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Ymittos Athens, Greece

Tzikopoulos A.,Ellinogermaniki Agogi | Manouselis N.,Agro Know Technologies | Kastrantas K.,Agro Know Technologies | Costopoulou C.,Agricultural University of Athens
Program | Year: 2012

Purpose: Away from central public authorities, regional (also called rural) enterprises do not have direct, physical access to all the services that governmental or public agencies offer. Very often, these services are essential for enterprises, mostly small and medium-sized enterprises (SMEs), in such areas, in order to perform their business operations. This paper aims to present an example of how such types of information management and use took place in the case of familiarizing rural SMEs with the use of e-government. Design/methodology/approach: This paper is a case study of how a practical application is designed and developed for the blended training of rural SMEs. First of all, an identification of the main information resources that will be stored, annotated, shared and accessed through the system took place. Then, an outline of the general architecture and user roles involved was developed. System analysis and specification using Unified Modeling Language (UML) then took place. This was accompanied by design and specification of the database, based on appropriate metadata schemas for describing the information resources. The whole process was completed by the design and prototype development of the interface, which was put into public operation and testing with a sample set of real users. Findings: Although there are several information management systems focusing on the education and training of rural stakeholders, their learning resources are not directly relevant to SMEs' needs. The main finding of this paper is that it shows a complete case study of designing, developing and evaluating an information technology application for rural businesses. Originality/value: The value of the approach presented here is the combination of training resources in an information system with a blended training approach, so that it better matches the learning needs of SMEs. Through this web-based environment, rural SMEs are able to find information on the e-government services offered in their region, as well as gaining access to e-learning content on how they can use such services. © Emerald Group Publishing Limited.

Sampson D.G.,Center for Research and Technology Hellas | Zervas P.,University of Piraeus | Sotiriou S.,Ellinogermaniki Agogi
Advanced Science Letters | Year: 2011

Over the past years a large amount of digital science education resources became available worldwide through web-based repositories facilitating their sharing and re-use among science education communities. These resources bare the potential to support technology-enhanced science education by enabling science education teachers to improve their day-to-day science teaching. On the other hand, it has been identified that science education teachers could benefit from their participation in communities of best science teaching practices by sharing, not only digital educational content, but learning designs that reflect their pedagogical practice. This has lead to efforts on moving beyond web-based repositories of digital content towards the development of webbased repositories of learning designs. Nevertheless, sharing learning designs requires tools and strategies, so as to facilitate the representation of these learning designs in a commonly understandable manner between humans and machines. To this end, we present the design and operation of the COSMOS web-based repository of Learning Designs for supporting Science Education Teacher Communities. © 2011 American Scientific Publishers.

Sampson D.G.,Center for Research and Technology Hellas | Zervas P.,University of Piraeus | Sotiriou S.,Ellinogermaniki Agogi
Advanced Science Letters | Year: 2011

A number of international initiatives, such as the leading initiative of Open Educational Resources (OER) movement, have recognized the worth of sharing and reusing educational resources among educational communities. This has become an important issue in the field of Technology-enhanced Science Education, and over the past years a large amount of science education digital content became available worldwide through digital repositories, archives and libraries. However, efficient search and retrieval of science education resources available in web-based repositories depends on their educational metadata. Although the IEEE LOM Standard is the commonly accepted way for describing educational resources with metadata, it is beyond its scope to directly support the description of educational resources with Science Education related metadata. Thus, we propose an IEEE LOM Science Education Application Profile that can be used for tagging science education resources, and we present its application to a Science Education Web-based Repository, namely, the OpenScienceResources Web Repository. © 2011 American Scientific Publishers.

Sotiriou S.A.,Ellinogermaniki Agogi
Proceedings - IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014 | Year: 2014

A series of large scale initiatives taking place at European schools the last years will be presented and analyzed. The aim is to frame the problems of large-scale technology supported educational interventions and to establish a research base in this area. © 2014 IEEE.

Chelioti E.-M.,Ellinogermaniki Agogi
Proceedings - IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014 | Year: 2014

This paper reports on the large-scale implementation methodology of technology supported innovation that is being conducted within the framework of the Open Discovery Space project. It describes the innovation model and approach for currently engaging 500 European schools, the processes for engaging them and the tools for supporting them to embed technology within a wider school development plan, as well as the provision of training and support in the application of innovative technology supported practices. The paper also provides some initial suggestions from the experience gained so far in terms of what works in building growing communities of practice, enhancing their sustainability potential and encouraging schools' commitment to change processes. © 2014 IEEE.

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