@conference{Maria2022,
title = {Virtual Museum Tours for Schools: Teachers’ Experiences and Expectations},
author = {Aristeidou Maria and Kouvara Theodora and Karachristos Christoforos and Spyropoulou Natalia and Benavides-Lahnstein Ana and Vulicevic Bojana and Lacapelle Alexis and Orphanoudakis Theofanis and Batsi Zoe},
url = {https://eeyem.eap.gr/wp-content/uploads/2022/06/30.pdf},
doi = {10.1109/EDUCON52537.2022.9766548},
isbn = {978-1-6654-4434-7},
year = {2022},
date = {2022-03-28},
booktitle = {2022 IEEE Global Engineering Education Conference (EDUCON)},
keywords = {Conferences, Engineering education, Games, Logistics, Regression analysis, Visualization},
pubstate = {published},
tppubtype = {conference}
}

@inproceedings{Karachristos2021,
title = {CORPORATE TRAINING AND MOOCS. THE GREEK CASE},
author = {C. Karachristos and T. Kouvara and N. Achilleopoulos and T. Orphanoudakis‬ and D. Sideris },
url = {https://eeyem.eap.gr/wp-content/uploads/2022/06/27.pdf},
doi = {10.21125/edulearn.2021.1398},
issn = {2340-1117},
year = {2021},
date = {2021-07-05},
booktitle = {13th International Conference on Education and New Learning Technologies},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Stavropoulos2021,
title = {Children's Right to Participate in Early Childhood care and Education settings and relative innovatory supportive digital tools for ECCE professionals’ development},
author = {E. Stavropoulos and C. Karachristos and K. Petrogiannis and C. Aguiar and N. Correia and O. Wysłowskaand H. Taelman and E. Penderi},
url = {https://eeyem.eap.gr/wp-content/uploads/2022/06/28.pdf},
isbn = {978-907-97304-8-3},
year = {2021},
date = {2021-01-01},
booktitle = {George Ubachs, Stefan Meuleman and Alessandra Antonaci (eds) Proc. of the Innovating Higher Education Conference 2021 (HE2021)},
pages = {461-475},
keywords = {Children’s right to participate, Early childhood care and education, Professionals’ development, Supportive digital tools},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Kouvara2021,
title = {THE MASSIVE OPEN ONLINE COURSES OF THE HELLENIC OPEN UNIVERSITY: CONFIGURATION AND ANALYSIS OF SPECIFICATIONS FOR THE SELECTION OF THE MOST SUITABLE PLATFORM},
author = {T. Kouvara and C. Karachristos and D. Karakatsoulis and T. Orfanoudakis and D. Sideris},
url = {https://eeyem.eap.gr/wp-content/uploads/2022/06/29.pdf},
isbn = {-},
year = {2021},
date = {2021-01-01},
booktitle = {ICERI2021},
pages = {2830-2836},
keywords = {comparative study, Distance Learning, Lifelong learning, MOOC, Moodle, Open edΧ},
pubstate = {published},
tppubtype = {inproceedings}
}

@conference{Lionarakis2020,
title = {The development of a massive online course on distance education to support greek school teachers during the covid-19 lockdown},
author = {A. Lionarakis and T. Orphanoudakis and A. Kokkos and A. Emvalotis and E. Manousou and A. Hartofylaka and V. Ioakimidou and S. Papadimitriou and E. Karagianni and N. Grammenos and C. Karachristos and E. Stavropoulos},
url = {https://eeyem.eap.gr/wp-content/uploads/2020/11/1370.pdf},
isbn = {978-84-09-24232-0},
year = {2020},
date = {2020-11-09},
booktitle = {Proceedings of ICERI2020 Conference},
pages = {6373-6380},
abstract = {The COVID-19 lockdown has had serious implications for most professional fields worldwide. School education appears to be one of the most deeply affected domains as face-to-face teaching and learning had to be replaced by distance practices overnight. Greek educators needed to acquire new skills in very limited time in order to cope with the abrupt changes and adopt new ways of communication and collaboration. Undoubtedly, this transition has led to numerous short- and long-term changes that are bound to affect teachers’ ways of thinking and acting as well as their acquisition of new skills. Greek school teachers were obliged to transfer their work in a digital environment and use tools which they were not familiar with. This was often done without prior knowledge or training, all set in a scenery of uncertainty and fear. The provision of a short, intensive course on the basic principles of distance teaching and learning to all educators serving in Greek schools was the key to the challenging situation described. This paper aims to outline the rapid design and development of a free Massive Open Online Course (MOOC), which has been realized by the Hellenic Open University and the Greek Institute of Educational Policy during the lockdown. The aim of the MOOC was to acquaint all school teachers, regardless of their level of expertise, with the key issues regarding distance school education. The present paper illustrates all the critical points of the design, development and launching of the MOOC. More specifically, it presents the rationale behind the decision, the MOOC’s special profile, the team members’ roles and ways of collaboration, the restrictions and the challenges faced, the topics and the examples included in the curriculum as well as the instructional design applied and the media used. The first results, as extracted from the platform data and the attendees’ responses to the survey after the completion of the course, are also presented and discussed in detail. These findings highlight the need for providing every educator with knowledge of the fundamental principles of Distance Education both at theoretical and at practical level and offers suggestions as to how it can be implemented effectively.},
keywords = {COVID-19, MOOC, School Distance Education, teacher training},
pubstate = {published},
tppubtype = {conference}
}

@conference{Karachristos2020,
title = {Defining e-learning facilitation - the Greek case study},
author = {C. Karachristos and T. Kouvara and T. Orphanoudakis and E. Stavropoulos and Z. Batsi and M. Chronopoulou},
url = {https://eeyem.eap.gr/wp-content/uploads/2020/11/1353.pdf},
isbn = {978-84-09-24232-0},
year = {2020},
date = {2020-11-09},
booktitle = {Proceedings of ICERI2020 Conference},
pages = {6283-6290},
abstract = {During the last decades, the field of e-learning is continually expanding. The new era of e-learning education opens up a new problem space for researchers in order to redefine the educational needs that arise in this sector. The demand for e-learning facilitation is growing accordingly to the rising number of participants in e-learning modules in Europe and specifically in Greece. Additionally, the recent COVID-19 lockdown with its tremendous consequences in most of humans’ personal and professional lives, has affected the way of thinking and acting and has highlighted the merits of distance education, by strengthening the need for further dynamic instructional designing models and new skills acquisition. The aim of e-learning facilitation as well as the tasks of an e-learning facilitator are not clearly defined. An e-learning facilitator facilitates an online training course or programme. Among others, he aims to motivate, engage, and support the learners, to facilitate their communication and collaboration throughout the course. The pedagogical role is usually confused with the role of a teacher, but in fact, a facilitator might not be an expert on the subject of the course. Motivated by the above observations, the current research is a first effort to cover the bibliographic gap for the elearning facilitator profile definition. The study aims to identify the pedagogical needs of the adults who are being trained via electronic devices and e-learning platforms, which a facilitator has to fulfill. This step is of utmost importance for defining the pedagogical and technical skills, which have to be possessed by a facilitator. Our research gathers data based on the Greek case, however, it is a part of a wider research where five European countries are participating. A number of stakeholders with a variety of profiles in adult learning (incl. staff from universities, professors, tutors, researchers, company trainers) have been interviewed about the current situation in their country, the tasks and the skills that an e-learning facilitator should have. The results of the research highlighted the pedagogical and technical needs that make the role of a facilitator significant. Based on these needs, a framework has been developed defining the skills of the facilitator. The potential future goal is to create a curriculum aimed at the exclusive training of facilitators in distance adult education.},
keywords = {COVID-19, distance education, e-learning facilitator},
pubstate = {published},
tppubtype = {conference}
}

@article{Θ.2020,
title = {Πρόταση Ενός Υβριδικού Μοντέλου Στηριζόμενο στην Αρχή της Διαθεματικότητας / ΜΟΟCs as a Complex System: Α proposal of a Hybrid Model Based on the Principle of Interdisciplinarity},
author = {Κουβαρά Θ. and Καραχρήστος Χ. and Ορφανουδάκης Θ. and Σταυρόπουλος H.},
url = {-},
doi = {https://doi.org/10.12681/jode.23066},
issn = {1791-9312},
year = {2020},
date = {2020-07-08},
journal = {Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία},
volume = {16},
number = {1},
pages = {64-77},
keywords = {Chaos Theory and distance learning, cMOOC, complex system, Connectivism, hybrid MOOCs, interdisciplinarity, xMOOC, διαθεματικότητα και MOOC, Θεωρία του Χάους και εξ αποστάσεως εκπαίδευση, Κονεκτιβισμός, ΜΟΟC, πολύπλοκα συστήματα, υβριδικά MOOCs},
pubstate = {published},
tppubtype = {article}
}

@conference{Kalantzi2019,
title = { Tutors’ perceptions of blended and online higher education: the case of Hellenic Open University},
author = {Rozalia Kalantzi and Theofanis Orphanoudakis},
editor = {George Ubachs and Fenna Joosten-Adriaanse},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/Kalantzi_Proceedings-OOFHEC2019.pdf},
isbn = {9789079730414},
year = {2019},
date = {2019-10-16},
booktitle = {The Online, Open and Flexible Higher Education Conference 2019 (EADTU annual Conference 2019)},
pages = {379-388},
address = { Madrit, Spain},
abstract = {Hellenic Open University (HOU) is the only university in Greece that offers both undergraduate and postgraduate programs with the method of distance learning. The educational procedure approaches the blended learning model combining online and in-person learning through limited number of tutor-student sessions. Aiming at changing the landscape of higher distance education in Greece, HOU, since 2016, is offering new programs that introduce several innovations. In continuity of past work regarding students’ perspectives of new programs, we examine tutors’ opinion about educational content, educational activities, tutor-student sessions and general difficulties they confronted concerning their tutor role, using mostly qualitative analysis. We used a sample of ninety tutors working in two postgraduate programs; one program is in the field of Humanities and the second in the field of Social Sciences. All tutors who participated and answered the questionnaire were tutoring for at least one academic semester. By using students’ point of view described in previous work, we compare tutors’ opinion. The results can be used to offer effective academic, pedagogical and administrative (if needed) support to tutors along with improvement of digital material and tutor-student sessions which are important elements of blended and online learning.},
keywords = {blended and online education, higher education, tutors’ perceptions},
pubstate = {published},
tppubtype = {conference}
}

@article{Verykios2019,
title = {Analyzing Learners Behavior and Resources Effectiveness in a Distance Learning Course: A Case Study of the Hellenic Open University},
author = {Nikolaos S. Alachiotis and Elias C. Stavropoulos and Vassilios S. Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/0930_2019-JISTaP-73_1.pdf},
doi = {https://doi.org/10.1633/JISTaP.2019.7.3.1},
issn = {2287-4577},
year = {2019},
date = {2019-09-30},
journal = {Journal of Information Science Theory and Practice},
volume = {7},
number = {3},
pages = {6-20},
abstract = {Learning analytics, or educational data mining, is an emerging field that applies data mining methods and tools for the exploitation of data coming from educational environments. Learning management systems, like Moodle, offer large amounts of data concerning students' activity, performance, behavior, and interaction with their peers and their tutors. The analysis of these data can be elaborated to make decisions that will assist stakeholders (students, faculty, and administration) to elevate the learning process in higher education. In this work, the power of Excel is exploited to analyze data in Moodle, utilizing an e-learning course developed for enhancing the information computer technology skills of school teachers in primary and secondary education in Greece. Moodle log files are appropriately manipulated in order to trace daily and weekly activity of the learners concerning distribution of access to resources, forum participation, and quizzes and assignments submission. Learners' activity was visualized for every hour of the day and for every day of the week. The visualization of access to every activity or resource during the course is also obtained. In this fashion teachers can schedule online synchronous lectures or discussions more effectively in order to maximize the learners' participation. Results depict the interest of learners for each structural component, their dedication to the course, their participation in the fora, and how it affects the submission of quizzes and assignments. Instructional designers may take advice and redesign the course according to the popularity of the educational material and learners' dedication. Moreover, the final grade of the learners is predicted according to their previous grades using multiple linear regression and sensitivity analysis. These outcomes can be suitably exploited in order for instructors to improve the design of their courses, faculty to alter their educational methodology, and administration to make decisions that will improve the educational services provided.},
keywords = {distance learning;learning analytics;course dedication;forum effectiveness;Excel;Moodle},
pubstate = {published},
tppubtype = {article}
}

@inproceedings{Verykios2019b,
title = {The Pursuit of Patterns in Educational Data Mining as a Threat to Student Privacy},
author = {Kyriaki H. Kyritsi and Vassilios Zorkadis and Elias C. Stavropoulos and Vassilios S. Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/502-4024-1-PB.pdf},
doi = {http://doi.org/10.5334/jime.502},
year = {2019},
date = {2019-05-27},
booktitle = {Journal of Interactive Media in Education},
volume = {1},
number = {2},
pages = {1–10},
abstract = {Recent technological advances have led to tremendous capacities for collecting, storing and analyzing data being created at an ever-increasing speed from diverse sources. Academic institutions which offer open and distance learning programs, such as the Hellenic Open University, can benefit from big data relating to its students’ information and communication systems and the use of modern techniques and tools of big data analytics provided that the student’s right to privacy is not compromised. The balance between data mining and maintaining privacy can be reached through anonymisation methods but on the other hand this approach raises technical problems such as the loss of a certain amount of information found in the original data. Considering the learning process as a framework of interacting roles and factors, the discovery of patterns in that system can be really useful and beneficial firstly for the learners and furthermore, the ability to publish and share these results would be very helpful for the whole academic institution},
keywords = {anonymization, data publishing, Distance Learning, Learning Analytics, privacy, statistical disclosure control},
pubstate = {published},
tppubtype = {inproceedings}
}

@article{Lazarinis2019,
title = {A blended learning course for playfully teaching programming concepts to school teachers},
author = {Fotis Lazarinis and Christoforos V. Karachristos and Elias C. Stavropoulos and Vassilios S. Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/Lazarinis2018_Article_ABlendedLearningCourseForPlayf.pdf},
doi = {10.1007/s10639-018-9823-2},
issn = {1573-7608},
year = {2019},
date = {2019-03-01},
journal = {Education and Information Technologies},
volume = {24},
number = {2},
pages = {1237-1249},
abstract = {In this paper we report our experiences from a University outreach program with primary and secondary education teachers of various specialties. Our goal was to improve the coding abilities of teachers through Scratch activities. The participants can in turn teach their students, multiplying that way the benefitted population. To increase the participation and the completion percentage, the activities are designed as a course in Moodle realized in discrete runs with manageable groups, in a blended learning approach. The educational material was a combination of learning objects with specific objectives, video material and try-out activities. The course has been completed by 559 teachers from various Greek districts, mainly of regional areas, with a high completion rate of 65{\%}. The participants found the experience highly satisfying, interesting and agreed that they had been supported effectively throughout the process. In the paper we describe the rational of our approach, the design and implementation phases of the project, the outcomes and the main findings of the evaluation of the user opinions.},
keywords = {Blended learning, Computational thinking, Computer science education, MOOC, Multimedia learning, Professional teacher development, Scratch},
pubstate = {published},
tppubtype = {article}
}

@article{Kouvara2019,
title = {Technology and School Unit Improvement: Researching, Reconsidering and Reconstructing the School Context through a Multi-Thematic Digital Storytelling Project},
author = {Theodora K. Kouvara and Stavroula A. Karasoula and Christoforos V. Karachristos and Elias C. Stavropoulos and Vassilios S. Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/socsci-08-00049-v2-1.pdf},
doi = {https://doi.org/10.3390/socsci8020071},
year = {2019},
date = {2019-02-06},
journal = {Social Sciences},
volume = {8},
number = {2},
pages = {49},
abstract = {Digital stories comprise a technological tool which can engage learners in collaborative learning as well as lead them to experientially acquire knowledge through a constructive process. The aim of the current action research, for which a cooperative network between academics and teachers was created, is to show how digital storytelling can emerge as an inclusive education tool through investigating the changes brought about by its implementation on the academic and social context of a school unit. The research was conducted in a Greek primary school and lasted seven months, involving two fifth grade classes and an integration class. It followed the three stages of a multi-thematic digital story project (preparation, implementation, and evaluation) and learners were called to research and process information, at their own pace, from diverse cognitive domains (art, science, coding). The research tools employed were participatory observation, diary research, and semi-structured interviews. The research positively influenced the reconstruction of the school unit since teachers reconsidered some of their educational techniques as non-inclusive, utilized technology
as an instrument of constructive and experiential learning based on the diversity of each student, and
reinforced learners’ critical thinking and imagination while cultivating a climate of empathy and
self-confidence among students.},
keywords = {action research, critical thinking, inclusive education, school networks, student engagement},
pubstate = {published},
tppubtype = {article}
}

@conference{Karachristos2019,
title = {Investigating institutional MOOC strategy in Greek HEIs},
author = {Christoforos D. Karachristos and Dimosthenis Karakatsoulis and Theofanis Orphanoudakis and Dimitris Sideris and Elias C. Stavropoulos},
url = {https://eeyem.eap.gr/wp-content/uploads/2022/06/20.pdf},
doi = {-},
isbn = {-},
year = {2019},
date = {2019-01-01},
booktitle = {George Ubachs, Lizzie Konings, and Beau Nijsten (eds), The 2019 OpenupEd Trend Report on MOOCs, European Association of Distance Teaching Universities (EADTU)},
pages = {17-20},
keywords = {-},
pubstate = {published},
tppubtype = {conference}
}

@article{Verykios2018,
title = {Children’s Voice and School Improvement: The Role of Technology in the Inclusive School of the Future},
author = {Theodora Kouvara and Christoforos Karachristos and Elias Stavropoulos and Vassilios Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/3040-14433-1-PB.pdf},
doi = {https://doi.org/10.15516/cje.v20i0.3040},
issn = {1848-5197},
year = {2018},
date = {2018-11-13},
journal = {CROATIAN JOURNAL OF EDUCATION},
volume = {20},
number = {1},
pages = {107-131},
abstract = {The purpose of the study is to indicate the importance of inclusive education. This study focuses on the need for student’s voice to be heard and consid­ered during educa­tional planning. By doing this, the study intends to detect which students are marginalized, and use this method towards school improvement. The research was con­ducted in two kindergartens. In the first, twenty-two students and two teachers were interviewed (kindergarten teacher and headmistress), while in the second, we used the method of non-participant observa­tion with five children attending the integration class, as well as the teachers, during one month. Interviews were conducted in the second school, too, only with two teachers (qualified pedagogue and headmistress). During our study, margin­alized students have been identified due to the difficulties they face, and we have managed to strengthen children’s confidence, and help create a more empathetic school environment. These have been implemented through a school pro­ject in which students narrate their personal stories using digital storytelling software. Our aim has also been to encourage the creation of stories for the pro­duction of which Scratch digital storytelling software was used.},
keywords = {cooperation, digital storytelling, improvement of the school unit, pluralistic education, preschool children |},
pubstate = {published},
tppubtype = {article}
}

@conference{Kyritsi2018,
title = {Privacy Issues in Learning Analytics},
author = {Kyriaki Kyritsi and Vasilios Zorkadis and Elias C. Stavropoulos, and Vassilios S. Verykios},
editor = {George Ubachs and Lizzie Konings},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/Kyritsi_ProceedingsOOFHEC2018.pdf},
isbn = {978-90-79730-35-3},
year = {2018},
date = {2018-10-10},
booktitle = { Online, Open and Flexible Higher Education Conference 2018 (EADTU annual conference 2018)},
pages = {218-232},
address = {Aarhus Denmark},
abstract = {Today’s technological advances have led to tremendous advances in collecting, storing and analyzing data that come from diverse sources of information and may be represented in a wide variety of different formats (texts, photos, videos and many more). The term which perfectly describes this milestone in the history of computing is called big data and the task of analyzing these enormous amounts of data is called big data analytics. Academic institutions which offer open and distance learning programs such as the Hellenic Open University can profit from big data and the use of big data analytics by integrating it in their organizational support systems thus reflecting on their overall performance and planning competitive and attractive educational programs as well as improving in the delivery of their services. In the individual level, the modern lifestyle with the numerous networked devices and applications implies that all activities we are engaged in leave behind an imprint or a digital footprint. Combining thoroughly this variety of information creates a unique social genome (Kum et. al., 2014) for each and every one of us and understanding how to interpret it will bring major breakthroughs in many areas of our society such as improvements in social services, health and education. On the flip side, there are certain disadvantages concerning privacy issues arising from the inappropriate and illegitimate use of data containing personal information and ethical concerns about the basic right of individuals to have control over the amount and the extent of information they are willing to share. The systematic solution to this controversy is the design, application and evaluation of privacy-preserving data publishing methods in order to assure that the confidentiality of the subjects of projects is not compromised and a balance between the utility of the data and the privacy is accomplished.},
keywords = {anonymization, data publishing, Distance Learning, ethical issues, Learning Analytics, privacy, statistical disclosure control},
pubstate = {published},
tppubtype = {conference}
}

@conference{ANTONOPOULOS2018,
title = {Promoting STEM Education with Arduino activities in a blended learning course},
author = {Panos ANTONOPOULOS and Greg ARCHIMANDRITIS and Christoforos V. KARACHRISTOS and Fotis LAZARINIS and Marianne STAMATI and Elias C. STAVROPOULOS and Vassilios S. VERYKIOS},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/IDEC_2018.pdf},
issn = {2667-5986},
year = {2018},
date = {2018-06-18},
booktitle = {International Distance Education Conference (IDEC 2018)},
volume = {2},
abstract = {The purpose of this paper is to promote the understanding of students on STEM (Science, Technology, Engineering, and Mathematics) concepts. To work towards this fundamental aim in a time efficient method, we developed a blended learning course consisting of online material and practical on site activities. More specifically, a structured course consisting of units with specific objectives, video lectures, try-out activities and online tests has been developed. A number of schools have been invited to enroll to this course and Arduino kits have been delivered to them in order for the students to implement the practical activities. Each student group had to complete the course within a short period with the supervision of their teacher. Students have enthusiastically completed all the activities with the aid of their teachers. After the course, they could better understand issues like the utility and importance of switches, resistors, capacitators and in general of the principles of electronic circuits.},
keywords = {Arduino, Education, STEM},
pubstate = {published},
tppubtype = {conference}
}

@article{Christoforos2018,
title = {A MOOC design methodology for enhancing school teachers ICT skills},
author = {C. Christoforos and V. Karachristos and Fotis Lazarinis and Elias C. Stavropoulos and Vassilios S. Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2022/06/16.pdf},
isbn = {-},
year = {2018},
date = {2018-06-01},
journal = {Darco Jansen and Lizzie Konings (eds), The 2018 OpenupEd Trend Report on MOOCs, European Association of Distance Teaching Universities (EADTU)},
pages = {39-43},
keywords = {-},
pubstate = {published},
tppubtype = {article}
}

@inproceedings{ICERI2017Sideris,
title = {Empowering the educational procedure through interactive educational activities in distance higher education},
author = {Dimitris Sideris and Natalia Spyropoulou and Rozalia Kalantzi and George Androulakis},
url = {http://eeyem.eap.gr/wp-content/uploads/2018/08/1585.pdf},
isbn = {978-84-697-6957-7},
year = {2017},
date = {2017-11-18},
booktitle = {10th annual International Conference of Education, Research and Innovation (ICERI2017)},
pages = {6089 - 6094},
publisher = {IATED},
keywords = {distance education, higher education, interactive educational activities, students’ learning experience},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{ICERI2017Kalantzi,
title = {Students' motivation in distance higher education: The role of intrinsic motivation },
author = {Rozalia Kalantzi and Dimitris Sideris and Natalia Spyropoulou and George Androulakis},
url = {http://eeyem.eap.gr/wp-content/uploads/2018/08/1494.pdf},
isbn = {978-84-697-6957-7},
year = {2017},
date = {2017-11-18},
booktitle = {10th annual International Conference of Education, Research and Innovation (ICERI2017)},
pages = {5734 - 5740},
publisher = {IATED},
keywords = {adult education, distance education, higher education, intrinsic motivation},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{ICERI2017Spyropoulou,
title = {Adoption of exclusively e-content in distance higher education: The student experience},
author = {Natalia Spyropoulou and Rozalia Kalantzi and Dimitris Sideris and George Androulakis},
url = {http://eeyem.eap.gr/wp-content/uploads/2018/08/1602.pdf},
isbn = {978-84-697-6957-7},
year = {2017},
date = {2017-11-18},
booktitle = {10th annual International Conference of Education, Research and Innovation (ICERI2017)},
pages = {6163 - 6170},
keywords = {digital educational material, higher education, Open and Distance Learning},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{bfal2017,
title = {A Prognosis of Junior High School Students’ Performance Based on Active Learning Methods},
author = {Georgios Kostopoulos and Sotiris Kotsiantis and Vassilios S. Verykios},
editor = {C. Frasson and G. Kostopoulos},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/09/sotiris-kotsiantis.pdf},
doi = {10.1007/978-3-319-67615-9_6},
year = {2017},
date = {2017-09-24},
booktitle = {Proc of the 1st International Conference on Brain Function Assessment in Learning 2017 (BFAL2017)},
pages = {67-76},
publisher = {Springer},
series = {LNAI},
keywords = {junior high school, Pool-based active learning, prediction, student performance, uncertainty sampling strategy},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Lazarinis2017,
title = {Design a More Pedagogically Efficient ICT Certification Tool},
author = {Fotis Lazarinis and Vassilios S. Verykios and Elias C. Stavropoulos and Christoforos C. Karachristos and Pashalia Demertzi},
url = {http://eeyem.eap.gr/edulearn-1437/},
isbn = {978-84-697-3777-4},
year = {2017},
date = {2017-07-03},
booktitle = {In Proc. of the 9th annual International Conference on Education and New Learning Technologies (EDULEARN17)},
pages = {2078-2085},
keywords = {Certification, e-skills, educational information systems, educational multimedia, pedagogy, software design},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Αγγελοπούλου2017,
title = {Ψηφιακά μαθήματα επιμόρφωσης εκπαιδευτικών πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης σε περιβάλλοντα οπτικού προγραμματισμού},
author = {Δήμητρα Αγγελοπούλου and Βασίλειος Σ. Βερύκιος and Χριστόφορος Β. Καραχρήστος and Ηλίας Κ. Σταυρόπουλος
},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/10/etpe2507.pdf},
isbn = {978-618-83186-0-1},
year = {2017},
date = {2017-04-21},
booktitle = {Πρακτικά Εργασιών 5ου Πανελλήνιου Συνεδρίου «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία»,
Ανώτατη Σχολή ΠΑΙδαγωγικής & Τεχνολογικής Εκπαίδευσης, 21-23 Απριλίου 2017
},
keywords = {Scratch, Επιμόρφωση Εκπαιδευτικών, Εργαλεία ΤΠΕ, Οπτικός Προγραμματισμός},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Σαμαράς2017,
title = {Η Εξόρυξη Δεδομένων ενάντια στην Εκπαιδευτική Διαρροή},
author = {Χρήστος Σαμαράς and Βασίλειος Βερύκιος and Μιχαήλ Παπαζογλου},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/10/etpe2558.pdf},
isbn = {978-618-83186-0-1},
year = {2017},
date = {2017-04-21},
booktitle = {Πρακτικά Εργασιών 5ου Πανελλήνιου Συνεδρίου «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία»,
Ανώτατη Σχολή ΠΑΙδαγωγικής & Τεχνολογικής Εκπαίδευσης, 21-23 Απριλίου 2017},
pages = {848-860},
keywords = {Διαρροή, Εξόρυξη Δεδομένων},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{ML2017,
title = {A mobile application for user regulated self-assessments},
author = {Fotis Lazarinis and Vassilios S. Verykios and Chris Panagiotakopoulos},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/05/MobileLearning2017Paper.pdf},
isbn = {978-989-8533-61-6 },
year = {2017},
date = {2017-04-10},
booktitle = {In Proc. of the 13th International Conference on Mobile Learning 2017},
pages = {56-62},
keywords = {adaptation, Assessment, mobile learning, self-assessment},
pubstate = {published},
tppubtype = {inproceedings}
}

@article{Νιάρη2017,
title = {Eξ αποστάσεως συνεργατική μάθηση στην τεχνική επαγγελματική εκπαίδευση: Η περίπτωση ελέγχου οχήματος από απόσταση},
author = {Μαρία Νιάρη and Χρήστος Σαμαράς and Βλάσιος Κουτσούκος and Αντώνης Λιοναράκης and Βασίλειος Βερύκιος},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/OpenJournalNiari2017.pdf},
doi = {http://dx.doi.org/10.12681/jode.13970},
year = {2017},
date = {2017-01-01},
journal = {Open Education - The Journal for Open and Distance Education and Educational Technology},
keywords = {έλεγχος οχήματος, Εξ αποστάσεως συνεργατική μάθηση, εξ αποστάσεως σχολική εκπαίδευση, τεχνική και επαγγελματική εκπαίδευση},
pubstate = {forthcoming},
tppubtype = {article}
}

@article{Kagklis2017,
title = {Student Admission Data Analytics for Open and Distance Education in Greece},
author = {Vasileios Kagklis and Antonis Lionarakis and Gerasimos Marketos and Chris T. Panagiotakopoulos and Elias C. Stavropoulos and Vassilios S. Verykios},
year = {2017},
date = {2017-00-00},
journal = {Open Education - The Journal for Open and Distance Education and Educational Technology},
keywords = {admission demographics, Data analytics, distance education, registration applications},
pubstate = {forthcoming},
tppubtype = {article}
}

@inproceedings{Kouvara2017,
title = {Children's voice and school improvement: The role of technology in the inclusive school of the future},
author = {Theodora K. Kouvara and Christoforos V. Karachristos and Elias C. Stavropoulos and Vassilios S. Verykios},
year = {2017},
date = {2017-00-00},
booktitle = {In Proc. of the 69th OMEP World Assembly and International Conference},
keywords = {children's voice, digital storytelling, improvement of the school unit, inclusive education},
pubstate = {forthcoming},
tppubtype = {inproceedings}
}

@inproceedings{Karachristos2016,
title = {Promoting Active Learning using a web-based Audience Response System},
author = {Christoforos V. Karachristos and Elias C. Stavropoulos and Vassilios S. Verykios and Fotis Lazarinis and Evangelos Sakkopoulos and George Androulakis},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/Karachristos2016.pdf},
doi = {10.1145/3003733.3003753},
isbn = {978-1-4503-4789-1},
year = {2016},
date = {2016-11-10},
booktitle = {In Proc. of the 20th Panhellenic Conference on Informatics (PCI 2016)},
keywords = {Active Learning, Audience Response System, distance education, Learning Technologies, Perception Analyzer},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Kagklis2016,
title = {A Learning Analytics Methodology for Student Performance Assessment in a Distance and Open Education Environment},
author = {Vasileios Kagklis and Antonis Lionarakis and Elias C. Stavropoulos and Vassilios S. Verykios},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/EADTU2016paper.pdf},
year = {2016},
date = {2016-10-19},
booktitle = {In Proc. of The Online, Open and Flexible Higher Education Conference 2016 (EADTU conference 2016)},
pages = {735-748},
keywords = {Big Data, distance education, Learning Analytics, Student Performance Assessment},
pubstate = {published},
tppubtype = {inproceedings}
}

@book{Βερύκιος2015,
title = {Η επιστήμη των δεδομένων μέσα από τη γλώσσα R},
author = {Βασίλειος Σ. Βερύκιος and Βασίλειος Καγκλής and Ηλίας Κ. Σταυρόπουλος},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/00_master_document_Verykios.pdf
http://hdl.handle.net/11419/2965},
isbn = {978-960-603-394-0},
year = {2015},
date = {2015-12-31},
publisher = {Εκδόσεις Κάλλιπος, Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών},
address = {Αθήνα},
abstract = {Η αυξανόμενη συσσώρευση μεγάλων ποσοτήτων δεδομένων δημιουργεί νέες ευκαιρίες στους τομείς: επιστήμη, οικονομία, εκπαίδευση, έρευνα, κ.λ.π. Παλαιότερα είτε η αποθήκευση τέτοιων δεδομένων δεν ήταν εφικτή, είτε η ανάλυσή τους ξεπερνούσε κατά πολύ τις υπολογιστικές δυνατότητες των σύγχρονων υπολογιστικών συστημάτων. Σήμερα που έχει επέλθει η τεχνολογική σύγκλιση στους παραπάνω τομείς υπάρχει ανάγκη για την εκπαίδευση επιστημόνων οι οποίοι θα μπορούν να ανταπεξέλθουν στις σύγχρονες ανάγκες, δίνοντας λύσεις σε σοβαρά ζητήματα μέσω της ευφυούς ανάλυσης δεδομένων.
Σκοπός του βιβλίου είναι να καταγράψει τις βασικές αρχές που διέπουν τη νέα αυτήν επιστήμη των δεδομένων, που είναι γνωστή και ως Εξόρυξη Δεδομένων. Το βιβλίο ξεκινάει με την περιγραφή της υπάρχουσας κατάστασης στον τομέα της εξόρυξης γνώσης από τα δεδομένα, τους τομείς στους οποίους αυτή βασίζεται και τις νέες προκλήσεις. Στη συνέχεια καλύπτει ζητήματα πολυδιάστατων δεδομένων και δημιουργίας αναφορών, όπως και ζητήματα νέων μορφών βάσεων δεδομένων, (NoSQL συστήματα). Οι τύποι και η ποιότητα των δεδομένων αποτελούν αναπόσπαστο κομμάτι του βιβλίου που μαζί με την επεξεργασία και τα μέτρα ομοιότητας αποτελούν τη βάση ενός έργου εξόρυξης δεδομένων.
Η συνοπτική στατιστική και η οπτικοποίηση αποτελούν το πρώτο βήμα για την εξερεύνηση των δεδομένων. Το κύριο κομμάτι του βιβλίου αφορά τη λεπτομερή περιγραφή και ανάλυση εναλλακτικών αλγορίθμων για την εκπόνηση των βασικών λειτουργιών της Εξόρυξης Δεδομένων οι οποίες είναι η Κατηγοριοποίηση, η Ανάλυση Συσχετίσεων και η Ανάλυση Συστάδων. Πιο προχωρημένα ζητήματα που αφορούν την εκτίμηση των παραγόμενων μοντέλων, τη σύγκρισή τους και τη γρηγορότερη εκτέλεσή τους επίσης καλύπτονται στο τελευταίο κομμάτι του βιβλίου. Όλα τα θέματα αναλύονται σε βάθος μέσω προγραμμάτων στη γλώσσα R.
Ένας μεγάλος αριθμός από λυμένες ασκήσεις βοηθούν στην κατανόηση και στην εμπέδωση των εννοιών, ενώ άλυτα προβλήματα θα βοηθήσουν το φοιτητή να αναπτύξει μία ολοκληρωμένη άποψη για το θέμα αυτό.},
keywords = {Ανακάλυψη Γνώσης, Γλώσσα R, Γνώσης, Εξόρυξη Δεδεομένων, Επιστήμη Δεδομένων},
pubstate = {published},
tppubtype = {book}
}

@inproceedings{Αντωνέλου2015,
title = {Υποστήριξη Ομαδικών Συμβουλευτικών Συναντήσεων του Ελληνικού Ανοικτού Πανεπιστημίου μέσω Μικτής Μάθησης και ΤΠΕ},
author = {Γεωργία Ε. Αντωνέλου and Βασίλειος Σ. Βερύκιος and Ροζαλία Γ. Καλαντζή and Χρήστος Θ. Παπαγιωτακόπουλος and Ηλίας Κ. Σταυρόπουλος },
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/ICODL2015Antonelou.pdf},
year = {2015},
date = {2015-11-07},
booktitle = {In Proc. of the 8th International Conference in Open and Distance Learning 2015 (ICODL2015), Section A: theoretical papers, original research and scientific articles},
pages = {72-81},
keywords = {Εκπαίδευση Ενηλίκων, Ελληνικό Ανοικτό Πανεπιστήμιο, εξ αποστάσεως εκπαίδευση, Μικτή Μάθηση, Ομαδικές Συμβουλευτικές Συναντήσεις, ΤΠΕ},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Antonelou2015,
title = {Enhancing self-learning in a Web-Based Course using Predefined Learning Paths},
author = {Georgia Antonelou and Christoforos Karachristos and Elias Stavropoulos and Vassilios S. Verykios},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/ICERI2016Antonelou.pdf},
isbn = {978-84-608-2657-6},
year = {2015},
date = {2015-11-01},
booktitle = {In Proc. of the 8th annual International Conference of Education, Research and Innovation (ICERI 2015)},
pages = {3930-3939},
address = {Seville, Spain},
abstract = {In this paper we propose a general framework that composes Predefined Learning Paths, i.e., predefined sequences of learning steps, making up a graph of learning "nodes" followed by potential learners. Predefined Learning Paths were developed to support not only potential designers (tutors), but also to provide learners (students) with both ad-hoc learning and supportive activities that are based on sound pedagogical strategies. Thus, the goal of our work is three-fold: (i) to support potential designers to enrich their teaching process (teaching procedure), (ii) to effectively support students in their study (especially in the framework of Distance and Adult Education), and (iii) to promote good practices by employing e-tools that are easy to use and understand. We have implemented Predefined Learning Paths by effectively and efficiently integrating e-learning tools that are available in LMS Moodle. Finally, we present preliminary evaluation results and we demonstrate our thoughts for future work.},
keywords = {Distance Learning, Elias Stavropoulos, Moodle, Personalized Learning, Predefined Learning Path, Self-Learning, Vassilios S. Verykios Adult Learning},
pubstate = {published},
tppubtype = {inproceedings}
}

@conference{403,
title = {Binary Relations in Educational Ontologies},
author = {Lambrini Seremeti and Nikolitsa Aggelopoulou and Christos Pierrakeas and Achilles Kameas},
year = {2015},
date = {2015-09-01},
booktitle = {7th Balcan Conference in Informatics, 2-4 September, Craiova, Romania},
abstract = {

The Hellenic Open Universitytextquoterights mission is to provide distance education at both undergraduate and postgraduate level, developing and implementing appropriate educational materials and teaching methods. For this purpose, educational ontologies are constructed, which are classified into anthologies of Learning Outcomes (LO), Learning Objects (LOb) and Cognitive  Domains (CoD). In contrast to the conceptualization and implementation of LO and LOb ontologies, based on standards available in the literature, the CoD ontologies involve subjectivity derived from the analysis of basic concepts of each CoD and relational expressions that experts use in order to associate these  basic concepts. This subjectivity can create inconsistent ontologies. The aim of this paper is to establish a minimum set of binary relations to be used in the official representation of CoD. These relations are presented by experts with proposals consisting of triples (subject, verb, object) and classified into a Binary Relation (BR) ontology.

},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}

@article{Stavropoulos2015,
title = {A Transversal Hypergraph Approach for the Frequent Itemset Hiding Problem},
author = {Elias C. Stavropoulos and Vassilios S. Verykios and Vasileios Kagklis},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/Stavropoulos2015.pdf
https://link.springer.com/article/10.1007/s10115-015-0862-3},
doi = {10.1007/s10115-015-0862-3},
year = {2015},
date = {2015-07-17},
journal = {Knowledge and Information Systems},
volume = {47},
number = {3},
pages = {625-645},
keywords = {Hiding frequent itemsets, Privacy-preserving data mining, Transversal hypergraph generation},
pubstate = {published},
tppubtype = {article}
}

@proceedings{402,
title = {Design and development of a web-based tool for supporting educators during an instructional design process based on learning outcomes},
author = {Natalia Spyropoulou and Christos Pierrakeas and Achilles Kameas},
url = {http://espa-ye5.eap.gr/sites/default/files/paper_spyropoulou_%2835%29.pdf},
year = {2015},
date = {2015-07-01},
journal = {7th annual International Conference on Education and New Learning Technologies},
address = {Barcelona, Spain},
abstract = {

Although learning outcomes are recognized as an important component of the instructional design model, few instructional design prescriptions are available for authoring well-structured learning outcomes. This paper focuses on the design and development of a web based tool that facilitates the application of instructional design methodology in order to build courses based upon the notion of Learning Objects and their direct correlation with the expected Learning Outcomes. The tool uses a combination of the Bloomtextquoterights Revised Taxonomy and the ABCD model for structuring Learning Outcomes. The purpose of the tool is to scaffold and support educators during the educational design process, so as to author well-defined Learning Outcomes. The paper outlines the web tool itself alongside the related work in this field and an initial evaluation in terms of user experience, from using the tool for the needs of Hellenic Open University.

},
keywords = {ABCD model, Instructional Design, learning outcomes, web based tool},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{401,
title = {Exploiting Concept Map Mining Process for e- Content Development},
author = {Chara Panopoulou and Natalia Spyropoulou and Christos Pierrakeas and Achilles Kameas},
url = {http://espa-ye5.eap.gr/sites/default/files/Paper%20panopoulou%20%2834%29.pdf},
year = {2015},
date = {2015-07-01},
journal = {7th annual International Conference on Education and New Learning Technologies},
address = {Barcelona, Spain},
abstract = {

E-learning has revolutionized education all over the world, defining a different and promising aspect of education, reinforcing the perception that it builds inclusive knowledge societies. Higher Education Institutes (HEI) adopted this innovative education model in order to provide to their students the option of distance education. Since the most important component of e-learning is e-content, its development is a popular research topic in the educational community. Due to the fact that e-content reusability can be increased by using an approach based on Learning Objects (LOs), many methodologies of e-content design introduce guidelines for creating LOs. LOs can make the process of e-learning effective and can offer high quality e-Learning experience to students. The Hellenic Open University (HOU) is introducing LOs in the educational process, using teaching subject domain ontologies to describe them. Ontologies provide a simple way of identifying the knowledge domains covered by LOs, while facilitating its reusability. The preliminary step to create these domain ontologies is the design of the Concept Map (CM), that is a diagram for representing knowledge in a structured form. Concept Maps foster meaningful learning and serve both as a knowledge base for building domain ontologies and as a frame for composing more detailed LOs. Concept Map Mining (CMM), a process for automatic or semi-automatic creation of Concept Maps from documents, is used to facilitate the construction and sharing of Concept Maps. In this paper, we propose a methodological framework and a semi-automatic method for Concept Map creation from unstructured text, which can even handle the morphologically rich Greek language skillfully. The proposed approach combines language processing tools and the knowledge of domain experts. In addition, a case study based on a HOU teaching domain is presented, illustrating the process of Concept Map Mining and showing encouraging results.

},
keywords = {Concept Map, Concept Map Mining, e-content, E-learning},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{400,
title = {Developing a computer programming MOOC},
author = {Natalia Spyropoulou and Gerasimoula Demopoulou and Christos Pierrakeas and Ioannis Koutsonikos and Achilles Kameas},
url = {http://espa-ye5.eap.gr/sites/default/files/ICCMIT-paper%20%2833%29.pdf},
year = {2015},
date = {2015-04-01},
journal = {International Conference on Communication, Management and Information Technology (ICCMIT 2015)},
address = {Prague, Czech Republic},
abstract = {

Open World Learning movement opens up opportunities for the collaboration between institutions, educators and learners globally, and for enabling more meaningful engagement in teaching and learning. Massive Open Online Courses (MOOCs), one of the latest internet revolutions, boasting tens or hundreds of thousands of participants worldwide, and, hence, present an intense interest by the research and education community. The purpose of this research is to explore the perspectives of a team-based methodology for the implementation of MOOCs. The paper focuses on the development of a computer programming MOOC, illustrating the development process.

},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{425,
title = {Bridging the Gap Between Virtual and Physical Classrooms to Enhance Distance Learning Experience},
author = {Christos Goumopoulos and Nikos Kokkos and Christoforos Karachristos and Achilles Kameas},
year = {2015},
date = {2015-01-01},
journal = {Intelligent Environments (IE2015)},
pages = {112-119},
address = {Prague, Czech Republic},
abstract = {},
keywords = {location tracking; smart classroom; distance learning; pervasive computing; context-awareness; filtering;},
pubstate = {published},
tppubtype = {proceedings}
}

@article{423,
title = {A Learning Analytics Methodology for Detecting Sentiment in Student Fora: A Case Study in Distance Education},
author = {Vasileios Kagklis and Anthi Karatrantou and Maria Tantoula and Chris T. Panagiotakopoulos and Vassilios S. Verykios},
issn = {1027-5207},
year = {2015},
date = {2015-00-01},
journal = {European Journal of Open, Distance and e-Learning},
volume = {18},
abstract = {

Online fora have become not only one of the most popular communication tools in e-learning environments, but also one of the key factors of the learning process, especially in distance learning, as they can provide to the students involved, motivation for collaboration in order to achieve a common goal. The purpose of this study is to analyse data related to the participation of postgraduate students in the online forum of their course at the Hellenic Open University. The content of the messages posted is analysed by using text mining techniques, while the network through which the students interact is processed through social network analysis techniques. Furthermore, sentiment analysis and opinion mining is applied on the same dataset. Our aim is to study studentstextquoteright attitude towards the course and its features, as well as to model their sentiment behaviour over time, and finally to detect if and how this affected their overall performance. The combined knowledge attained from the aforementioned techniques can provide tutors with practical and valuable information for the structure and the content of the studentstextquoteright exchanged messages, the patterns of interaction among them, the trend of sentiment polarity during the course, so as to improve the educational process.

},
keywords = {Educational Data Mining, Learning Analytics, Sentiment analysis, Social Network Analysis},
pubstate = {published},
tppubtype = {article}
}

@proceedings{424,
title = {Υποστήριξη Ομαδικών Συμβουλευτικών Συναντήσεων του Ελληνικού Ανοικτού Πανεπιστημίου μέσω στοιχείων Μικτής Μάθησης και ΤΠΕ},
author = {Γεωργία Αντωνέλου and Βασίλειος Βερύκιος and Ροζαλία Καλαντζή and Χρήστος Παναγιωτακόπουλος and Ηλίας Σταυρόπουλος},
year = {2015},
date = {2015-00-01},
journal = {Υποστήριξη Ομαδικών Συμβουλευτικών Συναντήσεων του Ελληνικού Ανοικτού Πανεπιστημίου μέσω στοιχείων Μικτής Μάθησης και ΤΠΕ (ICODL2015)},
address = {Αθήνα},
abstract = {Η εκπαιδευτική διαδικασία στο Ελληνικό Ανοικτό Πανεπιστήμιο προσεγγίζει το μοντέλο της μικτής μάθησης, αφού συνδυάζει τη διδασκαλία από απόσταση και την πρόσωπο-με-πρόσωπο μάθηση μέσω των Ομαδικών Συμβουλευτικών Συναντήσεων, οι οποίες αποτελούν σημαντικό στοιχείο της μαθησιακής διαδικασίας. Προκειμένου να επιτευχθούν οι στόχοι μιας ΟΣΣ, ζωτικής σημασίας είναι η σωστή προετοιμασία και η οργάνωση του περιεχομένου της από τον Καθηγητή-Σύμβουλο. Στην παρούσα εργασία, προτείνουμε ένα μοντέλο διεξαγωγής ΟΣΣ που βασίζεται σε στοιχεία μικτής μάθησης και αξιοποιεί τις ΤΠΕ στην εκπαιδευτική διαδικασία. Ο Κ-Σ έχει τη δυνατότητα να οργανώνει ορθότερα το περιεχόμενο της ΟΣΣ και να επιτυγχάνει τη συμμετοχικότητα και τη συνεργατικότητα των φοιτητών, πριν, κατά τη διάρκεια, και μετά το πέρας αυτής.},
keywords = {Μικτή Μάθηση, Συμβουλευτικές Συναντήσεις, ΤΠΕ 1. Η εξ Αποστάσεως Εκπαίδευση Ενηλίκων στο ΕΑΠ Η},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{396,
title = {Clarifying the digital content output formats for mobile learning in higher education},
author = {Natalia Spyropoulou and Ioannis Karathanasis and Christos Pierrakeas and Achilleas Kameas},
url = {http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=7011121&abstractAccess=no&userType=inst},
year = {2014},
date = {2014-01-01},
journal = {IMCL2014 – 2014 International Conference on Interactive Mobile Communication Technologies and Learning,13-14 November 2014, Thessaloniki, Greece},
pages = {11/2014},
abstract = {

Mobile learning (m-learning) is an emerging area of distance education and there is a great interest in incorporating it in higher education, due to the mobile devices capabilities which are rapidly increasing and renders mobile devices more efficient and more attractive to students. On the other hand, the educational content plays a significant role in the process of delivering knowledge, especially in the field of distance education. The delivery of the web content for mobile devices depends on heterogeneous software and hardware environments, therefore, web content adaptation for various mobile environments is a challenge for the educational institutions. The Hellenic Open University (HOU), an educational institution which offers distance learning courses, has started to emphasize on the arising importance of m-learning with the aim to involve it in the educational process. Towards this direction, in this paper we aim to define different file formats of the digital educational content that can be reproduced by mobile devices regardless of the various operating systems. This will lead us to the creation of a number of analytic guides with detailed technical specifications for the development of educational content for mobile devices

},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{808,
title = {Creating MOOC Guidelines based on best practices},
author = {Natalia Spyropoulou and Christos Pierrakeas and Achilles Kameas},
url = {http://library.iated.org/view/SPYROPOULOU2014CRE},
year = {2014},
date = {2014-01-01},
journal = {6th annual International Conference on Education and New Learning Technologies},
pages = {7-9 July 2014},
address = {Barcelona, Spain},
abstract = {

Massive Open Online Courses (MOOCs) constitute one of the most innovative movements within open learning and distance education. As they are constantly evolving they create new learning opportunities in higher education. However, there exist no consolidated approaches regarding the educational material development, the course curriculum development and the course implementation. Therefore, good practices used in several widespread MOOCs, can be followed and adjusted to different demands and needs of each new course and support designers and academic staff during the design, development and implementation process. Towards this direction, a study was conducted with the aim to create MOOCs guidelines based on best practices on three major categories: the educational material which describe guidelines in order to design and develop suitable educational material, the course curriculum concerning MOOCs structure and configuration and course implementation which include guidelines referring to learners support throughout the educational process. For the aforementioned study practices used by popular MOOCs such as Coursera, FutureLearn, Udemy, Udacity, edΧ and Ιversity were investigated and emulated. The resulting guidelines have been used by designers and academic staff to design four MOOCs of Computer Science Course of the Hellenic Open University (HOU) using EAP-MOOC, a MOOC platform developed based on the Open platform edX. The next step is to escalate the use of MOOCs, relying on the guidelines, in additional educational fields of the HOU.

},
keywords = {best practices, distance education, MOOCs, open learning},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{426,
title = {Enhancing Collaborative Learning and Management Tasks through Pervasive Computing Technologies},
author = {Christoforos Karachristos and Christos Goumopoulos and Achilles Kameas},
year = {2014},
date = {2014-01-01},
journal = {The Fourth International Conference on Ambient Computing, Applications, Services and Technologies (AMBIENT2014)},
pages = {27-33},
address = {Rome, Italy},
abstract = {

We are examining in this paper how ubiquitous technology enhanced classrooms can foster opportunities for enhancing teaching and learning. Our concept of Smart Classroom is shaped upon an ambient intelligent environment which supports three major objectives of the educational process: assisting course creation and presentation, classroom management and student assessment and collaboration. Distance learning poses additional requirements on smart classrooms since both local and remote students should have an equal educational experience. This paper describes a Smart Classroom prototype, which combines a number of pervasive computing technologies such as RFId, Microsoft Kinect, magnetic cards and Android applications. The main contribution of our work is combining such different technologies to support classroom attendance management, lecture presentation handling through physical interaction and student collaboration through android applications. Finally, this work includes a survey on related systems and their contribution on strengthening the educational procedure.

},
keywords = {Smart Classroom; collaborative learning; pervasive computing; physical interaction},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{395,
title = {THE EXTENTED CORRELLATION VERB ONTOLOGY: A NEW APPROACH FOR OBJECT PROPERTIES SPECIFICATION WITHIN DOMAIN KNOWLEDGE REPRESENTATION},
author = {Chara Panopoulou and Christos Pierrakeas and Achilles Kameas},
year = {2014},
date = {2014-01-01},
journal = {AC 2014: 11th International Conference Applied Computing 2014},
pages = {10/2014},
abstract = {

Distance learning and its relationship to emerging computer educational technologies aim together for the success of the main goal of distance learning, to overcome the limitations of place and time in order to have access anytime, anywhere, and anybody in learning. The design of educational material for open distance learning systems is based on modeling of knowledge and the most suitable tool to model a cognitive domain is the ontologies. With the use of ontologies, a large part of the knowledge taught could be captured by combining simple concepts and conceptual relations. Ontologies are chosen to be used for the representation of the cognitive domains of the courses and modules of the Hellenic Open University (HOU). HOUtextquoterights primary goal is to offer university-level education using distance learning methods. Towards this direction, in this paper, we recommend an ontology (extended correlation verb – ExtCorrVerb) in order to standardize the relations (verbs) that have been used in the domain knowledge representation of the HOUtextquoterights cognitive domains and thus make the cognitive domain representation process easier.

},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{697,
title = {Ontological Modelling for Intelligent e-Learning},
author = {Niki Aggelopoulou and Christos Pierrakeas and Alexander Artikis and Dimitris Kalles},
year = {2014},
date = {2014-01-01},
journal = {14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014)},
address = {Athens, Greece},
abstract = {},
keywords = {artificial intelligence {–} applications, distance education, Lifelong learnig, ontologies},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{809,
title = {Promoting Professional Development in Open and Distance Learning Settings: Developing Communities of Instructional Practice},
author = {Olga Fragou and Achilles Kameas},
year = {2014},
date = {2014-01-01},
journal = {14th European Conference on E Learning},
address = {Kopenhagen, Denmark},
abstract = {

The increasing emphasis on Higher Education standards has created a shift in the mode Universities deliver professional development. Universities have answered the call of professional development by redesigning curricula and structuring tutorstextquoteright training programs. Open and Distance Learning Standards in Higher Education promote educational content reusability and modularity so as to adapt in various subject domains.  Communities of Practice (CoPs) have constantly posed challenges to Higher Education Institutions (HEI), in particular those engaged in open and distance learning. These communities develop their practice through problem solving, requesting information, seeking experience, coordination and synergy, discussing developments, documenting project mapping knowledge and identifying gaps. This paper presents design framework, methodological aspects and preliminary data analysis of research conducted in (3) Thematic Units of Hellenic Open University with the volunteer participation of (9) Tutors, in forming Communities of Instructional Design  in Open and Distance Learning settings.

},
keywords = {communities of practice, Instructional Design, Open and Distance Learning, Professional Development},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{810,
title = {Supporting ODL Tutors in Learning Design: the case of D4P},
author = {Olga Fragou and Achilles Kameas},
year = {2014},
date = {2014-01-01},
journal = {11th Baltic Database and Information Systems Conference},
address = {Tallinn, Estonia},
abstract = {

Systematic investigation of e learning technological tools and resources to support tutorstextquoteright design of educational content is at the core of the ongoing research in Higher Education. Data mining is one step at the core of the knowledge discovery process, dealing with the extraction of patterns and relationships from large amounts of data. Today, most enterprises are actively collecting and storing large databases. Aim of this paper is to present basic characteristics of \emph{Design for Pedagogy tool (D4P), }asa learning- design- oriented tool developed in Hellenic Open University (HOU) which provides support on HOU tutors for designing learning activities and space for storing educational material and activitiestextquoteright structures. This paper outlines the scope, methodology rationale, background design of D4P, reporting on preliminary user testing. The application presented aims to provide scaffold and support to educators for embedding Learning Technology tools into their Open and Distance Learning courses.

},
keywords = {Database design, higher education, Learning Design, Open and Distance Learning},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{Spanaka2013,
title = {Χαρακτηριστικά Επιτυχίας Εκπαιδευομένων στην εξ αποστάσεως εκπαίδευση: Πρόταση πρακτικής εφαρμογής στο Ελληνικό Ανοικτό Πανεπιστήμιο (ΕΑΠ)},
author = {Adamantia Spanaka and Aspasia Theodosiou},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/23.Xaraktiristika_Ekpaideyomenon.docx.pdf},
year = {2013},
date = {2013-04-19},
journal = {7th International Conference in Open and Distance Learning (ICODL 2013)},
address = {Athens, Greece},
abstract = {Η δημιουργία ενός μαθησιακού προφίλ για κάθε εκπαιδευόμενο από απόσταση, μπορεί να προβλέψει και να διευκολύνει την προσπάθειά του για επιτυχή ολοκλήρωση των σπουδών του. Στη διεθνή βιβλιογραφία καταγράφονται ποικίλα δημογραφικά και προσωπικά χαρακτηριστικά, που εντοπίζονται σε κάθε ομάδα εκπαιδευομένων από απόσταση, όσο ανομοιογενής και αν είναι. Τα χαρακτηριστικά αυτά καταγράφονται στην παρούσα εισήγηση, η οποία καταλήγει σε μία πρόταση αξιοποίησής τους από το ΕΑΠ, προκειμένου να διευκολύνει τους εκπαιδευόμενούς του στις σπουδές τους μέσα σε ένα περιβάλλον εξ αποστάσεως εκπαίδευσης. Η σχετική έρευνα αποτελεί μία αναπτυξιακή δράση του Εργαστηρίου Εκπαιδευτικού Υλικού και Εκπαιδευτικής Μεθοδολογίας (ΕΕΥΕΜ) του ΕΑΠ.},
keywords = {δημογραφικά χαρακτηριστικά, επιτυχία σπουδών από απόσταση, μαθησιακό προφίλ},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{Spanaka2013b,
title = {Πόσο ανοικτοί μπορεί να είναι οι Ανοικτοί Εκπαιδευτικοί Πόροι (ΑΕΠ); Παραδείγματα εφαρμογής και αξιοποίησης},
author = {Adamantia Spanaka and Achilles Kameas},
url = {http://eeyem.eap.gr/wp-content/uploads/2017/06/21.Open_Educational_Resourcesdraft.pdf},
year = {2013},
date = {2013-04-17},
journal = {7th International Conference in Open and Distance Learning (ICODL 2013)},
address = {Athens, Greece},
abstract = {Οι Ανοικτοί Εκπαιδευτικοί Πόροι (ΑΕΠ) προσφέρουν τη δυνατότητα μίας νέας και δυναμικής προσέγγισης στην ανάπτυξη, διάδοση και χρήση της γνώσης. Για να υλοποιηθεί όμως μία τέτοια προσέγγιση χρειάζεται να προηγηθεί κατάλληλος σχεδιασμός, προσεκτική δόμηση και παιδαγωγική υποστήριξη. Η ρήση του Albert Einstein:"Αν σου δώσω μία δεκάρα, θα είσαι κατά μία δεκάρα πλουσιότερος και εγώ κατά μία δεκάρα φτωχότερος. Αν όμως σου δώσω μία ιδέα, εσύ θα έχεις μία νέα ιδέα, κι εγώ επίσης θα συνεχίσω να την έχω" στον τομέα των ΑΕΠ βρίσκει την καλύτερη εφαρμογή της, καθώς η ανοικτότητα και η ελευθερία αποτελούν θεμελιακές αρχές που εστιάζουν στην παραγωγή, την αδειοδότηση, τη χρήση και την επαναχρησιμοποίηση μαθησιακών πηγών, οι οποίες συνιστούν πλέον δημόσια αγαθά. Ωστόσο, κατά καιρούς, έχουν αμφισβητηθεί τα αλτρουιστικά κίνητρα των ΑΕΠ, από τη στιγμή που η δημιουργία και διάδοση της γνώσης προς τις αναπτυσσόμενες χώρες, γίνεται σύμφωνα με τις οικονομικές, πολιτικές και πολιτισμικές προτιμήσεις των αναπτυγμένων χωρών, επισκιάζοντας τις οποιεσδήποτε διαφορές. Σε αυτό το πλαίσιο, η παρούσα εισήγηση παρουσιάζει την ιστορία των ΑΕΠ, τις καλές πρακτικές σε διεθνές επίπεδο, αλλά και τις προοπτικές που ανοίγονται για το Ελληνικό Ανοικτό Πανεπιστήμιο, προκειμένου να οφεληθεί από όλες τις θετικές συνιστώσες αυτής της καινοτομίας.
},
keywords = {Ανοικτοί Εκπαιδευτικοί Πόροι, Πνευματικά Δικαιώματα},
pubstate = {published},
tppubtype = {proceedings}
}