TECHNOLOGY - ENHANCED CONSTRUCTIVIST INTERACTION

Informazioni sull’Insegnamento
TitoloΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΑΘΗΣΗΣ ΜΕ ΧΡΗΣΗ ΤΠΕ / TECHNOLOGY - ENHANCED CONSTRUCTIVIST INTERACTION
CodiceET05
Ciclo / Livello di Studi2. Post Laurea
Semestre di InsegnamentoSpring
CoordinatorStavros Demetriadis
CommonNo
StatoAttivo
Course ID40002268

Programma di Studio: PMS Tmīmatos Plīroforikīs (2014-sīmera)

Registered students: 4
IndirizzoTipo di FrequenzaSemestreAnnoECTS
TECΗNOLOGIES GNŌSĪS DEDOMENŌN KAI LOGISMIKOUFacoltativo a scelta libera217.5
TECΗNOLOGIES PLĪROFORIAS KAI EPIKOINŌNIŌN STĪN EKPAIDEUSĪFacoltativo a scelta obbligata217.5
PSĪFIAKA MESA- YPOLOGISTIKĪ NOĪMOSYNĪFacoltativo a scelta libera217.5
DIKTYAKA SYSTĪMATAFacoltativo a scelta libera217.5

Programma di Studio: PMS Tmīmatos Plīroforikīs (2013-sīmera)

Registered students: 0
IndirizzoTipo di FrequenzaSemestreAnnoECTS
PLĪROFORIAKA SYSTĪMATAFacoltativo a scelta libera217.5
TECΗNOLOGIES PLĪROFORIAS KAI EPIKOINŌNIŌN STĪN EKPAIDEUSĪObbligatorio217.5
PSĪFIAKA MESAFacoltativo a scelta libera217.5
EPIKOINŌNIAKA SYSTĪMATA KAI TECΗNOLOGIESFacoltativo a scelta libera217.5

Programma di Studio: PMS Tmīmatos Plīroforikīs (2004-2012)

Registered students: 0
IndirizzoTipo di FrequenzaSemestreAnnoECTS
PLĪROFORIAKA SYSTĪMATAFacoltativo a scelta libera217.5
TECΗNOLOGIES PLĪROFORIAS KAI EPIKOINŌNIŌN STĪN EKPAIDEUSĪObbligatorio217.5
PSĪFIAKA MESAFacoltativo a scelta libera217.5
EPIKOINŌNIAKA SYSTĪMATA KAI TECΗNOLOGIESFacoltativo a scelta libera217.5

Informazioni sull’Insegnamento
Anno Accademico2016 – 2017
SemestreSpring
Faculty Instructors
Weekly Hours3
Class ID
600039967
Course Type 2016-2020
  • Area Scientifica
Organizzazione della Didattica
  • In presenza
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greco (Insegnamento, Esame)
  • Inglese (Insegnamento, Esame)
Abilita’ Generali
  • Applicazione pratica delle conoscenze acquisite
  • Ricerca, analisi e raccolta dati e informazioni, con l’utilizzo di tecnologie adeguate
  • Adattamento a nuove situazioni
  • Presa di decisione
  • Lavoro autonomo
  • Lavoro in gruppo
  • Lavoro in contesto internazionale
  • Lavoro in equipe interdisciplinari
  • Produzione di nuove idee di ricerca
  • Progettazione e gestione di progetti
  • Rispetto verso la diversita’ e la multiculturalita’
  • Fare riflessioni critiche e autocritiche
  • Promuovere il pensiero indipendente, creativo e intuitivo
Tipologia di Materiale Didattico
  • Libro
  • Appunti
  • Diapositive
  • Audio
Use of Information and Communication Technologies
Use of ICT
  • Uso delle TIC   nell’ insegnamento
  • Uso delle TIC nella didattica laboratoriale
  • Uso delle TIC nella comunicazione con gli studenti
Organizzazione dell’Insegnamento
ActivitiesCarico di LavoroECTSIndividualeGruppoErasmus
Conferenze1806
Studio e analisi bibliografica301
Progetto (project)150.5
Total2257.5
Student Assessment
Student Assessment methods
  • Prova scritta semistrutturata con risposta breve (Sommativa)
  • Prova scritta con rispote aperte (Formativa, Sommativa)
  • Prova scritta con soluzione di problemi (Formativa, Sommativa)
Bibliography
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
Last Update
15-03-2016