FROM IDEA TO IMPLEMENTATION: EDUCATIONAL DESIGNS

Course Information
TitleΑΠΟ ΤΗΝ ΙΔΕΑ ΣΤΗΝ ΥΛΟΠΟΙΗΣΗ: ΕΚΠΑΙΔΕΥΤΙΚΟΙ ΣΧΕΔΙΑΣΜΟΙ / FROM IDEA TO IMPLEMENTATION: EDUCATIONAL DESIGNS
CodeΥΕΙΔ05
FacultyEducation
SchoolEarly Childhood Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorVasileia Christidou
CommonNo
StatusActive
Course ID600022291

Programme of Study: MASTER Specializing in Education Sciences: Research and Praxis in Changing Learning Environments

Registered students: 17
OrientationAttendance TypeSemesterYearECTS
Creative designs for Educational Research and PraxisSpecialization Core Courses218

Class Information
Academic Year2023 – 2024
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Class ID
600243287
Course Type 2021
Specialization / Direction
Course Type 2016-2020
  • Scientific Area
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction)
Learning Outcomes
Upon successful completion of the course, the students will be capable of - Define the concepts of knowledge and learning in terms of the modern educational and communication landscape - Identify the characteristics, the components, and the requirements of educational designs - Determine indications of 'learning' - Evaluate educational designs related to different subject domains and competencies - Understand the articulation and interrelation of different resources in an educational design - Recognise how the objectives of different subject domains and competencies are served within specific educational designs - Determine in what ways an educational design supports the (re)construction of meaning
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
  • Respect natural environment
  • 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)
Intoduction. Aims of the course, workload, assessment Part 1: ΕDUCATIONAL Design and meaning making - How is knowledge and learning defined in the modern educational and communicational landscape? - What is an educational design? - What can be considered as an indication of learning? -Designs for learning Part 2: Contextualizing educational design - Evaluating educational designs - Analyzing and evaluating educational resources about science - Young children’s ideas and representations: from the initial tracing to the formulation of teaching/learning objectives and the assessment of learning outcomes - Teaching and learning designs for mathematics in early childhood education Part 3: EDUCATIONAL Designs for learning - Orchestrating educational resources in an educational design - Integration of multidisciplinary teaching and learning objectives in educational design -(Re)constructing meaning in multimodal educational designs - Designing an educational module for language and literacy - Multimodal educational designs: A cross-disciplinary approach of environmental issues - Participatory methods: guided visioning, future workshops, world café, citizen juries, role play, dilemma management. Design of educational applications by trainees.
Keywords
Educational designs, knowledge representation, knowledge transformation, multimodality, educational resources, evaluation, learning outcomes, reflection, redesign
Educational Material Types
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • Recent research literature
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
Description
Powerpoint presentations, supportive materials uploaded to moodle e-learning, videos, e-mail communication
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6
Reading Assigment562.2
Written assigments552.2
Other / Others502
Total2008
Student Assessment
Description
Formative and final assessment is implemented. At the beginning of the semester students are informed about the course requirements. Students are assessed through a series of 2 assignments and 1 presentation. The quality of the presentation of their assignments in the class is also taken into account for their assessment.
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Διεθνής βιβλιογραφία τελευταίων 5 ετών η οποία θα αναρτάται στο e-learning του μαθήματος ή θα είναι διαθέσιμη μέσω της βιβλιοθήκης του ΑΠΘ ή του HEAL-Link Eνδεικτικοί τίτλοι: Anderson, L. (2011). Use the World Café concept to create an interactive learning environment. Education for Primary Care, 22(5), 337-338. Björklund Boistrup, L., & Selander, S. (2022). Designs for research, teaching and learning: A framework for future education (p. 182). Taylor & Francis.Boilevin, J. M., Delserieys, A., & Ravanis, K. (2022). Precursor Models for Teaching and Learning Science During Early Childhood. Zurich: Springer Nature https://doi.org/10.1007/978-3-031-08158-3 Christidou, V., Dimitriou, A., Barkas, N., Papadopoulou, M., & Grammenos, S. (2015). “Young noise researchers”: An intervention to promote noise awareness in preschool children. Journal of Baltic Science Education, 14(5), 569-585. Clements, D. H & Samara, J. (2021) Learning and Teaching Early Math: The Learning Trajectories Approach, NY: Routledge. Γκόρια, Σ., Παπαδοπούλου, Μ., & Χρηστίδου, Β. (2016). Διδακτική παρέμβαση με τη χρήση χαρτών στο νηπιαγωγείο στο πλαίσιο της Παιδαγωγικής των Πολυγραμματισμών. Στο Χ. Σκουμπουρδή, & Μ. Σκουμιός (Επιμ.), Πρακτικά 2ου Πανελλήνιου Συνεδρίου με Διεθνή Συμμετοχή «Το εκπαιδευτικό υλικό στα Μαθηματικά και το εκπαιδευτικό υλικό στις Φυσικές Επιστήμες: μοναχικές πορείες ή αλληλεπιδράσεις;» (σελ. 452-471). Ρόδος: Πανεπιστήμιο Αιγαίου. Δημητρίου, Α. (2009). Περιβαλλοντική εκπαίδευση: Περιβάλλον, αειφορία. Θεωρητικές και παιδαγωγικές προσεγγίσεις. Θεσσαλονίκη: Επίκεντρο. Fragkiadaki, G., Fleer, M., & Ravanis, K. (2021). Understanding the complexity of young children's learning and development in science: A twofold methodological model building on constructivist and cultural-historical strengths. Learning, Culture and Social Interaction, 28, 100461. https://doi.org/10.1016/j.lcsi.2020.100461 Κουλαϊδής, Β., Δημόπουλος, Κ., Σκλαβενίτη, Σ., & Χρηστίδου, Β., (2002). Τα κείμενα της Τεχνο-επιστήμης στο δημόσιο χώρο. Αθήνα: Μεταίχμιο. Papadopoulou M., & Christidou, V. (2004). Multimodal text comprehension and production by preschool children: An interdisciplinary approach of water conservation. International Journal of Learning, 11, 917-927. Rotas, N. (2019). Three notes on visual pedagogies in childhood research: Making images that move and endure time. Video Journal of Education and Pedagogy, 4(1), 9-22. https://brill.com/view/journals/vjep/4/1/article-p9_9.xml?ebody=full%20html-copy1 Serres, M. (1997). The troubadour of knowledge. University of Michigan Press. Serres, M. (2014). Thumbelina: The culture and technology of millennials. Rowman & Littlefield. Στρατηγέα, A. (2015). Θεωρία και Μέθοδοι Συμμετοχικού Σχεδιασμού. Αθήνα: Κάλλιπος Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα. Διαθέσιμο στο https://repository.kallipos.gr/handle/11419/5428?&locale=el Templeton, T. N. (2021). Whose story is it? Thinking through early childhood with young children’s photographs. Occasional Paper Series, 2021(45), 8. https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1391&context=occasional-paper-series Φλογαίτη, Ε., Λιαράκου, Γ., Γαβριλάκης, Κ. (2021). Συμμετοχικές μέθοδοι διδασκαλίας και μάθησης. Εφαρμογές στην εκπαίδευση για το περιβάλλον και την αειφορία. Αθήνα: Πεδίο. World Health Organization. Regional Office for Europe. (‎2002)‎. Community participation in local health and sustainable development: approaches and techniques. World Health Organization. Regional Office for Europe. https://apps.who.int/iris/handle/10665/107341 Χρηστίδου, Β. (2018). Εικόνα και εκπαίδευση στις Φυσικές Επιστήμες: Το ‘στοίχημα’ του Επιστημονικού Οπτικού Γραμματισμού. Στο Χ. Σκουμπουρδή, & Μ. Σκουμιός (Επιμ.), Πρακτικά 3ου Πανελληνίου Συνεδρίου με Διεθνή Συμμετοχή: «Εκπαιδευτικό υλικό Μαθηματικών και Φυσικών Επιστημών: διαφορετικές χρήσεις, διασταυρούμενες πορείες μάθησης» (σελ. 92-116). Ρόδος: Πανεπιστήμιο Αιγαίου. Ανακτήθηκε από http://ltee.aegean.gr/sekpy Χρηστίδου, Β., Δημητρίου, Α., Παπαδοπούλου, Μ., Γραμμένος, Σ., & Μπάρκας, Ν. (2015). «Μικροί ερευνητές ήχου»: ένα εκπαιδευτικό σενάριο για την ευαισθητοποίηση στις συνέπειες του θορύβου. Στο Χ. Σκουμπουρδή, & Μ. Σκουμιός (Επιμ.), Πρακτικά 1ου Πανελλήνιου Συνεδρίου με Διεθνή Συμμετοχή «Ανάπτυξη Εκπαιδευτικού Υλικού στα Μαθηματικά και τις Φυσικές Επιστήμες» (σελ. 452-471). Ρόδος: Πανεπιστήμιο Αιγαίου. Recent literature of the last five years availiable from HEAL-Link Indicative titles Anderson, L. (2011). Use the World Café concept to create an interactive learning environment. Education for Primary Care, 22(5), 337-338. Björklund Boistrup, L., & Selander, S. (2022). Designs for research, teaching and learning: A framework for future education (p. 182). Taylor & Francis.Boilevin, J. M., Delserieys, A., & Ravanis, K. (2022). Precursor Models for Teaching and Learning Science During Early Childhood. Zurich: Springer Nature https://doi.org/10.1007/978-3-031-08158-3 Christidou, V., Dimitriou, A., Barkas, N., Papadopoulou, M., & Grammenos, S. (2015). “Young noise researchers”: An intervention to promote noise awareness in preschool children. Journal of Baltic Science Education, 14(5), 569-585. Clements, D. H & Samara, J. (2021) Learning and Teaching Early Math: The Learning Trajectories Approach, NY: Routledge. Fragkiadaki, G., Fleer, M., & Ravanis, K. (2021). Understanding the complexity of young children's learning and development in science: A twofold methodological model building on constructivist and cultural-historical strengths. Learning, Culture and Social Interaction, 28, 100461. https://doi.org/10.1016/j.lcsi.2020.100461 Papadopoulou M., & Christidou, V. (2004). Multimodal text comprehension and production by preschool children: An interdisciplinary approach of water conservation. International Journal of Learning, 11, 917-927. Rotas, N. (2019). Three notes on visual pedagogies in childhood research: Making images that move and endure time. Video Journal of Education and Pedagogy, 4(1), 9-22. https://brill.com/view/journals/vjep/4/1/article-p9_9.xml?ebody=full%20html-copy1 Serres, M. (1997). The troubadour of knowledge. University of Michigan Press. Serres, M. (2014). Thumbelina: The culture and technology of millennials. Rowman & Littlefield. Templeton, T. N. (2021). Whose story is it? Thinking through early childhood with young children’s photographs. Occasional Paper Series, 2021(45), 8. https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1391&context=occasional-paper-series World Health Organization. Regional Office for Europe. (‎2002)‎. Community participation in local health and sustainable development: approaches and techniques. World Health Organization. Regional Office for Europe. https://apps.who.int/iris/handle/10665/107341
Last Update
17-12-2023