Κατεύθυνση: Secondary Major in Computational Infrastructures & Services or Digital Services: Optional Courses

Learning Outcomes

The course pertains the study of fundamental concepts of digital systems project management, the study of best practices in the area of project management such as the Project Management Body of Knowledge (PMBOK) of Project Management Institute (PMI), and the usage of such practices in project management of digital systems. The course will incorporate a laboratory session with project management software tools that allow students to practice some of the principles addressed.

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

• Recognize the need for IT project management
• Recognize the key issues during the IT project management procedures
• Describe the best practices in IT project management processes and follow an IT project management methodology – from project inception to project closure
• Create work breakdown structures (WBS)
• Create project plans
• Create business cases
• Describe PMI project management principles and performance domain areas
• Use various methods and techniques for schedule and budget estimation
• Use various methods and techniques for project monitoring
• Use various methods and techniques for resource loading and leveling
• Assign tasks and resources using project management software tools
• Create a Gantt/PERT schedule using project management software tools
• Monitor project progress using project management software tools

Course Content

• Introduction to project management (e.g. project definition, projects typology, triple constraint concept, a systems approach to project management, organizational influences).• Introduction to project management (e.g. project definition, projects typology, basic characteristics of projects, triple constraint concept). A systems approach to project management. Organizational influences on project management.
• PMI project management principles and performance domain areas (PMBOK: 12 project deliverable principles and 8 performance domains).
• Projects, information systems and services life cycles. IT project management methodologies (e.g. phases, deliverables).
• IT projects business cases (e.g. Measurable Organizational Value, feasibility study, risk analysis, cost-benefit analysis, financial and scoring models).
• IT project management portfolios (e.g. project selection using Balanced Scorecard).
• Project charters and project management plans.
• Work Breakdown Structure Analysis (e.g. Work Breakdown Structure, Project organization structure and responsibilities). Project Time and Recourse Management (e.g. top-down method, bottom-up method, guess estimating method, Delphi method). Software engineering metrics and approaches (e.g. Lines of Codes, Function point analysis, COCOMO).
• Techniques and tools for project schedule estimation. Gantt charts. The critical path. Network diagramming. CPM/PERT. PDM networks. Resource allocation and resource levelling. Scheduling with resource constraints.
• Project control. Cost control (e.g. variance analysis, earned value). Performance analysis (e.g. Performances indices SPI and CPI). Forecasting (e.g. Forecasted cost to complete project, forecasted cost at completion).

Suggested Bibliography

– Suggested bibliography:

• Project Management Institute (2021): A Guide to the Project Management Body of Knowledge, Seventh Edition (PMBOK Guide), Project Management Institute.
• Marchewka (2016): Information Technology Project Management: Providing Measurable Organizational Value, Wiley.
• Schwalbe K (2013): Information Technology Project Management, Cengage Learning.
• Phillips J (2010): IT Project Management: On Track from Start to Finish, McGraw-Hill Education.
• Maizlish and R. Handler (2010): IT Portfolio Management Step-by-Step: Unlocking the Business Value of Technology, Wiley.
• Nicholas J (2004): Project Management for Business and Engineering: Principles and Practice, Butterworth-Heinemann.

– Related academic journals:

• International Journal of Information Technology Project Management (IJITPM), IGI Global
• International Journal of Project Management, Elsevier

This course offered by Department of Business Administration of University of Piraeus.

Learning Outcomes

The course presents the architectures and functional characteristics of modern mobile communication networks. Emphasis is given on the networking physical and functional entities and their interoperability, the communication and signaling protocols, the fixed network infrastructure and the mobile services in 2^nd generation (GSM), 3^rd generation (UMTS) and 4^th generation (LTE) networks.

Upon successful completion of the course, the students will be in position to:

• understand, analyze and evaluate the basic design options in the development, operation and maintenance of the different generations of mobile communication networks
• know the architecture and physical and functional entities of the different generations of mobile communication networks
• know of the basic functionalities of radio resource, handover, mobility and communication management of the different generations of mobile communication networks
• dimension cellular networks based on the offered traffic load and the desirable quality of service

Course Contents

• Overview of mobile communication networks with emphasis on 2nd generation GSM and 3rd generation UMTS systems.
• Network architecture (network subsystems, functional layers, physical architecture, radiocoverage, mobility).
• Radio resource management (functions and procedures for radio management, handover procedure, handover in multi-layer architecture).
• Mobility management (paging and location update procedures).
• Communication management (call control, call setup, call release, complementary services, message services).
• Systems and standards GSM, HSCSD, GPRS, UMTS and LTE. Signalling protocols (SS7).
• Location based services (architectures, methods).

Recommended Readings

• M. Theologou, “Mobile and Personal Communication Networks”, Tziola Publishers, (Greek).
• Holma and Toskala, “WCDMA for UMTS: Radio Access for Third Generation Mobile Communications”, Wiley.
• Holma and Toskala, “HSDPA/HSUPA for UMTS: High Speed Radio Access for Mobile Communications”, Wiley.
• Michel Mouly and Marie–Bernadette Pautet, “The GSM System for Mobile Communications”, Telecom Publishing.

Learning Outcomes

Upon successful completion of the course, the student will be able:

• to understand the specificities of ICT and digital technology teaching in school taking into consideration the issue of diversity in terms of characteristics, motivation, preferred way, place and learning time of learner audience.
• to describe the historical development of its computer science teaching with or without the use of educational software.
• to design learning scenarios for promoting computational thinking using learning strategies.
• to implementing applications with the use specialized software such as Jeroo, KarelRobot, Alice
• to design and develop digital games using platforms such as Scratch.
• to assess systematically the quality of educational software.

 

Course Contents

• Educational policies about the integration of information technology in Greece’s education system.
• The teaching of Informatics as a course subject in Greece: primaty and secondary education curricula, lesson plans, educational textbooks, in0-service teacher training workshops.
• Computer science didactic issues: traditional didactic approaches and approaches based on modern learning theories, learning difficulties in basic concepts of computer science, examples of lesson plans and activities.
• Computer-aided programming environments such as Jeroo, KarelRobot, Alice.
• Design and development of games with MIT Scratch tool.
• Laboratory experimentation with the development of simulation interactive games.

Recommended Readings

• UNESCO & IFIP (2002): Information and Communication Technology in Secondary Education – A Curriculum for Schools, Edited by Tom van Weert. Paris: UNESCO, 2002.
• Informatics for All Initiative (2018). Informatics Europe and ACM Europe, http://www.informatics-europe.org/component/phocadownload/category/10-reports.html?download=75:informatics_for_all_2018
• Stoffers AM., Diethelm I. (2014) Teacher Profiles for Planning Informatics Lessons. In: Gülbahar Y., Karataş E. (eds) Informatics in Schools. Teaching and Learning Perspectives. ISSEP 2014. Lecture Notes in Computer Science, vol 8730. Springer, Cham
• Michal Armoni. 2019. COMPUTING IN SCHOOLS: Why are we teaching this?: strings and beyond. ACM Inroads 10, 1 (February 2019), 30-32. DOI: https://doi.org/10.1145/3306136

Learning Outcomes

This course is designed to promote a fundamental understanding of the theoretical and applied knowledge related to instructional theories and models (principles, methods, strategies) for the design, development, implementation and evaluation of Technology Enhanced Learning Environments (TELE). The purpose of this course is to introduce students to the orchestrated elements of instruction.

At completion of the course, the students will be able:

• to understand the fundamental principles of instructional theories and models
• to analyze, design, develop and evaluate different types of instructional methods & strategies for an effective teaching.
• to demonstrate a knowledge of the ‘what’, ‘how’, and ‘when’, in the instructional design process in different disciplines.
• to integrate ICT educational technologies into activities for K-16 and business settings.
• to create an educational plan/scenarios for reflective thinking into educational practice.
• to create the appropriate orchestrated instructional methods and strategies for an effective teaching.
• to articulate a personal set of values, motivation, attitudes and a vision for the future classroom.

Course Contents

• Introduction to the concepts: Education – Learning – Instruction – Training.
• Principles of the learning processing in different Teaching Models (behavioral, cognitive and social constructivist principles & theories in specific instructional methods).
• Personal and psychological factors in learning and instruction (individual differences, self-efficacy beliefs, motivations, needs, attitudes, learning styles, cognitive learning styles on TELE).
• Models of teaching and instructional design (Gagne’s Nine Events of Instruction, Bruner, Pr/jBL, Kirkpatrick model).
• Taxonomies and learning objectives (Bloom’s Taxonomy).
• Formative, summative and authentic assessment.
• ICT in educational settings (synchronous and asynchronous learning, web 2.0 environments, authoring tools, AHLE, LMS, CMS, smart education, e-portfolios, educational games, gamification).
• ICT applications (lesson plans, educational scenarios, macro/micro scenarios).
• School and professional environment (interpersonal relationships, communication, ethics).

Recommended Readings

Joyce, B. R.; Weil, M.; Calhoun, E. (2015). Models of Teaching, 9th Edition, Pearson

Dell’Olio, J., & Donk, T. (2007). Models of teaching: Connecting student learning with standards. Thousand Oaks, CA: Sage Publications.

Joyce, B. R.; Weil, M.; Calhoun, E. (2015). Models of Teaching, 9th Edition, Pearson

Elliott S, Kratochwill T, Littlefield-Cook J, Travers J. (2008).Educational Psychology: Effective Teaching, Effective Learning,Brown & Benchmark Pub.

Reggie, K., Fox, R., Chan F. T. , Tsang P. (2008). Enhancing Learning Through Technology: Research on Emerging Technologies and Pedagogies. World Scientific

Roblyer M.D. (2009). Integrating Educational Technology into Teaching, 5^thed., Allyn & Bacon.

Sawyer, R. K. (2006). The Cambridge Handbook of the Learning Sciences, Cambridge University Press.

Slavin R., E. (2008). Educational Psychology: Theory and Practice, 9^thed.,Allyn & Bacon.

Snowman, J. Biehler, R. (2008). Psychology Applied to Teaching, 12^th Edition, Hougton & Mifflin.

Woolfolk, A. (2010). Educational Psychology,11^thed., Allyn & Bacon.

This course focuses on the interconnection between entrepreneurial thinking and innovation. Upon successful completion of the course, the student will be able to:

• understand the differences between innovation and entrepreneurship and how the two work in conjunction to create dynamic startups.
• learn how to analyze markets when searching for potential segments to target
• select among strategies that could aid in growing customer base through inbound and outbound marketing
• recognize business innovation opportunities
• create a business plan around a minimum viable product

Course Contents

• Methods and tools of enhancing innovativeness and creativity (Mindmapping, SixHats, SCAMPER)
• Why startups are not smaller versions of large companies. Why Do Startups Fail
• How do you find your customer archetype? Types of Customers & Types of Business Models
• Relationship between Value Proposition and Customer Segments
• Customer Acquisition Models and Customer Acquisition Cost (CAC)
• How do you make your money? Revenue Stream and Pricing Revenue Streams
• What is most important for the business? Financial Resources & Financial Planning
• Intellectual Property – Patents & Trademarks
• Presenting your startup–pitching for funds(seed & venture capital, angels, etc)
• Business plan competitions and accelerator programs

Recommended Readings

• Adedeji, B. & Rahman, M. (2018). Innovative Teaching Methods and Entrepreneurship Education: A Review of Literature. Journal of Research in Business, Economics and Management 10 (1), 1807-1813
• Ghulam, N., Liñán, F., Fayolle, A., Krueger, N. y Walmsley, A. (2017). The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda. Academy of Management Learning and Education, 16 (2), 277-299.
• Lindberg, O. J., Olofsson, A.D., Fransson, G., Hansson, A. (2017): Developing awareness of digital competence and skills through dialogue: a methodological reflection, The International Academy of Technology, Education and Development, p. 5679-5686.

Learning Outcomes

Students will be able:

• to know and understand the key concepts of knowledge management and competence management.
• to analyse, assess and select systems that support the management of organisational knowledge and the management of professional competences.
• to know, understand and apply international and European standards for modelling and describing Individual and Organisational Competences.

Course Contents

• Knowledge Management:
  • Introduction to Knowledge Management
  • The Nature of Knowledge: What is Knowledge, Alternative Views of Knowledge, Different Types of Knowledge, Locations of Knowledge
  • Knowledge Management Methods and Tools: KM Processes, KM Systems, KM Infrastructure
  • Organizational Impacts of Knowledge Management
  • Factors Influencing Knowledge Management
  • Case Studies: Professional Knowledge and Professional Practices Management through Online Professional Communities
• Competence Management:
  • Introduction to Competence Management
  • Definition of Competence. Competence vs Competency
  • Competence Models: Definition and Methods for developing Competence Models
  • Case Studies:
    • Individual Non-Professional Competences: the European Digital Competence Framework for Citizens (DigComp 2.1)
    • Individual Professional Competences: the UNESCO ICT Competency Framework for Teachers (ICT-CFT).
    • Organizational Competences: the European Framework for Digitally-Competent Educational Organisations (DigCompOrg)