Ellinogermaniki Agogi

Athens, Greece

Ellinogermaniki Agogi

Athens, Greece
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Riviou K.,Ellinogermaniki Agogi | Kouroupetroglou G.,National and Kapodistrian University of Athens
Proceedings - IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014 | Year: 2014

Grounded on new research in neuroscience Universal Design for Learning (UDL) constitutes an educational approach that promotes access, participation and progress in the general curriculum for all. UDL recognises the need to create opportunities for the inclusion of diverse learners by providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement. In the first decade of its development, the emphasis in the domain of UDL was on the use of technology to inclusive education and accessibility for the disabled. Although UDL has great potential it has been hard to implement on a large scale. UDL requires collaborative planning amongst teachers with different curriculum knowledge and skills. Complaints that are often raised include lack of time to co-plan and lack of resources to teach a differentiated curriculum. Open Discovery Space is a portal to browse and build educational content, lesson plans and scenarios. In order to bridge the gap between policies and practice in applying UDL, we present the adaptation of an educational scenario template so as to incorporate the UDL principles. © 2014 IEEE.


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.


Bogner F.X.,University of Bayreuth | Sotiriou S.,Ellinogermaniki Agogi
eLmL - International Conference on Mobile, Hybrid, and On-line Learning | Year: 2013

The objective of the three-year European project (acronym: PATHWAY) with its 25 partner organizations is to set the pathway toward a standard-based approach to teaching science by inquiry. The project focuses on (i) supporting the adoption of inquiry teaching by demonstrating ways to reduce the constrains presented by teachers and school organizations, (ii) demonstrating and disseminating methods and exemplary cases of both effective introduction of inquiry to science classrooms and professional development programs, as well as (iii) delivering a guideline set for the educational community to further explore and exploit the unique benefits of the proposed approach in science teaching. In this way, the project team aims to facilitate the development of communities of practitioners of inquiry that will enable teachers to learn from each other. Out of about 50 selected Best Practice examples within the Pathway project, one specific approach labeled Natural Europe is linking museums and school classrooms, and thus harvesting the potential of digital libraries in natural history museums as a very attractive option. An impressive abundance of high quality digital contents still remains largely unexploited due to a number of barriers, such as: the lack of interconnection and interoperability, the lack of centralized access as well as the inefficiency of current content organization and the metadata used. First empirical evidence supports this pathway to bridge the gap between formal and informal education by specifically using the proposed digital bridge.


Sotiriou S.,Ellinogermaniki Agogi | Bogner F.X.,University of Bayreuth
Advanced Science Letters | Year: 2011

Taking full advantage of the many opportunities offered by ICT requires a commitment to new conceptions of teaching and learning and large-scale implementations at the school level. The articles in this special issue have the potential to promote school change in new and useful ways so that the needs of all learners are met. The aim of this paper is to (a) capture what we know so far about the process of encouraging schools to become innovative, (b) describe the Discovery Space Innovation Model, which is built upon these understandings, and (c) describe the practical implementation of this model. Taking advantage from the current political move in science and mathematics education and the implementation of some major re-schooling initiatives, our aim focuses on the development of an innovative science and mathematics learning environment that utilizes modern technologies in order to enhance classroom teaching. In this environment, teachers and students make extensive use of interactive artifacts and assessment tools. If we strive for a powerful innovative culture in schools, which will gradually become self-sustaining, we have to empower system-aware practitioners and encourage them to collaborate with all other stakeholders in order to create systemically powerful learning environments for all. © 2011 American Scientific Publishers.


Gillet D.,Ecole Polytechnique Federale de Lausanne | De Jong T.,University of Twente | Sotirou S.,Ellinogermaniki Agogi | Salzmann C.,Ecole Polytechnique Federale de Lausanne
IEEE Global Engineering Education Conference, EDUCON | Year: 2013

The European Commission is funding a large-scale research project on federated online laboratories (Labs) for education in Science, Technology, Engineering, and Mathematics (STEM) at School. The main educational focus is on inquiry learning and the main technological one is on personalized learning spaces. The learning spaces are offered through a single European social media portal supporting simultaneously teacher communities and student learning activities. This paper presents the general technical framework devised to support the construction and the exploitation of learning spaces, as well as the federation of online labs. © 2013 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.


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.


Koulouris P.,Ellinogermaniki Agogi | Stavroulia K.-E.,Ellinogermaniki Agogi
CEUR Workshop Proceedings | Year: 2015

The C2Learn project aims to foster co-creativity in learning through digital gaming activities whose design and development is grounded on rigid theoretical foundations. The project is shaped as a progression from theoretical foundations to design, development, pilot implementation and evaluation in real life educational settings. Careful pedagogical and game designs have defined the elements of learners' gameful digital experiences and produced the specifications for the development of the corresponding technologies and activities. In this process and throughout the project, school communities have been engaged in iterative dialogic cycles leading to design decisions, their implementation and evaluation in real-life educational settings. This paper presents in summary the methodology followed and the results of a core part of the research, with a special focus on the C2Learn games which, despite originating in a different context, directly contribute to the 'maker movement' in education. Copyright © 2015 for the individual papers by the papers' authors.

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