The document provides an overview of a workshop on designing the learning process through the integration of new technologies. It discusses topics such as ICT in education and society, pedagogical technological content knowledge, strategies for adapting ICT in higher education, and trends in educational tools and applications. The workshop structure involves hands-on activities using various digital tools and group discussions.

1. Designing the Learning Process Through the
Integration of New Technologies
INSTRUCTORS:
Katerina Mavrou
Maria Loizou Raouna
ICT Workshop
January 2017

2. ICT
‘Internet itself has created
a new paradigm in the
delivery of learning’
(Papert, 1998:141)
Today’s learners gravitate toward
collaborative learning
opportunities that are mobile,
personalized, and use digital
resources that are accessible
anytime, anywhere
(Hansen, 2015)
2

3. WORKSHOP STRUCTURE
Hands-on
ICT, Education
and Society
ICT and
Higher
Education-
WHY?
ICT and
Higher
Education-
HOW?
3

4. Pedagogical Technological Content Knowledge
It is inappropriate to see knowledge of technology as being isolated from knowledge of pedagogy and
content (Mishra & Koehler, 2006)
4

5. Joining a digital classroom…
Moodle login
Passcode: 25Martiou
Designing the Learning
Process through the
incorporation of NT
Workshop chat- login
-‘Say hello’
- Workshop expectations
-Questions
-Suggestions
Open
‘Workshop Presentation’
Share with us in the
Google Sheet document
your email address
(EUC/Google account)
Sign up in the shared
whiteboard for notetaking
(or use workshop Google
account in Slide 6)
https://realtimeboard.com
Use the Moodle wiki ‘My
context-tools’
-Suggestions on context-
based ICT tools
5

6. Joining a digital classroom…
Username:
workshopeuropean@gmail.com
Password: Participant123!
Username:
workshopeuropean@yahoo.com
Password: Participant123!
6
Όχι πάνω από 10 logins

7. Group Activities
Groupwork 40’
Group A
Activity 10- Blogger Sl58
Activity 1- QuestionPro-Sl18
Activity 8- Edmodo Sl49
Activity 3-Moodle Forum Sl26
Group B
Activity 11- Wikispaces Sl61
Activity 2- RealtimeBoard
Sl22
Activity 14- Online quest.
Sl75
Activity 5- Youtube Sl37
Group C
Activity 13- Sway Sl13
Activity 12- MyWebspiration
Sl62
Activity 4- Twitter Sl32
Activity 6- Moodle forum Sl45
7

8. ICT, Education and Society
• Information and Communications Technologies (ICTs) include electronic
as a base technology that supports the development of
telecommunications technology, computers and audiovisual
(Duta, 2012).
• ICTs pervade the modern world. The digitization is changing the way that
different aspects of society interrelate and the ways in which services
can be delivered to customers, clients, citizens. Education is one of
those services which is changing and is fundamentally being transformed
by the use of digital technologies (Martin Diaz, Sancristobal, Gil, Castro
& Peire, 2011; Ceyhan, 2008).
8

9. ICT, Education and Society 9

10. The interconnected learner
A Personal Learning Network/Environment (click to enlarge) Credit: Jason Hews
http://elearningwiki.com/index.php?title=Learning_theories_Part_4:_Connectivism [Last accessed 21st Jan, 2016]
10

11. 21st Century Pedagogy
http://etp301-pedagogy.weebly.com/pedagogy-classroom-framework.html [Last accessed 21st Jan 2016]
11

12. The knowledge economy- Digital Culture
• The ideas of ‘knowledge economy’ and ‘information society’ are based
on the view that information and knowledge are at the centre of
economic growth and development. This is closely related to
globalization in which knowledge is:
• A significant factor in production processes and structures.
• A saleable commodity that is traded internationally
• Closely tied to ICT and technological innovation
• Digital Culture
Digital technology increasingly permeated nearly every aspect of our lives-
particularly leisure time. In the process, it has become much more than a matter
of information technology. On the contrary, new digital media are rapidly
becoming dominant means of entertainment, communication and cultural
expression.
(Kelly, 2009)
(Kelly, 2009)
12

13. Education and digital culture
• Education has been defined as the process of inducting new generations into a
‘selection from culture’ (Lawton, 1983, p.142). With the rapid changes that digital
technology is introducing into the home and workplace: how can education and
training equip people to deal with the challenges posted by new digital media?
• Digital technologies provide opportunities for creative, productive and democratic
activities: how can education and training build upon and develop new styles of
learning that the use of these media would require?
• Just as the information society and knowledge economy are placing new demands
on education systems so are new technologies changing education. New styles of
teaching and learning are developing that build upon the autonomy and informality
of new media. They require more open and flexible access to technology by
learners and communication between them, as well as more effective links
between education, work, homes and communities.
• Digital technology has invaded almost every level/part of our everyday lives:
entertainment, communication and as a cultural expression
(Thompson, 2015)
13

14. Five Rules of Virtuality
• In Chapter One of the book “Virtual Society? Technology, Cyberbole,
Reality”, Woolgar (2002) proposes five advisory rules for evaluating
claims made about the effects of new technologies.
• The five rules proposed are:
• The uptake and use of the new technologies depend crucially on the social
context
• The fears and risks associated with new technologies are unevenly socially
distributed
• Virtual technologies supplement rather than substitute for real activities
• The more virtual the more real (virtual activity creates corresponding real
activity)
• The more global the more local
14

15. Why use ICT in Education?
• In Stevenson’s report (1997) [http://rubble.heppell.net/stevenson/ICT.pdf] it is
argued that ICT is ‘a common-sense act of faith - analogous to realising in the
aftermath of its invention that electricity would be applied across all aspects of
society’. Other researchers have also offered a number of answers to the question
“Why use ICT in Education?”
• By the birth of ICT-based education, a lot of innovation and change have occurred
in education. ICT-based educations serve the purpose of both attended and non-
attended (distance) education types. The implementation of Information.
Communication Technology (ICT) is one of the most important factors of
performance achievements. (Sarı & Mahmutoglu, 2013)
15

16. Social
Vocational
Pedagogic
Catalytic
Industrial
Cost
effectiveness
Special
needs
Symbolic
Rationales
(Hawkridge,1990)
Why use ICT in Education?
16

17. Policy implications
Mackinsey report (1997)
• Pedagogical models: Learner v. Teacher-centred?
• Relation to current practice: Does ICT fit?
Curriculum
• Access: Connectivity; Distribution of resources;
• Software: Appropriate; Available; Affordable?
Infrastructure
• Ideology and practice: Why/ how should I change?
• Training: What kind?; What for?; What use?
Staff development
• Priorities: Teaching and learning; Training; Integration
• Resources: People; money; space
Management of change
17

18. Activity 1: The role of ICT in Education
• Examine a set of statements about the role of ICT in Education.
• Rank them according to which you think are the most important (from the
least to the most important) i.e. number 14 should be the most
important to you. DO NOT PRESS DONE BEFORE
DISCUSSION!
• Use the following link in QuestionPro (drag and drop in the box):
http://www.questionpro.com/t/AMzdzZYPld
[We will evaluate the results later]
• Optional: You can create an account and share with us a new survey on the
same topic but using any scale. Give us the link on the Moodle forum- ‘Online
quizzes’
18

19. The role of ICT in Education- Statements
• ICT is related to future jobs. Students learn programming so that they will have confidence in their ability to control computers, and may be a
foundation for a job in computing.
• Application programmes are everywhere, and will be useful to students when they move into jobs
• ICT is everywhere. Schools prepare students for life, they should prepare them to deal with ICT
• CAL offers advantages over other pedagogic methods
• Students should be able to use ICT in learning all subjects
• ICT helps students become less dependent on the teacher as expert. ICT encourage students to learn by collaborating rather than competing with
other students
• Our economy needs to build a strong IT industry.
• We need to build a highly skilled workforce, capable of undertaking contract work here and for other countries
• Educational software is available that can do the job as well, if not better than teachers.
• ICT gives teachers more time for individual attention and reduce the administrative load
• Students who are sensorially or physically disabled, benefit greatly from using computers
• ICT can motivate slow learners and compensate for disabilities
• ICT is a common-sense act of faith – analogous to realising in the aftermath of its invention that electricity would be applied across all aspects of
society.
• ICT shows that we are modern and forward-looking (Statements in QuestionPro)
19

20. ICT and Higher Education
RECONSIDERING EDUCATIONAL PRACTICE
• The universities trying to accommodate to the needs of today's society,
prepare for the future challenges, the opportunities and benefits of
new technologies (Fernandez, 2003; Salinas, 2004).
The digital technologies of information and
communication are having a growing role in university
educational processes, demanding setting up new
spaces and learning environments and
new roles and job roles in teachers.
20

21. Higher Education Funding Council of England
• Enhancing learning and teaching through the use of technology. A revised approach to
HEFCE’s strategy for e-learning
http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pub
s/hefce/2009/09_12/09_12.pdf
• Student Perspectives on Technology – demand, perceptions and training needs
http://www.hefce.ac.uk/pubs/rereports/Year/2010/studpersptech/Title,92246,en.html
Report (October, 2010)
http://www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1810/rd18_10.pdf
• Changing the Learning Landscape through technology-enhanced learning
http://blog.hefce.ac.uk/2015/03/27/changing-the-learning-landscape-through-technology-
enhanced-learning/
21

22. Activity 2- Shared Whiteboard
• Sign-up in RealTimeBoard https://realtimeboard.com or join via
https://realtimeboard.com/app/board/iXjVOf55yBk=/
• Write on the chat the email account you have used so the tutor can send you an invite (state the
activity you are on to)
• Do a quick scan-read of the report on ‘Student Perspectives on Technology – demand, perceptions
and training needs’- page 3 (trends 6-10)
http://www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1810/rd18_10.pdf
• Check your mail for an invitation [otherwise use the workshop’s gmail account or follow
the link]
• Use the comment button on the RealTimeBoard
to take notes on ‘Which trends had been highlighted by the research and which can affect
your own teaching?
22

23. INTERNATIONAL RESEARCH
Higher education institutions often have adequate economic resources and a rather well developed technical
infrastructure and support structure related to the use of ICT. However, attempts to link ICT
initiatives to organisational development issues and to human
resource management have not been very successful.
23

24. Redesign of the teaching process
Teaching and learning has gone beyond the teacher standing in front of a group of students and
disseminating information to them without the students’ adequate participation
good course
organization
effective class
management
content
creation
self-assessment
self-study
collaborative
learning
effective
communication
task oriented
activities
research
activities
(Ajayi, 2008)
24

25. Benefits of ICT integration in Higher Education
• It will lead to more diversification
• Lead to the inclusion of new, non-traditional student groups
• Addresses the growing international mobility, real as well as virtual of traditional and non-traditional
students
(Kirsebom 1998; Geloven et al. 1999)
• ICT-Based Education has improved the motivation and success of students (Sarı & Mahmutoglu, 2013)
• For colleges and universities trying to stay in this competition, the main question does not seem to
be whether they should adopt ICT in their study programs, nor the many consequences this might
have for higher education, but rather how fast they can realise in practice the
opportunities the new technology is offering
(Sjøberg & Schreiner, 2010)
25

26. Activity 3- Moodle Forum
• Thinking about your own professional context, and subject, what kind of ICT
integration issues have you personally experienced or observed?’
[You can address questions like: Is ICT mandatory or voluntary in your institution?
What are the greatest barriers to using ICT to you as an academician? ]
• What are the most influential factors to acceptance and use of ICT by
teachers in HEIs?
• DISCUSSION OF HIGHLIGHTS
26

27. HOW?
- For highlighting important points [magic pen]
27

28. Strategies for adaptation of ICT
• A well-defined institutional ICT-strategy.
• A professional organisation of the ICT-focused strategic process.
• The commitment and involvement of the institutional top management.
• The need to link ICT to organisational and professional development initiatives.
• The inclusion of ICT in human resource management activities.
• The internal ‘marketing’ of ICT in the organisation.
• The development of comprehensive and relevant documentation related to the process.
• The availability of financial resources.
• The availability of technical support and skills.
(Svenkerud 1990; Tvera˚mo 1992; Bates 2000; Fallshaw 2000)
• What else can we add to this list?
Studies that have analysed or proposed strategies for adaptation of ICT in higher education, often end up with
rather normative check-lists of important organisational factors for a successful outcome. Typically, these
include:
28

29. Education Technology Groups
In learning-teaching environment, the educational technology groups can
be divided into 2 different categories. These are:
i. Modern education Technologies (Electric-electronic systemized)
ii. Straight Formed Educational Technologies
• Modern education technology groups have a chance to use different
technological instruments during the class sessions. In contrast, classic
and straight-formed education technology classes have multi-media or
interactive class sessions (Sarı & Mahmutoglu, 2013)
29

30. Traditional ICT facilities used in the teaching
learning process
(Bandele, 2006; Bolaji, 2003; Ofodu, 2007)
Radio/
television
computers
Overhead
projectors
Optical
fibers
Fax
machines
CD-Rom Internet
Electronic
notice
boards
Slides
Digital
multimedia
Video/VCD
machine
Smart
whiteboards
30

31. Recent trends in tools and applications
(Johnson, Levine, Smith, & Stone, 2010)
21st century
tools and
applications
Cloud-based
computing
Mobile
computational
technology
Open-source
software/
content
Gesture
recognition
systems
Simulations
Augmented
reality
Smart devices
[eg.tablets/smart
phones]
E-books
31

32. Activity 4: Twitter Search
• Eg. https://twitter.com/search?q=ict%20tools%20for%20learning&src=typd&lang=el
• Twitter Search for #ICT_tools_for_learning- 2’ [If you don’t have a
Twitter account, maybe it’s time you create one ]
• Use the Moodle online chat to share with us anything interesting!
• How else could Twitter be used in the learning process?
Keep your thoughts for a discussion later…
(Shihadeh-Shald, 2010 · Kenwright, 2009)
32

33. 33

34. Web 2.0
• The lack of active interaction of common users with the web lead to the birth of
Web 2.0. A term widely applied to websites that make use of ‘user-created’
content.
• It includes social networking sites (eg. Facebook/Twitter) and also blogs, wikis,
photo-sharing sites (eg. Flickr), video-streaming and uploading sites (eg.
YouTube)…many VLEs (including Moodle and Blackboard)
• We can incorporate Web 2.0-like tools for learner interaction
but stand-alone Web 2.0 sites may provide valuable
resources for any kind of project [examples follow]
• https://flatworldbusiness.wordpress.com/flat-education/previously/web-1-0-vs-web-2-0-vs-web-3-0-a-bird-eye-on-the-definition/ [last
accessed 20th January, 2016]
34

35. http://www.urenio.org/2011/11/17/semantic-web-for-smart-cities/
35

36. Web 3.0-The semantic executing web
• The “read-write-execute” web: semantic markup and web services.
Semantic markup
• Refers to the communication gap between human web users and computerized applications. One of the
largest organizational challenges of presenting information on the web was that web applications weren’t
able to provide context to data, and, therefore, didn’t really understand what was relevant and what was
not. While this is still evolving, this notion of formatting data to be understood by software agents leads
to the “execute” portion of the Web 3.0 definition, and provides a way to discuss web service.
A web service
• It’s a software system designed to support computer-to-computer interaction over the Internet. Currently,
thousands of web services are available. However, in the context of Web 3.0, they take center stage.
By combining a semantic markup and web services, the Web 3.0 promises the potential for applications that
can speak to each other directly, and for broader searches for information through simpler interfaces.
36

37. Activity 5: Video-sharing/commenting
1. Login to Youtube [Use your Gmail account]
2. Leave a comment while we are watching the video:
https://www.youtube.com/watch?v=bsNcjya56v8
The following question might help you: How can Web 3.0 tools enhance
further the teaching process?
37

38. Design and Evaluation of Web-based Learning
Environments
• An online or web-based learning environment (WBLE) is not just a
website. Learning environments (LEs) have some things in common with
sites intended for entertainment, commerce, news and information but
they differ in one important respect- they are underpinned
by learning theory.
• There are many ways to make a WBLE. Not so many years ago,
designing a WBLE meant handcrafting HTML (the code that underlies
most web pages). Nowadays, however, a teacher or developer can
start with an off-the-shelf VLE such as Moodle, use online social-
networking tools such as Ning (http://www.ning.com/), work within
Second Life (http://secondlife.com/) or perhaps build a smartphone app
using a tools such as App Inventor http://appinventor.mit.edu/explore/
38

39. Design and Evaluation of Web-based Learning
Environments
No matter which route you choose to take for your project, your design
should start with these questions:
1. Who are the learners?
2. What are they going to learn?
3. How are they going to learn it (what is my theory of learning)?
There is no ‘one-size-fits-all’ learning theory or ‘ideal’ online course.
Each teacher, course content or student body will have different
needs. You need to think about the pedagogical stance that best suits
your project and develop a ‘model of teaching and learning online’
(Salmon, 2003), as a basis for the teaching and instruction strategies
you then choose to employ.
39

40. What is a learning environment?
“…It is learners who learn, we can’t do it to them, we
can’t do it for them. One way or another, they have
to do it themselves. We can, however structure the
environment- let’s call it a ‘learning environment’- so
that learning becomes easier, more productive, more
efficient more likely and so on. In other words, our
actions can increase the probability that learning will
happen.” (Race, 2005:2).
40

41. Design and Evaluation of Web-based Learning
Environments
• An environment is made up of
Learning is concerned with the variety of relationships that can exist between
these elements. Different ways of structuring resources provide different ways for
learners to function within an environment.
Resources available
to learners
including materials
and tools
Structure and
organisation of the
resources by
concept or by
learning sequences
in linear,
branching, trees or
network forms.
Functions of the
resources in
learning which
enable access,
motivation,
engagement,
usability, outcomes
and control.
41

42. LEs and the Internet
• Using the Internet provides a number of additions that go beyond
traditional forms of learning environments and ‘stand-alone’
technologies. These include:
Real-time access to and delivery of resources
Communication facilities between individuals
or groups
Flexibility that provides learning ‘any place,
any time, any how’
Personalisation in which resources are tailored to
‘my’ needs
42

43. Blackboard: Personalisation, lifelong
learning and learner engagement
“You need a proven solution that continuously evolves to meet your
users’ needs. Your educators and administrators need data to
demonstrate student success. With Blackboard Learn, you’ll have a
partner to boost your technology adoption and achieve your broader
goals”
“Today’s digital natives hunger for new educational approaches.
Educators are more willing than ever to teach with technology, if it’s
powerful and easy to use. Let’s work together to give you the tools,
services, and support to meet these challenges.”
http://www.blackboard.com/learning-management-system/blackboard-
learn.aspx
43

44. What is a Virtual Learning Environment (VLE)?
• Many definitions exist for a
VLE, a term used to refer to
the ‘online’ interactions of
various kinds which take
place between the learners
and tutors.
• The JISC InfoKit on Effective
Use of VLEs (2009) identifies
the following aspects of a
VLE shown in the Figure…
44

45. Activity 6- Initial views… Moodle forum
1. Each group member should create a new thread in the Moodle forum
Activity 6 and answer the following questions [Set up a forum facilitator for
your group]
Questions:
• What LEs have you experienced?
• What were the underlying paradigms of learning?
• Which are your initial thoughts about Moodle use as a WBLE?
• Share with us a screenshot of any past professional Moodle use
2. Read what each member has shared and comment.
45

46. MOODLE AS A VLE
1. Examples of Moodle use:
• Eg. http://moodle.euc.ac.cy/course/view.php?id=3304
• Forums [Facilitation] Eg. News from the latest studies in your research/subject area
• Wiki- eg. FAQs
• Chat- online throughout the lesson for enquiries, text-based conversation and sharing
• Real-time after-class communication with students
2. List of activities
3. Source Upload
4. Content upload
5. Embed tools/multimedia
46

47. Activity 7: Moodle use
• Let’s change roles [Assign you as teachers/course creators]
• Let’s navigate around the Moodle space as teachers/course
creators…
• Create one activity for the rest of the team!
• Get points on https://teach.classdojo.com
[classroom administration tool/app]
47

48. Universal Design
•An example of a lesson
delivery via Moodle
•GO TO THE MOODLE SPACE!
48

49. Activity 8: Other E-learning platforms
Let’s try EDMODO!
1. Create an Edmodo account https://www.edmodo.com
2. Use the Team Password (73dp4t) to join the group and do the following
activity:
OR join with the workshop google account
Write a short profile of your learner group. Include aspects such as age,
gender, learning styles, cultural influences on learning, assumed
knowledge or skills and the reasons why they will be using your LE?
Note: You could use your Edmodo for creating learner groups, setting-up
assignments, quizzes or online voting.
49

50. Website builders
• http://toanthropinosoma.wix.com/polynachara
• https://medium.com/muzli-design-inspiration/website-builders-for-
designers-8dd52677f55c#.y10d736ts
• http://www.websitebuilderexpert.com/wix-vs-weebly-vs-squarespace-
vs-jimdo/
50

51. Computer-mediated Communication (CMC)
• CMC is a term that maybe used for any communication between people n
which participants use a computer (video/audio or text-based)
• CMC includes email, bulletin boards, computer-conferencing,
MUDS/MOOS (interactive role playing environments), games, chat and
instant messaging.
• 2 kinds of CMC tools
• Asynchronous –participants do not have to be online at the same time eg. bulletin
boards, conferencing, email, web boards, forums, wikis.
• Synchronous- all participants are online simultaneously eg. chat, instant messaging,
whiteboards.
[Overlap between the categories]
51

52. Activity 9: CMC use- 10’
• CMC is important in online and distance education and can also be useful in other educational
contexts.
1. Create a WizIQ account https://www.wiziq.com
2. Respond to the invitation to participate in the live classroom ‘Workshop ICT integration’
http://mariaraouna.wiziq.com/online-class/5604252-workshop-ict-integration
3. Give your personal view on the following:
• How do you feel when you are participating in the chats and discussion boards?
What, in your opinion, are the main differences between the boards and the chats? Do they
serve different purposes? Do people interact differently? What sort of role can each play in
learning?
Note: Synchronous systems generally allow for a rapid exchange of views but contributions have to be
short and there is little thinking time. Asynchronous systems allow more thinking time and longer
contributions but the conversation can be slow [text-based CMC]
52

53. Benefits of text-based CMC
CMC
It can slow down the conversation allowing more time for reflection and it
also allows some editing of a contribution before it is made.
Useful for those ‘talking’ in a second language.
Useful for those who are shy or those who may feel excluded from a group
because of several factors, eg. ethnicity, gender, achievement, skills
Students are less likely to be inhibited by gender and ethnicity (eg. Warschauer,
1996; Walker & Pilkington, 2001). This may be due to the ‘reduced bandwidth’ of CMC (lack of
additional communication clues such as intonation and facial expressions), esp in situations where the
participants cannot see each other and may be using nicknames
CMC tools can also allow direct real-time or asynchronous
teaching/feedback from the tutor and enable students with questions to
seek advice from tutors and/or peers
53

54. BUT… 54

55. CMC facilitation
• Pilkington & Walker (2003) identify three main aspects of facilitation:
• Management: maintaining the focus of the discussion and keeping participants on task.
Where necessary, it also includes discouraging potentially disruptive behaviour such as
‘shouting’ or overlong turns.
• Community Building: this entails the creation and maintenance of a ‘safe space’ for
discussion. This includes welcoming participants as they join the discussion, validating
group members for useful contributions and drawing in ‘quieter’ members.
• Argumentation: this is the set of skills needed for encouraging ‘exploratory talk’ which
Veernman (2000) calls ‘challenges’ (inviting people to justify their viewpoints), ‘checks’
(asking for clarification) and ‘counters’ (encouraging or developing counter-arguments).
With a specialised tool such as InterLoc, argumentation can be structured into the
dialogue. However, when general CMC tools are used, argumentation has to be fostered
through human facilitation.
Some of these roles can be performed by the students thus ensuring a more equitable
division of labour and reducing the cognitive load on the tutor, resulting also in greater
ownership and improvement in the quality of argument (Pilkington & Walker, 2003). When
participants become responsible for the quality of a dialogue, not only the content, it
becomes possible for a discussion to be transformed into a truly collective enquiry.
55

56. EXAMPLES OF CMC TOOLS
• Asynchronous CMC
• Pro Boards
• Network 54
• Yuku
• Synchronous CMC
• Parachat
• AddonChat
• Gliffy
56

57. Blogs
• Another useful application is the ‘blog’: an online diary. Blogs such as
Blogger (http://www.blogger.com) allow readers to post comments and the
‘blogger’ can respond to those comments making the blog more interactive
than a paper-based journal.
• Other examples: WordPress, Movable Type
Full list of blog creation tools: http://stylecaster.com/best-free-blog-sites/
Potential use:
• Content upload/ Online diary
e.g. http://ictineducationlebanon.blogspot.com.cy/
• E-portfolio eg. http://imerologiodrastiriotiton.blogspot.com.cy/
• Free Personal website Eg. http://kosmostexnologias.blogspot.com.cy/
57

58. Activity 10- Blog creation 10’
• http://www.wikihow.com/Start-a-Blog-on-Blogger
1. Log into your Gmail account
2. Open the Blogger website: https://www.blogger.com
3. Follow the instructions in the above link and create your personal blog
4. Post a comment after reading the abstract of the following article:
‘Between theory and practice: the importance of ICT in Higher
Education as a tool for collaborative learning’ (Duțăa & Martínez-Riverab,
2015)
Available at: http://www.slideshare.net/mariaraouna/between-theory-and-
practice-the-importance-of-ict-in-higher-education
5. Post the link of your blog on the Moodle forum- Activity 10
58

59. Computer Supported Collaborative Learning
(CSCL)
CSCL tends to make use of either hardware or software as the
mediating tool in collaboration.
- The software approach may involve developing a tool specifically for
collaborative learning in a specific domain. The internet offers a
wealth of tools and online writing (both synchronous and
asynchronous).
- The wiki is an excellent example of an internet resource that can be
used for collaborative learning (Cress & Kimmerle, 2008) and also for
the collaborative management of learning experiences.
59

60. Wikis
• A ‘wiki’ is a collaborative writing tool which allows a community of
users to write and to edit each other’s
work (http://en.wikipedia.org/wiki/Wiki).
• Probably the best known of these is Wikipedia: a collaborative
encyclopaedia.
• In addition to the provision of an audience for written work,
computers-assisted writing may also help students to write more
fluently and produce better quality work than those writing on paper
(Pennington, 1996).
• Examples of educational wikis:
https://educationalwikis.wikispaces.com/Examples+of+educational+wi
kis
60

61. Activity 11- Google Drive: A ‘wiki’
Choose between Activity A and B
ACTIVITY A
Login to your Google Account
OR join us … Name: workshopeuropean Password: Participant 123!
• Contribute to the Google Slides document ‘Mindmapping software’
ACTIVITY B
• Create a project (Google slides) targeted to your own professional background.
• Invite others to contribute to your wiki/document (or give us the link in the participants
list)
• Create a page with links to targeted software in your own field
• Create a page with links to recent interesting articles in your field
• Contribute to the wikis of others by providing comments…
61

62. Activity 12-Coggle
• A mindmap is a tool for organising information in a graphical/visual
way. This makes use of visual thinking and intelligence.
• Mind mapping can be used for note taking, project planning and
planning documents such as essays, assignments, reports and
presentations.
• Coggle example
• Let’s connect- Contribute to the mindmap.
• Now…create your own account and create a mindmap of your interest.
Give us the link in the participants list
62

63. Mind Mapping Software
The Brain http://www.thebrain.com/
FreeMind
http://freemind.sourceforge.net/wiki/index.php/Main_Page
iMindMap http://www.imindmap.com/
Inspiration http://www.inspiration.com
MindManager http://www.mindjet.com/uk/index.php
Mindomo http://www.mindomo.com/
NovaMind http://www.nova-mind.com/
Visual Mind http://www.visual-mind.com/wv.htm?0015
63

64. Other Collaborative Tools
• Live classrooms/web conferencing:
• DimDim: http://www.dimdim.com/
• Elluminate VRoom: http://www.elluminate.com/vroom/
• Yugma: https://www.yugma.com/
• Wiziq: http://www.wiziq.com/
• and Adobe Connect of course!
64

65. Other Collaborative Tools
• Shared whiteboards:
• DabbleBoard http://www.dabbleboard.com/
• Imagination Cubed http://www.imaginationcubed.com/LaunchPage
• Skrbl http://www.skrbl.com/
• Writeboard http://www.writeboard.com/
• Writing:
• Etherpads http://etherpad.com/
• Google Docs http://docs.google.com/
• Wikia http://www.wikia.com/wiki/Wikia
• Wikispaces: http://www.wikispaces.com/site/for/teachers
• Zoho Writer http://writer.zoho.com
65

66. Activity 13- Presentation Software
1. Respond to the online survey on presentation software!
https://www.surveymonkey.com/r/75T7JMQ
• Tip: Presentation Software http://www.customshow.com/best-
powerpoint-alternatives-presentation-programs/
2. TRY THE NEW SWAY for online presentations!!! https://sway.com/ eg.
https://sway.com/ybVkqaLZpuPp5M1J
Create a Sway website on the topic: Presentation Software in Higher
Education.
3. Share your Sway with us in the Moodle forum-activity 13
66

67. Literacy in a Changing World – the Development
of Multi-Literacies
• The use of images, audio and video alongside text communication
neatly illustrates the multi-modal nature of modern literacy. In
CMC, information is conveyed through images as much as through
text.
• Tools for video creation and animations
• MS Photostory
http://microsoft-photo-story.en.softonic.com/
• ShapeShifter: http://www.aniboom.com/ShapeshifterAnimachine.aspx
• AnimatorDV Simple+ http://animatordv.com/download7
• CamStudio (για καταγραφή οθόνης) http://camstudio.org/
• Slide.com (για παρουσιάσεις) http://www.slide.com
• Xtranormal http://www.xtranormal.com
• Animoto: http://animoto.com/
67

68. Video sharing- Presentation sharing/Publishing
VIDEO SHARING
• -TeacherTube: http://www.teachertube.com/
• -Vimeo: http://vimeo.com
• -YouTube: http://www.youtube.com
• -LUtube: http://lutube.leeds.ac.uk
PRESENTATION SHARING
http://issuu.com
http://www.slideshare.net/?ss
http://www.slideboom.com/
68

69. http://video-editing-software-review.toptenreviews.com
69

70. Computer-Assisted Assessment (CAA)
• How do you usually evaluate your students’ level of
understanding/achievement standards?
• CAA was initially coined by Bull and McKenna (2001)
“Computer Assisted/Mediated Assessment refers to any application of
computers within the assessment process: the role of the computer may be
extrinsic or intrinsic. It is, therefore, a synonym for e-assessment which also
describes a wide range of computer-related activities. Within this definition
the computer often plays no part in the actual assessment of responses but
merely facilitates the capture and transfer of responses between candidate
and human assessor” (p. 233)
70

71. Computer-Assisted Assessment (CAA)
• Tests, quizzes, questionnaires, surveys, evaluations, examinations,
assignments, dribble files, logs, portfolios…all these items and
more are used to describe assessments carried out using
computers.
• CAA can be categorized in a variety of ways, some of which are
identified by Conole & Warburton (2005) as follows: stand-alone,
online, networked; OMR (Optical Mark Reader); portfolios.
• In addition, and more likely to appeal to large institutions due to
the cost, many companies these days offer off-the-shelf solutions.
71

72. E-portfolio
• An e-portfolio is a learner-created collection of digital items:
ideas, evidence, reflections, feedback, which presents a
selected audience with evidence of a person's learning and/or
ability.
‘e-Portfolio-based learning' – the process of planning,
compiling, sharing, discussing, reflecting, giving and receiving
feedback – is the focus of increasing attention because it is as
important as the e-portfolio itself.
• e-Portfolio tools and systems can support learners in
developing these processes.
72

73. Open Source Software for e-Portfolios
• Mahara e-Portfolios: http://mahara.org
• E-folio http://efoliomn.com/ - http://myefolio.com
• e-Portfolio app in Sakai: https://sakaiproject.org/eportfolio
Software packs with folders available
• Sophie http://www.sophie-project.eu/index.htm
Multimedia creation
• PostgreSQL http://www.postgresql.org
• Firebird http://www.firebirdsql.org
Databases
• Google http://sites.google.com
• Google sites-e-portfolio: http://www.learnnc.org/lp/pages/6437
• List of open-source software for site creation:
http://www.internet4classrooms.com/links_grades_kindergarten_12/web_page_hosting_teacher_tools.htm
Website builders
• Eg. Open Movie Editor http://www.openmovieeditor.org
Video editors
73

74. Activity 14: Quiz creation
Give us a challenge! Test the audience in the use of social networking!!!
Example on ProProfs: http://www.proprofs.com/quiz-
school/story.php?title=social-networking-quiz
Use https://www.onlinequizcreator.com/ , https://getkahoot.com or
GOOGLE FORMS
Share your quiz link on the Moodle forum ‘Online quizzes’
74

75. Microworlds
• Much of the research connected with digital technology and constructivism has
centred on the notion of a computational ‘microworld’.
• Originally the term was used in Artificial Intelligence (AI) research to describe a
definable world of objects corresponding to some domain of the real world in
the form of a computer program.
• Active learning in a computational environment means that microworlds need
appropriate objects and tools which provide multiple representations of a
knowledge domain (Edwards, 1995)
• Microworld are associated with constructivist approaches to learning ((a)
learning is actively constructed by the knower, not passively received; (b) a
synthesis of sense-data and the knower’s cognitive structures)
• Eg. Turtle Graphics
75

76. Recent Developments of Turtle Graphics
• Boxer (slightly old now) is a completely integrated set of facilities for the
broadest possible range of human intellectual activities, including:
• Text and hypertext processing
• Dynamic and interactive graphics; video
• Personal data management, including email and networking
http://www.soe.berkeley.edu/~boxer/
• Starlogo is a programmable modelling environment for exploring the workings of
decentralized systems (eg. bird flocks, traffic jams, ant colonies, market
economies, artificial life). It allows you to
• Control thousands of graphic turtles in parallel
• Create computationally active turtle worlds, using thousands of ‘patches’ that make up
the turtles’ environment. Turtles and patches can interact with one another.
• http://education.mit.edu/starlogo-tng/
• Netlogo is very similar to Starlogo https://ccl.northwestern.edu/netlogo/
• Robomind is a newer programming language which you can use to control a
virtual robot http://www.robomind.net/
76

77. Discussion
•Logo tends to be associated with Maths
but how can the constructionist
philosophy be extended into other
software and other areas of learning?
77

78. Targeted software- examples
• Cubix editor http://elica.net/dalest/ce.html
• Mathematical Modeling- Potters wheel
http://www.potterswheel.de/Pages/
• Wheel Math Wheel Fun http://download.cnet.com/Wheel-Math-Wheel-
Fun/3000-20415_4-75298930.html
• Fractal Foundation http://fractalfoundation.org/fractal-shows/first-
friday-fractals/
• TV shows, games, VR environments, museum exhibits, documentaries:
eg. http://terragen4.com/
• Engineering software, eg. Artas http://www.artas.nl/en/
78

79. Research software
• Reference management software, eg. Mendeley, Zotero
• Open Source: Retail: Web-based
• Nvivo- Qualitative data analysis http://www.qsrinternational.com/product
• Atlas.ti http://atlasti.com/research-software/
• Q Research Software http://www.q-researchsoftware.com/
•BibDesk
•Docear
•Ilibrarian
•JabRef
•KBibTeX
•Pybliographer
•Referencer
•Wikindx
•Zotero
•Biblioscape
•Bookends
•Citavi
•EndNote
•Mendeley
•Papers
•Qiqqa
•Sente
•BibSonomy
•CiteULike
•Ilibrarian
•Mendeley
•Qiqqa
•RefWorks
•Wikindx
•WizFolio
•Zotero
79

80. 80

81. Cloud Computing-Online Drives
• Google Drive
• OneDrive
• DriveHQ FileManager
• DropBox
• OpenDrive
• SpiderOak
• Online editing…Collaboration…WINDOWS 365
81

82. SOCIAL NETWORKING… 82

83. SOCIAL NETWORKING
• Social networks provide a new way to understand, connect with, and
learn more from others (Carpenter, Green & LaFlam, 2011).
• The use of social networks in higher education is being extended in
the last years trying to connect with the new ways of communication
of their students or faculty members (Roblyer, McDaniel, Webb,
Herman, & Witty, 2010; Veletsianos & Kimmons, 2012).
• Sometimes universities use the most popular like Facebook or Twitter
(Forkosh-Baruch & Hershkovitz, 2012) for these purposes.
• While one is teaching a class may have any student launched a
question in a social network such as Twitter or Facebook and receive
help to resolve it of many people.
83

84. 1. Tweets & hash tags
2. Tweeter use: Steve Wheeler’s suggestions (2009)
3. Create and share podcasts eg. Audacity
4. Screencasting eg. Jing, Camtasia,
SOCIAL NETWORKING- Twitter
Tweeter use
‘Twit Board’
‘Summing Up’
‘Twit Links’
‘Τwitter Stalking’
‘Τime Tweet’
‘Micro Meet’
‘Micro Write’
‘Lingua Tweeta’
‘Tweming’
‘Twitter Pals’
84

85. Facebook..
• Facebook is used by the majority of undergraduate students on a daily basis – upwards
of 90%. These college students use the site in diverse ways to perform a wide range of
social tasks
• Arranging study groups
• Michigan State University (MSU) has explored the social benefits of Facebook friends
using the ‘social capital’ theoretical framework.
• The status update feature enables users to broadcast personal information and share links with
subsets of their network;
• The commenting feature facilitates interactions among these friends (who may or may not know
one another) when they respond to these updates.
• Collaboration via social network sites (SNSs) – individuals use these sites to get
questions answered, share information and advice, and accomplish coordination tasks
• Increase in social capital (Capital, Park & Kerk, 2009; Ellinson, Steinfield & Lampe,
2007)
• As a Learning Management System (Oiyun, Woo, Quck &Yang, 2011)
85

86. http://tangram2.dealerwebadmin.com/products/educational/technology/medias
Every space is a learning space
86

87. TABLETS, MOBILE LEARNING, QRCODING
• BYOD (Bring Your Own Device) OR BYOE (Bring Your Own Everything)
In higher education, the BYOD movement is driven by the increasing numbers of students
and staff who own mobile devices and the opportunity that this creates both to provide
innovative blended learning and mLearning, and to support the student experience on
campus.
The technological challenges of the approach centre on the issues of security and legal
compliance (protecting confidential data, copyright, e-safety, anti-virus protection, cloud
storage) and network infrastructure (wifi coverage and reliability, support for a range of
devices, sufficient charging points across campus) (Andrus 2014, JISC 2014).
Concerns over a BYOD “digital divide”, in which some students do not have access to the
latest technologies, have largely been solved by hybrid policies, through which universities
provide devices for those who cannot afford them (e.g. Sodertorn University, Sweden).
- QRCODING: http://goqr.me/
Useful links:
• https://www.heacademy.ac.uk/enhancement/starter-tools/bring-your-own-device-byod
• http://www.educause.edu/library/byod
• https://campustechnology.com/articles/2015/06/25/tackling-byoe-in-higher-ed.aspx
87

88. • As educators, we should all be asking ourselves, what is effective technology
integration for teaching and learning? (Herring et al., 2014)
88

89. How can we relate the following video to the question of
‘How ICT can be best integrated within the teaching process in Higher Education?’
«Here, simple phrases paired with elegant visuals describe the thoughts and emotions that go into creating each
Apple product.»
https://www.youtube.com/watch?v=nmV3KMniZuQ
ACTIVITY 15: Discussion 89

90. Steve Jobs

91. EXPLORE AND EXPLOIT…!!!
• Microsoft Innovation Centre
• App development (eg. Showbie, Socrative, Notability, Explain
Everything)
• Office 365
• Office Mix
• OneNote Class Notebook
• IT Academy (Microsoft Certified Educator)
KEEP IN TOUCH! Communities of practice
Eg. Microsoft Educator Network
FLIPPED LEARNING!!!
91

92. 92

93. 93

94. Activity 16: COURSE EVALUATION
• Go to Classlab.com
• Connect using the code given (SmartNotebook)
• Answer the two feedback questions!
• Tip: You can download the smartboard software from here!
94

95. VS
THANK YOU…
These contradictions between the training and actual delivery require wider tutor roles such as
resourcefulness for solving spontaneous ICT issues, tutors’ improved ICT skills and ensuring unified
students’ ICT skills for participations (Penafiel et al. 2015; Lam et al. 2010).
95