Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Pavli korre
Course ID600014756

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 111
OrientationAttendance TypeSemesterYearECTS
CoreOrientation CourseWinter/Spring-6

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2021
Specialization / Direction
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
  • Distance learning
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
After the successful completion of the course students would be able to follow the design phases of an efficient non formal education program. Moreover, they will adapt the design of a program depending on the way it will be delivered, i.e. face to face, exclusively e-learning, or blended learning. When they design programs addressed to adults, they will be able to define and take into consideration adult education principles. They will be able to define and consider the additional elements required for the development of programs addressed to vulnerable groups. They will be able to identify the strengths and the weaknesses in the design or the evaluation of a non formal education program and propose solutions for the enhancement of strengths and the remedy of weaknesses as designers or educators or learners in these programs. They will intent to exploit the specifications of efficient design of non formal education programs at personal and professional level
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 interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Basic principles on design of non formal education programs. Needs Analysis, Design, Development, Implementation, Evaluation and Maintenance of the Learning Community Network. Design of face to face and online programs. Design of adult education programs: prerequisites for effective adult learning, motives and barriers for adults’ participation. Design of programs addressed to vulnerable groups. Compatibility between educators and learners and its improvement. Moral dimension of Design.
Non formal education, Programs' Design, Face to face education, Online Education, Adult Education, Volnurable groups
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Audio
  • Multimedia
  • 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
Reading Assigment502
Written assigments251
Student Assessment
Final examination and critical reflection exercise. The critical reflection exercise is optional and its grade (0-1) is added to the final grade of the students. Optional group assignment and presentation in the classroom (0-2 grades) on specific issues which are identified at the beginning of each semester. The way of students' assessment is announced in the e-learning (in the announcements and in course's information) after the the educational contract with the students and is co-formed with them.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
  • Written Exam with Problem Solving (Formative, Summative)
Course Bibliography (Eudoxus)
1. Παυλή Κορρέ, Μ., & Λευθεριώτου, Π. (2020). Σχεδιασμός Προγραμμάτων Μη Τυπικής Εκπαίδευσης Ενηλίκων, Διά Ζώσης Εκπαίδευσης και Ηλεκτρονικής Μάθησης. Αθήνα: Ύψιλον 2. Ευπαθείς κοινωνικές ομάδες και διά βίου μάθηση. (Επ.: Αργύρης Κυρίδης). (2014). Αθήνα: Gutenberg.
Additional bibliography for study
Bonk, C., & Zhang, K. (2008). Empowering Online Learning. San Francisco: Jossey-Bass. Caffarella, R. (1988). Program Development and Evaluation Resource Book for Trainers.USA: John Wiley & Sons, Inc. Caffarella, R. (1994). Planning Programs for Adult Learners. San Francisco: Jossey-Bass. Γ.Γ.Δ.Β.Μ., (2012). Έκθεση 2012 για τη Διά Βίου Μάθηση στην Ελλάδα. Αθήνα: Γενική Γραμματεία Δια Βίου Μάθησης. . Γ.Γ.Δ.Β.Μ., (2013). Εθνικό Πρόγραμμα Διά Βίου Μάθησης 2013-2015. Στρατηγικό Πλαίσιο. Αθήνα: Γενική Γραμματεία Δια Βίου Μάθησης. ETHNIKO_PROGRAMMA_2013-2015.pdf . Cranton, P. (2000). Planning Instruction for Adult Learners. 2nd ed. Toronto: Wall & Emerson, Inc. Cross, P. (1981). Adults as Learners. San Francisco: Jossey Bass. Dawley, L. (2007). The tools for Successful Online Teaching. USA: Information Science Publishing. Dewey, J. (2007). How we think. Digireads,com Publishing. Eurostat, (2015β). Database. Adult learning. Main indicators on Lifelong learning – LFS data from 1992 onwards. Gagne, R., & Briggs, L. (1974). Principles of Instructional Design. USA: Holt, Rinehart and Winston. Karalis, T., & Vergidis, D. (2004α). Lifelong education in Greece: recent developments and current trends. International Journal of Lifelong Education, 23(2), 179-189. doi:10.1080 / 0260137042000184200 Karalis, T., & Pavlis-Korres, M. (2010). Life Long learning in Greece: A critical review of policies and institutions. In Caltone, M. (Ed) Handbook Of Livelong Learning Developments. USA: Nova. Κeegan, D. (2001). Οι βασικές αρχές της Ανοικτής και Εξ Αποστάσεως Εκπαίδευσης. Αθήνα: Μεταίχμιο. Καραλής, Θ. (2013). Κίνητρα και εμπόδια για τη συμμετοχή ενηλίκων στη διά βίου εκπαίδευση. Αθήνα: ΙΝΕ ΓΣΕΕ και ΙΜΕ ΓΣΕΒΕΕ. Διαθέσιμη στο σύνδεσμο Κουτούζης, Μ. (επιμ.). Διαρροή από τις δομές διά βίου εκπαίδευσης ενηλίκων. Αθήνα: ΚΑΝΕΠ ΓΣΕΕ Διαθέσιμo στο σύνδεσμο: Καραλή, Θ., & Παπαγεωργίου, Η. (2012). Σχεδιασμός, Υλοποίηση και Αξιολόγηση Προγραμμάτων Εκπαίδευσης Ενηλίκων. Διαθέσιμο στο σύνδεσμο Λευθεριώτου, Π. (2014). Σχεδιασμός προγραμμάτων εκπαίδευσης ενηλίκων στην Ελλάδα: η περίπτωση της Γενικής Γραμματείας Διά Βίου Μάθησης. Διδακτορική Διατριβή. Πάτρα: ΕΑΠ. Maddux, C., Ewing-Taylor, J., & Johnaon, D. L. (2002). Disctance Education. Issues and Concerns. New York: The Haworth Press. Moore, Μ. G., & Anderson, W. G. (Eds.). (2003). Handbook of Distance Education, (pp. 129-146). Mahwah, NJ: Lawrence. Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6. Moore, M., & Tait, A. (2002). Open and Distance Learning. Trends, Policy and Strategy Considerations. Paris: UNESCO. Muilenburg, L. & Berge, Z. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29-48. Ν. 3369/2005. Συστηματοποίηση της δια βίου μάθησης και άλλες διατάξεις. ΦΕΚ 171/Α΄/6.7.2005. Ν. 3879/2010. Ανάπτυξη της Δια Βίου Μάθησης και λοιπές διατάξεις ΦΕΚ 163/Α΄/21-9-2010 Pavlis Korres, M., Karalis, Th., Leftheriotou, P., & Garcia Barriocanal, E. (2009). Integrating Adults’ Characteristics and the Requirements for their Effective Learning in an e-Learning Environment. In Lytras et al. (Eds.), Best Practices for the Knowledge Society, WSKS, (570-584). New York: Springer. Pavlis Korres, M. (2010). Development of a framework for the e-education of educators of special groups aiming to improve their compatibility with their Learners. PhD Thesis. Spain: University of Alcala. Διαθέσιμο Pavlis-Korres, M. (2017).The Positive Effect of Evaluation on Improving E-Learning Courses Addressed to Adults: A Case Study on the Evolution of GSLLLY Courses in Greece over a Decade. Journal of Education and Training Studies. Vol 5, No 1, January Rogers, A. (2004). The non formal education. Flexible schooling or participatory education?. Hong Kong: CERC. Studies in Comparative Education 15. Reiser, R. A., & J. V. Demsey, J. V. (Eds.). Trends and issues in instructional design and technology (4th Ed.), (pp. 250-258). Boston, MA: Pearson. Available: or Rogers, A. (1999). Επαίδευση Ενηλίκων. Αθήνα: Μεταίχμιο. Διαδικτυακοί τόποι
Last Update