Education – THEMATIC UNITS

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EKP51: Applied Educational Research

Module code: EKP51

ECTS Credit Points: 30

Module Type: Compulsory

Year: 1st

Language: Greek

Module Outline

The main purpose of module “Applied Educational Research” (EKP51) is to introduce and familiarise students with the procedures and issues of research design by conducting small-scale empirical research.

The aim of module “Applied Educational Research” (EKP51) is to develop students’ knowledge and skills related to the following issues:

The process of conducting empirical educational research (research design phases)
Approaches to empirical educational research (quantitative, qualitative, mixed methods)
Identification and formulation of the research problem
Literature review (search, retrieval, organisation and use of available literature)
Identification of research aim and research questions or working hypotheses
Research designs (correlational, experimental, ethnographic, narrative, action research, mixed methods)
Selection and documentation of the appropriateness of research techniques
Collection, processing, analysis, presentation and interpretation of qualitative and quantitative data
Ethics in empirical educational research
Research reporting and evaluation
Writing a scientific paper

Learning Outcomes: Upon completion of the module, students will be expected to be able to:

Identify a specific dimension of an educational topic in order to examine it through empirical research.
Formulate appropriate research questions or working hypotheses.
Identify the theoretical framework of their research.
Conduct a literature review to document (a) the necessity and originality of the proposed research, (b) the theoretical framework of the research, and (c) the methodological choices.
Adopt an appropriate approach (quantitative and/or qualitative) to data collection and analysis.
Implement the empirical research design that they have structured.
Discuss the findings of their research in relation to the existing literature and the adopted theoretical framework.
Identify the limitations of their empirical research.
Formulate recommendations for further research.
Write a report on the empirical research suitable for publication in a peer-reviewed scholarly journal.

Module subjects:

Educational Research (Research design, Qualitative and quantitative approaches in educational research, Examples of educational research, Writing of educational research).

Prerequisite Modules: There are no prerequisites for this module

Assessment: Assessment of module EKP51 consists of four (4) written assignments in Greek during the academic year and a written final exam.

The average grade of the written assignments contributes to the final grade of the module by 30%, if a passing (promotable) grade is achieved in the final or resit written exam.

The grade of the final or resit written exam contributes by 70% in the formation of the final grade of the module.

EKP50: Development of the Child in the Social Environment

Module code: EKP50

ECTS Credit Points: 30

Module Type: Compulsory

Year: 1^st

Language: Greek

Module Type: Compulsory

Module Outline

The purpose of this module is to understand the stages of child development from preschool to adolescence. In particular, it examines:

The child’s first relationships with their caregivers and the importance of these relationships for their development.
The role of language as a tool for communication and thinking.
How children learn in pre-school and school age. How parents and other adults teach children during the preschool years and how teaching and learning are differentiated in the school environment.
What is the role of the child himself in this learning process and in his own development in general.
What is the importance of friendships for the child’s social, cognitive, and emotional development?
How adolescents negotiate the issue of autonomy and independence in their way of thinking and acting.
A sociocultural perspective is adopted in this approach since the developing child is a product of specific cultural practices and specific social processes and relationships

Learning Outcomes: Upon completion of the module, the student will be able to:

understand the central issues concerning human development from the prenatal period to adolescence,
recognise the major achievements of the developing human being at each stage and sub-stage of development, from the prenatal period to adolescence, and in each area of development such as biological-motor, cognitive, verbal, socio-emotional and moral development,
assess the importance and role of formal and informal learning and educational environments, such as the family, early childhood care institutions and schools, in the child’s development,
critically evaluate theories and positions on how children develop thinking, master language, interact socially, and acquire knowledge,
utilize theoretical approaches to development and findings from relevant research studies in evaluating and addressing issues related to the child’s developmental trajectory,
evaluate the effectiveness of developmental theories and positions in understanding and interpreting issues related to child development in different socio-cultural contexts,
understand the role of the socio-cultural context in developmental issues

Module Subjects:

Cognitive, linguistic, social, and emotional development during infancy, early and middle childhood and adolescence.
Relationships of the child and adolescent with significant persons in the social contexts of development (family, peers, school, neighborhood-community, ethnic group, etc.).

Prerequisite Modules: There are no prerequisites for this module.

Assessment: Completion of four (4) written assignments during the academic year, the average of the grades of which will contribute to the final grade of the unit by 30%, if the student proceeds to the final or re-sit examinations. Final written examinations, the grade of which contributes to the final grade of the unit by 70%.

EKP60: Education: cultural differences and social inequalities

Module code: EKP60

ECTS Credit Points: 20

Module Type: Compulsory Elective

Year: 2^nd

Language: Greek

Module Outline

The objective of the unit “Education: cultural differences and social inequalities” is to study the role of education in the process of creating, maintaining and/or reinforcing social and cultural taxonomies and inequalities. The aim of this module is to familiarize students with contemporary scientific research and to provide them with tools that will allow them to analyze educational reality and to elaborate a pedagogical framework for managing differences. It adopts an interdisciplinary perspective and attempts to highlight the particular ways and concepts through which different scientific theories construct and study the subject matter in question. More specifically, the way in which education handles the concept of difference is studied in relation to the concepts of identity/heterogeneity, drawing on the relevant problematic of social psychology. At the same time, particular emphasis is placed on approaches that are embedded in the sociology of education. The main object of analysis is the social and educational differences vis-à-vis education and the school mechanisms through which differences are transformed into inequalities, legitimizing processes of exclusion. It examines the relationship between the standard or official language of the school institution and the social classification that presents it as superior, with important implications for the performance of a student population whose mother tongue is another language or a dialectal variety of the national language, and presents the international literature on bilingualism, in particular the contemporary scientific achievements that highlight the importance of the mother tongue as a cognitive background for the learning of other languages or varieties and the relationship between language and identity. Similarly, the relationship between education and ethnocultural differences is examined and the processes of prioritization and exclusion of the ‘different’ that take place in the school context are analyzed. Finally, emphasis is placed on the analysis of educational practices from the perspective of educational psychology and pedagogical theory. The critical examination of the different forms that ‘intercultural-multicultural’ and/or ‘anti-racist education’ programmes have taken aims to highlight the multiple questions raised at the level of practice by the management of the heterogeneity of school classes.

Learning Outcomes: Upon completion of the unit the student will be able to:

distinguish the existence of social groups and make the reduction of social behaviors or attitudes to the affiliation of individuals to various social groups, to understand the concept of “social identities” of relative theory and its influence in the creation of perceptions of the world and beliefs of all kinds, in order to have a view of society that does not overlook the historical dimension and therefore realizes its continuous movement, hence changes and evolution.
acquire a view of society as a stratified whole, where the distribution of goods and privileges is not equal, so that they can distinguish between “nature” and society, and thus be able to place all kinds of beliefs about society and social groups in their social dimension, which means discerning that the hierarchies and stereotypical ideas that attribute inferiority and supremacy to social groups derive from the position of individuals in the social pyramid and not from nature.
understand that all social distinctions, without exception, concerning gender, social strata and social groups with different ethnic, religious or cultural identities, are based on classifications that are completely arbitrary from a scientific point of view and on prejudices that are related to each other and that feed off each other. These classifications are therefore completely illegitimate in the context of scientific discourse, according to the currently valid documentation that is recognized as scientific by the overwhelmingly majority of research in all disciplines and academic communities worldwide.
approach the educational institution guided by the above theoretical premises and scientific knowledge, so as not to automatically translate the social difference in performance between students by resorting to the existence or absence of intrinsic intellectual abilities for different categories of students and thus to be able to distinguish the influence of social factors on the excellent or deficient response to the cognitive demands of school.
be aware of the differences between the spoken varieties of the national language and its official/standard form, the knowledge of which is closely related to school performance; understand, in the case of foreign language learners, the relationship between first and second language and its importance for the development of ‘Academic language’; also be aware that the performance of ethno-culturally diverse pupils is not solely due to cultural differences but is mainly due to social inequalities of all kinds.
be aware of the strong influence of the educational institution in shaping the ideas of the new generations; to understand that the knowledge transmitted by schools is not neutral, i.e. it is not determined solely on the basis of ‘pure’ epistemological criteria, which is why it changes from one era to the next; to be able to distinguish in this knowledge the influence of ideological factors and their relationship with ‘social control’.

Subjects covered:

Social Identities/Differences
Social Inequalities
Bilingualism and School
Ethnocultural Differences and Education

Prerequisite Modules: There are no prerequisite thematic units.

EKP61: Language, Society and Education

Module code: EKP61

ECTS Credit Points: 20

Module Type: Compulsory Elective

Year: 2^nd

Language: Greek

Module Outline

Cognitive subjects of the Module: The aim of this module is to offer the students the opportunity to comprehend contemporary research and scientific reflections on the development of oral and written language, with emphasis on cultural and social parameters that are linked to this learning process. This module provides a new perspective on educational issues in conjunction with contemporary linguistic concepts.

Specifically, it integrates the study of language in social contexts and distances itself from the study of language as an autonomous system that characterizes both traditional grammar and genetic Chomskyan conception. The study of the relation between language and society is carried out in the classic sociolinguistic model but also and more importantly in the context of Critical Discourse Analysis. Particular emphasis is placed on the role of speech in learning, as well as on the literacy policies in contemporary societies. The student comes in contact with different scientific theories in order to develop a critical perspective on his/her research interests.

Contemporary scientific approach of written an oral language use in educational practice and policies.

Learning Outcomes: Upon the successful completion of the module, students will be able to:

understand the analysis of language from different perspectives of: structural and genetic linguistics, sociolinguistics, ethnography of communication and critical discourse analysis
to distinguish oral and written language along with their differences, as well as the contemporary perception of “text” as a broader notion.
to recognize the social, cultural and political processes that determine language use from native and non-native speakers.
to understand the specific theoretical conceptions and educational applications of ‘literacy”, with emphasis on multilingual and multicultural contexts.
to apply the acquired knowledge in language teaching and learning
to conduct theoretical or/and empirical research on any of the topics that are discussed in this module, linking theory with practice.
to evaluate critically the different views and practices concerning language and its relation with society and education.
to apply advanced academic writing skills and qualitative research methods.

Subjects covered:

A modern approach to the use of oral and written language within the contexts of educational practice and policy

Prerequisite: EKP51: Educational EKP50: Development of Child in the Social Environment.

EKP63: Science Education

Module code: EKP63

ECTS Credit Points: 20

Module Type: Compulsory Elective

Year: 2^nd

Language: Greek

Module Outline

Aim: The module “Science Education” aims to familiarize the students of the Hellenic Open University with:

the systematic examination of problems related to the understanding of natural science concepts,
the use of existing research data – especially those related to students’ misconceptions – in teaching,
corrective intervention in the transformation of the content to be taught,
the exploitation of existing learning tools so that they can be effectively integrated into teaching.

In particular, the module addresses the following central questions:

What are the factors that determine and define School Science as an autonomous field of knowledge?
What are the necessary skills, knowledge, attitudes and values that are deemed necessary for students to develop through the teaching of Science?
What are the pupils’ initial ideas regarding concepts and phenomena in science and how can these form the starting point for the construction of school science knowledge?

Learning Outcomes:

Upon completion of the module the student will be able to:

identify the main problems that pupils face in understanding basic concepts and phenomena in science,
understand and justify the necessity of teaching science,
explains how knowledge of pupils’ practical-experiential perceptions of science can help to improve the organisation of teaching,
briefly describes the general characteristics of pupils’ perceptions,
indicates the main changes introduced in the role of the teacher by the new model of teaching in science,
recognises and uses teaching tools such as cognitive conflict, analogical thinking and goal-obstacles,
recognises the main features and differences between the different epistemological positions on the nature of scientific knowledge,
describe and distinguish the different concepts that students use in order to understand and explain concepts and phenomena in science,
recognises the role and character of informal and non-formal forms of science education,
recognise the changes that science knowledge undergoes when it is transformed into school knowledge and compare their characteristics,
analyse and describe the constitution and organisation of the school version of science in different types of teaching material.

Cognitive Objects of the subject:

Necessity of systematic examination of the teaching of science.
Basic conceptual framework of science teaching.
Modern methods of teaching science such as: general characteristics of teaching, criteria for selection of content, learning processes, pacing and assessment methods, design and development of teaching materials.

Prerequisite Modules: There are no prerequisite modules.

EKP67: Environmental and Sustainability Education

Module code: EKP67

ECTS Credit Points: 20

Module Type: Compulsory Elective

Year: 2^nd

Language: Greek

Module Outline

Description: Students who complete the study of this module will be able to process topics such as:

The concept of Environmental and Sustainability Education (ESE)
The concept of environment
The concept of sustainability
Environmental and sustainability issues in modern societies (climate change, pollution,
energy issue, degradation of environmental systems, poverty, hunger, inequalities,
immigration, etc.)
Basic principles of the structure, functioning and sustainable management of natural and
man-made environmental systems
The problematic, the conceptual field and the targeting of ESE
The pedagogical framework of ESE
Teaching and learning in formal, non-formal, adult and vocational education
Pedagogical strategies and teaching techniques of active learning
Basic principles of educational material development
The sustainable school and sustainable educational structures
The institutions and legal framework for ESE and the environment

Learning Outcomes: Upon completion of the module, students will be expected to be able to:

Define the environment as a system of interaction of physical and social processes.
Understand sustainability as a regulatory and emerging concept.
Understand the dimensions of sustainability (political, ideological, economic and cultural) and the value system that supports them.
Understand and describe the structure and function of natural and man-made environments as well as the interrelationship between natural phenomena and between society and nature
Understand the importance of managing the natural and man-made environments in the perspective of sustainability.
Interpret, in the context of sustainability, systemically and critically environmental problems recognizing their social, natural, economic and political perspectives.
Understand major social issues such as poverty, hunger, inequalities, health, democracy, peace, human rights, etc. as well as their direct connection to the quality of the environment and life.
Identify the conceptual field and the problematic of Environmental and Sustainability Education.
Set the goals and characteristics of Environmental and Sustainability Education.
Examine and apply modern pedagogical approaches and didactic techniques of active learning in the context of a holistic approach and critical study of the issues.
Understand the pedagogical framework of Environmental and Sustainability Education and in particular pedagogical practices, concepts and perspectives such as interdisciplinarity, systemic approach, critical and creative thinking, collaborative learning, values, action competence, participation, democracy, the active citizen.
Assess the role and importance of learner perceptions in shaping teaching and learning.
Understand the teaching and learning principles of Environmental and Sustainability
Education in formal, non-formal, adult and vocational education.
Develop pedagogical practices, concepts and didactic strategies of Environmental and Sustainability Education and design relevant educational interventions for students, the general public and groups of workers (farmers, workers in industries, etc.).
Understand and apply the basic principles of designing and developing relevant educational materials.
Understand the concept and dimensions of the sustainable school.
Evaluate Environmental and Sustainability Education and environmental interventions in relation to their institutional framework.
Update knowledge on environmental and sustainability issues.

Subjects of the Module:

Concepts and objects of Environmental and Sustainability Education: (i) The concept of environment: Structure and function of natural and man-made systems. (ii) The concept of sustainability. (iii) Environmental and sustainability issues in modern societies (climate change, pollution, energy issue, degradation of environmental systems, poverty, hunger, inequalities, migration, etc.).
The pedagogical framework of Environmental and Sustainability Education: (i) Key features: interdisciplinarity, holistic and systemic approach, critical and creative thinking, collaborative learning, values, capacity for action, participation, democracy, the active citizen etc. (ii) Teaching and learning in formal, non-formal, adult and vocational education. (iii) Pedagogical strategies and teaching techniques of active learning. (iv) The sustainable school and sustainable educational structures. (v) Designing educational interventions. (vi) Basic principles of developing educational materials.

Prerequisite Modules: There are no prerequisites for this module.

EKP62: Management of educational organizations

Module code: EKP62

ECTS Credit Points: 20

Module Type: Compulsory/ Compulsory Elective

Year: 2^nd

Language: Greek

Module Outline

The aim of the Module EKP62 is to provide managers or those who are going to manage educational units or educational organizations of adult education with knowledge and skills in the fields of:

Planning, programming and human resources management.
Linking educational establishments and organisations with social institutions.
Financial management.
Utilisation of European Union programmes.

Key objectives of the Module – Thematic Unit EKP62:

The study and understanding of contemporary theoretical and research issues related to educational policy and management of educational units, planning and programming, decision making, educational policy formulation, effectiveness and efficiency of education, management and utilization of financial resources and time at the level of educational units. – The analysis and understanding of the parameters and issues related to the development and utilisation of human resources in education, with particular emphasis on training, the promotion of communication, support and encouragement, and the reception and active integration of new teachers in the education system.
The study and understanding of the theoretical and research reflection related to issues of evaluation, accountability and accountability – control in education, in the context of the relationship between school and the social environment, in relation to the developments in the formulation of educational policy in the countries of the European Union.
The process of raising awareness and develop critical thinking skills for the planning, organisation, management and policy-making of educational policy in educational establishments.

Learning Outcomes:

The educational aims of the module ‘Management of Educational Organizations’ are the following:

the development of students’ knowledge, skills and attitudes regarding the scientific management of educational units and organizations, and
students’ preparation to assume roles as executives in the management of educational units effectively exercising the functions of management.

After completing the module students are expected to:

recognise the basic specificities of educational units at all levels of education and understand the importance and scope of their management in the context of the educational system at national and European level,
coordinate, interpret, implement and formulate educational policy and educational innovations,
exercise effectively the individual functions of decision-making, planning, management organisation and control as they may be applied in an educational establishment,
Manage human resources effectively by adopting modern policies and practices regarding motivation, development, and performance evaluation.

Subjects covered:

Educational Administration and Policy.
Human Resources Management.
Social and European Dimension of Educational Administration.

Prerequisite Modules: There are no prerequisites for this unit

EKP64: Introduction to Adult Education

Module code: EKP64
ECTS Credit Points: 20
Module Type: Compulsory Elective
Year: 2^ndLanguage: Greek

Module Outline

Module Content

The aim of the module is to help graduates develop the knowledge and skills required to design, organize, manage, and evaluate adult education programmes, as well as to teach subjects falling into their areas of expertise in such programmes. The main objective of the module is to supply learners with a set of abilities needed to:

Understand the theoretical framework of adult education and the particular attributes that distinguish adult education from other scientific fields
Be aware of the socio-economic function that adult education serves
Understand the methodological basis of adult education programmes (whether they are operational, nationwide programs, or programs targeted at specific groups of learners)
Be able to design and organize such programmes
Be able to teach adults (the last two bullets represent objectives referring to the content of training of trainers’ programmes)
Be able to study subjects pertaining to adult education and evaluate adult education programmes.

Learning Outcomes: Upon successful completion of the module, students are expected to acquire knowledge, develop skills/competencies, and adopt attitudes related to:

The essential theoretical foundations of adult education
Adults’ learning styles
Classic adult education theories
The role of the adult educator
The factors that contributed to the development of adult education in Greece from the 19th century to date
The contribution of adult education to the social, economic, and cultural transitions in the country
The design, planning, implementation, and evaluation process of adult education programs
The design and implementation of adult education programmes’ evaluation
The fundamental educational methods and techniques used in adult education programmes
The types of teaching media and tools and their areas of application in adult education
The importance of the educational environment and the obstacles encountered
The main principles of effective communication within the learning group
Group dynamics within the adult learning group
Continuous Vocational Training programs held in the country, and the roles performed by trainers and designers in these programmes
Good practices in the planning, implementation, and evaluation of adult education programmes

Subject areas:

Scope of adult education, principles of learning, and influential theorists of adult education
Social and economic functions served by adult education
Design, organization, and evaluation of adult education programmes
Educational methods – Performance of the learners’ group
The existing situation in Greece

Prerequisite Modules: There are no prerequisites for the module EKP64

EKP65: Open and Distance Learning

Module code: EKP65
ECTS Credit Points: 20
Module Type: Compulsory Elective
Year: 2^ndLanguage: Greek

Module Outline

The main objective of the module is the familiarization of the students with Open and Distance Educational Systems, the understanding of the role of the Tutor-Counsellors in distance learning and the acquisition of skills that relate to the creation of educational material that is adaptable to distance learning through the use of modern technologies.

The module focuses on three basic directions:

the relationships of open distance learning with the educational and social institutions, as well as with its basic functions
the relationships and the communication developed among the teachers and the students
design and development of the printed and digital educational material based on the principle of interaction between the learners and the learning material.

Moreover, the module also focuses on important elements of distance learning such as written papers and the methodology of their correction, the organizing of consultative group meetings, the basic principles of educational assessment, a problem that has come up in recent years regarding the effective usage of new technologies in education.

Learning Outcomes: Upon completion of the unit the student will be able to:

Explain clearly what open education systems are and how they relate to open and distance education
Βe familiar with the functioning of distance education providers
Participate in educational institutions and curricula implementing open access and distance education strategies
Participate in the organization and administrative support of open and distance education institutions
Support the creation of educational material suitable for distance education applications
Comprehend of the theoretical scope and specific pedagogical methods leading to learning
Apply evaluation of open and distance learning institutions and processes

Subjects covered:

Familiarizing the students with Open and Distance Education Systems
The role of the tutors
Development of learning material (either printed or based on modern technology), suitable for distance learning

Prerequisite Modules: There are no prerequisites for the module EKP65.

EKP68: Inclusion of students with special educational needs in the regular school

Module code: EKP68

ECTS Credit Points: 20
Module Type: Compulsory Elective
Year: 2^ndLanguage: Greek

Module Outline

The main purpose of the module “Inclusion of students with special educational needs in regular school” is to offer participating students the opportunity to acquire knowledge (both theoretical and applied) in matters related to the basic principles of special education and the associated system established in Greece as defined by the relative legislation and educational practice. Particular emphasis is placed on familiarising the students with the philosophy of inclusive education and its applications in regular schools.

The aim of module “Inclusion of students with special educational needs in regular schools” is to develop students’ knowledge and skills related to the following issues:

the nature and characteristics of various categories of special needs and disabilities and the acquisition of knowledge about the legislative framework of special education in Greece
the theoretical underpinnings of inclusive education, its different formats, the procedures of educational assessment, and evidence based inclusive instructional practices
various ways of dealing with special educational needs and disabilities in the school context

Learning Outcomes: Upon completion of the module, students will be expected to be able to:

Know the basic principles, central concepts and theoretical approaches in the field of special education as well as the existing legislative framework of the Greek education system
Recognize the differences between the main interpretive models adopted to describe disability through contemporary socio-cultural approaches.
Distinguish the nature, aetiology, characteristics and dimensions of the various types of special educational needs
Conceptually clarify the content and applications of the terms “special needs”, “disability”, “integration”, “inclusion” and “co-education”
Know contemporary approaches regarding the provision of special support services for students with special educational needs and disabilities and identify different implementation frameworks for the inclusion of these students in the Greek education system (integration classes and parallel support)
Know the dominant approaches and theoretical models of assessment for students with special educational needs and disabilities
Know and distinguish between types of educational assessment in special education (detection, diagnosis, formulation of a special educational program) and be able to interpret the results of relevant tests (e.g. psychometric tests, self-report measures, observation protocols)
Describe the role of the interdisciplinary team (psychologist, social worker, teacher) and its collaboration with parents during the educational assessment process
Seek information and support from relevant agencies in dealing with students with special educational needs and disabilities
Present and make appropriate use of the pedagogical, social and economic arguments and counter-arguments for the inclusion of students with special educational needs and disabilities in general education.
Be aware of evidence-based instructional approaches to inclusion (e.g., differentiated instruction, peer tutoring, cooperative instruction).
Know ways and models of educational management and inclusion of children with special educational needs and disabilities in the general education school.
Know applied inclusive practices of co-teaching between general and special education teachers (models of co-teaching).

Module subjects:

Core concepts of Special and Inclusive Education
Educational assessment of students with special educational needs and disabilities
Instructional practices for the inclusion of students with special educational needs and disabilities

Prerequisite Modules: There are no prerequisites for the module EKP68.

Assessment: Assessment of module EKP68 consists of four (4) written assignments in Greek during the academic year and a written final exam.

The average grade of the written assignments contributes to the final grade of the module by 30%, if a passing (promotable) grade is achieved in the final or resit written exam.

The grade of the final or resit written exam contributes by 70% in the formation of the final grade of the module.

EKP69: Digital Technologies in Education – e-Learning

Module code: EKP69
ECTS Credit Points: 20
Module Type: Compulsory Elective
Year: 2^ndLanguage: Greek

Module Outline

The aim of this module is to provide a holistic view of the field “Digital Technologies in Education” to explore and exploit new teaching and learning approaches supported by digital tools and environments. Postgraduate students are expected to develop Knowledge and skills in instructional design with Learning Technologies and to gain deeper insights into specific aspects of integrating Digital Technologies into educational programs for formal education, lifelong learning, and professional development.

Specifically, the proposed module aims at the following thematic areas:

Theme A: Digital Technologies in Education

Students will become familiar with and critically examine the framework for integrating Digital Learning Technologies into 21st-century education (theoretical considerations, educational policies and institutional frameworks, models of integration, competences, and challenges for practicing teachers).

Theme B: Digital Learning Environments

Students will become familiar with the types of contemporary educational technologies and digital learning environments, and develop solid knowledge and skills for evaluating their technological and pedagogical features, with the aim of integrating digital technologies into teaching and learning.

Theme C: Instructional Design and Digital Technologies

Students will develop competences in designing, implementing, and evaluating pedagogically grounded educational interventions and learning scenarios based on Digital Technologies, across different subject areas and through diverse pedagogical strategies, building on the theoretical foundations addressed in the first two module themes.

Theme D: e-Learning Design and Implementation in Practice

Students will comprehensively study the pedagogical, technological, and organizational issues related to designing e-Learning programs for formal education and teachers’ professional development, harnessing the affordances of online tools and adopting appropriate instructional design frameworks.

Learning Outcomes: Upon completion of the module, students will be expected to be able to:

Analyse and evaluate contemporary trends, challenges, and policies regarding ICT in education.
Analyse and evaluate the general principles of integrating Digital Technologies into teaching and learning within the context of 21st-century education.
Identify the dimensions of digital literacy.
Critically examine and assess contemporary policies and frameworks for the development of digital competences.
Know a wide range of contemporary digital tools and technological environments that support learning.
Apply evaluation criteria for digital educational materials and learning technologies.
Critically analyse the pedagogical foundations of the most prominent e-learning models in the literature.
Develop skills in designing educational scenarios based on digital learning technologies.
Apply the knowledge and skills they have acquired to design educational scenarios and interventions with digital resources and tools, by adopting appropriate pedagogical approaches.
Implement and support educational interventions based on digital technologies and resources.
Recognize and evaluate the affordances and the limitations of synchronous and asynchronous e-learning technologies.
Recognize and evaluate the affordances and the limitations of Artificial Intelligence and other emerging technologies in teaching and learning.
Know and analyse contemporary e-learning standards and pedagogical approaches used in the design of e-learning programs.
Design e-learning programs by adopting specific pedagogical models.
Reflect on the role, the potential, and the limitations of e-learning in school education, higher education, and adult learning.
Build a comprehensive understanding of Digital Learning Technologies as an autonomous scientific and research field.
Critically analyse and evaluate contemporary pedagogical approaches to construct a comprehensive view of how they are continuously evolving by harnessing the features of digital technologies.

Module subjects: Digital Technologies in Education, Digital Learning Environments, Instructional Design and Digital Technologies, e-Learning Design and Implementation in Practice.

Prerequisite Modules: There are no prerequisites for the module EKP69.

Assessment: Assessment of module EKP69 consists of four (4) written assignments in Greek during the academic year and a written final exam.

The average grade of the written assignments contributes to the final grade of the module by 30%, if a passing (promotable) grade is achieved in the final or resit written exam.

The grade of the final or resit written exam contributes by 70% in the formation of the final grade of the module.

EKPDE Master’s Dissertation

Module code: EKPDE
ECTS Credit Points: 20
Module Type: Compulsory in Structure II and IV
Year: 2^ndLanguage: Greek

Module Outline

Content: Master’s Dissertation (MD) in the MA “Educational Sciences” (EKP) consists of planning, implementation and writing of a scientific research study (empirical research or literature review), indicative length* of 15,000-20,000 words, subject to the requirements and constraints of designing, conducting and writing scientific research and must have continuity, consistency, scientific competence, academic research ethics and academic discourse.

The MD offers the student the opportunity to demonstrate and prove that he/she has the ability to:

apply the knowledge and skills acquired from his/her studies in the Modules of the MA “Educational Sciences” in order to examine systematically and in a scientific way a specific topic of his choice, depending on her/his interests, among the offered general categories of subjects related to current issues/phenomena in education and
to design and implement a research study under the guidance – supervision of his/her supervisor.

The Director of the MA “Educational Sciences” (or in the case of a permission by the Director, the Coordinator of the Module) composes, based on the broader academic subject of the MA “Educational Sciences” and the specialized academic subjects of its Modules, a list of general categories of subjects for MD, per Module of the MA, which includes current issues of the scientific fields of the nine (9) Modules of MA EKP. The full list of general subject categories by Module for the academic year 2022-23 is presented at the link:

https://study.eap.gr/mod/folder/view.php?id=22064

The general categories of MD subjects for each Module of the MA EKP are posted on the MD website of HOU’s educational platform study (see EKPMD website on study.eap.gr), before the start of the period for submitting the relevant application by the students, on the basis of which students submit research proposals for conducting a MD.

Subsequently, the Director appoints the supervising member of the teaching staff (supervisor) and the second member of the Examination Committee for each submitted MD proposal, as long as it meets the basic academic requirements. Then the supervisor, in collaboration with the student, finalises the research topic and the main outline of the MD within the first month of preparation and gives the final approval (see in detail the Instructions for the Implementation of MD in the ΜΑ EKP, at: https://study.eap.gr/course/view.php?id=43

* In the indicative length of 15,000-20,000 words of the MD, the Cover, Acknowledgments, Contents, Abstract, Bibliography and Appendices are not taken into account.

Learning Outcomes:

Upon completion of the module, students will be expected to be able to:

conduct original research in a variety of topics concerning current issues of education, educational policy and the response of education to the needs of society (such as administration of educational units, teaching-learning of school subjects, minority education, lifelong learning, face-to-face and distance learning),
search for, detect, critically select scientific literature related to the issue/phenomenon to be studied, to critically process the relevant literature, to consistently capture and use it in the various stages of their research.
apply the principles and rules of scientific and academic research ethics, as well as those principles of academic writing,
be aware of their public mission and social responsibility as an educator,
effectively and creatively use of online/digital tools/media in all stages of preparation, writing and presentation of their research,
handle competently, critically and responsibly, both the use of primary and secondary research sources (print and digital sources) as well as research tools for collecting and analysing empirical data.

General Regulation for Preparing Graduate Dissertations in PC with an annual Module Correspondence

Prerequisites: The presentation of the Master’s Dissertation takes place after the successful completion of the program’s Modules.