Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorLamprina Gioti
Course ID600018958

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 1
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses844

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID

Class Schedule

HallΕξ αποστάσεως (900)
CalendarΤετάρτη 09:00 έως 12:00
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Distance learning
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
After completion of the course, students should be able to have a better understanding of the contemporary teaching and learning approaches and processes related to adult learning and the role of the adult educator in it. Particularly they will: • Select and support modern teaching methods, techniques, and teaching and learning tools in adult education as well as in adult educator education • Adopt the principles of adult learning and the dynamics of the trainee group that they will be able to apply in different learning contexts and in different social groups / organizations • Choose the appropriate method for investigating training and educational needs and will design a teaching module that they will implement in the form of micro-teaching.
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
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
Course Content (Syllabus)
The course will present basic adult learning theories, principles and characteristics, motivations and barriers to adult learning, exploration of educational and training needs, contemporary teaching approaches and the role of the adult educator. The design, development and evaluation of an adult education module and / or curriculum (educational purpose and objectives - educational techniques, educational materials, supervisory resources or teaching aids, educational space: their importance and selection criteria) will be analyzed and the technique of microteaching will be practiced within the context of the lesson. In addition, emphasis will be given to the adult group dynamics and to the role of communication in it. Issues related to power relations within and outside the group, as well as to the opportunities and limits of group evolution and transformation will be highlighted. Finally, the dimensions of adult education and support for vulnerable social groups and the modern forms of adult education and learning will be discussed.
Adult education and learning, group dynamics, micro-teaching, design and development of projects
Educational Material Types
  • Notes
  • Slide presentations
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
Written assigments301
Group and individual learning activities and exercises250.8
Student Assessment
The assessment will be both formative and summative. The formative will take place throughout the course with short answer tests, individual and group exercises (up to 5 people)and reading assignments. The summative evaluation will be based on a) their portfolio with the individual and group exercises (30% of the final grade) and b) by the final written or oral examination (70% of the final grade).
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Summative)
  • Oral Exams (Formative, Summative)
  • Performance / Staging (Formative)
  • Written Exam with Problem Solving (Formative, Summative)
Course Bibliography (Eudoxus)
ID EUDOXUS 86053496 Ράικου, Ν., Καραλής, Θ., Βαϊκούση, Δ., Τσιμπουκλή, Ά., Κουτούζης, Μ., Κωσταρά, Ε., Σηφάκις, Ν., Κορδία, Σ., Μέγα, Γ., Παυλάκης, Μ., Λιντζέρης, Π., Κουλαουζίδης, Γ. (2019). Διευρύνοντας τη θεωρία μετασχηματισμού. Η συμβολή δέκα σημαντικών στοχαστών. (Επιμ. Α. Κόκκος). Αθήνα: Επιστημονική Ένωση Εκπαίδευσης Ενηλίκων. Καραλής, Θ., & Παπαγεωργίου Η. (2012). Σχεδιασμός, υλοποίηση και αξιολόγηση προγραμμάτων διά βίου εκπαίδευσης. Αθήνα: Ινστιτούτο Εργασίας ΓΣΕΕ. (ISBN: 978960957113-5). Κοντάκος, Α. & Γκόβαρης, Χ. (2006). Θεωρίες και Μοντέλα Εκπαίδευσης Ενηλίκων. Αθήνα: Ινστιτούτο Διαρκούς Εκπαίδευσης Ενηλίκων-ΙΔΕΚΕ, ΓΓΕΕ, ΥΠΕΠΘ. ή Τσιμπουκλή, Α. & Φίλλιπς, Ν. (2008). Εκπαίδευση εκπαιδευτών ενηλίκων. Αθήνα: Ινστιτούτο Διαρκούς Εκπαίδευσης Ενηλίκων-ΙΔΕΚΕ, ΓΓΕΕ, ΥΠΕΠΘ.
Additional bibliography for study
Brookfield, S. D. (2013). Powerful techniques for teaching adults. San Francisco: John Wiley & Sons. Brookfield, S. (2009b). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. Dirkx, J. M. (Ed.) (2008). Adult learning and the emotional self. New Directions for Adult and Continuing Education. San Francisco: Jossey-Bass. Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult Education Quarterly, 42(3), 136-148. Giroux, H. (2010). Teachers as transformative intellectuals. Kaleidoscope: Contemporary and classic readings in education, 35-40. Jarvis, P. (1995). Learning and Change. In S. B. Merriam (ed.), Selected Writings on Philosophy and Adult Education (pp. 109-123). Malabar: Krieger Publishing Co. Mezirow J. & Associates, (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey-Bass Publishers. Rogers, C. (1983). The Process of the Encounter Group. In M. Tight (ed.), Education for Adults (pp. 203-211). Beckenham: Croom Helm. Αβούρης, Ν. Καραγιαννίδης, Χ. & Κόμης, Β. (επιμ.) (2008). Συνεργατική Τεχνολογία, Συστήματα και Μοντέλα Συνεργασίας για Εργασία, Μάθηση, Κοινότητες Πρακτικής και Δημιουργία Γνώσης. Αθήνα: Εκδ. Κλειδάριθμος. Βαλάκας, Γ. (2006). Εκπαιδευτικά μέσα και εκπαιδευτικός χώρος. Στο Α. Κόκκος, Εκπαιδευτικό υλικό του προγράμματος εκπαίδευσης εκπαιδευτών, τόμ ΙΙΙ, (σσ. 9-50). Αθήνα: ΕΚΕΠΙΣ. Γούλας, Χ. (2008). Εισαγωγή στην εκπαίδευση ενηλίκων και βασικές διδακτικές τεχνικές. Αθήνα: ΙΝΕ-ΓΣΕΕ. Courau, S. (2000). Τα βασικά «εργαλεία» του εκπαιδευτή ενηλίκων. Αθήνα: Μεταίχμιο. Jarvis, P. (2004). Συνεχιζόμενη εκπαίδευση και κατάρτιση: θεωρία και πράξη, (μτφρ. Α. Μανιάτη). Αθήνα: Μεταίχµιο Keegan, D. (2000). Οι βασικές αρχές της ανοικτής και εξ αποστάσεως εκπαίδευσης. Αθήνα: Μεταίχμιο. Κόκκος, Α. (1999). Εκπαίδευση ενηλίκων: το πεδίο, οι αρχές μάθησης οι συντελεστές. Πάτρα: Ελληνικό Ανοικτό Πανεπιστήμιο. Κόκκος, Α. (2009). Μετασχηματίζουσα μάθηση μέσα από την Αισθητική Εμπειρία. Κόκκος, Α., Μέγα, Γ. (2007). Κριτικός Στοχασμός και Τέχνη στην Εκπαίδευση. Εκπαίδευση Ενηλίκων, 12, 16-21. Mezirow, J. (2007). Η Μετασχηματίζουσα Μάθηση. Αθήνα: Μεταίχμιο. Φραγκούλης, Ι., & Φραντζή Φ. (2010). Σύγχρονες Διδακτικές Προσεγγίσεις της Τοπικής Ιστορίας στο πλαίσιο της Εκπαίδευσης Ενηλίκων. Πάτρα: εκδ. I Πικραμένος.
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