of decentralization and wider consensus]. Paidagogiki Epitheorisi, 19, 254-294.

Noutsos, C. (1983). Didaktikoi stochoi kai analytiko programma : Kritiki mias sygchronis paidagogikis ideologias [Teaching aims and the curriculum: A critic of a synchronous pedagogical ideology]. Giannena: Ekdoseis Dodoni.

Taratori-Tsalkatidou, E., Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki Technografia [Scientific technical writing]. Athina: Atrapos.

Vrettos, I. (1996). Schediasmos kai axiologisi Analytikou Programmatos Istorias : mia prospatheia anamorfosis tou analytikou programmatos me ena paradeigma gia mia didaktiki enotita tis G΄ Gymnasiou [Design and evaluation of history curricula: A try to redesign the curriculum with an example of a teaching section of third grade of gymnasium]. Thessaloniki: Afoi Kyriakidi.

Vrettos, I. (1985). To provlima tis egkyrotitas kai i nomimopoiisi sti lipsi apofaseon kata ti syntaxi Analytikon Programmaton [The problem of validity and the legalization in the decision making during the redaction of the Curricula]. Paidagogiki Epitheorisi, 19, 119-134.

Vrettos I., & Kapsalis A. (2009). Analytika programmata: Theoria, erevna kai praxi [Curricula: Theory, research, praxis]. Athina: Ekdoseis Diadrasi.

Vrettos, I., &  Kapsalis, A. (1997). Analytiko programma: Schediasmos – axiologisi- anamorfosi [Curricula: Planning, evaluation, reformation]. Athina: Ellinika Grammata.

Vrettos, I., &  Kapsalis, A. (1994). Analytika Programmata: Theoria kai technognosia schediasmou kai anamorfosis [Curricula: Theory and know-how of planning]. Thessaloniki: Art of Text.

Vrettos, I.,  & Kapsalis, A. (1987). Theoria kai erevna ton analytikon programmaton: Provlimata kai prooptikes [Theory and research of the curricula: Problems and prospects]. Ypiresia Dimosievmaton A.P.Th . Thessaloniki.

Xochellis, P. (1989). I provlimatiki tou Curriculum. Mia  kritiki prosengisi [The issue of the curriculum: A critical perspective]. Paidagogiki epitheorisi, 11, 161-171.

Xochellis, P. (1981). Τo provlima tou eksygchronismou tou Analytikou programmatos [The problem of the currıculum modernization]. Filologos, 23, 265-271.

Foreign

Barnes, D. (2018). Practical Curriculum study. London: Routledge.

Ellis, A. (2013). Exemplars of Curriculum theory. N.Y.: Routledge.

Gordon, P. (Ed.) (2013). A guide to educational research. N.Y.: Routledge.

Kress, G. (2010). A Curriculum for the future. Cambridge Journal of Education, 30(1), 133-145. https://doi.org/10.1080/03057640050005825

Lawton, D. (2011). The politics of the school curriculum. London: Routledge.

Lawton, D., Gordon, P., Ing, M., Gibby, B., Flavell, R., Hill, P., Pincas, A. (2012). Theory and practice of Curriculum studies. London and N.Y.: Routledge.

Lockheed, M. E., Verspoor, A. M. et al. (1991). Improving primary education in developing countries. N.Y.: Oxford University press.

Miller, J. P. (2019). The holistic curriculum (3^rd. ed). Toronto: University of Toronto Press.

Null, W. (2017). Curriculum: From theory to practice (2^nd ed.). London: Rowman & Littlefield.

Pinar, W. (Ed.) (2013). Curriculum-Toward new identities. N.Y.: Routledge.

Young, M. (2014). What is a curriculum and what can it do?. The Curriculum Journal, 25(1), 7-13. https://doi.org/10.1080/09585176.2014.902526

Relevant scientific journals (Greek and foreign)

·       Kinitro

•     Paidagogiki Epitheorisi

•     Epistimes tis Agogis

•     Mentor

•     Nea Paideia

•     Curriculum Journal

•     Journal of Curriculum Studies

•     Pedagogy Culture and Society

•     Studies in science education

•     Educational Review

•     Educational Studies

·       Education Journal

The examination will be performed through MS TEAMS. The link will be sent to students via e-class exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise, they will not be able to participate. They will also take part in the examination with a camera which they will have switched on during the examination. Before the beginning of the exam, students will show their identity to the camera, so that they can be identified.Each student should answer 4 questions. Each of the questions is scored with 2.5. Students’ overall grade in the course results from the aggregation of the oral examination (70%) and the execution (writing and presentation) of written assignments (optional) as scheduled at the beginning of the semester (30%).

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.