@proceedings{633,
title = {Design 4 Pedagogy (D4P): Designing a Pedagogical Tool for Open and Distance Learning Activities},
author = {Olga Fragou and Achilles Kameas},
year = {2013},
date = {2013-01-01},
journal = {ECEL 2013},
address = {Sophia Antipolis, France},
abstract = {
International Standards in High and Open and Distance Education are used for developing Open Educational Resources (OERs). Current issues in e-learning community are the specification of learning chunks and the definition of describing designs for different units of learning (activities, units, courses) in a generic though expandable format. Developing educational content, courseware and pedagogical tools to support Subject Matter Experts in their educational practice is a challenging task for the Instructional Design Field. This papertextquoterights aim is to introduce a user oriented design methodology for Open and Distance Learning (ODL) activities orchestrating pedagogical tools so as to develop e-learning activities in Hellenic Open University (HOU) by the use of Boundary Objects (BOs).
<p style="text-align: justify;">International Standards in High and Open and Distance Education are used for developing Open Educational Resources (OERs). Current issues in e-learning community are the specification of learning chunks and the definition of describing designs for different units of learning (activities, units, courses) in a generic though expandable format. Developing educational content, courseware and pedagogical tools to support Subject Matter Experts in their educational practice is a challenging task for the Instructional Design Field. This papertextquoterights aim is to introduce a user oriented design methodology for Open and Distance Learning (ODL) activities orchestrating pedagogical tools so as to develop e-learning activities in Hellenic Open University (HOU) by the use of Boundary Objects (BOs).</p>
Adult Student Modeling for Intelligent Distance Learning Systems (Journal Article)
Special Issue on AIAI 2012 of the International Journal of Engineering Intelligent Systems for Electrical Engineering and Communications (EISEEC), 2012.
@article{Panagiotopoulos2012,
title = {Adult Student Modeling for Intelligent Distance Learning Systems},
author = {Ioannis Panagiotopoulos and Aikaterini Kalou and Christos Pierrakeas and Achilles Kameas},
year = {2012},
date = {2012-10-01},
journal = {Special Issue on AIAI 2012 of the International Journal of Engineering Intelligent Systems for Electrical Engineering and Communications (EISEEC)},
keywords = {learning activities, Learning Design},
pubstate = {published},
tppubtype = {article}
}
@proceedings{637,
title = {Assisting tutors at the Hellenic Open University in the processes of designing, planning, managing and reusing learning activities},
author = {Christos Pierrakeas and Spyros Papadakis and Michalis Xenos},
year = {2009},
date = {2009-01-01},
journal = {European LAMS & Learning Design Conference},
address = {Milton Keynes, UK},
abstract = {
The aim of this paper is to present some early findings of the pilot implementation of Learning Design at the Hellenic Open University (HOU). This study represents the first step of a broader effort that seeks to use learning design tools to support tutors and learners in distance education across our university by charting existing international experience and methodology. This study aims to investigate how active tutors and students at the HOU (Greece) approach, understand and deploy LAMS and the additional support and tools they would find helpful. Such work holds interest for all developers and users of learning design tools. Ten semi-structured interviews were conducted with Computer Science undergraduate students, and one tutor who has been using LAMS to support his students in the middle of their first year of distance study. This paper examines the evidence of this case study through a discussion of the issues that emerged from the interviews and a questionnaire from twenty eight students respondents of this group. Students demanded to be tutored on a textquoteleftjust-in-timetextquoteright basis, be given more practical tutorial examples, and that exercises be interactive, hands-on, with practical support by peers. Tutors interested in adopting learning design as innovating and enhancing the technological support understand, on the other hand, that it is complex, demanding and time consuming.
<p style="text-align: justify;">The aim of this paper is to present some early findings of the pilot implementation of Learning Design at the Hellenic Open University (HOU). This study represents the first step of a broader effort that seeks to use learning design tools to support tutors and learners in distance education across our university by charting existing international experience and methodology. This study aims to investigate how active tutors and students at the HOU (Greece) approach, understand and deploy LAMS and the additional support and tools they would find helpful. Such work holds interest for all developers and users of learning design tools. Ten semi-structured interviews were conducted with Computer Science undergraduate students, and one tutor who has been using LAMS to support his students in the middle of their first year of distance study. This paper examines the evidence of this case study through a discussion of the issues that emerged from the interviews and a questionnaire from twenty eight students respondents of this group. Students demanded to be tutored on a textquoteleftjust-in-timetextquoteright basis, be given more practical tutorial examples, and that exercises be interactive, hands-on, with practical support by peers. Tutors interested in adopting learning design as innovating and enhancing the technological support understand, on the other hand, that it is complex, demanding and time consuming.</p>
