COURSE OUTLINE (1) GENERAL

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1 COURSE OUTLINE (1) GENERAL SCHOOL Social Sciences ACADEMIC UNIT Sociology LEVEL OF STUDIES Undergraduate COURSE CODE COURSE TITLE INDEPENDENT TEACHING ACTIVITIES if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits SEMESTER 7 th New technologies Implementation in Lifelong Learning and Adult Education WEEKLY TEACHING HOURS CREDITS 3 6 Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d). COURSE TYPE Compulsory Elective / Specialised general knowledge, general background, skills development special background, specialised general knowledge, skills development PREREQUISITE COURSES: No LANGUAGE OF INSTRUCTION Greek and EXAMINATIONS: IS THE COURSE OFFERED TO Yes ERASMUS STUDENTS COURSE WEBSITE (URL) 2-en.pdf (2) LEARNING OUTCOMES Learning outcomes The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described. Consult Appendix A Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B Guidelines for writing Learning Outcomes The course provides all the necessary skills for conducting social and educational research in the field of lifelong learning and adult education. It focuses on the comparative analysis of all available educational tools and techniques and includes the planning, organization and

2 presentation of microteaching. The student should be able to present the basic theories of lifelong learning and understand the teaching methods used in non typical and a-typical education, especially designed for vulnerable groups of adults. He/she should conduct a model teaching presentation and assess different technologies. General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim? Search for, analysis and synthesis of data and information, with the use of the necessary technology Adapting to new situations Decision-making Working independently Team work Working in an international environment Working in an interdisciplinary environment Production of new research ideas Project planning and management Respect for difference and multiculturalism Respect for the natural environment Showing social, professional and ethical responsibility and sensitivity to gender issues Criticism and self-criticism Production of free, creative and inductive thinking Others. The General Competences are: Search for, analysis and synthesis of data and information, with the use of the necessary technology Project planning and management, Adapting to new situations, Project planning and management related to adult education, Criticism and self-criticism, Production of free, creative and inductive thinking, Team work, Working independently, Showing social, professional and ethical responsibility to adult education issues. (3) SYLLABUS 1. Introduction to Adult Education (1st & 2nd Week). General presentation of the framework of adult education and basic theories of learning. Emphasis on the use of new technologies and the Internet for designing educational programs. ELearning platforms. 2. Dynamics of the group - Theories and classroom applications. Roles, boundaries, collaborative learning, learning climate, communication (3rd & 4th Week). 3. Learning theories and basic principles of adult education. The characteristics of adult learners. Effective Learning (5th & 6th Week). 4. Educational Policy and Socio-Economic Framework (7th Week) Intercultural differences and interculturalism in adult education. 5. The role of the adult educator and the design of learning (8th & 9th Week). Investigation of educational needs and objectives -Development of educational space - Educational material and means. 6. Didactic Methodology and Design of Research in Adult Education (10th & 11th week) Educational methods and teaching techniques. Design and examples of micro-teaching. 7. Evaluation of teaching work and teaching (12th week). 8. Micro-teaching exercises (13th week).

3 (4) TEACHING and LEARNING METHODS - EVALUATION DELIVERY Face-to-face, Distance learning, etc. USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education, communication with students TEACHING METHODS The manner and methods of teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc. The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS STUDENT PERFORMANCE EVALUATION Description of the evaluation procedure In Vivo presentations and distance learning The student must be familiar with the basic principles of scientific research and have attended courses related to the sociology of education Activity Lectures Preparation Tasks Exams Course total Semester workload 39 hours 52 hours 26 hours 33 hours 150 hours Micro-teaching: Design, organizing and conducting 20minute micro-teaching Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

4 (5) ATTACHED BIBLIOGRAPHY - Suggested bibliography: A) Basic Textbook α ασ α ά ς, Α. (2010). αί σ ί ια αθ ίς οι ι ές ο ά ς, όσ ις ι έ, α έ ς ια ι α ές σ ιώσ ις. B) Additional bibliography: Brundage, D. & MacKeracher, D. (2000). Adult learning principles and their application to programme planning. Toronto: The Minister of Education. Carr, W., & Kemmis,S.. ια ια ι ι ή αι ι ή θ ία, φ. Α. α ά - α α ού,. ί ο &. ο ιά ο -Α ά. σσα ο ί : ώ ι ας. Courau, S.. α βασι ά α ία ο αι ή ί. Αθή α: αί ιο. Rogers, A. (1999). H αί σ ί φ.. α α ο ού ο &. ό ο. Αθή α:. αί ιο. Verderber, R.F. (1998). H έ ς ι οι ίας.. Έ. οσ ιά ο,.. ώς αθαί ο οι αθ ές. Unesco: ι θ ής α α ία ς αί σ ς. ι ή α α ία ιά ίο άθ σ ς.. σσά ι, ι ή α α ία ιά ίο άθ σ ς.... ό ος ς ι ής ο α ίας Α ά ς ιά ίο άθ σ ς αι οι ές ια ά ις. / Α/ -9-10), ίο, Α.. σ ι ή α ά. σσα ο ί : Art of text. ο ού ο α ί α,.. θο ο ο ία οι ι ής ασίας. ο έ α α έ βασ ς. Α ό α ο ι ή σ ι ή ο ισ ι ή οσέ ισ. Αθή α:. ό ος. α ίφ ς,.. Ο ι ι ός σ ο ασ ός σ άθ σ αι σ αί σ ί : ι ές οσ ίσ ις αι α ι ές ο άσ ις. Αθή α: όσ ις α α ήσ ς. ά ο,.. α α ισ ι ά ο ή ι α αι ο έ ο αι ό ια σ άθ σ. ασ ιό α Ο α ι ής άθ σ ς. «αί σ αι ώ ί ο ι άσ ο σ ά ς ο ά ς θ σ ού». Α αθ έ ο αϊ ό α ο ό ιο ια αί σ ί Α -2014, ananeomeno_evropaiko_thematologio_nikoletta_ioannou.pdf. α α ής,.. ί α αι ό ια ια σ ο ή ί σ ιά ίο αί σ. Αθή α: &. ό ος, Α.. αί σ ί : Α ι ύο ας ο ίο. Αθή α: αί ιο. ό ος, Α.. α α ισ ι ά ή ι αι ο έ αι οϋ οθέσ ις α ο σ α ι ής άθ σ ς σ ο αι ι ό ι ό ια ο ς αι ές ι ής α ά ισ ς, ό ος, Αθή α:. α ι ιώσ - οΐ ο,.. βο ι ή ο ο ία. Αθή α: ι ά ά α α. α ο ιώ ος,.. Α ιο ό σ ο αι ι ού Έ ο. ό α α αί σ ς αι ώ, ό ος, Αθή α:. α ο ιώ ος,. ι... ια ι ασί ς α ιο ό σ ς αι ισ ο οί σ ς ο ήφι αι ώ, α α έθ σ ο ο ίο ασίας αι οι ι ώ Ασφα ίσ. α αϊ ά ο,.. ά σ ά ί έσα α ό αί σ. «αί σ αι ώ ί ο ι άσ ο σ ά ς ο ά ς θ σ ού». Α αθ έ ο αϊ ό α ο ό ιο ια αί σ ί Α , endynamosi_evaloton_enilikon_eleni_papaioannou.pdf

5 σι ο ή, Α.. α ι ή ο ά ας αι ι οι ίας σ αί σ ί. -.