Δημοσιεύσεις σε συνέδρια

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Browsing Δημοσιεύσεις σε συνέδρια by Subject "Adult education"

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    Open Access
    Distance higher education learning and professional pedagogy : training the trainers
    (Academic Conferences International Limited, 2021-10) Fragkaki, Maria; Mystakidis, Stylianos; Φραγκάκη, Μαρία; Μυστακίδης, Στυλιανός
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε συνέδρια)
    The global disruption of all physical educational activities due the covid-19 pandemic impacted among others also professional development activities of higher educational faculty members and staff. Teaching and learning had to be organized exclusively online. This transition is not straightforward as it often requires a different way of facing new challenges, or even a cultural change in all involved stakeholders. Hence, instructional designers, but also instructors and researchers need to consider multiple factors related to online education instructional design. In this empirical study, we present in detail the views and needs of twenty-three higher education faculty members, on their preferable pedagogy for distance training that had to replace a face-to-face one, in the frame of a multinational capacity building project. The core research question was “what are higher education instructors’ views and educational needs toward meaningful and effective pedagogy of professional development teaching and learning activities both in a face to face and an online training process”. A mixed research method was employed in the form of a 22-item questionnaire (pilot survey) that combined qualitative and quantitative data in the form of open and closed questions, respectively as well as observation. The results are illustrated through graphical representations and analysis comments. Specifically, the examined research indicators were the preferable training form, methodology, assessment, and feedback. Findings suggest that in online training, a flipped learning approach can accommodate the needs of academics where online meetings can be dedicated mainly to critical discussions and practical applications based on prior asynchronous individual study of theoretical material. This knowledge can be useful and support continuous professional development initiatives in the design and implementation of effective e-learning strategies.
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    Open Access
    Towards a Blended Strategy for Quality Distance Education Life-Long Learning Courses – The Patras Model
    (Academic Conferences International Limited, ) Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri-Petri; Amanatides, Eleftherios; Μυστακίδης, Στυλιανός
    Τμήμα Χημικών Μηχανικών (Δημοσ. Π.Π. σε συνέδρια)
    The utilization of Technology Enhanced Learning and more specifically of Distance Education for Life-Long Learning and Continuous Professional Development are at the epicenter/focus of European policies for the improvement of the delivery of Vocational Education and Training. In this context, one of the important challenges is the design of versatile quality assurance strategies for training; providers that can guide the development of eLearning programs that achieve real impact in the participants’ lives. The University of Patras has launched a project for the provision of short, accessible, certified distance life-long learning programmes. The main pillars of this project are Excellence, Specialized Personalized Training at cutting edge subjects, Quality, Deep Learning and Innovation. Quality is perceived as a vibrant, dynamic process that is evaluated in the eye of the beholder (learner). Deep Learning goes beyond (superficial) knowledge increase: it aims at the development of transformative knowledge, meaning and metacognitive skills. In this study we identify, propose and evaluate preconditions, criteria and strategies to achieve high quality blended learning online courses based on the relevant experience of the University of Patras’ Educational Centre for Life-Long Learning (KEDIVIM). We present the methods used to assess the quality of the eLearning programmes, key findings of the evaluation process as well as early results of a research study on the quality of learning. The formative evaluation process was conducted by external assessors based on Context, Input, Process, Product approach. The evaluation instruments were online questionnaires, structured and semi-structured observation. The research study on quality was conducted by using an online questionnaire and aims at estimating the level of participants satisfaction using interactive learning methods such as collaborative learning. Early results of the study suggest that the project lead to the rapid provision of eLearning programmes that used successfully active learning methods to achieve high learner satisfaction and address training needs and skills gaps.
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    Open Access
    Προϋποθέσεις ποιοτικής εξ αποστάσεως επαγγελματικής κατάρτισης : η περίπτωση του ΚΕΚ Πανεπιστημίου Πατρών
    (Ελληνικό Δίκτυο Ανοικτής και εξ Αποστάσεως Εκπαίδευσης, ) Μυστακίδης, Στυλιανός; Κωστόπουλος, Κωνσταντίνος Παναγιώτης; Αμανατίδης, Ελευθέριος; Mystakidis, Stylianos
    Τμήμα Χημικών Μηχανικών (Δημοσ. Π.Π. σε συνέδρια)
    Το Πανεπιστήμιο Πατρών ξεκίνησε το 2014 την εφαρμογή σχεδίου δράσης για την ανάπτυξη του eLearning Πανεπιστημίου Πατρών για την παροχή Έξυπνης Πιστοποιημένης Διά Βίου Μάθησης προς Όλους. Οι θεμελιώδεις άξονες του σχεδίου είναι η Αριστεία, η Εξειδικευμένη Εξατομικευμένη Διά Βίου Μάθηση και Επιμόρφωση σε θεματικές αιχμής, η Ποιότητα, η Βαθιά Μάθηση και η Καινοτομία. Η ποιότητα αντιμετωπίζεται ως μια ζωντανή, δυναμική διαδικασία η οποία εκτιμάται και διαπιστώνεται ατομικά σε κάθε εκπαιδευόμενο. Η Βαθιά Μάθηση ξεπερνά την επιφανειακή ποσοτική συσσώρευση γνώσεων και στοχεύει στην ανάπτυξη μετασχηματίζουσας γνώσης, νοήματος και μεταγνωστικών δεξιοτήτων. Το αποτέλεσμα του σχεδίου δράσης ήταν η ταχεία ανάπτυξη δεκάδων προγραμμάτων εξ αποστάσεως εκπαίδευσης υψηλής ποιότητας που έτυχαν σημαντικής απήχησης και υλοποιούνται με επιτυχία σε όλη την Ελλάδα. Σκοπός της εργασίας αυτή είναι η ανίχνευση των προϋποθέσεων και των κριτηρίων για μια ποιοτική εξ αποστάσεως εκπαίδευση σύμφωνα με το μοντέλο της μεικτής μάθησης στο χώρο της επαγγελματικής κατάρτισης, με βάση την εμπειρία από την υλοποίηση σχετικών δράσεων στο ΚΕΚ του Πανεπιστημίου Πατρών.