Teaching/Learning through Web Design, Media Production and Mobile Learning

Informationen zur Lehrveranstaltung
TitelΕκμάθηση/Διδασκαλία μέσω Σχεδιασμού Ιστοσελίδων, Παραγωγής Οπτικοακουστικών Μέσων και Φορητής Τεχνολογίας / Teaching/Learning through Web Design, Media Production and Mobile Learning
CodeΕΚΠ 512
Cycle / Level2. Magisterstudiengang
Course ID600016533


Registered students: 0
FachrichtungForm des KursbesuchsSemesterJahrECTS

Informationen zur Veranstaltung
Akademisches Jahr2018 – 2019
Class ID
  • Persönliche Anwesenheit
Elektronischer Zugang zu Unterrichtsmaterialien
The course is also offered to exchange programme students.
  • Englisch (Lehre, Prüfung)
Required Courses
  • ΕΚΠ 511 Learning and Teaching with Technology
Allgemeine Kompetenzen
  • Anwendung des Wissens in der Praxis
  • Recherche, Analyse und Verarbeitung von Daten und Informationen mittels der Verwendung technologischer Medien
  • Anpassung an neue Situationen
  • Entscheidungsfähigkeit
  • Autonomes Arbeiten
  • Gruppenarbeit
  • Produktion von neuen Forschungsideen
  • Planung und Projektmanagement
  • Kritik und Selbstkritik
  • Förderung des freien, kreativen und induktiven Denkens
  • Buch
  • Skript
  • Folien
  • Podcast
  • Audio
  • Multimedia-Materialien
Einsatz von Informations- und Kommunikationstechnologie
  • Einsatz von IKT in der Lehre
  • Einsatz von IKT in der Bewertung der Studierenden
Rezeption/ Analyse von Texten381.4
Erstellen einer Arbeit / v. Arbeiten1585.7
Bewertung der Studierenden
Beschreibung des Verfahrens
  • Schriftliche Prüfung mit Problemlösung (Endnote)
Empfohlene Bibliographie
Weitere Bibliographie
Kukulska-Hulme, A., Norris, L., and Donohue, J. (2015) Mobile pedagogy for English language teaching: a guide for teachers https://englishagenda.britishcouncil.org/sites/default/files/attachments/e485_mobile_pedagogy_for_elt_final_v2.pdf Kukulska‐Hulme, A. and Viberg, O. (2018), Mobile collaborative language learning: State of the art. Br J Educ Technol, 49: 207-218. doi:10.1111/bjet.12580 https://drive.google.com/file/d/1Yv5IzgYCqDfC2hJwjx16yiKYhfukNUmo/view Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, (1), 60-70. Waynesville, NC USA: Society for Information Technology & Teacher Education. https://www.learntechlib.org/p/29544/ Pazinas, M. (2015). Towards a Pedagogically Diverse Model for Technology Integration in Language Teaching and Learning Communities. Laureate Cambridge | Online Language Learning Research Network (OLLREN) = http://ollren.org/ebooks Puentedura, R. (2010). “SAMR and TPCK Intro to Advanced Practice”. http://hippasus.com/resources/sweden2010/ SAMR_TPCK_IntroToAdvancedPractice.pdf Jonas-Dwyer, D., Clark, C., Celenza, A., & Siddiqui, Z. (2012). Evaluating Apps for Learning and Teaching. International Journal Of Emerging Technologies In Learning (IJET), 7(1), pp. 54-57. doi:http://dx.doi.org/10.3991/ijet.v7i1.1901 http://journals.sfu.ca/onlinejour/index.php/i-jet/article/download/1901/2144 Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback - A JISC Publication retrieved from: www.jisc.ac.uk/digiassess Psychogyiou, A and Karasimos, A. (2018). The effectiveness of learning a foreign language via a distance learning tool: testing the Duolingo application. Selected Papers of International Symposium of Theoretical and Applied Linguistics 23. Stafyla, G. (2017).Using Viber to enhance the communicative competence of B2 adult EFL learners in private language schools. MEd Dissertation. Patras: Hellenic Open University. Karasimos, A. & V. Zorbas (2017). From multi-genres computer games to multi-skills language teaching and learning: A theoretical proposal. Selected Papers of International Symposium of Theoretical and Applied Linguistics 23. Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, (October), 1-14. Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer. Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179-188. Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Kukulska-Hulme, Agnes (2016). Mobile Assistance in Language Learning: A critical appraisal. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press Co., Ltd., pp. 138–160. Palalas, A., & Anderson, T. (2013). Educational design research: Designing mobile learning interventions for language learners. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 967-990). Enschede, the Netherlands: SLO Palalas, A. (2013). Preparing Mobile Learning Strategy for Your Institution. QScience Proceedings: Vol. 2013, 12th World Conference on Mobile and Contextual Learning (mLearn 2013), 32. DOI: 10.5339/qproc.2013.mlearn.32 Gitsaki, C., & Robby, M. A. (2014). Post-secondary students using the iPad to learn English: An impact study. International Journal of Mobile and Blended Learning, 6(4), 53-74. DOI: 10.4018/ijmbl.2014100104 Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. doi:10.1017/S0958344014000159
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