Technology-Enhanced Learning

LTEE lab is committed to design and use technology in the purpose to empower educational experiences. It envisions Technology-Enhanced Learning (TEL) and teaching activities in classrooms, laboratories or amphitheaters of various educational or scientific entities, taking place with technologies (rather than just through technologies), that is conceived to offer new learning, teaching or managerial experiences, empowering and supporting the involved human agents (learners, teachers, moderators, administrators etc.).

LTEE lab motivational scope regarding Learning Technology design is to enrich the educational contexts, by promoting highly active and interactive learning experiences, offering new cognitive tools, conceiving new settings (e.g. significant collaborative and social practices), new ways to shape the environment (in and out of school activities), and allowing new activities areas.

LTEE lab design TEL environments for a large variety of education levels: pre-primary education, primary and secondary education, special needs’ schools, universities, vocational education (e.g. teachers’ education) and learning communities (e.g. professional, scientific networks).

The more significant related contributions in the international scientific and educational community by the LTEE laboratory members could be categorised in the following dimensions:

I.) Design of Technology-based Systems and Tools

I.1) Design of technology-enhanced learning environments (general design principles)

I.2) Design of Modelling Environments (learning through Modelling Activities for Interdisciplinary Problem Solving)

I.2) Design of Modelling Environments (learning through Modelling Activities for Interdisciplinary Problem Solving)

I.3) Collaborative Learning Systems Design

I.4) Design with Mobile & Augmented Reality technologies

I.5.) Design of “Learning Analytics” systems and tools supporting awareness and self-regulation (see the specific Learning Analytics section)

II. Design of teachers and moderators support in: Collaborative settings, Distance Learning Programs, Learning Communities

II.1) Design for Teachers and Moderators’ Support in Collaborative Learning Systems, Distance Learning Platforms etc.

II.2) Design of Highly Interactive Distance Education Programs, Learning Communities, Communities of Practice, Teachers’ Communities

II.3) Design for Scientific Networks Support

III. Learning Activities Design and Studies

III.1) Learning Activities Design and Studies on related learning, teaching phenomena

III.2) Collaborative Learning and Social media use for Students with Special Needs

III.3) Digital Citizenship, Critical Literacy, Studies on Social Media)

III.4) Learning Activities design for Interactive Storytelling

III.5) Learning Activities design with Robotics’ technologies (see in STEAM section)

IV. TEL design Activities and Studies on Subject Matter areas

IV.1) TEL in Science Education (see in TEL in Science & Mathematics Education section)

IV.2) TEL in Mathematics (see in TEL in Science & Mathematics Education section)

IV.3) TEL for and Computational Thinking (see in Computational Thinking & Didactics of ICTs section)

IV.4) TEL for STE(A)M (see in STEAM dimensions in Education section)

V. ICT in Educational Organization Governance

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I.) Design of Technology-based Systems and Tools

[Design principles, design framework, systems components, systems’ features, learning analytics systems, collaborative systems, modelling systems, intelligent tutoring system, interdisciplinary field, systemic approach, human agents support, metacognition support, usability criteria, users, adults, students, children, teachers]

I.1) Design of technology-enhanced learning environments (general design framework)

  1. Dimitracopoulou, A. (2017). Digital traces and Data Analysis of educational environments: Approaches, Perspectives and Ethical Issues related to the ‘Learning Analytics’ field. In (Eds) A. Kodakos & F. Kalavassis. 9th Volume of Educational Design Issues. Editions Diadrasi, Athens, Greece [ GR ]
  2. Giannaki, E. & Dimitracopoulou, A. (2008). Metacognition and Visual Design. In V. Komis (Ed) Proceedings of 4rth Hellenic Conference on Didactics of Computer Sciences, 28-30 Mars, 2008, University of Patras [GR]
  3. Dimitracopoulou, A. (2007). Don’t forget the human actors: The need of Tools and Services supporting individuals, groups, communities. Invited Talk-Opening Session, 4th Educational Symposium, Designing the School of Tomorrow, Athens, Greece, November 9-10, 2007(ppt, EN)
  4. Dimitracopoulou, A. (2005) Designing collaborative environments: Current Trends and Future Research Agenda. In D.Suthers & T. Koschmann (Eds). Computer Support for Collaborative Learning, CSCL 2005: the next ten years. 30 May-4 June, Taipei, Taiwan. (EN)
  5. Dimitracopoulou, A. and Komis, V. (2005) ‘Design principles for an open environment supporting education actors during modelling, collaboration and learning’ In C. Constantinou, Z. Zacharias & P. Kommers (Guest Editors), Special Issue on the “Role of Information and Communication Technologies in Science Teaching and Learning. Int. J. Continuing Engineering Education and Lifelong Learning, [EN]
  6. Dimitracopoulou, A. (2002). Dimensions of Didactic exploitation of educational applications of information and communication technologies. Towards a systemic integration in Education. In (Eds) Kynigos & Dimaraki, Cognitive Tools and Computer-based means for the evolution of educational practice., pp. 57-81 Kastaniotis Editions [GR]
  7. Dimitracopoulou, A., (2001). Design issues in Learning Environments for young students: The importance and the limits of general usability criteria. In Avouris & Fakotakis (Eds). Advances in Human-Computer Interaction, Proceedings of PC HCI 2001 Conference on Human-Computer Interaction, Typorama Editions, pp. 115-120 [GR]
  8. Dimitracopoulou A. (2001). Learning environments and Usability: Appropriateness and complementarity of evaluation methods, In (Eds) Y. Manolopoulos & S. Evripidou, Proc. 8th Conference on Informatics, “Towards the Information Society”, Livani Editions, Vol. 1, pp. 545-554. [GR]
  9. Dimitracopoulou A.(1998). Designing Educational Software: From the empirical approaches in an interdisciplinary approach. Journal of Contemporary Education, No 100, pp. 114-123 & No 101, pp. 95-104. [GR]
  10. Dimitracopoulou A. (2000). Current trends in the development of technology based learning systems for young children. In (Ed) K. Ravanis, Proceedings of 1st congress: Sciences and Pre-school Education, New Technologies Editions., pp. 132-140. [GR]
  11. Petrou A., Fessakis G., Kalavassis F, Dimitracopoulou A. (2000). Taxonomy of technological means according to the natural instigation of children. In (Ed). V. Komis. Proceedings of 2nd Congress “Technologies of Information and Communication in Education , University of Patras, pp.92-99. [GR]
  12. Komis V., Dimitracopoulou A., & Politis P. (1998). Design Issues for open learning environments: the case of ModelsCreator environment. In (Ed) S. Bakoyannis, Proceedings of 2nd Meeting “Informatics in Secondary education” EPY, YPEPTH, PI, ITY. pp. 198-205. [GR]
  13. Dimitracopoulou A., (1997). The learning exploitation of the feedback on the computerised learning environments – The contribution of Mathematics Education. In (Eds) Τ. Patronis, P. Pintelas, 3rd Congress Mathematics Education and Computers in Education. University of Patras, Editions Pneumatikou, pp.xvi-xix [GR]
  14. Filokyprou G., Vosniadou S., Dimitracopoulou A., and all (1995), Cognitive research and learning science by technology based learning environment. In (Eds) G. Fillipou, K. Christou, A. Kaka Β’ Congress «Mathematics Education and Computers in Education», Contemporary Era, pp. 537-546 [GR]
  15. Dimitracopoulou A., (1993). ARPIA: A “didactical” intelligent tutorial system of aid for the initial representation of mechanics problems. In (Ed). A. Mikropoulos & E. Koleza, Hellenic Congress with International Participation “Didactics of Mathematics and Computers in Education”, University of Ioannina Editions, pp.197-216. [GR]

I.2) Design of Modelling Environments (learning through Modelling Activities for Interdisciplinary Problem Solving)

[design principles, modelling environment, collaborative modelling, analogical reflection support tool, interaction analysis, awareness tools, reflection tools, inquiry activities, quantitative variables, semi-quantitative variables, qualitative variables, object oriented visualization, representation tools, graphs, tables of data values, real experiments with modelled phenomena connections, video-based simulations, animation-based simulations, interdisciplinary activities, problem solving, mathematics, physics, chemistry, decision making, primary education, secondary education ]

  1. Kritikos G. & Dimitracopoulou A. (2010). “Self-reflection, comparative reflection and analogical reflection in the framework of metacognitive modelling activities using the ModellingSpace technological environment”, GIREP-ICPE-MPTL 2010 International Conference, “Teaching and Learning Physics today: Challenges? Benefits?”, University of Reims, France, 22-27 August. [EN]
  2. Smyrnaiou, Z., & Dimitracopoulou A. (2007). Inquiry based activities using a variety of pedagogical tools. CBLIS 2007. 8th International Conference on Computer Based Learning in Sciences, 30 June- 6 July, 2007, Heraklion, Grete, Greece. [EN]
  3. Kritikos G. & Dimitracopoulou A. (2007). Collaborative Modelling Activities with the Technological Environment MODELLINGSPACE: Creation of Abstract & Generic Kinematics’ Models, Proceedings of 4th Hellenic Conference of School Teachers on ICTs in Education “Exploiting ICTs in Educational Act”, e-Network Union, Syros, 4-6 May 2007, Volume Β, pp. 306-316. [GR]
  4. Dimitracopoulou, A. and Komis, V. (2005) ‘Design principles for an open environment supporting education actors during modelling, collaboration and learning’ In C. Constantinou, Z. Zacharias & P. Kommers (Guest Editors), Special Issue on the “Role of Information and Communication Technologies in Science Teaching and Learning. Int. J. Continuing Engineering Education and Lifelong Learning, [EN]
  5. Smyrnaiou, Z., Politis, P., Komis, V & Dimitracopoulou A. (2005), The role of interactions in Science learning using three educational mediums: video, technology-based learning environment and real objects, In 11th Biennial Conference of the European Association for Research in Learning and Instruction, 23-27 August, Nicosia, Cyprus, pp. 1027-1028 [EN]
  6. Dimitracopoulou A.& Komis V. (2003). Design Principles for an Open and Wide ModellingSpace for Learning, Modelling & Collaboration in Sciences and Mathematics, In (Eds) C. Constantinou & Z. Zacharias “Computer Based Learning in Sciences, Proceedings of Sixth International Conference CBLIS., Volume 1, University of Cyprus Editions, pp.1005-1018 [EN]
  7. Dimitracopoulou, A., Fessakis, G., Melendez R, Gallego B. [2003). Collaborative learning environment and Modelling Activities in primary and secondary education: The ModellingSpace Project, In A. M. Vilas, J.A. M. Gonzalez, J. M. Gonzalez (Eds) Advances in Technology-Based Education: Toward a Knowledge-Based Society. II International conference on multimedia ICT’s in Education, Badajoz, Spain, Dec 3-6 2003, Edition: Junta de Extremadura, Consejeria de Education, Volumes: I-III, Collection. Vol. 2, pp.: 1276-1280. [EN]
  8. Komis V., Avouris N., Dimitracopoulou A., & Margaritis M, (2003), Aspects de la conception d’un environment collaborative de modelisation à distance, In (Eds) C. Desmoulins & P. Marquet, Proceedings of EIAH 2003, (Environments Informatiques pour l’Apprentissage Humain), ATIEF (Association des technologies de l’Information pour l’Education et la Formation, 15-17 April, 2003, Strasbourg, pp. 271-282. [FR]
  9. Orfanos, S. & Dimitracopoulou A. (2003). Technology based modelling activities and the contribution in learning concepts’ relations in kinematics. Second International Conference on Multimedia and Information & Communication Technologies in Education (m-ICTE 2003), 3-6 December 2003, Badajoz, Spain, In A. M. Vilas, J.A. M. Gonzalez, J. M. Gonzalez (Eds) Advances in Technology-Based Education: Toward a Knowledge-Based Society. II International conference on multimedia ICT’s in Education, Badajoz, Spain, Dec 3-6 2003, Edition: Junta de Extremadura, Consejeria de Education, Volumes: I-III, Collection. Vol.3, pp. 1353-1357. [EN]
  10. Dimitracopoulou A., Komis V., Teodoro V.D. (2003), Learning Environment Design for Modelling Activities in a Social Context: The venture of MODELLINGSPACE., Symposium Introductory Text. In (Eds) C. Constantinou & Z. Zacharias “Computer Based Learning in Sciences, Proceedings of Sixth International Conference CBLIS., Volume 1, University of Cyprus Editions, pp.989-992 [EN]
  11. Komis V., Dimitracopoulou A., Politis P. & Avouris N. (2001). “Expérimentations sur l’utilisation d’un logiciel de modélisation par petits groupes d’élèves”, Sciences et Τechniques Εducatives (STE), Hermes, Vol. 8, No 1-2, 2001, pp. 75-86. [FR]
  12. Politis P., Komis V., Dimitracopoulou A., (2001). “MODELSCREATOR : un logiciel de modélisation permettant l’utilisation des règles logiques et la prise de décision”, Enseignement Publique et Informatique, Νο 102, 2001, pp. 179-199. [EN]
  13. Dimitracopoulou A, Komis V., Apostolopoulos P. & Politis P. (1999). Design Principles of a New Modelling Environment Supporting Various Types of Reasoning and Interdisciplinary Approaches, in S.P. Lajoie and M. Vivet (Eds), Proceedings of 9th International Conference of Artificial Intelligence in Education: Open Learning Environments- New Computational Technologies to Support Learning, Exploration and Collaboration, IOS Press Ohmsha., pp. 109-120 [EN]
  14. Dimitracopoulou A., Komis V. (1999). Permettre aux jeunes élèves des activités multiples de modélisation et des études interdisciplinaires grace à un nouvel environnement informatique, In A. Giordan, J.-L. Martinand, D. Raichvarg, (Eds) technologies/Technologie, XXIes Journées Internationales sur la Communication, L’Education et la Culture Scientifiques et Industrielles, pp.243-248. [FR]

I.3) Collaborative Learning Systems Design

[design principles, learning analytics, algorithms for collaborative activity analysis, community support, collaboration fostering, collaborative modelling, collaborative problem solving, collaboration with collocated students, collaboration by distance, synchronous collaboration, asynchronous collaboration, mobile learning, intergroup collaboration, intragroup collaboration, cognitively distributed collaborative learning activities, map construction activities, map read activities, spatial thinking development, GPS, microworlds, constructionist activities, adults, secondary education, primary education, pre-primary education]

  1. Fessakis G., Dimitracopoulou A. (2009). «Proposing “collaborative filtering” to foster collaboration in ScratchR Community», in Cl., O‟Malley, et. al. Proceedings of ISLS-CSCL2009 conference, Rhodes, 08-13 June 2009, Vol II, pp. 168-170 [EN]
  2. Dimitracopoulou, Α. & Petrou-Bakiri Α. (2008). Design Aspects of Collaborative Learning Environments. In (Editors). Ν. Αvouris, Χ. Κaragiannidis, V. Κomis, Collaborative Technologies, Kleidarithmos editions. Pp. 157 – 178, [GR]
  3. Dimitracopoulou A. (2005) Designing collaborative environments: Current Trends and Future Research Agenda. In D. Suthers & T. Koschmann (Eds). Computer Support for Collaborative Learning, CSCL 2005: the next ten years. 30 May-4 June, Taipei, Taiwan. [EN]
  4. Petrou-Bakiri A., Fessakis, G., Dimitracopoulou A. (2004). Synchronous computer mediated collaborative activities among collocated students: Conditions that make them valuable in every day educational practice, In (Ed) P. Dillenbourg Computer Supported Collaborative Learning SIG European Symposium, Lausanne, 7-9 October, 2004, [EN]
  5. Dimitracopoulou A. & Komis V. (2004). ModellingSpace: Supporting Young Students to be thoroughly involved in modelling and collaborative modelling activities. In Kinshuk et al. (Eds), Proceedings of 4th IEEE International Conference on Advanced Learning Technologies (ICALT 2004), as part of Workshop Modelling for Learning tasks, August 30 – Sept 1, 2004, Joensuu, Finland, pp. 1090-1092. [EN]
  6. Avouris N., Komis V., Fiotakis G., Dimitracopoulou A., Margaritis M., (2004). Method and Tools for analysis of collaborative problem-solving activities, Proceedings of ATIT2004, First International Workshop on Activity Theory Based Practical Methods for IT Design, Copenhagen, pp. 5-16, Denmark, September 2004. [EN]
  7. Ιoannidou I. & Dimitracopoulou A. (2004) Analysis of Interactions among pre-school children involved in Cognitively Distributed Learning Activities. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. A’, pp. 647-656 [GR]
  8. Dimitracopoulou A., Petrou A., Fessakis G., Orfanos S. Ioannidou I. (2004). Technology based collaborative learning in everyday school practices: Research Directions of LTEE laboratory. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. B’, pp. 416-422. [GR]
  9. Petrou-Bakiri A. & Dimitracopoulou A. (2003). Is synchronous computer mediated collaborative problem solving ‘justified’ only when by distance? Teachers’ point of views and interventions with co-located groups during every day class activities. In (Eds) B. Wasson, S. Ludvigsen & U. Hoppe, Computer Support for Collaborative Learning: Designing for Change in Networked Learning Environments, CSCL 2003 congress: 14-18 June 2003, Bergen, Norway, Kluwer Academic Publishers, pp. 441-450. [EN]
  10. Dimitracopoulou, A., Fessakis, G., Melendez R, Gallego B. [2003). Collaborative learning environment and Modelling Activities in primary and secondary education: The ModellingSpace Project, In A. M. Vilas, J.A. M. Gonzalez, J. M. Gonzalez (Eds) Advances in Technology-Based Education: Toward a Knowledge-Based Society. II International conference on multimedia ICT’s in Education, Badajoz, Spain, Dec 3-6, 2003, Edition: Junta de Extremadura, Consejeria de Education, Volumes: I-III, Collection. Vol. 2, pp.: 1276-1280. [EN]
  11. Margaritis M., Komis V., Avouris N., Dimitracopoulou A., (2003). Real-time collaborative modelling over low-bandwidth networks, In (Eds) B. Wasson, R. Baggetun, U. Hoppe & S. Ludvigsen, Proc. of CSCL2003 Community events, June 14-18, Bergen, 2003, University of Bergen Editions, pp. 138-140 [EN]
  12. Avouris N., Dimitracopoulou A., Komis V., Margaritis M., (2003). Participatory Analysis of Synchronous Collaborative Problem Solving using the OCAF Methodology and Tools, In (Eds) B. Wasson, R. Baggetun, U. Hoppe & S. Ludvigsen, Proc. of CSCL2003 Community events, June 14-18, Bergen, 2003, University of Bergen Editions, pp. 232-234, [EN]
  13. Ioannidou I. & Dimitracopoulou A. (2003). Design of distributed collaborative activities for young children related to map use and construction. In (Ed) V. Uskov, Proceedings of the IASTED International Conference, Computers and Advanced Technology in Education,30 June-3 July 2003, Rhodes, Greece, pp.432-437 [EN]
  14. Ioannidou I. & Dimitracopoulou A. (2003). Young Children Collaborating to use Maps during Technology based Distributed Learning Activities In (Eds) T. Triantafillidis & K. Xatzikyriakou Proceedings of the 6th International Conference on Technologies in Mathematics Teaching, 10-13 October 2003, Volos, Greece, editions pp. 133-141 .[GR]
  15. Komis V., Avouris N., Dimitracopoulou A., & Margaritis M, (2003), Aspects de la conception d’un environment collaborative de modelisation à distance, In (Eds) C. Desmoulins & P. Marquet, Proceedings of EIAH 2003, (Environments Informatiques pour l’Apprentissage Humain), ATIEF (Association des technologies de l’Information pour l’Education et la Formation, 15-17 April, 2003, Strasbourg, pp. 271-282. [FR]
  16. Dimitracopoulou A. Avouris N., Komis B., & Feidas C. (2002). Towards open object-oriented models of collaborative problem solving interaction. In (Eds) P. Jermann, M. Mühlenbrock, A. Soller, Workshop Proceedings, “Designing Computational Models of Collaborative Learning Interaction”, 4th Computer Supported Collaborative Learning Conference, (CSCL-2002), Boulder, Colorado, January 2002, pp. 52-28. [EN]
  17. Avouris N., Dimitracopoulou A., Komis B., & Feidas C. (2002). “OCAF: An object-oriented model of analysis of collaborative problem solving” In G. Stahl, (Ed), 4th Computer Support for Collaborative Learning: Foundations for a CSCL Community, (CSCL-2002), Boulder, Colorado, January 2002, LEA, NJ. USA, pp.92-101 [EN]
  18. Feidas C., Avouris N., Komis B., & Dimitracopoulou A., (2002). “Collaborative Problem Solving using an Open Modeling Environment” In G. Stahl, (Ed), 4th Computer Support for Collaborative Learning: Foundations for a CSCL Community, (CSCL-2002), Boulder, Colorado, 2002, LEA, NJ. USA, pp.654-656. [EN]
  19. Komis V., Kotsari M., Lavidas K., Feidas C., Avouris N., Dimitracopoulou A., & Politis P. (2002). Representation tools during collaborative problem solving in a technology-based learning environment. In (Eds) M. Tzekaki & T. Xatzipantelis, Proceedings of 5th congress, Mathematics Education and Informatics in Education, University of Thessalonikis, pp.313-342. [GR]
  20. Petrou-Bakiri A. & Dimitracopoulou A. (2001). What factors influence learning through collaborative activities by distance and how they influence collaborative technology ? In (Ed) V. Makrakis, Proceedings of Hellenic congress with international participation “New Technologies in education and Distance Education”, Atrapos Editions, pp. 318-333 [GR]

I.4) Design Mobile & Augmented Reality Learning Games

[design principles, games for the city, games for environmental education, spatial thinking development and maps, rapid prototyping, realistic mathematics, mathematics trails, adults, tourists, primary education children, kindergarten children]

  • Fessakis, G., Karta, P., & Kozas, K. (2017, September). The Math Trail as a Learning Activity Model for M-Learning Enhanced Realistic Mathematics Education: A Case Study in Primary Education. In International Conference on Interactive Collaborative Learning (pp. 323-332). Springer, Cham.
  • Markouzis, D., & Fessakis, G. (2016). Rapid Prototyping of Interactive Storytelling and Mobile Augmented Reality Applications for Learning and Entertainment – The case of “k-Knights.” International Journal of Engineering Pedagogy (iJEP), 6(2), 30. https://doi.org/10.3991/ijep.v6i2.5560
  • Fessakis, G., Bekri, A., F., Konstantopoulou, A., (2016) Designing a mobile game for spatial and map abilities of kindergarten children, In Th. Connoly and L. Boyle (Eds.) Proceeding of the 10th European Conference on Games Based Learning, 6-7 Oct 2016, The University of the West of Scotland, Paisley, Scotland, Reading UK:Academic Conferences and Publishing International Limited, pp. 183-191
  • Markouzis, D., Fessakis, G. (2015). Interactive Storytelling and Mobile Augmented Reality Applications for Learning and Entertainment – A rapid prototyping perspective, Accepted for publication as full paper in the Proceedings of the 9th International Conference on Interactive Mobile Communication, Technologies and Learning (IMCL2015), 19-20 November 2015, Thessaloniki, Greece, Organized by Aristotle University of Thessaloniki and the International Association of Online Engineering (IAOE). Best paper award for IMCL2015, invited submission on International Journal of Engineering Pedagogy (iJEP), [EN]
  • Markouzis, D., Fessakis, G. (2015). Enriching the city environment with mobile Augmented Reality edutainment applications for residents and tourists: The case of “Roads of Rhodes” game, In I. Theona & D. Charitos (Eds.) Proceedings of the 3rd International Biennial Conference, Hybrid City 2015: Data to the people, 17-19 September 2015, Athens, Greece, ISBN 978-960-99791-2-2, pp.: 290-297, University Research Institute of Applied Communication (URIAC), National and Kapodistrian University of Athens, [EN]

 

II. Design of teachers and moderators support in Collaborative settings, in Distance Learning Programs, in Learning Communities

II.1) Design for Teachers and Moderators’ Support in Collaborative Learning Systems, Distance Learning Platforms etc.

[design principles, teachers’ communities, teachers’ education programs, learning modelling environment, tools, services, educational units’ web-based support, synchronous moderation, asynchronous moderation, learning analytics, chat analysis, email analysis, forum analysis, SNA, time evolution consideration, teachers’ points of views, teachers’ strategies, teachers’ support, adults, students, secondary education]

  1. Dimitracopoulou A. (2007). Don’t forget the human actors: The need of Tools and Services supporting individuals, groups, communities. Invited Talk-Opening Session, 4th Educational Symposium, Designing the School of Tomorrow, Athens, Greece, November 9-10, 2007. [EN]
  2. Hlapanis. G., Kordaki M. & Dimitracopoulou A (2007). Successful e-Courses: the role of Synchronous Communication and E-Moderation via Chat., (Guest Editor) P. Kinshuk, Special issue on “Synchronous methods and applications in e-learning”, The International Journal of Information and Learning Technology. Vol. 23, Issue 3, pp. 171-181. [EN]
  3. Bratitsis T. & Dimitracopoulou A. (2006). Monitoring and Analysing Group Interactions in asynchronous discussions with the DIAS system. In (Eds) Y. Dimitriadis, I. Zigurs & E. Gomez-Sanchez.CRIWG 2006, 12th International Workshop on Groupware, GRIWG2006, Groupware: Design, Implementation and Use, 17-21 Sept. 2006, Medina Del Campo, Spain Ed. Springer, LNCS 4154, pp. 54-61 [EN]
  4. Petrou-Bakiri A. (2005). Teachers’ roles and strategies during usage of technology based collaborative learning environments, in real school conditions, PhD, School of Humanities, University of the Aegean, Rhodes, Greece, (GR).
  5. Petrou-Bakiri A. & Dimitracopoulou A. (2003). Is synchronous computer mediated collaborative problem solving ‘justified’ only when by distance? Teachers’ point of views and interventions with co-located groups during every day class activities. In (Eds) B. Wasson, S. Ludvigsen & U. Hoppe, Computer Support for Collaborative Learning: Designing for Change in Networked Learning Environments, CSCL 2003 congress: 14-18 June 2003, Bergen, Norway, Kluwer Academic Publishers, pp. 441-450. [EN]
  6. Sabah G., Vosniadou S., Dimitracopoulou A., (1999), What dialogue analysis can tell us about teacher strategies related to representational change, In Eds. D. Kayser, S. Vosniadou, Modelling Changes in Understanding: Case Studies in Physical Reasoning, Elsevier editions., pp. 132-165 [EN]

II.2) Design of Highly Interactive Distance Education Programs, Learning Communities, Communities of Practice, Teachers’ Communities

[design principles, learning communities, teachers’ communities, distance education programs, scientific field, teachers’ continuous, education, communities of practice, in-service teachers’ training, communication, collaboration, communication analysis, course assessment, tools, services, educational units’ support by distance, synchronous moderation, asynchronous moderation, learning analytics, chat analysis, email analysis, forum analysis, SNA, time evolution consideration, professionals, students, secondary education]

  1. Fessakis, G., Voulgaridou I., Lazakidou G. (2016). Cultivating an internet based learning community in the frame of a blended training model, In Proceedings of 10th Panellenic Conference with International participation “ ICTs in Education”, pp. 715-722, University of Ioannina, 23-25 September, 2016, http://www.etpe.gr/custom/pdf/etpe2456.pdf
  2. Fessakis, G., Theodoridou, S., Roussou, M. (2014). Teacher professional development program in Online Communities of Practice pedagogical model. The International Journal of Technologies in Learning, 20(3), pp. 61-79.
  3. Fesakis G., Sofroniou C., Mavroudi E., (2011). Using internet for communicative learning activities in kindergarten: The case of the “Shapes planet”. Early Childhood Education Journal (ECEJ), 38(5), Springer Netherlands, pp.: 385-392.
  4. Hlapanis G.-H., Dimitracopoulou A. (2008). What is a successful “course” in a School -Teacher’s Learning Community? Matters of course assessment. In (Ed) R. Subramaniam, Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, IGI Global, USA (EN)
  5. Hlapanis, G. & Dimitracopoulou A. (2007). A School-Teachers’ Learning Community: Matters of Communication Analysis, (Guest Editors) P. Kirschner & K.-W. Lai, Special Issue on Online Communities of Practice in Education, Journal of Technology, Pedagogy, and Education, Volume 16, Issue 1. (EN)
  6. Hlapanis. G. & Dimitracopoulou A. (2007). A Course Model implemented in a Teachers’ Learning Community Context: Issues of Course Assessment, Journal of Behaviour and Information Technology, Volume 26, Issue 6, Nov. 2007, pp 561-578 (EN)
  7. Hlapanis. G., Kordaki M. & Dimitracopoulou A (2007). Successful e-Courses: the role of Synchronous Communication and E-Moderation via Chat., (Guest Editor) P. Kinshuk, Special issue on “Synchronous methods and applications in e-learning”, The International Journal of Information and Learning Technology. Vol. 23, Issue 3, pp. 171-181. (EN)
  8. Montandon L., Dimitracopoulou A., Avouris N., Casado E. (2006) e-COMODE Services for the Implementation of Collaborative Modelling Environments in Schools. In P. Cunningham (Eds) e-Challenges conference 2006, 25-27 October 2006, Barcelona, Spain (EN)
  9. Hlapanis G. & Dimitracopoulou A. (2005). Continuous Education of Teachers through Internet: The creation and the monitoring of a Community of Learning. In (Editor). Α.Lionarakis, Proceedings of the 3rd Hellenic Congress with International Participation for the Open and Distance Learning, Vol. A, pp.586-597 [GR]
  10. Dimitracopoulou A. (2004). Distance Education and Educational applications of Information and Communication Technologies: Main Considerations, In (Eds) D. Psillos, V. Dagdidelis, G. Papadopoulos, M. Satratzemi Technologies of Information and Communication in Hellenic Education: Review and Perspectives, University of Macedonia Editions. pp.292-312 [GR]
  11. Hlapanis, G., Bratitsis, T., & Dimitracopoulou, A. (2004) Teachers Training through activities in a Virtual Learning Community: The case of the Community related to the University of the Aegean, Journal of Sciences of Education, Special Issue Continuous Education and Education by Distance in the Society of Information. [GR]
  12. Hlapanis G. & Dimitracopoulou A. (2004) Teachers Education via Internet. The case of the Teachers Learning Community of Aegean University. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. A’, pp. 349-360 [GR]
  13. Hlapanis G. & Dimitracopoulou A., (2004). Instructional methods and tools in a Virtual Learning Community of Teachers. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. B’, pp. 437-439 [GR]
  14. Tzortzakakis G., Mitsoullis C., Papakyriakou C., Dimitracopoulou A. (2004) Aspects of In-service Education in ICTs, for design of teaching sessions with Innovative Technology Based learning Environments In N.Tzimopoulos & M. Iosifidou (Eds) Proceedings of 2nd Hellenic Conference, “Teachers and ICTs in Education”, HICTE, Syros, Greece, 9-11 May 2003, New technologies Editions, pp. 746-758 [GR]
  15. Dimitracopoulou A., Grigoriadou M., Kordaki M., Kameas A. (2004). Technologies of Information in adults’ education: Instructional approaches and tools. Workshop Introductory Text. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. B’, pp. 423-426 [GR]
  16. Hlapanis G., Bratitsis T., Minaidi A. & Dimitracopoulou A. (2004). A Model for Distance education and support according to teachers’ needs. In N.Tzimopoulos & M. Iosifidou (Eds) Proceedings of 2nd Hellenic Conference, “Teachers and ICTs in Education”, HICTE, Syros, Greece, 9-11 May 2003, New technologies Editions, Vol. B’, pp. 733-745 [GR]
  17. Bratitsis, T., Hlapanis, G., & Dimitracopoulou, A., (2003). Continues education of teachers on ICTs in education through e-Learning community activities. Pilot study on a custom-built environment,” In (Eds) T. Triantafillidis & K. Hatzikyriakou, Proceedings of the 6th International Conference on Technologies in Mathematics Teaching, 9-13 October, 2003, Volos, Greece, pp. 222-228 [GR]
  18. Bratitsis, T. & Hlapanis, G.& Dimitracopoulou, A., (2003). “Advanced Distance Learning Systems. A technical approach using MS SharePointTM Portal Server.” In (Ed) V. Uskov, Proceedings of the IASTED International Conference, Computers and Advanced Technology in Education,30 June-3 July 2003, Rhodes, Greece, pp.489-494 (EN)
  19. Dimitracopoulou, A, (2003) The scientific field of Information and Communication Technologies in Education and its relationship with the field of Distance Education. In (Ed) A. Lionarakis, Proceedings of 1st Hellenic Congress, Open and Distance Education, Hellenic Open University, 27-28 May, 2001, Patras, Typorama Editions, pp. 171-184 [GR]
  20. Bratitsis T., Xlapanis G., Μinaidi Α. & Dimitracopoulou (2003). Design of a Program of Continues Education by Distance, based on pilot research results. In (Ed) A. Lionarakis Proceedings of 1st Hellenic Congress, Open and Distance Education, Hellenic Open University, March 2003, Patras, Typorama Editions, pp. 236-245 [GR]
  21. Bratitsis T. & Dimitracopoulou A. (2001). Integrated environments for Distance learning via Networks: present and future. In (Ed) V. Makrakis, Proceedings of Hellenic congress with international participation “New Technologies in education and Distance Education”, Atrapos Editions, pp. 78-96 [GR]
  22. Tselios N., Avouris N. & Dimitracopoulou A. & Daskalaki S. (2001). Evaluation of Distance Learning Environments: Impact of Usability on Student Performance, In International Journal of Educational Telecommunications, Volume 7, Number 4, 2001, pp. 355-378 [EN]

II.3) Design for Scientific Networks Support

[design principles, Scientific community, learning communities, collaboration support, communication support, community participants support, learning analytics, Kaleidoscope NoE, Telearc NoE, ScratchR Community, Hellenic Parliament Educational Portal]

  1. Dirckinck-Holmfeld L., Balacheff N., Bottino R.M., Burgos D., Dimitracopoulou A., Ludvigsen S., Mille A. (2016). Grand Challenge Problem 10: TELEARC an Agile and productive networking of TEL Small and Medium Sized Research Labs. In Eberle et al. (eds.), Grand Challenges in Technology Enhanced Learning 2, SpringerBriefs in Education, DOI 10.1007/978-3-319-12562-6_11 (EN)
  2. Fessakis G., Dimitracopoulou A. (2009). «Proposing “collaborative filtering” to foster collaboration in ScratchR Community», in Cl., O‟Malley, et. al. Proceedings of ISLS-CSCL2009 conference, Rhodes, 08-13 June 2009, Vol II, pp. 168-170 (EN)
  3. Bratitsis T., Dimitracopoulou A., Martinez-Monez A., Marcos H.A. & Dimitriadis Y. (2008). Supporting members of a learning community using Interaction Analysis tools: The example of the Kaleidoscope NoE scientific network, in (Eds) I. Aedo, E. Mora, P. Diaz & Kinshuk, International Conference ICALT2008, Learning Technologies in the Information Era” , July 1st – July 5th, Santader, Spain (EN)
  4. Bratitsis T. & Dimitracopoulou A. (2008). Interaction Analysis as a multi-support approach of social computing for learning, in the “Collaborative Era”: Lessons learned by using the DIAS system, in (Eds) I. Aedo, E. Mora, P. Diaz & Kinshuk, International Conference ICALT2008, Learning Technologies in the Information Era” , July 1st – July 5th, Santader, Spain (EN)
  5. Papaloi Α., Dimitracopoulou, A., Meimaris M. (2007). The Educational Portals of Hellenic Parliament, as environments of informal education: Potential and prospects. 4th Congress of ICTs in Educational Action,, Syros, 4-6 May 2007, e-Network ICT Association. (GR)
  6. Strebelle A., Depover C., Stylianidou F., & Dimitracopoulou A. (2003). The setting up of Human Networks as vital part of the design and implementation of a technology–supported learning environment. In (Eds) C. Constantinou & Z. Zacharias “Computer Based Learning in Sciences, Proceedings of Sixth International Conference CBLIS., Volume 1, University of Cyprus Editions, pp.1029-1040. (EN)

 

III. Learning Activities Design and Studies

III.1) Learning Activities Design and Studies on related learning, teaching phenomena

[learning activities’ design principles, learning by design, collaborative learning activities’ design modes, group blogs activities, social media learning activities, data base learning activities, problem solving activities, inquiry learning activities, modeling activities, constructionist learning activities, map related activities, students’ difficulties, adults, students, children]

  1. Fessakis G. & Dimitracopoulou Α., (2009), Models of Learning Activities Design using ICTs: Critical Review. In A. Kodakos & F. Kalavassis (Editors) Issues of Educational Design. Vol 3rd, Atrapos Editions, pp. 311-341 [GR]
  2. Fesakis G., Tatsis K. & Dimitracopoulou A. (2008). Collaborative Learning by Design through Group Blogging, in M. B. Nunes, M. MacPherson (Eds), Proceedings of IADIS-e-learning conference, Amsterdam, 22-25 July 2008, Vol. I, pp. 255-262. [EN]
  3. Fessakis G., Dimitracopoulou A., Tatsis K. (2008). Supporting “Learning by Design” Activities Using Group Blogs, Journal of Educational Technology and Society. Vol 11, Issue 4., 2008. pp.199-212. [EN]
  4. Petrou A. & Dimitracopoulou A. (2008). Teaching Computer Sciences to students with muscle-kinetics difficulties, with the support of collaborative learning activities and social technologies. In V. Komis (Ed) Proceedings of 4rth Hellenic Conference on Didactics of Computer Sciences, 28-30 Mars, 2008, University of Patras [GR]
  5. Fessakis G., Τatsis Κ., Dimitracopoulou A., (2007), Use of group blog for the support of learning by design processes. The case of students that design geometry learning activities with technological environments. Proceedings of 2nd E.N.E.D.I.M Conference, Alexandroupoli, 23-25 Νovember 2007, pp. 498-508 [GR]
  6. Petrou Ath. A. & Dimitracopoulou A. (2007). Scenarios of collaboration learning in Computer Sciences for students with special needs. 1st Panellenic Conference with International Participation, “The Special Education in the era of Knowledge Society”, Athens, 26-29 April 2007, Hellenic Association of Special Pedagogy. [GR]
  7. Fessakis G., Dimitracopoulou A., Komis, V. (2005). Improving database design didactics in secondary education using action research. Journal of Computers in Human Behavior. Vol, 21, (2), pp. 159-194, [EN]
  8. Fessakis G. & Dimitracopoulou, A (2005). Cognitive difficulties of secondary education students related to the concept of programming variable, and proposals for educational interventions In (Editor). A. Τzimogiannis, 3rd Congress of Computer Sciences Education, Korinthos, October 2005. [GR]
  9. Orfanos S. & Dimitracopoulou A. (2004) Design of Students’ Activity Sheets for exploratory technology-based learning environments in Physics Sciences. The case of modeling activities. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. B’, pp. 3-14 [GR]
  10. Ιoannidou I. & Dimitracopoulou A. (2004) Analysis of Interactions among pre-school children involved in Cognitively Distributed Learning Activities. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. A’, pp. 647-656 [GR]
  11. Dimitracopoulou A., Petrou-Bakriri, A., Fessakis G., Orfanos S. Ioannidou I. (2004). Technology based collaborative learning in everyday school practices: Research Directions of LTEE laboratory. In M. Grigoriadou, S. Vosniadou, A. Raptis, C. Kynigos (Eds). Proceedings of 4rth Hellenic Congress with International Participation, ICTs in Education, Athens, 29/1-1/10 2004, New technologies Editions, Vol. B’, pp. 416-422. [GR]
  12. Orfanos S. & Dimitracopoulou Α. (2004). Learning Activities in Kinematics-Physics supported by the modeling environment ModellingSpace In N.Tzimopoulos & M. Iosifidou (Eds) Proceedings of 2nd Hellenic Conference, “Teachers and ICTs in Education”, HICTE, Syros, Greece, 9-11 May 2003, New technologies Editions, Vol. A’. pp.555-567 [GR]
  13. Orfanos S. & Dimitracopoulou A. (2004). Contribution of the simulation of the technology-based learning environment MODELLINGSPACE to the conceptualization of kinematic’s concepts. Proceedings of 12th Hellenic Conference, Hellenic Union of Physics’ Teachers, Kalamata, Greece, January 2003. [GR]
  14. Dimitracopoulou, A, Komis, V., Orfanos S., Passalis N., Mitsoullis C. (2004). The Collaborative learning environment ModellingSpace and learning activities for Physics, Chemistry and Mathematics. Workshop Introductory Text. In N.Tzimopoulos & M. Iosifidou (Eds) Proceedings of 2nd Hellenic Conference, “Teachers and ICTs in Education”, HICTE, Syros, Greece, 9-11 May 2003, New technologies Editions, pp. 676-678. [GR]
  15. Komis, V., Dimitracopoulou, A, Politis P., Saconides C., Avouris N. (2004). Learning Activities for modelling in various subject matters using the technology based learning environment Models Creator. Workshop Introductory Text. In N.Tzimopoulos & M. Iosifidou (Eds) Proceedings of 2nd Hellenic Conference, “Teachers and ICTs in Education”, HICTE, Syros, Greece, 9-11 May 2003, New technologies Editions, pp. 674-675. [GR]
  16. Fessakis, G., & Dimitracopoulou, A., (2003). Exploitation of data modeling for database design in secondary education learning activities: A case study concerning real stories analysis. In (Eds) M. E. Auer & U. Auer, Interactive Computer Aided Learning (ICL) 2003, Carinthia Tech Institute, 24-26 September 2003 Villach, Austria, [http://www.icl-workshop.org] [EN]
  17. Dimitracopoulou A. (invited talk, 2003). Modelling Activities in Schools with a collaborative technology-based learning environment: Scenarios of use in secondary education. In (Ed) P. Massouras, Information Technologies & Education, 13-14 December 2002, CCS, Cyprus, pp. 35-45. [GR]
  18. Fessakis, G., Dimitracopoulou, A., Halatsis, C., (2003). Secondary education students’ database design difficulties and remedial teaching strategies., In A. M. Vilas, J.A. M. Gonzalez, J. M. Gonzalez (Eds) Advances in Technology-Based Education: Toward a Knowledge-Based Society. II International conference on multimedia ICT’s in Education, Badajoz, Spain, December 3-6, 2003, Edition: Junta de Extremadura, Consejeria de Education, Volumes: I-III, Collection, Vol. 2, pp. 1002-1006. [EN]
  19. Ioannidou E., & Dimitracopoulou A., (2002). Learning Activities with space concepts and representations for young children with the use of technology-based system of map design. In (Eds) M. Tzekaki & T. Hatzipantelis, Proceedings of 5th congress, Mathematics Education and Informatics in Education, University of Thessaloniki Editions., pp. 414-422. [GR]
  20. Petrou-Bakiri A. & Dimitracopoulou A. (2001). What factors influence learning through collaborative activities by distance and how they influence collaborative technology? In (Ed) V. Makrakis, Proceedings of Hellenic congress with international participation “ New Technologies in education and Distance Education”, Atrapos Editions, pp. 318-333. [GR]
  21. Fessakis G., Kalavassis F., & Dimitracopoulou A. (2001). Technology based Modelling Activities in secondary Education: Exploration and experimentation. In (Ed) V. Makrakis, Proceedings of Hellenic congress with international participation, “New Technologies in education and Distance Education”, Atrapos Editions, pp. 673-688. [GR]
  22. Politis P., Komis V., Dimitracopoulou A. (2000). Logical Rules and activities of decision making using an educational software of modelling. In (Eds). A. Kollias, A. Margetousaki & P. Michailides Proceedings of 4th congress, Mathematics Education and Informatics in Education, ION Editions, pp. 205-212. [GR]
  23. Komis V., Dimitracopoulou A., & Politis P. (2000). Activities on the concept of analogy with the use of a modelling learning environment. In (Ed) A. Jimoyannis, Hellenic congress “Informatics and Education”, University of Ioannina, pp. 125-138. [GR]

III.2) Collaborative Learning and Social media use for Students with Special Needs

[cooperative learning activities, collaborative learning activities, studies of students’ role changes, students socialization, SNA, social media use, social platform, computer science’ course, special needs students, muscle-kinetics difficulties, secondary education]

  1. Petrou A. & Dimitracopoulou A (2014) “Use of cooperative learning scenarios in Teaching of Informatics for students with disabilities through an E-learning platform – Study Results” INTED, 8th International Conference on Technology, Education and Development [EN]
  2. Petrou A. & Dimitracopoulou A. (2008). Teaching Computer Sciences to students with muscle-kinetics difficulties, with the support of collaborative learning activities and social technologies. In V. Komis (Ed) Proceedings of 4rth Hellenic Conference on Didactics of Computer Sciences, 28-30 Mars, 2008, University of Patras [GR]
  3. Petrou A. & Dimitracopoulou A. (2007). Scenarios of collaboration learning in Computer Sciences for students with special needs. 1st Panellenic Conference with International Participation, “The Special Education in the era of Knowledge Society”, Athens, 26-29 April, 2007, Hellenic Association of Special Pedagogy. [GR]
  4. Petrou Α. & Dimitracopoulou, A., (2007). The need of a communication –collaboration platform, in special needs school, for the education of students with corporal disabilities: Research Results. Special Needs Themes. No 33 & 34, 2006-2007, [GR]
  5. Petrou Α. & Dimitracopoulou, A., (2005), Exploiting technologies and communicational tools by children with corporal disabilities. Special Needs Themes. No 30 & 31, 2004-2005, [GR]
  6. Petrou A. & Dimitracopoulou A. (2005). Taking advantage of communicational tools for children with corporal disabilities. In (Ed.) N. Tsimopoulos, 3rd Congress of ICTs in Educational Practice, Syros, May 2005, HICTE. [GR]

III.3) Digital Citizenship, Critical Literacy, Studies on Social Media

[Critical Literacy on Social Media, The citizen education in the age of cyberspace, Digital dimensions of the education about democracy, Multimodal Argumentation through Remix video, video analysis, images analysis, social argumentation, racism phenomena, refugees, university students ]

  1. Fragkiadoulaki K., Dimitracopoulou A., Papadopoulou M. (in press 2018). Visual argumentation against racism in videos designed by university students: The role of images. In Proceedings of XI International Conference on Semiotics, Thessaloniki, Greece, 2016 [EN]
  2. Fragkiadoulaki K., Dimitracopoulou A., Papadopoulou M. (2017). From the composition of existing digital material in a video format to the multimodal meaning making: the first steps of a transition (multimodal argumentation concerning racism) In S. Grodos (Ed), Proceedings of the 1st Hellenic Scientific Conference with International Participation, on Audiovisual Literacy in Education, Thessaloniki, 24-26 June 2016, pp.335-348 [GR]
  3. Veneti, P., Fessakis, G., Kondakos A., Kalavassis F., (2017). Education on Digital Citizenship and Educational Design, In Proceedings of the 9th International Conference on Educational Design “ Models of Educational Entities Development: Applications of Systemic Approach and its Educational Engineering”, Rhodes, 2-4 June 2017
  4. Dimitracopoulou A. (2002). Educational Activities via Internet: Principles for a significant educational use. WorkNotes Rhodes: Special Issue: Bilinguals and Learning through Internet, Editions: Pedagogical Institute & Aegean University. pp. 73-84. [GR]
  5. Hlapanis G. & Dimitracopoulou A. (2002). The use of Internet by the Hellenic Secondary Education. In (Ed) N. Tzimopoulos, Proceedings of 1st Congress “Technologies of Education and Communication in Educational Action, Syros, 11-13 Μay, 2001, New technologies editions, pp. 598-612. [GR]
  6. Dimitracopoulou A., (1999). Taking advantage of e-mail use in educational practice: How, when and why? Lingual Computer Vol 1, Νο 1, December 1999, pp 130-145. [GR]
  7. Dimitracopoulou A. (1999). Educational activities via Internet for young children: How to promote meaningful learning. In (Eds) M. Kaila et al, International Conference, Sustainable Development in the Islands and the roles of research and higher Education, Prelude International Editions, Vol. V, pp.25-34. [GR]

III.4) Learning Activities design for Interactive Storytelling

[Teachers training, development of interactive stories for learning, digital storytelling]

  • Fessakis, G., Michalopoulou M., Tsimpli P. (2017). A short time teachers’ training program on digital storytelling : Design and Evaluation of a pilot program In T. A. Mikropoulos, N. Papachristos, A. Tsiara, P. Chalki (eds.), Proceedings of the 10th Pan-Hellenic and International Conference “ICT in Education”, Ioannina: HAICTE. 23-25 September 2016. ISSN 2529-0916, ISBN 978-960-88359-8-6. [GR]
  • Diamantara A., Varsamou A., Fessakis G. (2017). Design of an Educational Digital and Interactive Storytelling application for the learning on “light” unit in Primary School. in Papanikolaou, Gogoulou, Zympidis, Ladias, Tzortzakis, Bratitsis, Panagiotakopoulos, (Eds), Proceedings of the 5th Panellenic Confernce on: Integration of ICTs in Educational Practice”, σ. 417-429,, ASPETE, 21-23 April, 2017, ISSN 2529-0924, ISBN 978-618-83186-0-1. [GR]
  • Markouzis, D., & Fessakis, G. (2016). Rapid Prototyping of Interactive Storytelling and Mobile Augmented Reality Applications for Learning and Entertainment – The case of “k-Knights.” International Journal of Engineering Pedagogy (iJEP), 6(2), 30. https://doi.org/10.3991/ijep.v6i2.5560 [EN]

III.5) Learning Activities design with Robotics’ technologies (see in STEAM section)

 

V. ICT in Educational Organization Governance

[Learning organizations, Dynamic Systems Modelling in Educational governance, Social Simulations, Big Data Analytics for decision support, Online Reputation Management, Copyrights and plagiarism online, Innovation Management, ICT leadership, ICT Education Policy]

Fesakis, G., Lazakidou, G. (2017). Information and Communication Technologies (ICT) and Governance of Education Organizations. Book published by Diadrasi Publications, Athens, ISBN:978-618-5059-65-1 [GR]

Dimitracopoulou, A (invited talk 2004). Dimensions of Information & Communication Technologies Integration in Hellenic Education. Current Situation and actions for improvement. In Tzimopoulos & Iossifidou (eds). Proceedings of the 2nd Pan-Hellenic Congress “Information & Communication Technologies into the Teaching Practice, Syros, 9-11 Μay, 2003, Volume A, pp. 30-41 [GR]

Dimitracopoulou A. (2002). Dimensions of Didactic exploitation of educational applications of information and communication technologies. Towards a systemic integration in Education. In (Eds) Kynigos & Dimaraki, Cognitive Tools and Computer-based means for the evolution of educational practice., pp. 57-81 Kastaniotis Editions [GR]