ADULT EDUCATION: THEORY AND PRACTICE OF PROGRAM DESIGN AND DEVELOPMENT
| Title | ΕΚΠΑΙΔΕΥΣΗ ΕΝΗΛΙΚΩΝ Ι: ΘΕΩΡΙΑ ΚΑΙ ΠΡΑΚΤΙΚΗ ΤΟΥ ΣΧΕΔΙΑΣΜΟΥ ΚΑΙ ΤΗΣ ΑΝΑΠΤΥΞΗΣ ΠΡΟΓΡΑΜΜΑΤΩΝ / ADULT EDUCATION: THEORY AND PRACTICE OF PROGRAM DESIGN AND DEVELOPMENT |
| Code | ΕΜ95 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Lamprina Gioti |
| Common | Yes |
| Status | Active |
| Course ID | 600017663 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 5 | 3 | 4 |
| Academic Year | 2020 – 2021 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600178842
|
Class Schedule
| Building | |
| Floor | Unknown |
| Hall | Εξ αποστάσεως (900) |
| Calendar | Thursdsay 12:01 to 15:01 |
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600178842
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=14318
Language of Instruction
- Greek (Instruction, Examination)
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
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
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 58 | 1.9 | |||
| Seminars | 34 | 1.1 | |||
| Reading Assigment | 25 | 0.8 | |||
| Exams | 3 | 0.1 | |||
| Total | 120 | 4 |
Student Assessment
Student Assessment methods
- Written Exam with Short Answer Questions (Formative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Assignment (Formative)
- Oral Exams (Summative)
- Written Exam with Problem Solving (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Wayne Au (2020). Άνισες βάσει σχεδίου: οι εξετάσεις υψηλών απαιτήσεων και η τυποποίηση της ανισότητας. Επιμ. ελληνικής έκδοσης Γιώργος Γρόλλιος - Παναγιώτα Γούναρη, μτφρ Μαλαματή Γρόλλιου, Gutenberg, Αθήνα.
Γιώτη, Λ. (2020). Ρεύματα Σκέψης που διαμόρφωσαν τη Θεωρία και την Πρακτική στο Σχεδιασμό και την Ανάπτυξη Εκπαιδευτικών Προγραμμάτων. Σημειώσεις Μαθήματος.
Additional bibliography for study
Brookfield, S. (1996). Breaking the code. In R. Edwards, A. Hanson & P. Raggatt, Boundaries of Adult Learning. London: Routledge, pp. 62-78.
Brookfield, S. (1991). On ideology, pillage, language and risk: critical thinking and the tensions of critical practice. Studies in Continuing Education, 13(1), 1-14, DOI: 10.1080/0158037910130101.
Elias L. J. & Merriam S. (2005). Philosophical Foundations of Adult Education. Malabar; Florida: Krieger Publishing Co (3rd ed).
Gioti, L. (2018). Theories of Action and Theories-in-use of Adult Educators. Motivation, Obstacles and Individual Differences in Teachers’ Training. International Journal of Learning and Teaching (To be published in IJLT, ISSN: 2377-2891). http://www.ijlt.org/uploadfile/2018/0824/20180824051142835.pdf.
Γιώτη, Λ. (2017). Ρεύματα σκέψης που καθοδηγούν τις θεωρίες και τις πρακτικές των Σχολικών Συμβούλων ως εκπαιδευτών ενηλίκων. Εκπαίδευση Ενηλίκων, 39, σσ. 6-16.
Γιώτη, Λ. (2010). Ο σκοπός της συνεχιζόμενης εκπαίδευσης και επιμόρφωσης των εκπαιδευτικών στην προοπτική της δια βίου εκπαίδευσης: Οι απόψεις των Σχολικών Συμβούλων. Στο Κ.Δ. Μαλαφάντης, Μ. Ανδρεαδάκης, Δ. Καραγιώργος, Γ. Μανωλίτσης & Β. Οικονομίδης (επιμ.) Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα, τ. Β΄, Αθήνα: Διάδραση, σσ. 1649-1660.
Γρόλλιος, Γ. (2011). Προοδευτική εκπαίδευση και αναλυτικό πρόγραμμα. Θεσσ/κη: Επίκεντρο.
Γρόλλιος, Γ. (2005). Ο Paulo Freire και το Αναλυτικό Πρόγραμμα. Θεσσαλονίκη: Βάνιας.
Heywood, A. (2007). Πολιτικές Ιδεολογίες, (επιμ.-πρόλ. Ν. Μαραντζίδης, μτφρ.
Χ. Κουτρής). Θεσσαλονίκη: Επίκεντρο.
Κουμάκης, Χ.Γ. (2000). Φιλοσοφικά Ρεύματα και Παιδεία. Ιωάννινα: Πανεπιστήμιο Ιωαννίνων.
Ματσαγγούρας, Η. & Χέλμης, Σ. (2005). Προσωπική Θεωρία των Ελλήνων Δασκάλων: Κοινωνικά, Φιλοσοφικά και Διδακτικά Διλήμματα. Στο M. Kassotakis & G. Flouris (eds), Topics and Issues in Education. Αθήνα: Ατραπός.
Pavlidis, P. (2013). Towards a Marxist-inspired Understanding of Philosophy of Education. In Conference Proceedings of the XXIII World Congress Vol. 50, Philosophy of Education. DOI: 10.5840/wcp232018501040.https://www.researchgate.net/publication/325699872_Towards_a_Marxist-inspired_Understanding_of_Philosophy_of_Education.
Price, D. W. (1999). Philosophy and the Adult Educator. Adult Learning, 11(2), 2-5.
Merriam, S. B. (ed) (1995²). Selected Writings on Philosophy and Adult Education. Malabar; Florida: Krieger Publishing Co.
Pring, R. (2004). Philosophy of Education: Aims, Theory, Common Sense and Research. London-New York: Continuum.
Thayer, H.S. (1967). Pragmatism. The Encyclopedia of Philosophy, vol. 6 (pp. 430-436). New York: The Macmillan Company and The Free Press.
Young Michael F. D. (1998). The curriculum of the future from the 'New sociology of education' to a critical theory of learning. London; Philadelphia: Falmer Press.
Zinn, L. (20043). Identifying your Philosophical Orientation. In M. W. Galbraith (ed.), Adult Learning Methods: A Guide for Effective Instruction. Malabar, Florida: Krieger Publishing Company.
Last Update
29-11-2020
