This is the slides of an invited talk at a very interesting event in Zurich on November 7 to 9. Put up my trans4mator
http://www.trans4mator.net/styled-2/page9/index.html
Policies and technologies for Life Long Learning at the University of PatrasNikolaos Avouris
The document discusses lifelong learning policies and initiatives at the University of Patras in Greece. It provides background on lifelong learning in Greece, noting participation rates are below the European average. It then outlines several initiatives at the University of Patras to support lifelong learning, including the Center for Vocational Training, Career Office, Innovation and Technology Transfer Office, and OpenCourseWare Program. However, these initiatives are not well coordinated and do not adhere to a common lifelong learning policy. The document raises key issues such as how to better coordinate initiatives and establish an overarching lifelong learning policy and school at the University of Patras.
Analysis of interaction in collaborative activities; the Synergo approachNikolaos Avouris
Keynote talk at INCOS 2010
Analysis of interaction in collaborative activities: the Synergo trail
It provides background information on Synergo a collaborative learning environment more at
hci,ece,upatras.gr/synergo
This is the slides of an invited talk at a very interesting event in Zurich on November 7 to 9. Put up my trans4mator
http://www.trans4mator.net/styled-2/page9/index.html
Policies and technologies for Life Long Learning at the University of PatrasNikolaos Avouris
The document discusses lifelong learning policies and initiatives at the University of Patras in Greece. It provides background on lifelong learning in Greece, noting participation rates are below the European average. It then outlines several initiatives at the University of Patras to support lifelong learning, including the Center for Vocational Training, Career Office, Innovation and Technology Transfer Office, and OpenCourseWare Program. However, these initiatives are not well coordinated and do not adhere to a common lifelong learning policy. The document raises key issues such as how to better coordinate initiatives and establish an overarching lifelong learning policy and school at the University of Patras.
Analysis of interaction in collaborative activities; the Synergo approachNikolaos Avouris
Keynote talk at INCOS 2010
Analysis of interaction in collaborative activities: the Synergo trail
It provides background information on Synergo a collaborative learning environment more at
hci,ece,upatras.gr/synergo
Το διαδίκτυο κι εγώ: Γυμνάσιο Αρχ. ΟλυμπίαςKoroivos BC
Το Δίκτυο Αφύπνισης Πολιτών, ταξιδεύει στην Αρχαία Ολυμπία την Παρασκευή 18/3/2011 και ώρα 11:00, μετά από πρόσκληση του Συλλόγου Γονέων και Κηδεμόνων του Γυμνασίου Αρχ. Ολυμπίας για την πραγματοποίηση της εκδήλωσης με τίτλο "Το διαδίκτυο κι εγώ" στο Γυμνάσιο Αρχαίας Ολυμπίας. Η εκδήλωση αφορά στην ενημέρωση γονέων και κηδεμόνων για την ασφαλή πλοήγηση στο διαδίκτυο μέσα από την παρουσίαση στοιχείων και παραδειγμάτων που αναδεικνύουν την τρέχουσα κατάσταση τόσο στην Ελλάδα όσο και στο εξωτερικό.
Η παρουσίαση «Κοινωνικά Δίκτυα και Κοινωνική δικτύωση» είναι μια συνοπτική εισαγωγή στο εν λόγω θέμα στο πλαίσιο της επιμόρφωσης των εκπαιδευτικών στη χρήση και αξιοποίηση των ΤΠΕ στην τάξη (β΄ επίπεδο). Παρουσιάζονται πληροφορίες για τα LinkedIn, MySpace, Hi5, Delisious, Google+, Twitter, YouTube, κ.ά. και περισσότερο εκτεταμένα για το Facebook. Γίνεται αναφορά στα εκπαιδευτικά οφέλη των κοινωνικών δικτύων και προτροπή για την οικοδόμηση ενός Δικτύου Προσωπικής Μάθησης (PLN). Πρώτη παρουσίαση: Ιούνιος 2010. Επικαιροποίηση με προσθήκες: Μάιος 2011, Mάιος 2014.
THE ROLE OF SOCIAL MEDIA AS INFLUENCING FACTOR OF MODERN DEMOCRACY. CASE STUD...Ifigeneia Konstantinidou
In the context of this master thesis we examine the case of the Egyptian revolution based on the theories of networked communication and resource mobilization. We argue about the rise in the use of new media in the Middle East and North Africa and present the role of social media in the following three areas: facilitating the organization of the movement, information dissemination within the country and abroad, as well as the creation of the revolution's collective identity. To confirm our conclusion, namely that the new media acted as an accelerator to the international developments and a crucial tool in the activists' organization level, we report on the situation in Egypt, the reasons that lead to the revolution, the role of traditional media in authoritarian regimes and the exploitation of Social Media from them especially in reference to the backlash results of the Egyptian regime to "shut down" the internet. Furthermore, we focused on the role of Social Media in disseminating information abroad and the international political pressure exerted due to their use. Finally, and in accordance with the initial goals of the paper, we investigate whether the internet in the Egyptian case leads to an alternative public sphere concluding that such a case is possible under conditions that do not depend on the very nature of the medium, but on its use as a tool by the citizen itself.
(The presentation is in Greek)
To Like Or Not To Like - Expressions of Real Virtuality in Education and Beyo...Pantelis Bellis
The Presentation is in Greek Language and will be held on the 7th Conference of Information Technologies in Western Macedonia, Greece @ the Technological Institute of Kozani, on Sunday the 16th of September.
Supporting user participation in massive online coursesNikolaos Avouris
The document discusses supporting user participation in massive open online courses (MOOCs). It notes that current MOOCs are not based on sound pedagogies and that new approaches like collaborative learning need to be introduced. MOOC forums are widely used but chaotic, so learning analytics are needed to help learners and designers use MOOCs more effectively. It also discusses analyzing the instructional design quality of MOOCs and finds that opportunities for collaborative learning, knowledge contribution, and skill integration are limited in most MOOCs.
Το διαδίκτυο κι εγώ: Γυμνάσιο Αρχ. ΟλυμπίαςKoroivos BC
Το Δίκτυο Αφύπνισης Πολιτών, ταξιδεύει στην Αρχαία Ολυμπία την Παρασκευή 18/3/2011 και ώρα 11:00, μετά από πρόσκληση του Συλλόγου Γονέων και Κηδεμόνων του Γυμνασίου Αρχ. Ολυμπίας για την πραγματοποίηση της εκδήλωσης με τίτλο "Το διαδίκτυο κι εγώ" στο Γυμνάσιο Αρχαίας Ολυμπίας. Η εκδήλωση αφορά στην ενημέρωση γονέων και κηδεμόνων για την ασφαλή πλοήγηση στο διαδίκτυο μέσα από την παρουσίαση στοιχείων και παραδειγμάτων που αναδεικνύουν την τρέχουσα κατάσταση τόσο στην Ελλάδα όσο και στο εξωτερικό.
Η παρουσίαση «Κοινωνικά Δίκτυα και Κοινωνική δικτύωση» είναι μια συνοπτική εισαγωγή στο εν λόγω θέμα στο πλαίσιο της επιμόρφωσης των εκπαιδευτικών στη χρήση και αξιοποίηση των ΤΠΕ στην τάξη (β΄ επίπεδο). Παρουσιάζονται πληροφορίες για τα LinkedIn, MySpace, Hi5, Delisious, Google+, Twitter, YouTube, κ.ά. και περισσότερο εκτεταμένα για το Facebook. Γίνεται αναφορά στα εκπαιδευτικά οφέλη των κοινωνικών δικτύων και προτροπή για την οικοδόμηση ενός Δικτύου Προσωπικής Μάθησης (PLN). Πρώτη παρουσίαση: Ιούνιος 2010. Επικαιροποίηση με προσθήκες: Μάιος 2011, Mάιος 2014.
THE ROLE OF SOCIAL MEDIA AS INFLUENCING FACTOR OF MODERN DEMOCRACY. CASE STUD...Ifigeneia Konstantinidou
In the context of this master thesis we examine the case of the Egyptian revolution based on the theories of networked communication and resource mobilization. We argue about the rise in the use of new media in the Middle East and North Africa and present the role of social media in the following three areas: facilitating the organization of the movement, information dissemination within the country and abroad, as well as the creation of the revolution's collective identity. To confirm our conclusion, namely that the new media acted as an accelerator to the international developments and a crucial tool in the activists' organization level, we report on the situation in Egypt, the reasons that lead to the revolution, the role of traditional media in authoritarian regimes and the exploitation of Social Media from them especially in reference to the backlash results of the Egyptian regime to "shut down" the internet. Furthermore, we focused on the role of Social Media in disseminating information abroad and the international political pressure exerted due to their use. Finally, and in accordance with the initial goals of the paper, we investigate whether the internet in the Egyptian case leads to an alternative public sphere concluding that such a case is possible under conditions that do not depend on the very nature of the medium, but on its use as a tool by the citizen itself.
(The presentation is in Greek)
To Like Or Not To Like - Expressions of Real Virtuality in Education and Beyo...Pantelis Bellis
The Presentation is in Greek Language and will be held on the 7th Conference of Information Technologies in Western Macedonia, Greece @ the Technological Institute of Kozani, on Sunday the 16th of September.
Supporting user participation in massive online coursesNikolaos Avouris
The document discusses supporting user participation in massive open online courses (MOOCs). It notes that current MOOCs are not based on sound pedagogies and that new approaches like collaborative learning need to be introduced. MOOC forums are widely used but chaotic, so learning analytics are needed to help learners and designers use MOOCs more effectively. It also discusses analyzing the instructional design quality of MOOCs and finds that opportunities for collaborative learning, knowledge contribution, and skill integration are limited in most MOOCs.
A game design workshop to support the elaboration of game ideasNikolaos Avouris
1. The document describes a game design workshop to support the development of location-based mobile games.
2. The workshop involved designing a location-based game set in Pompeii to understand common design patterns. Participants produced 32 game designs across several workshops.
3. An example game called "Pompeii Total War" was described, which involved capturing flags by solving puzzles from non-player characters at different locations around Pompeii.
Research and Innovation at the University of Patras: The case of Innovation a...Nikolaos Avouris
The document summarizes research and innovation activities at the University of Patras in Greece. It discusses the university's history and research performance, the work of the Innovation & Technology Transfer Office (ITTO) to link research results with industry, and recommendations to strengthen technology transfer. The ITTO works to identify funding opportunities, support patents and spin-offs, network researchers, and disseminate research, but it is limited by small staff and resources as well as the regional environment.
This document discusses pervasive games for learning in cities. It provides examples of location-based games like Carnival Scrabble, Who Killed Hannae, and Frequency 1550. These games use mobile technologies to connect physical spaces to digital game spaces. Players can learn about their city's history and hidden facts by completing missions at real-world locations. The document also discusses how these games can facilitate social, experiential, and situated learning. However, it notes the games sometimes focus too much on factual information over embodied experience and reflection. Overall, pervasive games show potential for learning, but need to balance fun, engagement, and meaningful learning about a city.
Audience participation in museums: Game Design as Learning Activity Nikolaos Avouris
This document summarizes a workshop on audience engagement in museums through game design and learning activities. It discusses how games can encourage active participation from visitors rather than passive consumption of information by allowing them to construct meaning through interaction. Examples are given of mobile technologies and social media supporting user-generated content like tagging objects, recording personal stories, and linking or categorizing objects. The document also discusses engagement through connecting personal stories, serving the community as citizen curators, and building personal narratives. It describes audience engagement through community-created games and presents a game content editor tool currently in development to allow players to build games for others. In conclusion, participatory activities like game design are said to offer rich learning experiences when integrated into museum activities.
The document summarizes Nikolaos Avouris' presentation on designing location-based games for learning. Some key points include:
1) Location-based games involve embedding location-specific information in physical spaces to create an interlinked physical and digital experience through mobile devices.
2) These games can facilitate social, experiential, and situated learning by providing opportunities for collaboration, action and reflection in relevant physical locations.
3) Examples of early location-based games that are often cited include Savannah, FeedingYoshi, and CityExplorer.
Ομιλία στο πλαίσιο ημερίδας με θέμα Πανεπιστήμιο και Κοινωνία (Νοέμβριος 2006)
Περιγράφει παραδείγματα καλής πρακτικής χρήσης τεχνολογιών μάθησης σε Ελληνικά Πανπεπιστήμια.
a youtube presentation (slides+audio) http://www.youtube.com/watch?v=Ak8JwZsqiCo
1. [ ΜΕΤ
4.12.2011]
Εθελοντισμός και
κοινωνική δικτύωση
στο μουσείο
Νίκος Αβούρης
Πανεπιστήμιο Πατρών - HCI Group
1
2. • Κοινωνικά μέσα
• Τα κοινωνικά μέσα + εθελοντισμός
• εθελοντική προσφορά με νέα
μέσα στο μουσείο
2
3. Κοινωνικά μέσα: άμεση επικοινωνία
είτε επικοινωνία μέσω αντικειμένων
[L. Tang and H. Liu,
Community Detection
and Mining in Social
Media. Morgan & 3 3
Claypool, 2010 ]
4. Επιτάχυνση διάδοσης της τεχνολογίας:
χρόνος για 50 εκατομμύρια χρήστες
200 εκατομμύρια
χρήστες σε λιγότερο
από ένα χρόνο
4
9. Διαφορετικά μέσα με διαφορετικά
χαρακτηριστικά
Facebook
Μέση ηλικία 26
22% ενηλίκων
Twitter
Μέση ηλικία 31
11% ενηλίκων
LinkedIn
Μέση ηλικία 40
6% ενηλίκων
Pew Internet & American Life Project (January 2009)
The Guardian UK: http://www.guardian.co.uk/media/pda/2009/mar/09/socialnetworking-facebook
State of the Twittersphere Q4 2008 report 9
10. Κοινωνικά μέσα
και εθελοντισμός
http://www.slideshare.net/VolunteerHoward/web-social-media-strategies-for-volunteer-engagement
10
11. Κοινωνικά μέσα για τον εθελοντισμό
• Στόχος η αλληλεπίδραση με τους εθελοντές κα το
ευρύτερο κοινό, χορηγούς, άλλες οργανώσεις
• Ευρύτερη και στοχευμένη πληροφόρηση
• Εκπαίδευση και οργάνωση των εθελοντών
• Πληροφόρηση για άλλες εθελοντικές οργανώσεις
• Αύξηση της διαφάνειας
• Αύξηση της ανταπόκρισης σε γεγονότα, αιτήματα
• Μηχανισμός άμεσης κινητοποίησης
• Ενδυνάμωση της κοινότητας των εθελοντών
• Μηχανισμός ευαισθητοποίησης της κοινής γνώμης
και των αρχών
11
12. Στρατηγική για κοινωνικά μέσα
Επιλογή κοινωνικών μέσων
• Ποια μέσα να χρησιμοποιήσω με βάση τους στόχους και τον
χαρακτήρα μου; http://www.chrisbrogan.com/if-i-started-
today/
Διαμόρφωση ενιαίας ταυτότητας
• Η ίδια ταυτότητα σε όλα τα μέσα και το διαδίκτυο
Επένδυση σε πόρους
• Τα μέσα αυτά απαιτούν πόρους, αφού απαιτούν συνεχή
παρακολούθηση, ενώ η τεχνολογία τους είναι σύνθετη και
σε συνεχή εξέλιξη
Διάδραση
• Τα μέσα αυτά εστιάζουν στην αλληλεπίδραση όχι στην
παρουσίαση πληροφορίας, όπως το διαδίκτυο
12
13. Παραδείγματα: facebook
Create The Good
It's that time of the season to do good.
And you can give the most meaningful gift
of all this holiday. Give yourself. Whether
you have five minutes, five hours or five
days, we can help you find a volunteer
opportunity this holiday season!
13
http://aarp.us/vvklt0
20. Το άνοιγμα των τοίχων
Τα κοινωνικά μέσα προκαλούν
τη συμμετοχή ενός ευρύτερου
κοινού, στην συμβολή του στη
διαμόρφωση μιας νέας
αφήγησης του μουσείου,
τελικά στο άνοιγμα του
μουσείου
20
21. Πληροφορία για τον Έφηβο των Αντικυθήρων:
στην ιστοσελίδα του μουσείου ή στη wikipedia
21