Δημοσιεύσεις σε Συνέδρια/Ημερίδες - Μουσείο Επιστημών & Τεχνολογίας

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  • ItemOpen Access
    Συνεργατικό παιχνίδι σοβαρού σκοπού με φορητές συσκευές : το κυνήγι των ορυκτών
    (Επιστημονική Ένωση για την Προώθηση της Εκπαιδευτικής Καινοτομίας, 2023-10-22) Θεολόγη-Γκούτη, Πηνελόπη; Mυστακίδης, Στυλιανός; Yehiel, Talila; Ηλιόπουλος, Ιωάννης; Theologi-Gouti, Penelope; Mystakidis, Stylianos; Iliopoulos, Ioannis
    Η Γεωλογία είναι μια επιστήμη η οποία ενώ συνδέεται άρρηκτα με την βιώσιμη ανάπτυξη και την προστασία του περιβάλλοντος εν τούτοις δεν είναι τόσο οικεία σε νεανικά κοινά. Η γνώση της συμβολής των ορυκτών υλικών στον πολιτισμό μας μπορεί να συμβάλλει στην οικοδόμηση υπεύθυνης περιβαλλοντικής συνείδησης και συμπεριφορών. Με αυτό τον στόχο, το Μουσείο Επιστημών και Τεχνολογίας του Πανεπιστημίου Πατρών σχεδίασε μια καινοτόμο δράση, ένα συνεργατικό παιχνίδι σοβαρού σκοπού για μαθητές της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης, το οποίο υλοποιήθηκε και παίζεται με την υποστήριξη φορητών συσκευών. Οι μαθητές καλούνται να ανακαλύψουν και να εξερευνήσουν τέσσερα ορυκτά και τις εφαρμογές τους που σχετίζονται με την καθημερινή μας ζωή. Στο άρθρο περιγράφεται ο σχεδιασμός, οι προκλήσεις και ο αντίκτυπος της δράσης.
  • ItemOpen Access
    Virtual reality escape rooms for STEM education in industry 4.0 : Greek teachers perspectives
    (IEEE, 2021-10-18) Mystakidis, Stylianos; Papantzikos, George; Stylios, Chrysostomos; Μυστακίδης, Στυλιανός
    Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21 st century. Education in the industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), and Augmented (AR). VR can support creative student-centered teaching and learning methods in STEM, such as playful learning, gameful learning (gamification), and serious games. Serious escape rooms are digital interactive, live adventure breakout games with a pedagogical rationale. This paper examines the perceptions of K-12 school education teachers towards digital educational escape rooms for STEM education in VR environments. Twenty-eight Greek teachers responded to a questionnaire after having experienced a cost-effective science-themed digital escape room. Results indicate that teachers reacted positively to the VR escape room, appreciating its value for learning. Moreover, they are eager to engage in professional development activities and embrace gameful learning methods.
  • ItemOpen Access
    Η δυναμική σχέση μουσείου και σχολείου : το παράδειγμα του δικτύου αγωγής υγείας «Κολλημένος στο διαδίκτυο; Ποτέ!»
    (Επιστημονική Ένωση για την Προώθηση της Εκπαιδευτικής Καινοτομίας, 2020) Θεολόγη-Γκούτη, Πηνελόπη; Παπακωνσταντινοπούλου, Αρτεμισία; Theologi-Gouti, Penelope; Papakonstantinopoulou, Artemisia
    Το άρθρο παρουσιάζει μια καινοτόμο δράση που βασίζεται στη δυναμική και αμφίδρομη σχέση Μουσείου-Σχολείου. Πραγματοποιήθηκε με τη συνεργασία του Μουσείου Επιστήμης και Τεχνολογίας (ΜΕΤ) του Πανεπιστημίου Πατρών με το Τμήμα Αγωγής Υγείας της Διεύθυνσης Πρωτοβάθμιας Εκπαίδευσης Αχαΐας και Δημοτικών Σχολείων Αχαΐας στο πλαίσιο του Τοπικού Θεματικού Δικτύου «Κολλημένος στο διαδίκτυο; Ποτέ!". Το ΜΕΤ είναι ένα όχημα για την ανάπτυξη της ευαισθητοποίησης, της γνώσης και της κριτικής συμμετοχής στο διάλογο για την προώθηση της θετικής κοινωνικής συμπεριφοράς. Η Αγωγή Υγείας στοχεύει επίσης στην ανάπτυξη στάσεων και δεξιοτήτων για την υιοθέτηση «υγιεινών» συμπεριφορών. Το δίκτυο συνέβαλε στην εξέλιξη του παραδοσιακού μοντέλου της σχέσης Μουσείου-Σχολείου σε ένα νέο διαδραστικό και ανατροφοδοτούμενο μοντέλο συνεργασίας. Οι ενδιαφερόμενοι σχεδίασαν και υλοποίησαν βιωματικές δράσεις για τον εθισμό στο διαδίκτυο. Στις δράσεις συμμετείχαν σχολεία. Εκμεταλλεύτηκαν την επίσκεψη στο μουσείο και ανέπτυξαν επιπλέον δραστηριότητες. Αυτό το εκπαιδευτικό υλικό παραδόθηκε στο ΜΕΤ και χρησιμοποιήθηκε για την ανάπτυξη νέων εκπαιδευτικών δραστηριοτήτων.
  • ItemOpen Access
    "Geology in everyday life” : designing Museum Educational Programmes (EP) with students of Geology in the Science and Technology Museum (STM) of the University of Patras, Greece
    (MDPI, 2022-11-14) Theologi-Gouti, Penelope; Iliopoulos, Ioannis; Kokkaliari, Maria; Θεολόγη-Γκούτη, Πηνελόπη; Ηλιόπουλος, Ιωάννης; Κοκκαλιάρη, Μαρία
    This paper describes a study case of the Science and Technology Museum “Pedagogical Competence Programme” for students of the Department of Geology. It highlights an experimental approach of the museum for designing museum educational programmes with students. The museum succeeded from one side to develop a new program to offer to schools using participatory design and from the other to offer university students pedagogical experience through innovative, non-formal educational programmes, new ways to approach school students at all levels, cultivate their special skills, and enhance their knowledge, in order to familiarise them with the popularisation of science.
  • ItemOpen Access
    Science and Technology Museum of Patras University and Department of Cultural Education in Primary Education, Prefecture of Achaia, Greece. An example of cooperation and knowledge dissemination
    (Universidad Complutense de Madrid, 2015) Koufou, Andreanna; Theologi-Gouti, Penelope; Κουφού, Ανδριάννα; Θεολόγη-Γκούτη, Πηνελόπη
    The following paper describes a project designed and implemented by the Science and Technology Museum (STM) of Patras University and the Department of Cultural Education in Primary Education, Prefecture of Achaia, Greece, with the participation of three primary schools and four kindergartens. The project aimed on one side at highlighting an effective way for the University Museums to communicate their collections, to attract and educate a stable public and to enhance its role as a disseminator of the scientific knowledge. On the other, for the Department of Cultural Education in Primary Education the cooperation with a University Museum served critical educational goals: Students of the participating schools comprehended the continuity of the educational levels, thus the knowledge continuity, became in substantial contact with a cultural organization, comprehending its crucial role in education and mostly they learned how to learn, through collaboration, interaction and experimentation.
  • ItemOpen Access
    OpenQuest : designing a motivational framework for MOOCs instruction
    (EADTU) Mystakidis, Stylianos; Herodotou, Christothea; Μυστακίδης, Στυλιανός
    This paper introduces an innovative motivational framework for Massive Open Online Courses (MOOCs) instructional design coined as Open Quest Framework (OpenQuest). OpenQuest aims to improve learning and user engagement in MOOCs by drawing lessons from the success of questbased initiatives, gamified web platforms, and massive-multiplayer online games (MMOs). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It supplements existing MOOCs design schemes that usually focus on pedagogy, assessment and technology. It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and personalize learning.
  • ItemOpen Access
    Designing and implementing a big open online course by using a 3d virtual immersive environment : lessons learned
    (IATED) Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri-Petri; Μυστακίδης, Στυλιανός
    Open Education (OE) is a distance learning approach that was strategically chosen by the European Commission (EC) to encourage cost-effective training, upskilling and reskilling of large population groups and workforce with speed and flexibility. Institutions and businesses design and offer Open Online Courses (OOCs) to address skill gaps, organizational and societal needs. OOCs and especially Massive OOCs (MOOCs) are suffering from high rates of attrition, which is attributed to various factors such as learner isolation and lack of motivation to complete the course. Recommendations to address the retention gap in MOOCs include adopting a participation-driven approach, using game design techniques in the courses’ pedagogical design and supplementing the predominant asynchronous learning paradigm in MOOCs with synchronous learning activities and virtual meetings. The University of Patras (South Greece) organized an innovative, motivation-enhanced Big Open Online Course (BOOC), the first of its kind in Greece, with title “Open Workshop on Information Literacy”. During the course, over three hundred (300) participants acquired information literacy skills using available open learning environments and the three-dimensional virtual immersive learning environment Second Life. In this paper, the authors describe the instructional approach based on Problem-Focused Education (PFE) and Game-Based Learning (GBL), the participants’ results and the course outcomes, and the necessary pre-requisites for successful outcomes. Further, the participants’ feedback, evaluation outcomes and lessons learned are discussed. In summary, the participants achieved their set learning goals, experienced a community of practice atmosphere and appreciated the variety of active learning modes. The open publication mode of most learning activities facilitated social agency that lead to additional motivation. Finally, the course demonstrated that the effective use of virtual immersive learning environments for rich, synchronous learning, both formal and informal, can enhance OOCs.
  • ItemOpen Access
    Addressing the retention gap in MOOCs : towards a motivational framework for MOOCs instructional design
    (EARLI) Herodotou, Christothea; Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
    Existing design schemes of Massive Open Online Courses (MOOCs) usually focus on pedagogy, assessment and technology and rarely take into account learners’ experience and motivation. Drawing from the success of quest-based initiatives, gamified web platforms, and multi-user digital games, this paper introduces an innovative motivational framework for MOOCs instructional design coined as Open Quest Framework (OpenQuest). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and reduce attrition rates in MOOCs.
  • ItemOpen Access
    Participative design of qMOOCs with deep learning and 3d virtual immersive environments : the case of MOOCAgora
    (European Association of Technology-Enhanced Learning (EA-TEL)) Mystakidis, Stylianos; Berki, Eleni; Μυστακίδης, Στυλιανός
    The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.