2nd Course of Study (Start: Academic Year 2019-20)

1st Semester

ΨΣ-ΗΜ-501 Human – Computer Interaction [M] S. Retalis


This course provides an introduction to and overview of the field of human-computer interaction (HCI) spanning current theory and practice in interface specification, design and usability evaluation. HCI is an interdisciplinary field that integrates theories and methodologies from computer science, cognitive psychology, design, and many other areas. Students will gain knowledge in creative design, systematic development of innovative graphical user interfaces, software usability, interactive applications design, interactive systems evaluation and acquire dexterities in the designing, development and evaluation of multimodal applications.

Course Contents

  • Human as a computer user; cognitive models, visual coding, focus and memory, knowledge representation and management.
  • Models of the mind, user conceptual models.
  • Interaction technologies; input/output devices, graphical environments, direct manipulation, collaborative systems, virtual reality.
  • Interactive systems design methods, user-centered design, usability requirements, task analysis.
  • Dialogue and internet interfaces design.
  • System design – Hierarchical task analysis.
  • Prototyping of interactive systems
  • Usability evaluation methods and techniques.
  • Design patterns.
  • Special purpose interactive systems: computer-supported cooperative work, voice communication, assistive technologies, augmented reality.
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ΨΣ-HM-510 Educational Design [M] D. Sampson


The course aims to a) familiarize students with the basic principles of Instructional Design b) present the study of the most widespread Instructional Design models, the way they are presented in the worldwide literature and practice and c) provide a detailed presentation of the most popular and convenient technological tools that support Instructional Design. Particular emphasis is given to the design and development of computer supported learning scenarios, which are based on modern educational strategies and utilize modern assessment techniques of the students’ performance.

Course Contents

  • Introduction to the course Instructional Design: Conceptual clarification of the term, basic concepts and principles of Instructional Design.
  • The ADDIE Model of Instructional Design: Description of the ADDIE model and the way it is implemented. Analysis of the ADDIE model’s phases and definition of their basic components.
  • Modern Educational Strategies: Presentation and detailed examination of modern educational strategies, such as inquiry-based learning, collaborative strategies (e.g. tps, jigsaw, pyramid), problem solving, etc.
  • Design and development of Educational Scenario: Description of the educational scenario’s structural elements and presentation of the proposed descriptive method, as well as the development of computer supported educational scenarios.
  • Modern assessment techniques of students’ performance: Analytical presentation, detailed examination and practice in modern assessment techniques (e.g. assessment rubrics, concept map, self-assessment quiz, etc.)
  • Technological tools supporting Instructional Design: Presentation of tools that support the phases of Instructional Design. Familiarization and practice with the Educational Activity Management System (e.g. LAMS) tool.
  • Case studies: Representative examples of computer supported learning scenarios that promote the 21st century skills.
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ΨΣ-ΗΜ-511 Web Applications [M] G. Santipantakis

  • Course Code ΨΣ-ΗΜ-511 Type of Course Mandatory [M]
  • Semester 1st Semester FacultyG. Santipantakis
  • ECTS Credits 7,5


The course initially familiarizes students with the main technologies involved in the development of Internet applications HTML, CSS, and XML. The course takes place in a lab setting. Teaching consists of the presentation of the programming techniques available for creating Internet applications illustrated through specific coding examples. Students must then extend/modify the given code. In addition to that the course aims at proving the necessary knowledge and skills for using semantic web technologies for the purposes of teaching and learning over the web. The course focuses on understanding, engineering, and deploying RDFs vocabularies for organizing and exploiting learning/teaching material during the educational process.

Course Contents

  • Content programming: Introduction to HTML, basic syntax, links, examples of programming with HTML
  • Using HTML to create forms, Using CSS to format web pages, website development case study
  • Introduction to XML, XML document structure, well-formed versus valid documents, XML with CSS, case study
  • Creating a DTD, Validation of XML documents, case study on creating a valid document from a well-formed document
  • XSL, Transformation with XSLT, case study
  • Basic notions, motivations, architecture(s) and introduction to semantic web technologies for knowledge management.
  • From structured XML documents to the description of resources using RDF and RDFS
  • RDF και RDFs
  • RDFs: Inferencing and Query Answering
  • Tools and examples for exploiting RDF και RDFs
  • Tools and methodologies for developing RDFs vocabularies
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ΨΣ-ΗΜ-512 Learning Theories and Teaching Models [M] F. Paraskeva


This course is designed to promote a fundamental understanding of the theoretical and applied knowledge related to theories of learning and instructional models for the design, development, implementation and evaluation of e-learning (eL) environments.

The course introduces to the theoretical overview of how human learning occurs according to the various learning theories and examines how instructional methods enriched by new technologies can accommodate the learning process correspondingly. In particular, by this course we attempt to interpret the phenomenon of learning through the examination of instructional methods (principles, methods, strategies & techniques) and the applications in eL environments. In the context of the course content, it is examined the behavioral and cognitive approach, the constructivist theories (cognitive and social) in specific instructional methods (PBL, ADDIE model, Cognitive Apprenticeship, Situated Cognition etc) for e-learning solutions.

Course Contents

  • Introduction to Learning with Technology: Learning Theories and Instructional Models.
  • Behaviorism (Pavlov’s Classical Conditioning, Skinner’s Operant Conditioning): principles, conditions, restrictions, application in technology. Socio-cognitive Learning Models (Bandura’s socio‐cognitive learning theory, self-regulated learning, self-efficacy, self-directed learning): principles, conditions, restrictions, application in eL environments.
  • Cognitive learning theories and Constructivism (Piaget, Pappert, Bruner, Gagné): principles, conditions, restrictions, application in technology. Neuroscience & Information Processing: information processing models, memory, perception, attention, mnemonic devices & strategies, chunking, metacognitive strategies, problem solving, critical thinking, hyperlearning, applications in eL environments.
  • Social Constructivism (Vygotsky’s Zone of Proximal Development, Lave’s & Wenger’s Theory of Situated Learning, Collins’ Brown’s & Newman’s Theory of Cognitive Apprenticeship, Spiro’s Cognitive Flexibility Theory): principles, conditions, restrictions, application in eL environments.
  • Instructional Models: didactic principles & strategies, examples & applications to technology, educational scenarios/scripts, applications in eL environments.
    • Merrill’s First Principles of Instruction
    • Discovery Learning
    • Bloom’s Taxonomy
    • του Gagne΄ 9 Events of Instruction
    • ADDIE instructional design model
    • Dick and Carey Systems Approach Model
    • Kemp instructional design model
    • Kirkpatrick’s four-level model Project Method
    • ASSURE model
    • Cognitive Apprenticeship
    • Cognitive Flexibility Theory (Rand Spiro)
    • Inquiry Teaching
    • Problem Based Learning
  • Assessment of Learning and Assessment for Learning: types of assessment, diagnostic assessment, formative assessment, summative assessment, authentic assessment, apliations in eL environments.
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2nd Semester

ΨΣ-ΗΜ-711 Educational Technologies [M] D. Sampson


The objectives of this course are to present the basic design principles of e-learning technologies, the state-of-the-art international specifications and standards in Learning Technologies (with emphasis to IEEE Learning Object Metadata, SCORM, IMS Common Cartridge and IMS Learning Design) and case studies of e-Learning Technologies from areas of selected applications such as Mobile Language Learning and e-Training for People with Disabilities.

Course Contents

  • Design Principles of e-Learning Technologies.
  • Overview of state-of-the-art International Specifications and Standards in Learning Technologies.
  • Digital Educational Content and Learning Objects.
  • Educational Metadata: the IEEE Learning Object Metadata (LOM) Specification and Tools.
  • Web-based e-Courses: Sharable Content Object Reference Model (SCORM), IMS Global Learning Consortium Content Packaging (CP) and Simple Sequencing (SS) Specifications and Tools.
  • Educational Modeling Languages: IMS Learning Design Specification and Tools.
  • Case Study: e-Training for People with Disabilities (eAccess2Learn).
  • Case Study: Mobile Language Learning.
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ΨΣ-ΗΜ-710 e-Trainers Training [M] F. Paraskeva


This course focuses on theory, research and practice, regarding the factors that affect delivering e-Learning (eL) courses for e-Trainers (e-Trainers Training/eTsT).

Based on basic and advanced conceptual frameworks of how learning occurs, this course emphasizes on

  • the introduction to adult education and life-long learning in Greece and international trends.
  • the design, development and implementation of eL courses, regarding the factors (content, context, conditions, constrains, roles, interaction, communication) that could affect the performance of the learner in an e-learning environment.

A socio-constructivist approach, with emphasis on collaborative learning, is adopted for the course, enables the formation of quality conceptual frameworks and best practices, as these are supported by the use of Digital Systems (digital communication/collaboration/performance and tools, well designed technological artefacts, virtual performance, e-learning applications).

The course also provides an alignment of instructional design models with learning theories (Problem Based Learning, Self-Directed Learning, Inquire Based Learning, Communities of Practices) incorporating experience in delivering eL courses.

Course Contents

  • Introduction to adult education and life-long learning in Greece and international trends, research methodology in adult education.
  • Theories of adult leaning.
  • The adult educator: role, competencies, and professional accreditation.
  • Introduction to the subject, defining concepts & interdisciplinary research areas on the trainers’ training combining a blended approach (face-to-face and online platforms). A socio-constructivist approach with a strong emphasis on collaborative learning in different phases of the process (analysis, design, development, implementation & evaluation): targets, training objectives, learning context, learning procedures and performance.
  • Analyze the IT context for eTsT with emphasis on the e-trainers skills/competencies in managing eL programs, e-learners’ characteristics, e-learners profile, individual differences, needs/Maslow’s hierarchy of needs in e-learning contexts, motivation/ARCS Model, attitudes/TAM Model, self-efficacy believes, self-esteem, locus of control, learning preferences, cognitive/learning styles, personalized learning, multiple intelligence).
  • Analyze the conditions, prerequisites for e-courses, skills for eTsT, (verbal non-verbal communication, feedback and interpersonal skills, active listening, lurking, interaction and collaboration, team building, small groups).
  • Design, manage and implement eL programs. At the methodology process we focus on the conceptual frameworks as best practices in eL courses (learning objectives/outcomes, training program preparation, conceptual frameworks, best practices, lesson plans, educational scenarios, e-training environment).
  • Develop the learning process, learning theory: Project Based Learning, Self-Directed Learning, Communities of Practices, MOOCs and training methods (self-paced learning, roles, collaborative scripts, CSCL scenarios, web 2.0, LMS, VLE, Social and pedagogical agents, avatars, Second Life).
  • Implement and deliver e-training/e-course (e-tutoring for small/large groups, presentation skills, manage performance).
  • Evaluate the overall training process (evaluation and assessment/self-assessment methods, authentic assessment feedback, reflection, questionnaires).
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ΨΣ-ΗΜ-712 Assistive Technologies [M] S. Retalis


The learning objectives of this course is:

  • Τo highlightthe significant role of the issues surrounding the design and use of assistive technology (AT) that benefits people with disabilities and older adults.
  • To introduce assistive technology (AT) that refers to equipment that improves the functional capabilities of individuals with disabilities.
  • To include hardware such as augmentative communication devices, adaptive tools, and software designed to support the participation of individuals with disabilities in the school or larger community.
  • To give the opportunity of interaction with a wide range of applications for assistive technology in the home, school, workplace and community environments that could can meet the needs of individuals with various disabilities in many settings.

Course Contents

Upon successful completion of the course, participants will be better able to:

  • Recognize the major disabilities that use Assistive Technology (AT)
  • Understand the field of assistive technology that support participation, communication, and learning in individual session or in inclusion classroom settings.
  • Realise how to match assistive technology features to learner individual need
  • Be able to create individual education plans for children or adults with special educational needs and learning disabilities (e.g. Universal Design for Learning)
  • Understand how to utilize a variety of online resources and training opportunities to expand and support their assistive technology knowledge and skills
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ΨΣ-ΗΜ-713 Research Methods in Education [M] M. Filippakis, F. Paraskeva


The aim of the course titled ‘Research Methods’’ is to develop theoretical and applied knowledge for the acquirement of the basic tools in practical methods in education in the aspects/context of e-learning settings. These tools are utilized with the appropriate use of statistical methods and statistical packages. The identification of researchable problems, the understanding of its nature, the analysis of the different type of approach, the data analysis and finally the interpretation of the results and their presentation in a research report are the main objectives of this course. All the necessary statistical tools will be thoroughly presented as well as various data collection techniques in order to help students categorize and differentiate between them. The students will comprehend the needed steps to learn in order to create educational scenarios choosing suitable statistical criteria. Specifically emphasis will be given in understanding the methods in research, the development of planning skills and qualitative and quantitative research and finally the ability of bringing into realization research projects by writing scientific articles and theses.

Course Objectives at the end of this course, you should be able to:

  • explain the concepts and processes of educational research
  • discuss the different types of research
  • identify researchable problems in education
  • demonstrate skills in literature review
  • formulate research questions and hypotheses
  • explain the different types of research designs
  • differentiate between population and samples
  • apply the different methods of data collection
  • compare the different methods of data collection
  • discuss the properties of a good instrument
  • organize and present data using different methods
  • demonstrate proficiency in the use of descriptive statistics
  • use inferential statistics to test hypotheses
  • explain the steps in testing hypotheses
  • chose the suitable statistical criteria (t-test, pearson, (M)Anova e.tc.)
  • write statistical analysis (tables, figures etc)
  • write reports of research projects.

Course Contents

  • Introduction to ‘’Research Methods’’ by presenting the different methods in the research of education. Additional studies on the importance of educational research and its objectives as well as the design of educational research.
  • The quantitative approach of the object both philosophical and methodological will be studied. The plan of the organizing chart of the research problem will be formed and the review of the theoretical background of the previous survey will be made analyzing the research questions that arise.
  • Following up, the analysis of the quantitative planning to conduct research and experiments and types of qualitative research will be made. Then the evaluation and policy research will be developed, including materials for intercultural research, mixed methods and participatory research.
  • The organization and presentation of qualitative data, the content analysis, coding, (themes, stories, discussions and speeches), and grounded theory sampling methods is up next. Analyze the way of developing a scientific work and the know how’s of reviewing.
  • Proposals/research papers that will be assigned to the students for analysis and presentation at the end of the semester will be thoroughly discussed. Furthermore real cases presented with experiments demo.
  • Introduction to research methodology (problem definition, speculation, research design, etc.), types of data, measurement scales, tables and charts. Presentation of real cases (case studies). Finally, the methods for data collection in educational research: questionnaires, systematic observations, interviews, participant observation are developed.
  • The measurements of the results and the choices of variables will be studied. The design of the questioners, the necessary testings and ways of analyzing them will be the next step.
  • Introduction to sampling distributions, development of estimation and relationships between variables (contingency tables, variance analysis, correlation. Application at SPSS program / R and the syntax research proposal. Drafting a proposal/research report by combining the theoretical and practical background.
  • The basic concepts of statistical inference are analyzed. The confidence intervals, the correlation hypothesis testing, linear regression and analysis of variance (ANOVA – MANOVA) are studied. Applications using the SPSS / R program for the creation and evaluation of scenarios in methodology of educational research.
  • Presentation/examination of the assigned projects/research papers.
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3rd Semester

ΨΣ-HM-777 MSc Dissertation [M] Member of faculty

  • Course Code ΨΣ-HM-777 Type of Course Mandatory [M]
  • Semester 3rd Semester FacultyMember of faculty
  • ECTS Credits 30

The master thesis project is carried out under the supervision of one of the faculty members and involves – at a first stage – the identification of the research topic/ technological problem to be addressed and the research of literature for existing state-of-the-art. The output of the project, namely the description of the research area, the problem formulation, the solution definition and implementation and the illustration of results and final conclusions and recommendations, is presented in the master thesis.

The master thesis project aims to

  • Extend the student’s academic skills, introduce them to a certain research area and potentially motivate them to continue their research work beyond the completion of their Master’s Degree. This may be achieved not only by exploiting particular skills and knowledge acquired from taught courses but also by enhancing their ability to tackle a novel research area and/or problem.
  • Expand the student’s professional skills by developing/improving their ability to research, manage/organise information, think creatively, pursue innovation and report adequately the findings of their research.
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