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Educational Material orientation

Pedagogical Material for Experiential Method of Teaching


  • Study and analysis of different literary texts
    • Each student by his – her own. 
    • Presentation into the teaching room. 
    • Collective cooperation, deep study about the meanings of narration and their pedagogical perspectives.
  • Transformation of these meanings in dialogic forms
    • Collective preliminary work into the teaching room.
  • Dramatizing and forming of roles
    • Collective preliminary work into the teaching room.
  • Final forming of dramatic roles and dialogues
    • Each student by his – her own.
    • Presentation into the teaching room.
  • Synthetic forming of dramatic history
    • Collective cooperation into the teaching room.
  • Presentation of dramatic history, as pedagogical material for experiential method of teaching
    • Collectively into the teaching room.
Pedagogical Material in Science Education


Aim of the course

The aim of this course is twofold: a) to help students become aware of the significance of pedagogical material (PM) in the context of instructional design (ID), and b) to help them explore the possibilities of developing (PM) in the context of science education (SciEd)

Course content and general schedule
1&2. Η concept and the significance of the development of PM in the process of ID.
3&4 The role and the significance of PM in the context of (SciEd)
5&6 Epistemological considerations, the nature of science, and their implications for the development of PM
7.   The concept of modelling and its importance for the development of PM.
8.   Science and narrative & Science and the Arts: their relationship and the possibilities for developing PM.
9.  Science and the Natural World: Approaching science from a holistic/ecological perspective, and the possibilities for developing PM.
10. Science museums and science fairs: the significance of informal teaching and learning situations and possibilities for developing PM.


Grading will be based on class participation (30%) and a classroom (individual or team) presentation on a related or relevant to the course topic (70%)

Technological Educational Material


In this course students explore the basic multimedia elements (text, image, audio, video etc) as well as the design and development of multimedia applications. Then, contemporary quests such us e-books and web2.0 services are discussed. Furthermore, students become familiar with the production of digital content for the internet as well as with the design of activities for the exploitation of digital content in the learning process. Finally, students get familiarized with educational applications categories of Information and Communication Technologies (ICT), as well as with the research related to the integration of technological applications in education. The aim of the course is the students to be capable to design and implement simple applications, to evaluate available ICT applications and to integrate ICT into teaching for better achievement of educational aims.

Learning goals:
The students are expected to:

  • know the media elements and their educational role
  • develop capability of media development
  • develop capability of simple technological applications design and development
  • develop capability of educational applications evaluation
  • develop capability of  ICT integration to teaching
  • develop capability of get access to and exploitation of educational research
  • know about the contemporary developments of e-books
  • be able to recognize possibilities of exploitation of web2.0 applications and services


Educational Game


This course explores the characteristics and the role of games in the educational process in two distinct contexts: 1. the real and 2. the digital.

1. Real context (C. Skoumpourdi)

Through the study of the role of games in the educational process and the historical evolution the multifaceted contribution of games will be highlighted. The analysis of the functions of different game categories and of some sub-components will set out the principles for their design / selection, manipulation and evaluation.

Through the study and presentation of theoretical articles on the role of games in the educational process, and through the realization of research work, the students will be able to understand the need to design the integration of games in the educational process.

2. Digital game based learning (G. Fessakis)

The course will be developed along the following thematic axes:

  • The digital game concept and its relation to the traditional game
  • Basic concepts clarification, game genres, historical evolution of digital games, examples of games per historical period and genre
  • Learning and digital games
    • State of the art, research reviews, examples of digital games for learning
    • Learning theories and games
  • Design and development of games and especially of digital games for learning
    • Instructional/learning design and interactive media in the case of games
  • Story based digital games and story based learning
    • interactive fiction
    • interactive stories and digital games
  • Integrated game authoring/development environments
    • Workshop
  • Games integration in education
    • Games as learning resource and medium
    • Games and the curriculum
    • Games and teaching in real classrooms

In the course sessions the students will present prepared essays about the thematic unit using proposed bibliographical resources. Each presentation will be followed by discussion. A part of the course will have workshop form for the familiarization to simple tools for game development e.g. scratch, gamemaker, e.t.c 
The course is aimed basically to teachers; there is no need for special ICT skills for the successful attendance of course.


Educational Material for Mathematics


The course will investigate the role of materials in the theories in order to highlight the characteristics attributed to their role from the perspective of different learning theories. Also, recognizing the characteristics of educational materials, the principles of their design / selection, management and evaluation will be determined. Finally, through examples of existing and designed materials will explore the various aspects related to their integration into the teaching / learning process.

Through the study and presentation of theoretical articles as well as research on the role of materials in the teaching \ learning process, students will be able to understand the need for designed integration of educational material for mathematics.


Art as Educational Material


This course examines the ways with which Art (ancient to cotemporary) can be used as educational material and as an alternative way of communicating within the school classroom. More specifically, the following topics are examined:  

  • What is Art and what is its necessity? 

The multiple significances / readings of the works of art.
Issues of culture and identity, otherness and historicity of the past; psychological and emotional qualities of the works of art; familiarisation with certain historical and socio-political terms, such as ‘historical time’, peace/war’. 
Art in the classroom: ability to undertake initiatives, express personal opinions, encourage teamwork.

  • Art in the Museums as an alternative way of teaching:

The Museum as an educational institution: its role and the issues it explores and projects to the public.
Archaeological remains (monuments, finds) as works of art: issues of authenticity, value (symbolic and economic), historicity.
Interpretative, communicative, and educative approach of the Art Museum by the teachers: interpretation of material culture and of the works of art / educational qualities of objects/exhibits/ art works, educational dimension of the museum space. 
What are the object and the aims of Museum Education and how are they materialised in Art Museums?   
Methodology for the creation and materialisation of educational programs both at school and in art museums.

  • Educational material / educational activities regarding Art & development of programs of museum education in the school class:
  • The Box of Art
  • Examples of participatory learning through art
  • Dramatization / role play
  • Story making (e.g. from Kandinsky’s abstract works)
  • Discovery of information (e.g. from Cubist & Futuristic works)
  • Artistic creations with diverse materials


Language Pedagogical Material


A main characteristic of the contemporary language teaching internationally is the acceptance and the exploitation of the basic principles of the communicative approach. As a result, the most important goal of language education is the development of the students’ communicative competence. One of the main dimensions of this approach is the emphasis in the selection of the appropriate teaching material, given that through its effective use by students and teachers the development of the basic communicative skills is succeed. The main issues concerning the language teaching material, which are discussed and investigated during the courses, are the below:

  • The kind and the characteristics of the language teaching material with respect to the educational level.
  • The authenticity of the material.
  • The role and the content of course books and the reference books in language teaching.
  • The place of the traditional means of language teaching into the modern communicative classroom.
  • The exploitation of the content free material in the language lessons.
  • The information and communication technologies in language teaching.


Diversity and Educational Material


The concept of “diversity” constitutes a demand and a challenge on modern society. Diversity encompasses acceptance and respect.  Moreover, it means understanding that each individual is unique, and recognizing our individual differences.  These can be along  the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. 

The main target of the course is to expand upon the concept of diversity through the child book and lead to the production of original educational material. More specifically, the postgraduate students will be able to study and to create narratives (picture books, novels, comics, etc) of heroes with diversity through various activities, as follows:  fond of reading activities, creative writing, interactive activities, artistic creations, music, drama, role play. Additionally, they will experiment designing and developing educational material and teaching/instructional programmes focusing on the concept of diversity.


Designing and production of Educational Material