Educational Technology (TP282)
Kostas Vassilakis, Michael Kalogiannakis
This course is designed to study applications of Information and Communication Technologies (ICT) in educational process. A key objective of the course is the acquisition of the necessary expertise and the adoption of attitudes on basic approaches (models) for the use of ICT in learning process.
Please see A short introduction to the course
Less
This course is designed to study applications of Information and Communication Technologies (ICT) in educational process. A key objective of the course is the acquisition of the necessary expertise and the adoption of attitudes on basic approaches (models) for the use of ICT in learning process.
Please see A short introduction to the course
This course is designed to study applications of Information and Communication Technologies (ICT) in educational process. A key objective of the course is the acquisition of the necessary expertise and the adoption of attitudes on basic approaches (models) for the use of ICT in learning process.
Please see A short introduction to the course
Course Description
Course Objectives/Goals
The course provides students with the opportunity to:
- perceive the meaning, nature and scope of ICT in Education,
- understand ICT supported teaching learning strategies,
- develop understanding of the ICT effects to learning, working life and society,
- be familiar with ICT tools, applications and services for education,
- obtain the ability to design and create user friendly educational material and web-based information systems for teaching and learning,
- evaluate instructional material / system / service,
- make reasoned judgments about when and how to apply aspects of ICT to achieve maximum usefulness.
Course Content (Syllabus)
Principles of e-Learning
Terminology, definitions, scope and trends, Processing modes, attributes, advantages, disadvantages, history, future, predictions, and statistics.
Learning theories
Pedagogy: influence of ICT on learning, learning theories and e-learning. Learning theories and e-learning. Pedagogical designs for optimizing e-learning. Assessing and feedback, e-moderations.
ITC models
Instructional strategies for integrating e-learning into educational settings, models of integration of ICT in the classroom, school and educational policy.
Learning Objects.
Definitions, terminology, Desired Attributes, Limitations, Design guidelines.
Authoring tools
Definitions, capabilities, categories, issues, current trends, good practices, hosted solutions, Open source solutions.
Repositories
Description, Learning Object Repositories, Open Educational Resources. Intellectual Property, Digital Rights Management, Creative Commons.
Learning Management Systems (LMS).
Terminology, descriptions, definitions, Education – corporate LMS, Features – tools - advantages / benefits, Interoperability Standards, Selecting a LMS, Critical views, LMS marketplace. LMS alternatives, Personal Learning Environment (PLE), Massive Open Online Courses (MOOCs), supporting mLearning.
Standards and Specifications
Evolution, presentation of formal standards bodies, e-learning and standards, the future of interoperability and standards.
Educational metadata standards
Metadata, types and functions, importance and functionality of metadata, structuring metadata,
IEEE Learning Object Metadata (LOM), Dublin Core Metadata, application profiles.
ADL SCORM
Overview of SCORM: history, essentials, how it works, components, manifest, communication with LMS (SCORM API, CMI data model), sequencing and navigation, tracking across SCO, assessments.
IMS specifications
IMS specifications: Content Package, Question and Test Interoperability, Learning Design, Learning Tools Interoperability, Learning Information Systems, Simple Sequencing, Common Cartridge.
Distance Learning and Lifelong learning
Overview of current forms of Open and Distance Learning and Lifelong training. Asynchronous and synchronous delivery. Pedagogical principles and methodology of distance learning, asynchronous and synchronous platforms for delivering distance and lifelong education.
Web2.0 – eLearning 2.0
Web 2.0 – eLearning 2.0 essentials, from Learning 1.0 to Learning 2.0, possibilities approaches and examples. Using web 2.0 tools services and techniques to enhance facilitation. Facebook in Education.
Synchronous Education
Streaming media in education. Wire-line and wireless technologies for synchronous education. Bandwidth demand and infrastructure choices. Examples of implementing streaming media in education. Quality issues from (network perspectives-QoS, user perspectives-QoE).
Mobile Learning
Overview of the mobile learning, process of designing, delivering, and deploying mobile solutions, mobile web applications, HTML5.
Project
Implementation of an e-learning service
Study Materials / Reading List
This course uses resources that are online freely downloadable. You are not required to purchase a printed book.
- eLearning. A Guidebook of Principles, Procedures and Practices, Som Naidu, Commonwealth Educational, Media Center for Asia (CEMCA), 2006.
- Guidelines for authors of Learning Objects, R.S. Smith, The New Media Consortium, 2004 (CC license).
- Learning object repositories issues for VET sector organisations, Australian National Training Authority, 2003
- Choosing Authoring Tools, Peter Berking, ADL 2012, (CC license)
- Learning Management Systems, Don McIntosh, form the book: “Education for a Digital World”, S. Hirtz, BCcampus and Commonwealth of Learning, 2008, (CC license)
- Making Sense of Learning Specifications and Standards: A Decision Maker's Guide to their Adoption, The MASIE Center, 2002.
- Understanding Metadata, National Information Standards Organization NISO Press, 2004 (booklet)
- SCORM Users Guide for Programmers, ADL, 2011.
- What is IMS Content Packaging? Wilson S. and Currier S., JISC CETIS, 2006.
- IMS Learning Tools Interoperability, S.P. Vickers, Briefing paper, JISC CETIS, 2012.
- What is IMS Simple Sequencing? Warwick Bailey, JISC CETIS, 2005.
- IMS Question and Test Interoperability, Rowin Young, Briefing Paper, JISC CETIS 2011.
- What is IMS Learning Design? Jeffery A. and Currier S., JISC CETIS, 2005.
Education and Teaching Methods
Instructor's lecture slides and pedagogical activities ~ 3 hours per week.
Discussion of personal statements, practice and project work ~ 2 hours per week.
2 assignments (individual) ~3 hours per week,
1 project (team work) ~ 3 hours per week.
Assignments, project and participation
1st assignment (25%)
Individual, announced in 1st week, deadline 5th week (presentation -discussion). Review on an ICT that could be used in educational sector (~2500 words).
2nd assignment (25%)
Individual, announced in 5th week, deadline 8th week (presentation -discussion). Review on an e-learning topic/technology (~2500 words).
Project (30%)
Teamwork (3-4 students), announced in 4th week, deadline by the end of the course (presentation-discussion). e-course implementation. Midterm contribution report. Final technical report.
Partcipation(20%)
By writing personal statements. This is a short, ~500 word statement describing your personal aspects and comments on issues posed by the instructors.
Recommended Prerequisites
- Undergraduate level background on informatics.
- Class attendance.
- Proficiency in English.
- Interest in the area.
- Willingness to learn.
Supplementary Information
Plagiarism
The most common offense in an academic environment is plagiarism which is define as <<the presentation of the work of another person as one's own or without proper acknowledgement>>
This could be material copied word for word from books, journals, internet sites, professor’s course notes, etc. It could be material that is paraphrased but closely resembles the original source. It could be the work of a fellow student, for example, an answer on a quiz, data for a lab report, a paper or assignment completed by another student. It might be a paper purchased through one of the many available sources. Plagiarism does not refer to words alone - it can also refer to copying images, graphs, tables, and ideas. If a student translates the work of another person and does not cite the source, this is also plagiarism. To cite your own work without the correct attribution is also plagiarism.
In other words: STUDENTS SHOULD NOT COPY, PARAPHRASE OR TRANSLATE ANYTHING FROM ANYWHERE WITHOUT CLEARLY CITING THE SOURCE!
Supplementary Information
Instructors:
K. Vassilakis, PhD, kostas@hmu.gr
M. Kalogiannakis, PhD, mkalogiannakis@hmu.gr
Course Objectives/Goals
The course provides students with the opportunity to:
- perceive the meaning, nature and scope of ICT in Education,
- understand ICT supported teaching learning strategies,
- develop understanding of the ICT effects to learning, working life and society,
- be familiar with ICT tools, applications and services for education,
- obtain the ability to design and create user friendly educational material and web-based information systems for teaching and learning,
- evaluate instructional material / system / service,
- make reasoned judgments about when and how to apply aspects of ICT to achieve maximum usefulness.
Prerequisites/Prior Knowledge
- Undergraduate level background on informatics.
- Class attendance.
- Proficiency in English.
- Interest in the area.
- Willingness to learn.
Bibliography
This course uses resources that are online freely downloadable. You are not required to purchase a printed book.
- eLearning. A Guidebook of Principles, Procedures and Practices, Som Naidu, Commonwealth Educational, Media Center for Asia (CEMCA), 2006.
- Guidelines for authors of Learning Objects, R.S. Smith, The New Media Consortium, 2004 (CC license).
- Learning object repositories issues for VET sector organisations, Australian National Training Authority, 2003
- Choosing Authoring Tools, Peter Berking, ADL 2012, (CC license)
- Learning Management Systems, Don McIntosh, form the book: “Education for a Digital World”, S. Hirtz, BCcampus and Commonwealth of Learning, 2008, (CC license)
- Making Sense of Learning Specifications and Standards: A Decision Maker's Guide to their Adoption, The MASIE Center, 2002.
- Understanding Metadata, National Information Standards Organization NISO Press, 2004 (booklet)
- SCORM Users Guide for Programmers, ADL, 2011.
- What is IMS Content Packaging? Wilson S. and Currier S., JISC CETIS, 2006.
- IMS Learning Tools Interoperability, S.P. Vickers, Briefing paper, JISC CETIS, 2012.
- What is IMS Simple Sequencing? Warwick Bailey, JISC CETIS, 2005.
- IMS Question and Test Interoperability, Rowin Young, Briefing Paper, JISC CETIS 2011.
- What is IMS Learning Design? Jeffery A. and Currier S., JISC CETIS, 2005.
The course provides students with the opportunity to:
- perceive the meaning, nature and scope of ICT in Education,
- understand ICT supported teaching learning strategies,
- develop understanding of the ICT effects to learning, working life and society,
- be familiar with ICT tools, applications and services for education,
- obtain the ability to design and create user friendly educational material and web-based information systems for teaching and learning,
- evaluate instructional material / system / service,
- make reasoned judgments about when and how to apply aspects of ICT to achieve maximum usefulness.
Principles of e-Learning
Terminology, definitions, scope and trends, Processing modes, attributes, advantages, disadvantages, history, future, predictions, and statistics.
Learning theories
Pedagogy: influence of ICT on learning, learning theories and e-learning. Learning theories and e-learning. Pedagogical designs for optimizing e-learning. Assessing and feedback, e-moderations.
ITC models
Instructional strategies for integrating e-learning into educational settings, models of integration of ICT in the classroom, school and educational policy.
Learning Objects.
Definitions, terminology, Desired Attributes, Limitations, Design guidelines.
Authoring tools
Definitions, capabilities, categories, issues, current trends, good practices, hosted solutions, Open source solutions.
Repositories
Description, Learning Object Repositories, Open Educational Resources. Intellectual Property, Digital Rights Management, Creative Commons.
Learning Management Systems (LMS).
Terminology, descriptions, definitions, Education – corporate LMS, Features – tools - advantages / benefits, Interoperability Standards, Selecting a LMS, Critical views, LMS marketplace. LMS alternatives, Personal Learning Environment (PLE), Massive Open Online Courses (MOOCs), supporting mLearning.
Standards and Specifications
Evolution, presentation of formal standards bodies, e-learning and standards, the future of interoperability and standards.
Educational metadata standards
Metadata, types and functions, importance and functionality of metadata, structuring metadata,
IEEE Learning Object Metadata (LOM), Dublin Core Metadata, application profiles.
ADL SCORM
Overview of SCORM: history, essentials, how it works, components, manifest, communication with LMS (SCORM API, CMI data model), sequencing and navigation, tracking across SCO, assessments.
IMS specifications
IMS specifications: Content Package, Question and Test Interoperability, Learning Design, Learning Tools Interoperability, Learning Information Systems, Simple Sequencing, Common Cartridge.
Distance Learning and Lifelong learning
Overview of current forms of Open and Distance Learning and Lifelong training. Asynchronous and synchronous delivery. Pedagogical principles and methodology of distance learning, asynchronous and synchronous platforms for delivering distance and lifelong education.
Web2.0 – eLearning 2.0
Web 2.0 – eLearning 2.0 essentials, from Learning 1.0 to Learning 2.0, possibilities approaches and examples. Using web 2.0 tools services and techniques to enhance facilitation. Facebook in Education.
Synchronous Education
Streaming media in education. Wire-line and wireless technologies for synchronous education. Bandwidth demand and infrastructure choices. Examples of implementing streaming media in education. Quality issues from (network perspectives-QoS, user perspectives-QoE).
Mobile Learning
Overview of the mobile learning, process of designing, delivering, and deploying mobile solutions, mobile web applications, HTML5.
Project
Implementation of an e-learning service
This course uses resources that are online freely downloadable. You are not required to purchase a printed book.
- eLearning. A Guidebook of Principles, Procedures and Practices, Som Naidu, Commonwealth Educational, Media Center for Asia (CEMCA), 2006.
- Guidelines for authors of Learning Objects, R.S. Smith, The New Media Consortium, 2004 (CC license).
- Learning object repositories issues for VET sector organisations, Australian National Training Authority, 2003
- Choosing Authoring Tools, Peter Berking, ADL 2012, (CC license)
- Learning Management Systems, Don McIntosh, form the book: “Education for a Digital World”, S. Hirtz, BCcampus and Commonwealth of Learning, 2008, (CC license)
- Making Sense of Learning Specifications and Standards: A Decision Maker's Guide to their Adoption, The MASIE Center, 2002.
- Understanding Metadata, National Information Standards Organization NISO Press, 2004 (booklet)
- SCORM Users Guide for Programmers, ADL, 2011.
- What is IMS Content Packaging? Wilson S. and Currier S., JISC CETIS, 2006.
- IMS Learning Tools Interoperability, S.P. Vickers, Briefing paper, JISC CETIS, 2012.
- What is IMS Simple Sequencing? Warwick Bailey, JISC CETIS, 2005.
- IMS Question and Test Interoperability, Rowin Young, Briefing Paper, JISC CETIS 2011.
- What is IMS Learning Design? Jeffery A. and Currier S., JISC CETIS, 2005.
Instructor's lecture slides and pedagogical activities ~ 3 hours per week.
Discussion of personal statements, practice and project work ~ 2 hours per week.
2 assignments (individual) ~3 hours per week,
1 project (team work) ~ 3 hours per week.
1st assignment (25%)
Individual, announced in 1st week, deadline 5th week (presentation -discussion). Review on an ICT that could be used in educational sector (~2500 words).
2nd assignment (25%)
Individual, announced in 5th week, deadline 8th week (presentation -discussion). Review on an e-learning topic/technology (~2500 words).
Project (30%)
Teamwork (3-4 students), announced in 4th week, deadline by the end of the course (presentation-discussion). e-course implementation. Midterm contribution report. Final technical report.
Partcipation(20%)
- Undergraduate level background on informatics.
- Class attendance.
- Proficiency in English.
- Interest in the area.
- Willingness to learn.
Plagiarism
The most common offense in an academic environment is plagiarism which is define as <<the presentation of the work of another person as one's own or without proper acknowledgement>>
This could be material copied word for word from books, journals, internet sites, professor’s course notes, etc. It could be material that is paraphrased but closely resembles the original source. It could be the work of a fellow student, for example, an answer on a quiz, data for a lab report, a paper or assignment completed by another student. It might be a paper purchased through one of the many available sources. Plagiarism does not refer to words alone - it can also refer to copying images, graphs, tables, and ideas. If a student translates the work of another person and does not cite the source, this is also plagiarism. To cite your own work without the correct attribution is also plagiarism.
In other words: STUDENTS SHOULD NOT COPY, PARAPHRASE OR TRANSLATE ANYTHING FROM ANYWHERE WITHOUT CLEARLY CITING THE SOURCE!
Instructors:
K. Vassilakis, PhD, kostas@hmu.gr
M. Kalogiannakis, PhD, mkalogiannakis@hmu.gr
The course provides students with the opportunity to:
- perceive the meaning, nature and scope of ICT in Education,
- understand ICT supported teaching learning strategies,
- develop understanding of the ICT effects to learning, working life and society,
- be familiar with ICT tools, applications and services for education,
- obtain the ability to design and create user friendly educational material and web-based information systems for teaching and learning,
- evaluate instructional material / system / service,
- make reasoned judgments about when and how to apply aspects of ICT to achieve maximum usefulness.
- Undergraduate level background on informatics.
- Class attendance.
- Proficiency in English.
- Interest in the area.
- Willingness to learn.
This course uses resources that are online freely downloadable. You are not required to purchase a printed book.
- eLearning. A Guidebook of Principles, Procedures and Practices, Som Naidu, Commonwealth Educational, Media Center for Asia (CEMCA), 2006.
- Guidelines for authors of Learning Objects, R.S. Smith, The New Media Consortium, 2004 (CC license).
- Learning object repositories issues for VET sector organisations, Australian National Training Authority, 2003
- Choosing Authoring Tools, Peter Berking, ADL 2012, (CC license)
- Learning Management Systems, Don McIntosh, form the book: “Education for a Digital World”, S. Hirtz, BCcampus and Commonwealth of Learning, 2008, (CC license)
- Making Sense of Learning Specifications and Standards: A Decision Maker's Guide to their Adoption, The MASIE Center, 2002.
- Understanding Metadata, National Information Standards Organization NISO Press, 2004 (booklet)
- SCORM Users Guide for Programmers, ADL, 2011.
- What is IMS Content Packaging? Wilson S. and Currier S., JISC CETIS, 2006.
- IMS Learning Tools Interoperability, S.P. Vickers, Briefing paper, JISC CETIS, 2012.
- What is IMS Simple Sequencing? Warwick Bailey, JISC CETIS, 2005.
- IMS Question and Test Interoperability, Rowin Young, Briefing Paper, JISC CETIS 2011.
- What is IMS Learning Design? Jeffery A. and Currier S., JISC CETIS, 2005.
Terminology, definitions, scope and trends, processing modes, attributes, advantages, disadvantages, history, future, predictions, and statistics.
Definitions, terminology, Desired Attributes, Limitations, Design guidelines
Authoring tools: definitions, capabilities, categories, issues, current trends, good practices, hosted solutions, Open source solutions.
Repositories, Learning Object Repositories, Open Educational Resources.
Intellectual Property, Digital Rights Management, Creative Commons.
Terminology, descriptions, definitions, Education – corporate LMS, Features – tools - advantages / benefits, Interoperability Standards, Selecting a LMS, Critical views, LMS marketplace.
LMS alternatives, Personal Learning Environment (PLE), Massive Open Online Courses (MOOCs), supporting mLearning.
e-courses development models
Evolution, presentation of formal standards bodies, e-learning and standards, the future of interoperability and standards.
Metadata: types and functions, importance and functionality of metadata, structuring metadata,
IEEE Learning Object Metadata (LOM), Dublin Core Metadata, application profiles.
Overview of SCORM: history, essentials, how it works, components, manifest, communication with LMS (SCORM API, CMI data model), sequencing and navigation, tracking across SCO, assessments.
IMS specifications: Content Package, Question and Test Interoperability, Learning Design, Learning Tools Interoperability, Learning Information Systems, Simple Sequencing, Common Cartridge
Pedagogy: influence of ICT on learning, learning theories and e-learning. Learning theories and e-learning. Pedagogical designs for optimizing e-learning. Assessing and feedback, e-moderations
Instructional strategies for integrating e-learning into educational settings, models of integration of ICT in the classroom, school and educational policy.
Overview of current forms of Open and Distance Learning and Lifelong training. Asynchronous and synchronous delivery. Candidates should be able to:
- comprehend the pedagogical principles and methodology of distance learning,
- obtain a comprehensive overview of existing asynchronous and synchronous platforms for delivering distance and lifelong education,
- get a critical approach towards the theory and practice in the field of distance education and lifelong training.
Web 2.0 – eLearning 2.0 essentials, from Learning 1.0 to Learning 2.0, possibilities approaches and examples. Using web 2.0 tools services and techniques to enhance facilitation. Facebook in Education.
