Course Information
Cycle / Level2nd / Postgraduate
Teaching PeriodSpring
CoordinatorStavros Demetriadis
Course ID40002268

Programme of Study: PPS School of Informatics (2014-today)

Registered students: 4
OrientationAttendance TypeSemesterYearECTS
TECΗNOLOGIES PLĪROFORIAS KAI EPIKOINŌNIŌN STĪN EKPAIDEUSĪElective Courses belonging to the selected specialization217.5
DIKTYAKA SYSTĪMATAElective Courses217.5

Programme of Study: PPS of School of Informatics (2013-today)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
Information SystemsElective Courses217.5
Information And Communication Technologies In EducationCompulsory Course217.5
Digital MediaElective Courses217.5
Communication Systems and TechnologiesElective Courses217.5

Programme of Study: PPS Informatics 2

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
Information SystemsElective Courses217.5
Information and Communication Technologies in EducationCompulsory Course217.5
Digital MediaElective Courses217.5
Communication Systems and TechnologiesElective Courses217.5

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
General Prerequisites
Introductory knowledge of learning theories; Familiarization with technology tools for supporting constructivist learning (e.g. simulations, microworlds, web communication tools, etc.).
Learning Outcomes
1) Cognitive: (a) Advanced issues of design and implementation of technology-supported learning activities according to the theory and principles of constructivist learning; (b) Qualitative methods for evaluation of technology-enhanced learning; (c) Advanced issues of adaptive and intelligent systems for collaborative learning 2) Skills: (a) Design of technology-enhanced environments for constructivist learning, (b) Implementing the "content analysis" method in collaborative learning activities, (c) Use of technological tools for scripted collaborative learning.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Theoretical principles of Constructivism learning theory (Active learning, Social Interaction; Distributed Cognition, Situated Learning). Structural Constructivism (Piaget, Papert) & Social Constructivism (Vygotsky, Leontiev). Model for designing web-based constructivist environments. Activity Theory. Computer-Supported Collaborative Learning: The role of peer interaction and scripted collaboration. Technological tools for scripted collaboration. Adaptive systems for collaborative learning. The "adaptation patterns" approach. Case-based learning (CBL). Study of international cases on the implementation of constructivist learning at schools. The method of "content analysis" for assessment of collaborative learning activities.
Constructivist learning, Scripted collaboration, Computational thinking
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Programming
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Continuous and multifaceted: 1) Use of course site for student support; 2) Learning of technological tools for constructivist learning; 3) Use of internet resources and services for literature research; 4) Use of communication and social networking tools for collaborative learning activities on the internet.
Course Organization
Reading Assigment301
Student Assessment
1) Weekly assignments for studying and processing of the learning material (20%) 2) Three (3) midterm assignments on key sections of the course (40%) 3) One (1) final project including also the design/evaluation of software tools for constructivist learning (40%). Assessment criteria are published on the course site ("PILEAS") (
Student Assessment methods
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
  • Written Exam with Problem Solving (Formative, Summative)
  • Programming
Course Bibliography (Eudoxus)
* Η. Καρασαββίδης & Β. Κόμης, Συνεργασία και Μάθηση: Θεωρητικά μοντέλα και διδακτικές προσεγγίσεις. Στο Ν. Αβούρης, Χ. Καραγιαννίδης, Β. Κόμης (Εκδ.) "Συνεργατική τεχνολογία", Κλειδάριθμος, Αθήνα, 2008. • Gros, B. (2002). Knowledge Construction and Technology. Jl. of Educational Multimedia and Hypermedia (2002) 11(4), 323-343 • Jonassen, D. H. Constructivist Learning Environments on the Web: Engaging Students in Meaningful Learning. • David H Jonassen, L. Ronrer-Murphy, Activity Theory as a Framework for Designing Constructivist Learning Environments ETR&D. VoL 47, No. I, 1999, pp. 61-79 ISSN 1042-1629 • “What do you Mean by Collaborative Learning?” Collaborative-Learning: Cognitive and Computational Approaches, P. Dillenbourg, ed., pp. 1-19, Elsevier Science, 1999. • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three Worlds of CSCL. Can we support CSCL? (pp. 61–91). Heerlen:Open Universiteit Nederland. • Dillenbourg, P., & Jermann, P. (2007). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl, & J.Haake (Eds.), Scripting computer-supported collaborative learning (pp. 275–301). New York: Springer. • Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computersupported collaborative learning. Journal of Computer Assisted Learning, 23(1), 1–13. • Chen-Chung Liu & Chin-Chung Tsai (2008). An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity. Computers & Education 50 (2008) 627–639 • Anastasios Karakostas & Stavros Demetriadis (2010). Adaptation patterns as a conceptual tool for designing the adaptive operation of CSCL systems. Education Tech Research Dev, DOI 10.1007/s11423-010-9162-5 • Pierre Dillenbourg (2004). Framework for integrated learning. Deliverable D23.5.1. Kaleidoscope Network of Excellence. • Karsten Stegmann (2004). Examples of CSCL scripts using of mobile tools. Deliverable D23.3.1. Kaleidoscope Network of Excellence. • Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., Tsoukalas, I., & Pombortsis, A. (2003). Cultures in Negotiation: Teachers’Acceptance/Resistance Attitudes Considering the Infusion of Technology into Schools. Computers & Education, 41(1), 19-37. • Michelene T. H. Chi, M.T.H. (1997). Quantifying Qualitative Analyses of Verbal Data: A Practical Guide. THE JOURNAL OF THE LEARNING SCIENCES, 6(3), 271-315
Additional bibliography for study
1) P. Barthelmess and K.M. Anderson. A View of Software Development Environments Based on Activity Theory. 2000 Kluwer Academic Publishers. 2) Patricia Collins, Shilpa Shukla, David Redmiles. Activity Theory and System Design: A View from the Trenches 3) Demiraslan, Y. & Usluel, Y.K. (2008). ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions. Australasian Journal of Educational Technology, 2008, 24(4), 458-474 4) Dobson, M., LeBlanc, D. & Burgoyne, D. (2004). Transforming Tensions in Learning Technology Design: Operationalising Activity Theory. Canadian Journal of Learninng and Technology. 30(1), 21-45 5) Cher Ping Lim, David Hang. An activity theory approach to research of ICT integration in Singapore schools. Computers & Education 41 (2003) 49–63
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