Modules

1ο Semester

Research Methods

Module Description

Full Module Description:
Mode of Delivery:  Lectures, Tutorials, Projects, Labs
Weekly Hours:  5
ECTS:  7
Web Page:
Moodle Page:

Learning Outcomes

The aim of the course  is to introduce students to the basic concepts of statistical inference and to familiarize students with the usage of statistical packages . 

After completing the course, students will be able to:

• Describe data sets by using Graphical and numerical techniques

• Understand the basic concepts of Estimation with applications primarily in the confidence intervals.

• Apply statistical tests of mean values and rates for one and two samples and interpret the results

• Apply the statistical test chi square and interpret the results

• Develop  basic concepts of quality control charts

• Select and apply the appropriate methodological approach  in Forecasting Data sets

• Analyze the results  and propose a solution or solutions (decisions) for data analysis problems

• Apply the data analysis techniques analysis and ponder over  hypothetical “what..if” questions to evaluate alternative 

 

Module Description

Definition of Probability through Laplace.

Descriptive Statistics with emphasis on understanding the charts but also on the interpretation of the descriptive measures.

Correlation and linear regression between two variables. 

The study goodness  fit of the linear regression model through the study of the residuals.

Estimability-Confidence Intervals

Statistical tests of mean values 

Statistical tests of percentages

Chi square test

Forecasting

Quality control in order to  check on industrial production before it reaches the consumer

 

Assessment Methods and Criteria

 Ι. Final Examination (50%) (Summative Evaluation) includes:

-Multiple choice questions or true/false questions

-Short answer questions 

Evaluation Objective: To understand the fundamentals of the course.

Evaluation Criteria: Comprehensiveness, accuracy, and critical evaluation.

 

ΙI. Multiple Choice Test (10%) (Formative Evaluation)

Concerns issues covered by lectures. 

Evaluation Objective: Examination of students' progress in relation to learning outcomes, feedback and fine tuning of the course lectures.

Evaluation Criteria: Comprehensiveness, accuracy, and critical evaluation.

 

ΙΙΙ. Laboratory Exercise (40%)(Summative Evaluation): 

Concerns issues covered by laboratory lessons. 

Evaluation Objective: Examination of students' progress in relation to learning outcomes, feedback and fine tuning of the laboratory lessons.

Evaluation Criteria: Comprehensiveness, accuracy, and critical evaluation.

Evaluation criteria are explicitly referred on the site of the course for each learning activity.

 

Recommended or required Bibliography

Recommended Books and Journal Article Resources:

•Bickel P.J., Doksum K. A., Mathematical Statistics, Volume 1, Basic Ideas and Selected Topics, 2rd ed. Prentice Hall, 2001 

•Casella G., Berger R. L., Statistical Inference, 2nd ed., Duxbury Press, 2001. 

•Hogg R. V., Craig A T., McKean J W., An Introduction to Mathematical Statistics, 6th ed., Prentice Hall, 2004 

•Landow, S. and Everitt, B.  A Handbook of Statistical Analyses Using SPSS, Chapman and Hall/CRC Press Company, New York, Washington 2004

•Montgomery D C., Peck E A., Vining G. G, Introduction to Linear Regression Analysis, 3rd ed., Wiley-Interscience, 2001 

•Mood A. M.,  Graybill F. A.,  Boes D. C.  Introduction to the Theory of Statistics. McGraw-Hill Series in Probability and Statistics. McGraw-Hill 2002

 

Journals

•Annals of Statistics

•Statistics and Probability Letters

•Journal of statistical planning and inference

•Journal of statistics and probabilities

•Journal of business statistics and economics

•Journal of business and economic statistics 

 

Management of Educational Organisations

Module Description

Full Module Description:
Mode of Delivery:  Lectures, Labs and Workshops
Weekly Hours:  4
ECTS:  8
Web Page:
Moodle Page:

Learning Outcomes

 

The administration of educational organizations is a challenge for executives who have to respond against challenges across all the range of the educational function, on administrative decision-level, on applications and problem solving, while maintaining pedagogical guidance. The course provides the knowledge upon the administrative function within the framework of TQM principles, to the study of Greek and European area of education, as well as studies and applications that cover the entire range of educational administration.

After completing the course, students will be able to:

 

  • Describe the policies and practices of the Greek and European educational area for the executives of education, to compare the selection procedures and the role of executives.
  • Estimate the role of supranational organizations to the formation of policies and practices upon issues related to the administrative function and the role of executives.
  • Select and apply strategies based on TQM principles in the educational organization, by relating the model: input-process-output, with the institutional framework of the education system.
  • Identify quality indicators and design practices to improve administrative procedures. 
  • Utilize the knowledge and the experience to carry out plans and implementation of possible crisis scenarios and choose the proper crisis management strategies, through coordinating groups.
  • Integrate the principles of  New Public Management model in procedures which are focused on  the connection between educational organization and the external environment  
  • Identify market practices within the public administration on issues related to the efficiency and effectiveness of educational organization.

 

 

Module Description

 

•Education against the challenges of post modernity

  • The reality of globalization and its expressions 
  • Changes in education
  • The role of global-supranational organizations in education policy. 

• The "historical interpretation" model and the "critical discourse analysis" as methodological tools of  the research approach in organizational and administrative educational issues 

 

•Organization and administration of education in Greece and Europe 

  • Description of educational systems with emphasis on their differences..
  • Selection procedures of educational executives in Europe (Belgium, Germany, France, Portugal, England-Wales)

 

•Quality in Education

  • Quality, term definition: from the production to services.
  • ISO standards in service and educational units 
  • Educational policies, quality-oriented.

 

•Total Quality Management in education.  

  • Basic principles and characteristics.
  • TQM in education (history–policies) 
  • Quality indicators. How they are identified, by whom, when they change 
  • Implementation of market practices in the public sector.
  • Assessment and connection with the operation, the existence, and the funding of educational institutions 

 

•Crisis Management

  • Conceptual clarification
  • Crisis Stages 
  • Crisis Management Impact
  • Prevention practices and management

 

•New Public Management

  • From the bureaucracy (Weber) to the New Public Management
  • Shaping Factors of the two main administrative structures
  • Basic principles
  • Comparative assessment and applications
  • Agreements for public administration at EU area

Assessment Methods and Criteria

 Final examination (100%) includes:

- Brief case studies of decision problems, in order to evaluate  the extent on which students are able to analyze the data and the circumstances of the case study, to incorporate the problems at the appropriate theoretical framework, to analyze alternative scenarios, to propose practices and actions, to identify possible solutions, to estimate the results of solving under a critical view

 

Recommended or required Bibliography

 

- Recommended Book and Journal Article Resources:

oBrock Stephen, Sandoval Jonathan, Sharon Lewis (2005). Crisis management in school units, Athens : Typothito Publications

oBrown K., Waterhouse J.and Flynn C. (2003), “Change management practices-Is a hybrid model a better alternative for public sector agencies?”, International Journal of Public Sector Management, Vol.16, No 3, pp.230-241.  c) 

oCrisis Management – An International Overview September 2009 http://www.eu.gov.hk/en/reference/publications/crisis_management.pdf

oDevlin,Ε. (2007) “Crisis Management Planning and Execution”, Auerbach Publications, USA.

oDUNLEAVY P., HOOD C. (1994), "From Old Public Administration to New Public Management", Public Money and  Management, July-September, pp. 9-16.

oEvans & Lindsay (2008) The Management and Control of Quality, 7th edition. USA: Thomson .South Western

oHarvey, D (2009). Η κατάσταση της μετανεωτερικότητας . Διερεύνηση των απαρχών της πολιτισμικής μεταβολής . Αθήνα, εκδ. Μεταίχμιο

oHOOD C. (1995), "The New Public Management in the 1980s: Variations on a Theme", Accounting, Organizations and Society, Vol. 20, No. 2/3, pp. 93-109.

                   http://www.oecd.org/edu/Education-at-a-Glance-2014.pdf 

oNorman, R. A.  (1995.) “ Managing the Crisis You Tried to Prevent”, Harvard Business School Press, Boston, MA. 

oOECD (2014) Education at a glance

oUNESCO (2005) EFA Global Monitoring Report. Understanding education quality http://unesdoc.unesco.org/images/0013/001373/137333e.pdf

oZeithaml,V.- Varadarajan, P. & Zeithaml C. (1988) The  Contingency Approach: Its Foundations and Relevance Approach to Theory Building and Research in      Marketing  European Joumal of Marketing 22,7

oEuropean Union Eurydice Key Data for Teachers and School Managers in Europe Edition2013 http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/151EL.pdf

oZavlanos, M. (2003). The Total Quality in Education , Athens: Stamouli Publications (in Greek)

oKarkatsoulis, P. (2004).  The state in transition from administrative reform to the new public governance management ,Athens: Sideris publications (in Greek) 

oBourandas, D. (2002). Management, Athens: Benou publications (in Greek)

 

Educational Economics

Module Description

Full Module Description:
Mode of Delivery:  Lectures
Weekly Hours:  3
ECTS:  8
Web Page:
Moodle Page:

Learning Outcomes

 

Upon successful completion of the course, students will :

• be cognizant of the role of economics in education sector 

• analyze cost concepts  such as direct, indirect, private, and social, with reference to educational issues

• recognize the importance of human capital

• utilize economic research methods in education

• perform cost-benefit analysis in education

• investigate methods of financing 

• conceive the role of programming and evaluation

• use financial and public accounting information for effective economics management

• depict financial information 

 

Module Description

•Introduction to Economics of Education 

•Economics of Education from a microeconomic perspective 

•Human capital in education and methods for  measuring performance 

•Economics of Education from a macroeconomic perspective 

•Quality in education and measuring quality

•Wealth distribution and education

•Educational costs

•Education financing

•Educational planning and evaluation

•Economics management for educational units

•Public accounting as a tool for financial management 

•The role of financial accounting as an integrated informative system in  financial management 

•Recording of economic data assisted by financial accounting and public service accounting 

 

Assessment Methods and Criteria

 Student assessment is based on 

A. Group Project  (team work-group of 2-4 students) on a topic approved by the instructor. (40% of the grade ) and 

B. Final examination (60% of the grade)

Students should have a pass grade in both assessment tasks in order to successfully complete the course. 

 

Recommended or required Bibliography

• Dimakos, G (2004) Economics of Education. Ed. Dimakos (in Greek)

• Psacharopoulos,G. (1999) Education Economy. Athens: Papazissi Publications   (in Greek)         

• Papageorgiou,P. and Xatzidima,S. (2003)Introduction to Economics of Human Resources and Education. Athens: Stamoulis Publications  (in Greek)

• Karaylanis, S. (2006)  Financial Management of Legal Entities under Public Law. Athens: Karanastasis Publications. (in Greek)

 

Educational Management Information Systems for Education

Module Description

Full Module Description:
Mode of Delivery:  Lectures, Laboratory Exercises, WorkShops
Weekly Hours:  3
ECTS:  7
Web Page:
Moodle Page:

Learning Outcomes

The course investigates selected topics from the area of Analysis, Design and Development of Management Information Systems with emphasis in Management Information Systems for Education. The aim of the course is for students to understand the technology structure and operation of Management Information Systems, to deepen into issues related to the analysis and design of Information Systems and to apply techniques and methods of this scientific area in real case studies.

Upon successful completion of the course students should be able to:

• explain and analyze the processes involved in the life cycle of an information system

• distinguish the characteristics of a Management Information System for Education

• compare the different models (system models) used in the development of an information system

• analyze functional and non-functional requirements of a management information system for education

• construct and analyze the use case model (Use Case Model) of a management information system for education using the design language UML

• construct and analyze the relational data model of a management information system for education 

• compose questions in SQL using a database management system (eg MS Access)

• actively participate in working groups and manage problems that arise during the actual implementation of a management information system for education.

 

Module Description

 

The course is organized around topics such as:

• Introduction to Information Systems: Systems Theory, Information Systems, the Role of Information Systems in Management, Information Systems and Functional Reorganization.

• Structure and Architecture of Information Systems, Systems Life Cycle, The Management of Development of Information Systems, Management Information Systems for Education

• Software Engineering, Basic Concepts and Methodologies of Software Engineering

• Requirements Analysis and Management

• System Models, the modeling language UML

• Design of Information Systems, Object Oriented Software Design

• Fundamentals of Database Systems, the relational model.

• Conceptual and Logical Design, Entity-Relationship Diagrams, Physical Design

• Database Management Systems

• Security and Maintenance of Information Systems

• Development Environments (MS ACCESS, Visual Studion.NET, SQL Server)

• Executive Information Systems and Decision Support Systems

• Case Studies

Assessment Methods and Criteria

 

Ι. Final Examination (60%) (Summative Evaluation) includes:

-Multiple choice questions 

-Case Studies 

Evaluation Objective: To assess the understanding of the fundamentals of the course.

Evaluation Criteria: Comprehensiveness, accuracy, and critical evaluation of the answers.

 

ΙΙ. Group Project (40%) (Summative Evaluation): 

Case Study:

1st Part: Requirements Analysis

2nd Part: Database Development

Evaluation Objective: 

To assess the skills developed by the students in the:

• analysis of functional and non-functional requirements of a management information system for education 

• construction and analysis of the use case model of a management information system for education using the design language UML

• construction and analysis of the relational data model of a management information system for education

• composition of questions in SQL using a database management system

• planning and carried out a project team.

 

Evaluation Criteria: 

The completeness, accuracy and critical evaluation of the proposed solution, the organization and management of teamwork and presentation.

Evaluation criteria are explicitly referred on the site of the course for each learning activity.

 

Recommended or required Bibliography

 

2ο Semester

Human Resources Development and Learning Organisations

Module Description

Full Module Description:
Mode of Delivery:  Lectures
Weekly Hours:  3
ECTS:  6
Web Page:
Moodle Page:

Learning Outcomes

 The orientation towards learning must constitute one of the basic abilities of organization, especially when we focus on the creation of a comparative advantage through the human resources development. In order to learn and change, the members of the organization must have skills in understanding the acceptances, frames and rules that lead current activity and be in position to doubt and change them when it is necessary. In this way, organization can adjust its internal functions so as to satisfy the changeable strategies and environmental demands and avoid to get trapped in the past. Basically, the members of organizations are called to doubt the way in which they see and consider the organizational reality and use different forms and intellectual shapes in order to create new skills, through which they will be able to expand the ability they have to create the future.

The course provides students with knowledge for the fundamental and most significant regions of Management and Human resources development in Learning organizations by using notions from chaos sciences, complexity and systemic thinking. The limits of external interference are presented and the significance of self-organization, so that changes in businesses will have acceptance and duration, is underlined.

After the successful attendance of the course, the postgraduate students will be in position:

o To describe real organizational problems and define the most suitable methodological approach and the steps they are about to make in solving the problem (methodological approaches, analysis of the complexity, finding satisfying routes, tools utilization, implementation of change).

o To describe the way in which they will take advantage of the problem’s data processing results and support- by using arguments- the decisions they will make or suggest.

o To be able to develop the experience or knowledge of previous cases, which are related to the particular examined problem and use them by adjusting them in the new conditions or particularities.

o To analyze the organizational problems and catalytically support the acceleration of organic processes of change, which are inherent in every organized system.

o To be able to create the frame in which individuals develop their creativity and undertake initiatives without rules of behavior from above.

o To use the suitable methodological tools to support Management and human resources development

o To analyze the data and results of the application of support tools of change and suggest satisfying routes in solving organizational problems that they examine and argue for their strategic choice.

o To take advantage of the constant feedback that support tools offer them by creating alternative scripts of avoiding resistances and dead end points.

o To assess the results of processing and reconsider the model they developed in dynamic environment conditions.

 

Module Description

 Introductory concepts of Organizational theory

o Machines, mechanical thought and bureaucratic organization

o Origins of mechanistic organization

o Classic theory of management & planning of bureaucratic organizations

o Scientific management

o Advantages and restrictions of mechanistic view

o Applications- Case studies

Organizations under the light of Biology

o Organizational needs

o The meaning of environment: Open systems

o Contingency theory: The adjustment of organization in the environment

o The variety of species

o Advancing health and organization development

o Vies of organizations from the aspect of population ecology

o Organizational ecology: the creation of a common future

o Advantages and restrictions of Organismic view

Learning and self- organized Organizations: The brain organizations

o Brain images

o Organizations as brains of processing information

o Creating Learner organizations

o Cybernetics, learning and studying to learn

o Directions for the creation of “learning organizations”

o Organizations as holographic brains

o Principles of holographic planning

o Advantages and restrictions of brain view

Systemic thinking & Human resources management

o Introduction to Systemic Theory

o S.W.O.T Analysis (Strengths, Weaknesses, Opportunities, Threats)

o Polarity Management

o Applications- Case studies

Balanced Scorecard-Management & human resources development

o The four aspects: Financial ,Customers, Internal procedures, development innovation

o Strategic map

o Objective aims-measures-targets-actions

o Applications- Case studies

 

Assessment Methods and Criteria

Theoretical part:

Ι. Individual Project (40%) which contains:

Short case studies related to matters of management and human resources development in which will be assessed the degree that students are able:

to analyze data and the conditions of the case study,

to modelize problems with the most suitable method,

to define solutions and analyze the results.

ΙΙ. Presentation of Group Project (60%)

It is about the analysis and solution of a real study in which students should:

choose by using arguments, the most suitable methodology,

utilize suitable tools to analyze the complexity of the system that is viewed

examine all the alternative scripts or cases,

critically analyze the results of solution and suggest actions

 

Recommended or required Bibliography

RECOMMENDED BOOKS :

• Kaplan,R.S. and Norton,D.P. (1996) The Balanced Scorecard-Measures that drive performance.Boston:HBS Press.

• Kaplan,R.S. and Norton,D.P. (2001) The strategy-Focused organization.Boston:HBS Press

• Kaplan,R.S. and Norton,D.P. (2006) ALIGNMENT Using the Balanced Scorecard to create corporate Synergies.Boston:HBS Press

• Olve,N.-G.,Roy,J.and Wetter,M.(1999)Performance Drivers-a practical guide to using the balanced scorecard.Chichester:Wiley

• Olve,N.-G and Sjostrand,A.(2002)The balanced scorecard.Oxford:Capstone

• Senge,P.M.(1990)The Fifth Discipline-The Arts and practice of the Learning organization.New York:Currency Doubleday

• Senge,P.M.(1994)The fifth discipline-fieldbook.London:Nicolas Brealey

• Gareth Morgan.(1997)Images of organization

• Jeffrey Goldstein(1994)The Unshackled Organization: Facing the challenge of unpredictability through spontaneous reorganization

• Stephen P.Robbins,Timothy A.Judge,(2011) Essentials of Organizational Behavior.

RELATED SCIENTIFIC JOURNALS:

• European Journal of Operational Research, Elsevier

• Academy of Management

• Journal of Management Studies

• Journal of Organizational change management

• Human Resource Management, Elsevier

 

Educational Evaluation

Module Description

Full Module Description:
Mode of Delivery:  Lectures, Tutorials, Projects, Labs
Weekly Hours:  4
ECTS:  6
Web Page:
Moodle Page:

Learning Outcomes

After completing the course, students will be able to:

o Describe and Analyse the elements related to educational evaluation and certification 

o Describe and identify the special conditions of educational evaluation regarding the educational level and the posed targets .

o Analyse the parameters involved into educational systems and to describe the process in details with which the evaluation will  be implemented as well as his/her participation in the process.

o Use the appropriate form, processes and methodologies for the implementation of the evaluation as well as the establishment of evaluation systems into the operation of the organizations and its units.

o Analyse and evaluate the results of the evaluation and design and propose  actions   to be implemented for the improvement of the effectiveness. 

 

Module Description

Evaluation and Educational Systems

•Educational Open Systems

•Aims and targets of the Evaluation

•Strategic Planning and Evaluation

•The technocratic aspects of 

•The Human centered aspects of Evaluation

•Evaluation and Certification of the Educational Organisations 

  • Levels of Education and learning Objectives
  • Case Studies

•Forms of Evaluation

  • Diagnosis -  Formative - Integrated
  • Quantitative and Qualitative Evaluation
  • Internal Evaluation
  • External Evaluation
  • Infrastructure, Human resources, Processes, Educational Material
  • Evaluation and Levels of Educations 

 

•Design and Implementation of Evaluation 

  • Evaluation and Operational Model of Educational Organisations
  • Evaluation Criteria
  • Best Practices

 

•Quantitative Methods 

  • Collection and Process of the Evaluation Data
  • Multicriteria Approaches 
  • Case Studies

 

•Educational Evaluation in Greece

  • Θεσμικό  Πλαίσιο
  • Processes, infrastructures, Experience, practices
  • Case Studies

 

Assessment Methods and Criteria

 Ι. Final Examination (40%) (Summative Evaluation) includes:

-Multiple choice questions and short answer questions in order to assess the level of understanding of the concepts and essential elements Educational Evaluation 

-Exercises and small case in order to evaluate  students comprehension of the Educational Evaluation, the situation and conditions pertaining to the case, the design and implementation of educational evaluation as well as students capacity to propose actions for improvements utilising the evaluation results.

 

ΙΙ. Group Project (60%) (Summative Evaluation): 

Course Work in groups of 2 or 3 students.

Students are  obliged to conduct a study of a problem of the real world in groups of 2 or 3. The study includes the description of the special parameters of the evaluation case study, the selection of the form and methodological approach to be used (with arguments), the design and implementation of the evaluations and to propose actions for improvement.

 

Recommended or required Bibliography

 Recommended Book and Journal Article Resources:

• Educational  Evaluation, Stathis Dimitropoulos, Grigori Publishers, 2010

• Educational Evaluation, James  Popham, 3rd Edition, ISBN 978-0205142170, Allyn & Bacon

• Educational Measurement and Evaluation,  T., J. Swarupa Rani, Discoovery Publishing House, 2004

Recommended Journals:

• Studies in Educational Evaluation, Elsevier

Organisational Communication in Education

Module Description

Full Module Description:
Mode of Delivery:  Lectures-class discussions in small groups 
Weekly Hours:  3
ECTS:  6
Web Page:
Moodle Page:

Learning Outcomes

Upon successful completion of this module the learner will be able to:

• Develop the role that organizational communication plays in educational institutions  

• Discuss the basic concepts and major theoretical perspectives in the field of organizational  communication

• Design effective strategies of communication in dealing with conflict management inside and outside the classroom 

• Analyze the use of social media in educational marketing, branding and reputation of educational institutions

 

Module Description

Theoretical Approaches in Organizational Communication (Functionalist and Interpretative approaches)

The process of communication – forms of communication (verbal/ non-verbal, formal/informal) , networks of communication (centralized/decentralized) 

Organizational Structure and Communication - Direction of communication flow (upward, downward, horizontal, grapevine) – Barriers to effective communication - 

Information processing and decision making models (rational actor, bounded rationality, social psychology and heuristics

The role of communication in fostering effective leadership 

Leadership roles,  organizational culture  and managerial skills of principals in education: The competing values model 

Interpersonal interaction between teacher and student – Cultivating empathy and  listening to students 

Communication in small groups – role of communication in fostering collaboration and building up effective  teams 

Conflict management in an educational environment – understanding conflict dynamics, role of communication in preventing destructive responses to conflict and in fostering constructive responses to conflict 

Media Reporting and Framing of Educational Issues  

Organizational Communication and Social Media - The role Information and communication technologies in education 

Educational or School Marketing – promotional strategies 

(relationship marketing) 

Branding and Educational Marketing: Image and reputation in higher education institutions

 

Assessment Methods and Criteria

 Teamwork (70%)- case study  which  includes: 

-  written work 

- oral  presentation  

Individual paper (30%)

 

Recommended or required Bibliography

 Recommended Book and Journal Article Resources:

Books

Schockley-Zalabad  P (2012).  Fundamentals of Organizational Communication. NJ: Prentice-Hall

Burstein J (2010) Have you heard? Active Listening . New York: Crabtree Publishing 

Cheney J (2011). Organizational Communication in an age of globalization: Issues, reflections, practices. Long Grove, IL: Waveland Press.

Farrell T. S.(2009). Talking. Listening and teaching: A guide to classroom communication. Canada: Corwin. 

Putnam L, Nicotera A M (2009).  Building Theories of Organization: The constitutive role of Communication. NY: Routledge. 

Hickson M (2010) Non-verbal communication: Studies and applications. London & NY: Oxford University Press. 

 

Journal Articles from selected Journals 

Educational Administration Quarterly 

Educational Management Administration & Leadership 

Journal of Vocational Education and Training 

International Journal of Educational Management 

 

Innovation and Technology in Education

Module Description

Full Module Description:
Mode of Delivery:  Lectures, Laboratory Exercises, WorkShops
Weekly Hours:  5
ECTS:  6
Web Page:
Moodle Page:

Learning Outcomes

 The course presents current trends and concepts in education with emphasis on new teaching approaches (multidisciplinary - exploratory - teamwork) using Information and Communication Technologies for the development of innovative educational programs. The course presents modern tools and systems used in education with emphasis on Internet technologies and the example of the participatory web (Web 2.0).

Upon successful completion of the course students should be able to:

• analyze modern teaching approaches

• select modern tools and systems in learning design 

• organize the resources and activities of the educational process using modern learning management systems

• utilizing participatory web tools (Web2.0) in the educational process

• realize the value of standards in learning technologies

• use learning - analytics to evaluate online activities

Module Description

 The course is organized around topics such as:

• Modern teaching approaches

• Learning Design and IMS LD standard

• Learning Management Systems

• Virtual Classes

• Web 2.0 tools

• Authoring tools for the development of Multimedia Learning Content

• Collaborative issues, systems and trends

• Learning Technology Standards

• Evaluation Issues 

• Learning Analytics 

• Adaptive educational systems 

Assessment Methods and Criteria

 Ι. Final Exaination (60%) (Summative Evaluation) includes:

-Multiple choice questions 

-Case Studies 

Evaluation Objective: To assess the understanding of the fundamentals of the course.

Evaluation Criteria: Comprehensiveness, accuracy, and critical evaluation of the answers.

ΙΙ. Group Project (40%) (Summative Evaluation): 

Case Study:

Design & development of a course using modern teaching approaches and tools.

Evaluation Objective: 

To assess the skills developed by the students in the:

•analysis of modern teaching approaches

•selection of modern tools and systems in learning design 

•organization of the resources and activities of the educational process using a modern learning management system

•utilization of Web2.0 tools in the educational process

•use of usage statistics tools in the evaluation of an electronic course 

Evaluation Criteria: 

The completeness, accuracy and critical evaluation of the proposed solution, the organization and management of teamwork and presentation.

Evaluation criteria are explicitly referred on the site of the course for each learning activity.

 

Recommended or required Bibliography

 

Recommended Book and Journal Article Resources:

Books:

• Michael G. Moore, Greg Kearsley, (2011). Distance Education: A Systems View of Online Learning (What's New in Education), Wadsworth Publishing 3rd Edition, April 22, 2011, ISBN-10: 1111520992, ISBN-13: 978-1111520991

• Robert A. Reiser, John V. Dempsey, (2011). Trends and Issues in Instructional Design and Technology (3rd Edition), Pearson; ISBN-10: 0132563584, ISBN-13: 978-0132563581

• Y. Psaromiligkos, A. Spyridakos, S. Retalis (Editors) (2012). “Evaluation in eLearning”, Nova Publishers, ISBN: 978-1-61942-942-0.

• Πετροπούλου Ο., Κασιμάτη Α., Ρετάλης Σ. (2015). Σύγχρονες Μορφές Εκπαιδευτικής Αξιολόγησης με Αξιοποίηση Εκπαιδευτικών Τεχνολογιών. [ηλεκτρ. βιβλ.] Αθήνα:Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών. Διαθέσιμο στο: http://hdl.handle.net/11419/232 

• Σ. Ρετάλης (επιμέλεια έκδοσης) (2005). «Οι Προηγμένες Τεχνολογίες Διαδικτύου στην Υπηρεσία της Μάθησης», Εκδόσεις Καστανιώτης ISBN 960-03-3983-X.

• Isaias, P., Spector, J.M., Ifenthaler, D., Sampson, D.G. (Eds.) (2015). E-Learning Systems, Environments and Approaches Theory and Implementation,Springer International Publishing, DOI 10.1007/978-3-319-05825-2

Internet

• http://elearnmag.acm.org/archive.cfm?aid=1773975 

• http://blogs.articulate.com/rapid-elearning/3-proven-techniques-to-add-creativity-to-your-e-learning-courses/

• http://www.openeducationeuropa.eu/sites/default/files/old/6_1241013156.pdf 

• http://www.openeducationeuropa.eu/el/paper/%CE%BA%CE%B1%CE%B9%CE%BD%CE%BF%CF%84%CE%BF%CE%BC%CE%AF%CE%B1-%CE%BA%CE%B1%CE%B9-%CE%B4%CE%B7%CE%BC%CE%B9%CE%BF%CF%85%CF%81%CE%B3%CE%B9%CE%BA%CF%8C%CF%84%CE%B7%CF%84%CE%B1 

• http://www.lrf.gr/programmemedia/1371642049_2.pdf 

• http://c4lpt.co.uk/directory/top-100-tools/ 

• http://all4learning.daidalos.teipir.gr/ 

• http://elearningindustry.com/free-elearning-and-instructional-design-books

Management of Multicultural Education

Module Description

Full Module Description:
Mode of Delivery:  Lectures, Tutorials, Projects, Labs
Weekly Hours:  4
ECTS:  6
Web Page:
Moodle Page:

Learning Outcomes

 The management problems, which relate to the multicultural and intercultural education, is an important theme of Education Management Units. The 'leader' of the educational unit will face a variety of problems arising from the coexistence of different and diverse cultures in order to promote communication and collaboration between learners, and generally people of different cultural backgrounds. Note that the co-existence as a simple contact is not enough for the development of communication and cooperation conditions and even can have negative effects, ie. to aggravate the existing differences. The anvil of this coexistence challenges  values, beliefs, prejudices and stereotypes of different cultural groups. A special effort should be made and a special handling is required  in order  cultural heterogeneity not to become an  obstacle to communication a but to  strengthen relations in the multicultural team and to promote communication.

Upon completion of the course students will be able to:

 

• distinguish the problems related to the coexistence of different cultures.

• identify conflicts sources (sex, religion, social class).

• sensitized on issues related to convergence and cooperation between different cultural groups.

• assess the role of positive emotional climate to promote cooperation and communication between different cultures.

• recognize that every culture has its own values and beliefs, its own way of thinking and behavior.

• exploit the cultural diversity in the context of group processes.

• understand that the aim of intercultural education is the synthesis of cultures (not assimilation or integration into the main culture of the country).

• realize that cultural diversity  of minority cultures can lead to a closer relationship between members of a group.

• utilize educational materials to illustrate the common points of the different cultures.

• implement instructional techniques that promote communication and collaboration.

• revise views and stereotypical assumptions that lead them to blunders

 

Module Description

1. Multicultural-Intercultural Education: Greek and international reality

2. The problem of values in a multicultural environment: conflict of values?

3. Prejudices and obsessions. Critical reflection-transformation and counter prejudices in intercultural education

4. Problems and codes of communication in multicultural teams nonverbal behavior-- nonverbal signals and cultural “otherness”

5. The role of the Director of the educational unit and Interculturalism-management training unit and multiculturalism

6. The Intercultural School: problems and proposals

7. Empathy and multicultural diversity: a high school empathic approach

8. School Handbook and Interculturalism: the textbook as a carrier of prejudices and stereotypes

9. Towards a Pedagogy of Peace: the role of the school textbook

10. Image and virtual reality in Intercultural Education

11. Art as a bridge and medium of cultures approach

12. School Aggression, Bullying and cultural heterogeneity

13. Ethnic-Minority groups in Greece

14. Religious diversity and intercultural approach

15. Racism and Multiculturalism

16. Work plan (project) and Interdisciplinary-Intercultural Approaches

17. Language and Culture: conditions and different cultures convergence

18. The roles in the multicultural group: exploitation of cultural differences

19. Microteaching and Mini-lessons in cross- cultural education

 

Assessment Methods and Criteria

Ι. Final Written :  

I. Formative Project (40%): Students will be involved in specific issues and problems during the course within short survey range. They are invited to take the treatment of these issues and problems making the necessary methodological choices and comment on the survey results.

II. Final Project (60%): by submitting a written work extent at least 40 pages, individual or group (distinguishing between parties for each student and pages similar to the number of students).

 

Recommended or required Bibliography

 

- Recommended Books and Journal Article Resources:

Vrettos I. (2014). Non Verbal behaviour and attractiveness of the teaching content in aged education. Th econtribution of micro-techin. in A. kontacos and P. Stamatis (Eds) Non Verbal communication in Education: Theory and Practice, Atherns, Diadrasi Pubs (in Greek).

Vrettos I. (2010). Non Verbal behaviour educator and educated. Application with micro-teaching, Athens  (in Greek).

Barker, B. (2005) Transforming schools: illusion or reality? School Leadership and Management, 25 (2), 99-116 

Bleszynska, K. M. (2008). 'Constructing Intercultural Education'. Intercultural Education, 19(6), 537-545

Georgogiannis P. (Ed), Issues of multicultural education and communication, Athens, Gutenberg (in Greek). 

Coulby, D. (2006). 'Intercultural Education: Theory and Practice'. Intercultural Education, 17 (3), 245-257

Dimmock, C. & Walker, Α. (2005). Educational leadership: culture and diversity. London: Sage

Govaris X. (2005). The comprehension of the Problems and perspectives for the multicultural education in M. Kaila, F. Kalavasis and N. Polemikos  (Eds) Myths, mathimatics, cultures. Silent relations in Education, Athens, Atrapos Publishers, p. 411-428 (in Greek) 

Govaris, X. Theodoropoulou  E. and A. Kontacos (2007). The educational challenge of multicultural. Issues of theory and practice of the multicultural pedagogy, Athens, Diadrasi Pubs (in Greek)

Govaris X. (2001). Introduction to Multicultural Education, Athens, Atrapos Pubs (in Greek). 

Gotovos, Α., (2002). Education and Difference, Athens, Metaixmio Publishers (in Greek)

Damanakis M. (1997), The Education of the re-patriated and foreign students in Greece, Athens, Gutemberg (in Greek).

Duarte E. M., & Smith, S. (2000). Foundational perspectives in multicultural education. New York: Longman Green, N., (2004), Οι δρόμοι της Μετανάστευσης. Αθήνα, Σαβάλλας.

Hoy, W. and Miskel, C. (2001), Educational Administration: Theory Research and Practice, (6th edition), New York: McGraw-Hill, Inc.

Nikolaou G. (2005), Multicultural Didactic, Athens, Pedio Pubs (in Greek).

Thompson, J. (1999), Strategic Management – Awareness and Change, 3rd ed, London:International Thompson Business Press.