@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}
}

@proceedings{638,
title = {An Instructional Design Methodology for Building Distance Learning Courses},
author = {Georgios Nikolopoulos and Georgia Solomou and Christos Pierrakeas and Achilles Kameas},
year = {2013},
date = {2013-01-01},
journal = {7th International Conference in Open and Distance Learning (ICODL 2013)},
address = {Athens, Greece},
abstract = {

The importance of a distance learning program heavily depends on the type and quality of the provided digital content. The Hellenic Open University (HOU) offers distance learning courses and therefore the volume of the provided digital learning content is significantly large. This fact establishes essential the need for an efficient and effective mechanism for searching, managing and retrieving the educational content. A modern approach for the organization of the digital learning material is the Learning Objects (LOs) paradigm, the use of which is adopted by many e-learning systems and applications nowadays. In this work we try to take advantage of all of the good characteristics of LOs and propose an instructional design methodology that builds courses based on these particular chunks of educational material. The aim of the proposed methodology is exactly to provide guidelines for the design and creation of courses based on LOs. Secondly, it intends to exploit semantic technologies in order to capture and represent the knowledge that is produced during each step. This semantically enriched information, regarding a course, is could be ideally utilized during the creation of LOs.

},
keywords = {Distance Learning, instructional design methodology, learning objects, Lifelong learning, ontologies},
pubstate = {published},
tppubtype = {proceedings}
}

@proceedings{Kalou2012,
title = {An Ontology Model for Building, Classifying and Using Learning Outcomes},
author = {Aikaterini Kalou and Georgia Solomou and Christos Pierrakeas and Achilles Kameas},
url = {http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6268037
http://eeyem.eap.gr/wp-content/uploads/2017/06/9_ICALT2012.pdf},
year = {2012},
date = {2012-05-09},
journal = {12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012)},
publisher = {IEEE Conference Publications},
address = {Rome, Italy},
abstract = {Learning outcomes are statements that should accompany any type of educational material intended for lifelong learning. These statements deliver important information, which works as an indicator for students in the process of learning. However, in order for this information to be further utilizable within the context of intelligent e-learning applications, a more fine-grained definition and structure should be adopted. Having these in mind, we initially assign a strict and rather technical definition for the notion of learning outcomes, which is fully aligned, though, with their educational purpose. We then propose an ontological model for their representation and classification, which fully adheres to this definition. Our ultimate goal is to provide the mean for exploiting all aspects of knowledge implied by such statements within intelligent applications. To bear out this possibility, we apply our model to a selected piece of educational material provided by the Hellenic Open University.},
keywords = {Bloom Taxonomy, learning outcomes, Lifelong learning, ontologies},
pubstate = {published},
tppubtype = {proceedings}
}