Panagiotis Tsiotakis | University of the Peloponnese (original) (raw)

Conference papers by Panagiotis Tsiotakis

Η ενσωμάτωση της τεχνητής νοημοσύνης τα τελευταία χρόνια στο εκπαιδευτικό περιβάλλον παρέχει νέες... more Η ενσωμάτωση της τεχνητής νοημοσύνης τα τελευταία χρόνια στο εκπαιδευτικό περιβάλλον παρέχει νέες δυνατότητες για τη βελτίωση της διδασκαλίας της γραπτής έκφρασης. Αυτή η μελέτη διερευνά την αποτελεσματικότητα της βασισμένης στην τεχνητή νοημοσύνη ανατροφοδότησης που έλαβαν μαθητές, ως εναλλακτική πηγή στο πλαίσιο της διδασκαλίας του γραπτού λόγου. Η ανάλυση αποκαλύπτει ότι η ανατροφοδότηση κρίθηκε ουσιαστική και ωφέλιμη και μπορεί να οδηγήσει σε βελτίωση των δοκιμίων τους. Παρατίθεται αναλυτικά ο σχεδιασμός και τα αποτελέσματα της διδακτικής παρέμβασης.

Στην παρούσα εργασία παρουσιάζεται το Νέο Πρόγραμμα Σπουδών για την Πληροφορική και τις Τεχνολογί... more Στην παρούσα εργασία παρουσιάζεται το Νέο Πρόγραμμα Σπουδών για την Πληροφορική και τις Τεχνολογίες της Πληροφορίας και των Επικοινωνιών (ΤΠΕ) στο Δημοτικό Σχολείο. Παρουσιάζεται η δομή, τα δομικά του στοιχεία και οι αρχές εκπόνησής του. Στη συνέχεια, παρουσιάζονται τα αποτελέσματα μιας έρευνας που εξετάζει τις απόψεις των εκπαιδευτικών που το εφάρμοσαν κατά την περίοδο πιλοτικής εφαρμογής στα Πρότυπα και Πειραματικά Δημοτικά Σχολεία. Οι εκπαιδευτικοί αξιολόγησαν θετικά το νέο ΠΣ Πληροφορικής & ΤΠΕ στο Δημοτικό σχολείο σχολιάζοντας την ανοικτή του φύση, την επιστημονική του εγκυρότητα καθώς και την πληρότητά του, προάγοντας την ανάπτυξη δεξιοτήτων που είναι σημαντικές στην σύγχρονη εποχή, όπως ο προγραμματισμός, η λογική σκέψη, η επίλυση προβλημάτων και η συνεργασία. Επίσης, εκφράζεται ο προβληματισμός των εκπαιδευτικών σχετικά με τον διαθέσιμο διδακτικό χρόνο και άλλους παράγοντες που σχετίζονται με την αποτελεσματική υλοποίηση, όπως την ανάγκη για ποιοτικό εκπαιδευτικό υλικό (σχολικό βιβλίο και μαθησιακά σενάρια).

Στην παρούσα έρευνα εξετάζονται οι μαθησιακοί στόχοι των νέων Προγραμμάτων Σπουδών Πληροφορικής ό... more Στην παρούσα έρευνα εξετάζονται οι μαθησιακοί στόχοι των νέων Προγραμμάτων Σπουδών Πληροφορικής όλων των εκπαιδευτικών βαθμίδων, σύμφωνα με την αναθεωρημένη ταξινομία Bloom. Αναδεικνύεται η έμφαση στα μεσαία και ανώτερα επίπεδα της ταξινομίας και η επιδίωξη για καλλιέργεια ικανοτήτων ανωτέρου επιπέδου από πλευράς των μαθητών/ριών. Το παραπάνω συμπέρασμα αποτυπώνεται σε όλες τις επιμέρους ενότητες του μαθήματος της Πληροφορικής, με την έμφαση να δίνεται σε υψηλότερα επίπεδα της ταξινομίας κατά την μετάβαση στις μεγαλύτερες τάξεις.

On-line learning communities constitute a dynamically evolving field at both levels, research-dev... more On-line learning communities constitute a dynamically evolving field at both levels, research-development and practical application. This paper reports on teachers’ performance in the context of two on-line communities with different organizational-functional characteristics, an open and a semi-structured one. The conceptual and operational dimensions of the teacher community design framework are presented in detail. The findings presented revealed important information regarding a) critical community indicators, e.g. participation, engagement, interaction, creativity and cohesion, and b) the role of community structure. The results provided supportive evidence that the structured community framework was effective towards promoting teachers’ engagement, interaction, ideas interchange, collaboration and knowledge sharing and co-creation. On the other hand, open community turned out to be centralised and evolving around the coordinator’s initiatives; the participants exhibited low rates of interaction and community presence. The paper concludes with suggestions for further research and analysis of teachers’ community learning and the different patterns of their community presence and contribution.

This paper presents an investigation on students’ learning presence in a blended post-graduate co... more This paper presents an investigation on students’ learning presence in a blended post-graduate course, designed to promote self-directed learning through e-portfolio activities. The theoretical foundations and the key dimensions of e-portfolio learning activities are outlined, i.e. students’ construction, reflection and collaboration. Following are presented the organizational and the analysis framework of students’ self-directed learning and constructive activities within the e-portfolio. Descriptive analysis and Social Network Analysis of the research data revealed important information regarding individual performance, interaction and collaboration among participants as well as the whole e-portfolio community.

Journal papers by Panagiotis Tsiotakis

On-line teacher communities constitute a very popular and dynamic field while they foster a new p... more On-line teacher communities constitute a very popular and dynamic field while they foster a new philosophy for professional development which is characterised as associative, constructivist, reflective, situated, collaborative, and connectivist. This paper reports on the design and the implementation of a learning community consisted of computer science teachers teaching in primary and secondary public schools (K-9), in Greece. The conceptual and the operational dimensions of the on-line community design framework are presented in detail. The architecture of an integrated platform, developed to support the teacher community, as well as the tools and the features it incorporates are also outlined. Finally, we present the findings of a pilot study concerning teachers’ presence within the community as well as their views and perceptions of community learning. The results provided supportive evidence of the effectiveness of the design framework and revealed important information with regards to critical indicators of teachers’ learning presence within the community, i.e. members’ participation, engagement, interaction and cohesion.

Papers by Panagiotis Tsiotakis

Communications in Computer and Information Science, 2021

During schools’ closure, due to the pandemic of COVID-19, teachers around the globe were forced t... more During schools’ closure, due to the pandemic of COVID-19, teachers around the globe were forced to transfer their instruction on-line. They were facing a range of barriers and difficulties to plan and provide online remote teaching to their students. This paper reports on a study exploring Greek primary and secondary education teachers’ views about emergency remote teaching and e-learning. The survey conducted in May 2020, just after schools’ reopening in Greece. A total of 694 K-12 teachers responded to an online questionnaire. The preliminary findings of data analysis showed that the majority of the participants perceived the pandemic as a turning point with regards to the role of digital technologies and e-learning in the schools. On the other hand, we identified teachers’ needs for professional development and support, in terms of learning design abilities necessary to integrate synchronous and asynchronous learning in both, online and physical, classrooms.

<jats:p>Οι Ηλεκτρονικές Κοινότητες Μάθησης Εκπαιδευτικών αποτελούν έναν πολύ δημοφιλή και δ... more <jats:p>Οι Ηλεκτρονικές Κοινότητες Μάθησης Εκπαιδευτικών αποτελούν έναν πολύ δημοφιλή και δυναμικό τομέα στο πεδίο της ηλεκτρονικής μάθησης και σε αυτό της επαγγελματικής ανάπτυξης των εκπαιδευτικών, τόσο σε ερευνητικό επίπεδο όσο και στην εφαρμογή στην πράξη. Οι ανάγκες των εκπαιδευτικών για επιμόρφωση και υποστήριξη, ικανοποιούνται μέσω της αλληλεπίδρασης με τους συναδέλφους τους, της διαμοιραζόμενης γνώσης και εμπειρίας, της αμοιβαίας επίδρασης και υποστήριξης και της συλλογικής προσπάθειας, προκειμένου να πετύχουν κοινούς μαθησιακούς στόχους σε συμμετοχικά και κοινωνικά περιβάλλοντα μάθησης.Η αξία των Ηλεκτρονικών Κοινοτήτων Μάθησης στην εκπαιδευτική διαδικασία είναι ευρέως αναγνωρισμένη. Επιπρόσθετα, αυξάνεται το ερευνητικό ενδιαφέρον για τη σχεδίαση και τη λειτουργία τέτοιων κοινοτήτων, στο πλαίσιο της κοινωνικής και κονεκτιβιστικής μάθησης, αλλά και των αναδυόμενων μαθησιακών τεχνολογιών. Αν και τα σύγχρονα Συστήματα Διαχείρισης Μάθησης (ΣΔΜ) ως Διαδικτυακά εργαλεία έχουν εξελιχθεί σημαντικά και ενσωματώνουν εργαλεία επικοινωνίας και συνεργασίας, η δημιουργία μιας επιτυχημένης Ηλεκτρονικής Κοινότητας Μάθησης δεν είναι απλή ούτε εύκολη διαδικασία. Η βιβλιογραφία προτείνει μεγάλο πλήθος παραγόντων σχετικών με τις τεχνικές προδιαγραφές, τις τεχνολογικές υποδομές και την υλοποίηση της κοινότητας που καθορίζουν τη βιωσιμότητα και την αποτελεσματικότητά της.Η παρούσα διατριβή προτείνει ένα ολοκληρωμένο πλαίσιο σχεδιασμού, μελέτης και υλοποίησης Ηλεκτρονικών Κοινοτήτων Εκπαιδευτικών. Ο σχεδιασμός περιλάμβανε πιλοτική έρευνα, με στόχο α) την ανάπτυξη και τη διαμόρφωση του μεθοδολογικού πλαισίου της έρευνας και β) τη βελτιστοποίηση των διάφορων τεχνολογικών εργαλείων της τεχνολογικής πλατφόρμας υποστήριξης της κοινότητας, η οποία παρέχει ένα ολοκληρωμένο περιβάλλον για τη συμμετοχή, την αλληλεπίδραση και τη συνεργασία των εκπαιδευτικών (ΣΔΜ, e-portfolio, ιστολόγιο, wiki και τηλεδιάσκεψη). Τα αποτελέσματα της πιλοτικής έρευνας ανέδειξαν σημαντικές πληροφορίες σχετικά με κρίσιμους δείκτες κοινότητας, όπως η συμμετοχή και η δέσμευση, η αλληλεπίδραση, η δημιουργικότητα και η συνεκτικότητα.Στην κύρια έρευνα της διατριβής υλοποιήθηκαν δύο κοινότητες, μια Ανοικτή και μια Δομημένη, με σκοπό να διερευνηθεί, επιπρόσθετα, ο ρόλος του παράγοντα της δομής στην ανάπτυξη της Ηλεκτρονικής Κοινότητας Μάθησης. Η μεθοδολογία ανάλυσης ηλεκτρονικών κοινοτήτων μάθησης περιλάμβανε συνδυαστικά μεθόδους, όπως: α) περιγραφική ανάλυση των συνεισφορών των μελών στην τεχνολογική πλατφόρμα, β) ανάλυση των αλληλεπιδράσεων των μελών μέσω του μοντέλου Ανάλυσης Κοινωνικών Δικτύων και γ) ανάλυση των απόψεων και των αντιλήψεων των εκπαιδευτικών μέσω συνεντεύξεων.Τα αποτελέσματα ανέδειξαν σημαντικά θέματα σχεδιασμού και υποστήριξης ηλεκτρονικών κοινοτήτων μάθησης εκπαιδευτικών. Ο συνδυασμός πολλαπλών πηγών δεδομένων και μορφών ανάλυσης ανέδειξε νέες πληροφορίες, αναφορικά με κρίσιμους παράγοντες κοινότητας μάθησης, όπως συμμετοχή και εμπλοκή των μελών, αλληλεπίδραση και δεσμοί μελών, δυναμική και εξέλιξη κοινότητας, δομή κοινότητας, συνοχή ομάδων εκπαιδευτικών, ρόλοι εκπαιδευτικών μέσα στις ομάδες και στην κοινότητα, συνδέσεις των εκπαιδευτικών, ισχύς και επιρροή κάθε μέλους στην κοινότητα. Οι εκπαιδευτικοί που συμμετείχαν στις συνεντεύξεις αξιολόγησαν θετικά την εμπειρία τους στην κοινότητα σε σχέση με την επιστημονική και επαγγελματική τους ανάπτυξη. Επισήμαναν ως μεγαλύτερες δυσκολίες για την ανάπτυξη κοινότητας μάθησης την έλλειψη α) κουλτούρας συνεργασίας μεταξύ των μελών, β) αποδοχής κριτικής και έκθεσης στην ομάδα, γ) έλλειψη προσωπικού χρόνου και δ) κινήτρου και δέσμευσης για συμμετοχή στα δρώμενα. Επιπλέον, η έρευνα έδειξε ότι παράμετροι σχεδιασμού της κοινότητας, όπως η ενίσχυση του διαλόγου και της αλληλεπίδρασης, η ανταλλαγή ιδεών, εμπειριών και η διαμοίραση εκπαιδευτικού υλικού και εκπαιδευτικών σεναρίων, αποτελούν κρίσιμους παράγοντες που καθορίζουν τη βιωσιμότητα μιας κοινότητας εκπαιδευτικών. Ένα ακόμη σημαντικό χαρακτηριστικό του σχεδιασμού ήταν η συνεργατική δημιουργία εκπαιδευτικού υλικού από τα μέλη της κοινότητας. Το πλαίσιο ανάλυσης αποδείχτηκε αποτελεσματικό, ώστε να περιγράψει την αρχιτεκτονική της κοινότητας και τους ρόλους που αναλαμβάνουν τα μέλη μέσα από τη συμμετοχή τους. Όσον αφορά τον παράγοντα της δομής της κοινότητας, φάνηκε ότι το δομημένο μοντέλο είναι καταλληλότερο για τη διαμόρφωση αποτελεσματικών κοινοτήτων μάθησης εκπαιδευτικών, με βάση τα δρώμενα και τις απόψεις των ίδιων των εκπαιδευτικών. Ακόμη, έγινε εμφανές πως η ψηφιακή επάρκεια των συμμετεχόντων δεν αποτελεί σημαντικό παράγοντα ικανό να οδηγήσει στην επιτυχία μια ανοικτή κοινότητα. Τέλος, καταγράφηκε ότι η συμμετοχή εκπαιδευτικών σε μια ηλεκτρονική κοινότητα μάθησης μπορεί να προκαλέσει σημαντικές αλλαγές στις στάσεις, στις απόψεις και στις διδακτικές πρακτικές τους.Η διατριβή καταλήγει με τη διατύπωση προτάσεων για α) περαιτέρω μελέτη και έρευνα στο πεδίο των κοινοτήτων μάθησης και β) αξιοποίηση του μοντέλου των Ηλεκτρονικών Κοινοτήτων Μάθησης…

University of the West of Scotland, Nov 19, 2020

Frontiers in Psychology, 2022

European identity is a complex, multi-faced and inherently imprecise concept relating to a range ... more European identity is a complex, multi-faced and inherently imprecise concept relating to a range of socio-political and psychological factors. Addressing this topic in educational practice, particularly with respect to Higher Education students, constitutes a complex and open problem for research. This paper reports on an experimental study designed to explore the effectiveness of the educational game “RUEU?” in supporting university students in understanding the key socio-political issues regarding European identity. Quantitative data regarding Greek university students’ (N = 92) attitudes to European identity, before and after playing the game, were collected. Students’ performance of the game group (N = 46) was compared with that of a control group (N = 46) who explored the same issues about European identity through a tutor-guided discussion. The findings showed that both instructional interventions were effective but in different ways. The participants in the game-based group a...

Australasian Journal of Educational Technology, 2013

Web 2.0 has captured the interest and the imagination of both educators and researchers while it ... more Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and t...

Australasian Journal of Educational Technology

Web 2.0 has captured the interest and the imagination of both educators and researchers while it ... more Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of 21st century education. Hailed as an open collaborative learning space, many questions remain regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers’ challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of Technological Pedagogical Content Knowledge and the Authentic Learni...

This paper reports on the investigation of university students’ engagement and participation patt... more This paper reports on the investigation of university students’ engagement and participation patterns in a blogging activity, designed to support collaborative learning. The study was administered in the context of an authentic coursework project, in a second semester university course attended by 48 students. The analysis was based on the models of Community of Inquiry and Social Network Analysis and shed light into the different patterns of participation students showed and the evolution of their learning presence within the community of blogs. Preliminary research findings, both quantitative and qualitative, indicated that the majority of the students in the sample were generally active and exhibited learning presence actions within their group blog. Differences between students in the various groups were also recorded. The results suggested that properly designed blog activities can help students to achieve higher cognitive levels through enhancing their communication and collab...

Interactive Technology and Smart Education, 2013

PurposeThe purpose of this paper is to report on an investigation of university students' par... more PurposeThe purpose of this paper is to report on an investigation of university students' participation and learning presence in a blogging activity, designed to support collaborative learning. There are three main reasons justifying the current research: to better understand the structure and the dynamics of students' blogging subgroups; to reveal students' patterns of engagement and their roles within the blogging community; and to evaluate the applicability of social network analysis (SNA) in studying students' performance and learning presence in educational blogs.Design/methodology/approachThe design of students' blogging activities was rooted on the ideas of authentic learning and followed a project‐based learning philosophy. Data analysis used methods of SNA to reveal collaborative aspects of students' engagement, the different roles undertaken by the students and the structure of the community within group blogs.FindingsSNA shed light into the differe...

2011 7th International Conference on Next Generation Web Services Practices, 2011

ABSTRACT This paper presents the design and the implementation of a training course aiming to pre... more ABSTRACT This paper presents the design and the implementation of a training course aiming to prepare teachers to effectively integrate Web 2.0 tools in their instruction. The program was established in the context of the Web2.0 ERC project aiming at simplifying Web 2.0 for educational purposes. The model of Technological Pedagogical Content Knowledge and the Authentic Learning approach were the guiding principles that largely influenced the educational design of this teacher preparation program. This Web 2.0 instructional design framework is outlined in detail. The program outcomes and the described experience aim to offer insight into the developing programs that respond to teachers’ training needs and effective preparation.

Based on the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler,... more Based on the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) and the Schmidt et al. (2009) instrument which explore TPACK, this study examines a national sample of 1032 secondary teachers of computer science and measures their knowledge with respect to technology, pedagogy, content knowledge and the combination of each of these areas. Findings indicate that content knowledge and technology knowledge rating are high (average 4.38 and 4.16 respectively) and it seems that secondary teachers are less confident with their pedagogical content knowledge and their technological content knowledge (average 3.51 and 3.68 respectively).

This paper presents an investigation of teachers' engagement and collaboration toward buildin... more This paper presents an investigation of teachers' engagement and collaboration toward building a Teacher Community in the context of a blended postgraduate course about e-learning and ICT in education. The design of both pedagogical and technological dimensions of the teacher community framework are presented. Research data were analysed using Social Network Analysis methods and revealed important information regarding critical indicators of interaction and collaboration among participants and the whole community performance. Conclusions are drawn for future development and research about on-line teacher communities.

Communications in Computer and Information Science, 2019

The Erasmus+ funded RU EU? project aims to develop an innovative online game, the RU EU? game, th... more The Erasmus+ funded RU EU? project aims to develop an innovative online game, the RU EU? game, that will help students across Europe to develop a better understanding of their own National and European identity and values, as well as those of others, and to challenge them about their attitudes and prejudices by tackling problem solving dilemmas relating to identity. It is hoped that the game will provide an engaging platform for young Europeans to confront some of the complex and confusing issues surrounding National and European identity at a time of change and increasing tension across Europe. The current paper describes the early stages of the game development life cycle for the RU EU? game. Definitions of and theory about European identity are presented since these will help to provide a rigorous theoretical underpinning for the game. We also provide a short account of the literature and resource reviews and the User Requirements Analysis, the early design tasks that have helped...

Communications in Computer and Information Science, 2021

University of the West of Scotland, Nov 19, 2020

Frontiers in Psychology, 2022

Australasian Journal of Educational Technology, 2013

Australasian Journal of Educational Technology

Web 2.0 has captured the interest and the imagination of both educators and researchers while it ... more Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of 21st century education. Hailed as an open collaborative learning space, many questions remain regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers’ challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of Technological Pedagogical Content Knowledge and the Authentic Learni...

Interactive Technology and Smart Education, 2013

2011 7th International Conference on Next Generation Web Services Practices, 2011

Communications in Computer and Information Science, 2019

ABSTRACT This paper reports on the design and the implementation of a Computer Science Teacher Co... more ABSTRACT This paper reports on the design and the implementation of a Computer Science Teacher Community (CSTC) in Greece. The theoretical foundations of teacher communities are outlined. Following the design framework of the pilot phase of the CSTC is presented. The architecture of a new platform and the community tools and features it incorporates, aiming to support the teacher community, are presented in detail. Finally, first findings of the pilot phase regarding interaction, cooperation, educational support, and development of the participating teachers are presented. Conclusions are drawn for future development and research in teacher communities.

Journal of Applied Research in Higher Education, 2017

Purpose This paper presents an integrated framework for designing and investigating students’ eng... more Purpose This paper presents an integrated framework for designing and investigating students’ engagement patterns and learning presence in educational blogs. The framework was grounded in the ideas of self-directed and reflective learning, and was applied to analyse students’ blogging activities in the context of an undergraduate course. Design/methodology/approach The proposed research framework was organised along three dimensions: content artefacts, blogging processes and community building. With regards to the methodological tools used, this study integrates Content Analysis of students’ posts using the framework of Community of Inquiry (CoI), the representation of Learning Mapping and Social Network Analysis methods. Findings The results revealed important information about the different ways of students’ engagement and learning presence within the blogging groups, the contribution and the influence each student had, as well as the structure and the cohesion of the learning com...

This paper presents an investigation of teachers’ engagement and collaboration toward building a ... more This paper presents an investigation of teachers’ engagement and collaboration toward building a Teacher Community in the context of a blended post-graduate course about e-learning and ICT in education. The design of both pedagogical and technological dimensions of the teacher community framework are presented. Research data were analysed using Social Network Analysis methods and revealed important information regarding critical indicators of interaction and collaboration among participants and the whole community performance. Conclusions are drawn for future development and research about on-line teacher communities. KeywordsOn-line Teacher Communities, community learning; Social Network Analysis.