Robotics, STEAM and New Technologies in Education
Compulsory 1st Semester courses
- Course ID
Course title: Educational Robotics (Educational Robotics).
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
This specific module aims to provide training on topics that deal with educational robotics. It includes the effort to make robotics educational and to utilize through educational processes the dynamics it gives us. Learners will be asked to make use of the possibilities provided by New Technologies, particularly through the programming of robotic systems. In the context of the courses, reference will be made to the use of various robotic system platforms and some of them will be programmed.
Upon successful completion of the course the learner will be able to:
- understands the operation of complex robotic systems
- assembles robotic systems
- to design, develop and implement integrated robotic systems
- programs robotic systems
- to determine the operating requirements of robotic systems
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation.
- possesses a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies.
Finally, you will possess specialized problem-solving skills, which are required in research and/or innovation in order to develop new knowledge and processes and to integrate knowledge from different fields.
- Course content
The thematic unit aims to provide learners with skills related to the design and management of robotic systems, with decision-making, searching, analyzing and synthesizing data and information, with the use of the necessary technologies, the production of new research ideas, with group work and the promotion of free, creative and inductive thinking. Proof of the above is the continuous integration of new technologies and robotics into everyday life.
Introduction to Educational Robotics
- Basic principles of movement
- Use of sensors
- Use of specialized programming structures
- Development of subprograms
- Synthesis and analysis of robotic structures
- Programming of robotic structures
- Use of wedo 2.0 educational platform
- Using Lego EV3 Educational Platform
- Use of SPIKE Educational Platform
- Teaching Method
Student training combines lectures, discussions, hands-on practice using software tools, and assignments. It includes, but is not limited to, slide shows, demonstration of selected micro-constructions to highlight notable robotics concepts, and use of online teaching aids.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
Equipment is required for the training of students in a laboratory environment and software with the corresponding tools will be provided by the department.
- Course ID
Course title: STEM and microcontrollers (STEM and microcontrollers).
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Students are encouraged to be systematic and experiment, show imagination and establish new relationships between ideas. They can play with concepts of aesthetics and sensory and emotional engagement, in the context of critical reflection, logical inquiry or creative production about the world around them.
Research shows that such an approach can stimulate interest in STEM subjects (especially among girls), while also providing an opportunity to creatively solve existing problems in our world. Students can develop an idea, create a prototype, test it, revise it and finalize it.
Upon successful completion of the module the learner will be able to identify and apply pedagogy in all aspects of STEAM and develop appropriate educational scenarios combining pedagogic, educational and technical training, effectively use open software and open hardware and apply the stages of STEAM educational application in a learning and teaching sequence. Finally, he will be able to mobilize students in group research actions, adapt STEAM principles to different levels of the educational process, communicate with each other according to scientific standards.
The thematic unit aims to train those interested in the design of STEAM educational activities according to modern epistemological standards and not only as educational robotics activities - for Elementary, Middle and High School using the most popular educational platforms ARDUINO, LABVIEW, AppInventor, Tracker, educational games with open hardware and open software.
Also to provide students with decision-making skills, searching, analyzing and synthesizing data and information, using the necessary technologies, generating new research ideas, working in groups and promoting free, creative and inductive thinking . Proof of the above is the continuous integration of new technologies and robotics into everyday life.
Also, this module aims to teach microcomputer programming with an emphasis on arduino programming. Learners will be challenged to make use of the capabilities of microcomputer programming, particularly through the programming of robotic systems. In the context of the courses, reference will be made to the use of various robotic system platforms and some of them will be programmed.
Upon successful completion of the course the learner will be able to:
- understands algorithmic logic
- analyzes microcomputer programming logic
- programs robotic systems
- to determine the operating requirements of robotic systems
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation
- possesses a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies.
- Subject of the lesson
The topics covered in the course are:
- Introduction to STEAM
- Education and STEAM
- STEAM Materials and Software
- Importance and necessity of STEAM teachers
- Current STEAM trends in the world
- Examples of STEAM training programs
- Developing scripts
- Applications
- Introduction to open source microcontrollers – Arduino, Raspberry pi
- Moving from LEGOs to Arduino
- Arduino simulations
- Scratch programming for arduino (S4A)
- Teaching Method
The training of the students combines lectures, discussions, practical training using Software tools, hands on laboratory training and work preparation.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
The equipment required for the training of students in a laboratory environment is provided by the Department of Production and Management Engineering.
- Course ID
Course title: Educational data mining and artificial intelligence in educational technologies.
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The widespread use of information and communication technology contributes to the production and storage of large amounts of data even in educational settings. So there is a need for effective analysis of this data to discover and transform the valuable information hidden within it.
Knowledge Mining from Educational Data focuses on the development and application of Knowledge Mining methods using intelligent techniques and artificial intelligence technologies in general.
Upon successful completion of the course the learner will be able to:
- understands the concepts of large volumes of large data (Big data)
- analyzes artificial intelligence techniques
- applies data mining algorithms
- uses artificial intelligence in data mining
- has very specialized knowledge in educational data management
- Subject of the lesson
- Basic concepts and theories of knowledge mining and data analytics in relation to education.
- Application of educational data mining techniques
- Data mining tools
- Applications
- Selection, preparation, application of learning models
- Basic machine learning concepts.
- Machine learning with large scale data
- Graphical models
- Machine learning tools
- Complete scripts
4. Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes laboratory exercises some of which are compulsory and practical training which may be optional.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Production and Management Engineering department
- Course ID
Course title: Educational Research Methodology.
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Upon successful completion of the course the learner will be able to:
- understands the concepts of Educational Research Methodology
- applies the various methodologies
- uses survey data with the help of appropriate software
- applies qualitative and quantitative research
- has specialized knowledge in Educational Research Methodologies
- Subject of the lesson
The role and purpose of Research Methodology (REM) Decision making and REM. Principles and organization of E.M. The secondary evidence survey and literature review. Methods – Techniques – Reference System. Analysis of the stages of conducting research programs. Methodology. Primary data research. Polling (personal interview, telephone, postal, electronic), Observation, Experimental Research. Sample (size, methods). Measurement of variables. Data processing, data analysis, discussion, drawing conclusions, proposals, report writing, presentation. Special issues of E.M. (Expenses, Ethics).
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes laboratory exercises some of which are compulsory and practical training which may be optional.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Production and Management Engineering department
- Course ID
Course title: Teaching robotics, STEAM and new technologies.
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The purpose of this course is for students to understand basic concepts of Teaching, to know and study related theories and to be able to successfully adapt these theories to various teaching situations. In this way, they will combine theory and practice, building a quality and effective teaching.
By studying Didactics you will be able to:
- know the theoretical background of Teaching and be able to use and adapt it appropriately
- study past relevant research
- those involved perceive teaching as a creative process
- they are able to plan a program, structure it in individual units and compose a methodical lesson plan
- they are able to design a teaching unit in alternative ways each time
- they harmonize their teaching according to the needs of the student
Also, the specific course aims to provide training in subjects dealing with the analysis, design and implementation of educational programs. Learners will be asked to make use of the basic principles of educational program design, using modern techniques and means of implementation. In the context of the courses, reference will be made to the use of hybrid education methods combining live education with distance education.
Upon successful completion of the course the learner will be able to:
- Analyzes, plans and implements educational programs in robotics, STEAM and new technologies
- Creates material suitable for teaching
- It uses modern pedagogical methods
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation
- has a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies
Finally, you will possess specialized problem-solving skills, which are required in research and/or innovation in order to develop new knowledge and processes and to integrate knowledge from different fields.
- Subject of the lesson
The course aims to provide learners with skills related to the teaching of new technologies, robotics and STEAM, with decision-making, searching, analyzing and synthesizing data and information, with the use of the necessary technologies, the production of new research of ideas, with teamwork and the promotion of free, creative and inductive thinking. Proof of the above is the continuous integration of new technologies and robotics into everyday life.
Indicative sections are:
- Contemporary theories of learning
- The role of the teacher
- The modern class
- Artificial intelligence in education
- Educational program development
- Module Development
- Lesson Plans
- Technical teachings
- Teaching aids
- Implementation of microteaching
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes laboratory exercises some of which are compulsory and practical training which may be optional.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
No special laboratory equipment is required.
- Course ID
Course title: Educational Robotics (Educational Robotics).
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
This specific module aims to provide training on topics that deal with educational robotics. It includes the effort to make robotics educational and to utilize through educational processes the dynamics it gives us. Learners will be asked to make use of the possibilities provided by New Technologies, particularly through the programming of robotic systems. In the context of the courses, reference will be made to the use of various robotic system platforms and some of them will be programmed.
Upon successful completion of the course the learner will be able to:
- understands the operation of complex robotic systems
- assembles robotic systems
- to design, develop and implement integrated robotic systems
- programs robotic systems
- to determine the operating requirements of robotic systems
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation.
- possesses a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies.
Finally, you will possess specialized problem-solving skills, which are required in research and/or innovation in order to develop new knowledge and processes and to integrate knowledge from different fields.
- Course content
The thematic unit aims to provide learners with skills related to the design and management of robotic systems, with decision-making, searching, analyzing and synthesizing data and information, with the use of the necessary technologies, the production of new research ideas, with group work and the promotion of free, creative and inductive thinking. Proof of the above is the continuous integration of new technologies and robotics into everyday life.
Introduction to Educational Robotics
- Basic principles of movement
- Use of sensors
- Use of specialized programming structures
- Development of subprograms
- Synthesis and analysis of robotic structures
- Programming of robotic structures
- Use of wedo 2.0 educational platform
- Using Lego EV3 Educational Platform
- Use of SPIKE Educational Platform
- Teaching Method
Student training combines lectures, discussions, hands-on practice using software tools, and assignments. It includes, but is not limited to, slide shows, demonstration of selected micro-constructions to highlight notable robotics concepts, and use of online teaching aids.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
Equipment is required for the training of students in a laboratory environment and software with the corresponding tools will be provided by the department.
- Course ID
Course title: STEM and microcontrollers (STEM and microcontrollers).
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Students are encouraged to be systematic and experiment, show imagination and establish new relationships between ideas. They can play with concepts of aesthetics and sensory and emotional engagement, in the context of critical reflection, logical inquiry or creative production about the world around them.
Research shows that such an approach can stimulate interest in STEM subjects (especially among girls), while also providing an opportunity to creatively solve existing problems in our world. Students can develop an idea, create a prototype, test it, revise it and finalize it.
Upon successful completion of the module the learner will be able to identify and apply pedagogy in all aspects of STEAM and develop appropriate educational scenarios combining pedagogic, educational and technical training, effectively use open software and open hardware and apply the stages of STEAM educational application in a learning and teaching sequence. Finally, he will be able to mobilize students in group research actions, adapt STEAM principles to different levels of the educational process, communicate with each other according to scientific standards.
The thematic unit aims to train those interested in the design of STEAM educational activities according to modern epistemological standards and not only as educational robotics activities - for Elementary, Middle and High School using the most popular educational platforms ARDUINO, LABVIEW, AppInventor, Tracker, educational games with open hardware and open software.
Also to provide students with decision-making skills, searching, analyzing and synthesizing data and information, using the necessary technologies, generating new research ideas, working in groups and promoting free, creative and inductive thinking . Proof of the above is the continuous integration of new technologies and robotics into everyday life.
Also, this module aims to teach microcomputer programming with an emphasis on arduino programming. Learners will be challenged to make use of the capabilities of microcomputer programming, particularly through the programming of robotic systems. In the context of the courses, reference will be made to the use of various robotic system platforms and some of them will be programmed.
Upon successful completion of the course the learner will be able to:
- understands algorithmic logic
- analyzes microcomputer programming logic
- programs robotic systems
- to determine the operating requirements of robotic systems
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation
- possesses a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies.
- Subject of the lesson
The topics covered in the course are:
- Introduction to STEAM
- Education and STEAM
- STEAM Materials and Software
- Importance and necessity of STEAM teachers
- Current STEAM trends in the world
- Examples of STEAM training programs
- Developing scripts
- Applications
- Introduction to open source microcontrollers – Arduino, Raspberry pi
- Moving from LEGOs to Arduino
- Arduino simulations
- Scratch programming for arduino (S4A)
- Teaching Method
The training of the students combines lectures, discussions, practical training using Software tools, hands on laboratory training and work preparation.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
The equipment required for the training of students in a laboratory environment is provided by the Department of Production and Management Engineering.
- Course ID
Course title: Educational data mining and artificial intelligence in educational technologies.
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The widespread use of information and communication technology contributes to the production and storage of large amounts of data even in educational settings. So there is a need for effective analysis of this data to discover and transform the valuable information hidden within it.
Knowledge Mining from Educational Data focuses on the development and application of Knowledge Mining methods using intelligent techniques and artificial intelligence technologies in general.
Upon successful completion of the course the learner will be able to:
- understands the concepts of large volumes of large data (Big data)
- analyzes artificial intelligence techniques
- applies data mining algorithms
- uses artificial intelligence in data mining
- has very specialized knowledge in educational data management
- Subject of the lesson
- Basic concepts and theories of knowledge mining and data analytics in relation to education.
- Application of educational data mining techniques
- Data mining tools
- Applications
- Selection, preparation, application of learning models
- Basic machine learning concepts.
- Machine learning with large scale data
- Graphical models
- Machine learning tools
- Complete scripts
4. Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes laboratory exercises some of which are compulsory and practical training which may be optional.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Production and Management Engineering department
- Course ID
Course title: Educational Research Methodology.
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Upon successful completion of the course the learner will be able to:
- understands the concepts of Educational Research Methodology
- applies the various methodologies
- uses survey data with the help of appropriate software
- applies qualitative and quantitative research
- has specialized knowledge in Educational Research Methodologies
- Subject of the lesson
The role and purpose of Research Methodology (REM) Decision making and REM. Principles and organization of E.M. The secondary evidence survey and literature review. Methods – Techniques – Reference System. Analysis of the stages of conducting research programs. Methodology. Primary data research. Polling (personal interview, telephone, postal, electronic), Observation, Experimental Research. Sample (size, methods). Measurement of variables. Data processing, data analysis, discussion, drawing conclusions, proposals, report writing, presentation. Special issues of E.M. (Expenses, Ethics).
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes laboratory exercises some of which are compulsory and practical training which may be optional.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Production and Management Engineering department
- Course ID
Course title: Teaching robotics, STEAM and new technologies.
Teaching semester: A
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The purpose of this course is for students to understand basic concepts of Teaching, to know and study related theories and to be able to successfully adapt these theories to various teaching situations. In this way, they will combine theory and practice, building a quality and effective teaching.
By studying Didactics you will be able to:
- know the theoretical background of Teaching and be able to use and adapt it appropriately
- study past relevant research
- those involved perceive teaching as a creative process
- they are able to plan a program, structure it in individual units and compose a methodical lesson plan
- they are able to design a teaching unit in alternative ways each time
- they harmonize their teaching according to the needs of the student
Also, the specific course aims to provide training in subjects dealing with the analysis, design and implementation of educational programs. Learners will be asked to make use of the basic principles of educational program design, using modern techniques and means of implementation. In the context of the courses, reference will be made to the use of hybrid education methods combining live education with distance education.
Upon successful completion of the course the learner will be able to:
- Analyzes, plans and implements educational programs in robotics, STEAM and new technologies
- Creates material suitable for teaching
- It uses modern pedagogical methods
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation
- has a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies
Finally, you will possess specialized problem-solving skills, which are required in research and/or innovation in order to develop new knowledge and processes and to integrate knowledge from different fields.
- Subject of the lesson
The course aims to provide learners with skills related to the teaching of new technologies, robotics and STEAM, with decision-making, searching, analyzing and synthesizing data and information, with the use of the necessary technologies, the production of new research of ideas, with teamwork and the promotion of free, creative and inductive thinking. Proof of the above is the continuous integration of new technologies and robotics into everyday life.
Indicative sections are:
- Contemporary theories of learning
- The role of the teacher
- The modern class
- Artificial intelligence in education
- Educational program development
- Module Development
- Lesson Plans
- Technical teachings
- Teaching aids
- Implementation of microteaching
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes laboratory exercises some of which are compulsory and practical training which may be optional.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
No special laboratory equipment is required.
Compulsory B' Semester courses
- Course ID
Course title: Programming of robotic systems.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The course aims to provide training in programming with an emphasis on programming robotic systems. Learners will be challenged to make use of the possibilities afforded by programming, particularly through the programming of robotic systems. In the context of the courses, reference will be made to the use of various robotic system platforms and some of them will be programmed.
Upon successful completion of the course the learner will be able to:
- understands algorithmic logic
- analyzes programming logic
- programs robotic systems
- to determine the operating requirements of robotic systems
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation.
- has a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies
Finally, you will possess specialized problem-solving skills, which are required in research and/or innovation in order to develop new knowledge and processes and to integrate knowledge from different fields.
The subject unit aims to provide learners with skills related to the programming of robotic systems, the development of algorithms, decision-making, the search, analysis and synthesis of data and information, the use of the necessary technologies, the production of new research ideas, with teamwork and the promotion of free, creative and inductive thinking. Proof of the above is the continuous integration of new technologies and robotics into everyday life.
- Subject of the lesson
- Introduction to programming
- Development of algorithmic logic
- Application of repetitive structures
- Use structured programming
- Systems integration
- Programming robots
- Using sensors in robot programming
- Robotic programming applications
- Modern programming environments
- Developing code
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes lab exercises and hands-on practice that are optional.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
6. Hardware - software requirements
No special laboratory equipment is required, only relevant software.
- Course ID
Course title: 3D printing and 3D scanning.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The purpose of the course is to delve into the different methodologies of Reverse Engineering. The course will give students the opportunity to familiarize themselves with modern design and rapid prototyping techniques. In addition, students will be trained in the handling of modern 3D imaging and printing devices, such as 3D scanners and 3D printers.
Upon completion of the course, students will have acquired the following skills per category:
Knowledge and understanding
- Understanding the operating principles of complex mechanical and electronic systems.
- Understanding of terminologies related to re-engineering, forward engineering and reverse engineering.
- Understanding of Reverse Engineering methodologies.
Cognitive skills
Students will be able to:
- To disassemble complex mechanical systems by themselves.
- To recognize the individual pieces that make up a system (mechanical and electronic).
- To design in three dimensions (3D design).
- Use rapid prototyping devices (CMM, 3D printer, 3D scanner)
- Subject of the lesson
The topics covered are:
- Introduction to reverse engineering methodology (areas of application).
- Understanding of terminologies related to re-engineering, forward engineering and reverse engineering.
- Application examples
- Dimensional measuring instruments (micrometers, calipers, calipers, radiometers, spirometers).
- Basic principles of engineering design.
- Disassembling mechanical assemblies in order to determine the interactions between their subsystems as well as understanding their operation mode.
- Modern 3D design and rapid prototyping technologies (computer aided rapid prototyping) (3D printing, 3D scanning).
- Characteristics of 3D printing systems
- 3D printing applications
- Reverse engineering in engineering applications.
- Reverse engineering in electronic applications.
- Teaching Method
The training of the students combines lectures, discussions, practical training using software tools and work preparation.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Department of Production and Management Engineering.
- Course ID
Course title: Quality and Evaluation in Education.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
Gaining knowledge, recalling data and using new concepts through lectures regarding the concept of quality and assessment especially in educational robotics, STEAM subjects and new technologies.
In addition, through the lectures it is expected:
a) to develop the ability to critically consider the evaluation, assessing the critical elements of quality at the micro-level (designing the educational process) and the macro-level (educational unit) and
b) the distinction of modern approaches to assessment and quality improvement in the education of innovative subjects (application of quality indicators, quality assessment tools, implementation of a program to improve the quality of the educational process and educational units).
- To acquire the skill:
a) the recognition and determination of modern approaches to improving quality in education: Organizational Learning, Benchmarking, Reengineering.
b) To acquire knowledge of the description and identification of the tools of the Total Quality Management approach so that they can be applied to evaluate and improve the quality of education.
- By participating in the projects, it is expected to cultivate the ability of students to combine knowledge related to quality and evaluation by solving problems of new technologies, STEAM and educational robotics. Also, the skill of developing partnerships for the design of modern/alternative forms and approaches for evaluating the quality of the educational process will be cultivated. At the same time, it is expected that through the case study technique they will be able to apply their theoretical knowledge to solve problems related to the evaluation and improvement of the quality of the educational process of the innovative directions of the proposed postgraduate study program.
- Through the workshops, students will develop the ability to communicate knowledge and judgments with clarity and clarity, working at the same time on an individual and group level. In addition, they will connect theory with practice through their experiential participation and practice through the case study technique in the application of modern approaches to evaluation and quality improvement in education (application of quality indicators, application of tools to assess the quality of the educational process and implementation of a program to improve quality in educational robotics, STEAM subjects and new technologies).
- The joint lectures will enhance the systematic understanding of the knowledge field of quality and evaluation with synergies between various courses and will develop the skills of taking responsibility and management. In addition, they will strengthen the skills of searching, selecting and applying the appropriate evaluation tools to investigate and improve the quality of specific dimensions of new technologies.
- Distance learning will enhance understanding of the use of modern educational technologies while aiming to solve comprehension problems, interpret and acquire knowledge for effective design and implementation of assessment procedures in new technologies. They will also enhance the ability to identify goals, trends and actors, as well as forms of evaluation. Describe the basic assessment methods and tools, as well as their use. To state the conceptual content, objectives and forms of the external evaluation. To identify the objectives, advantages, reservations and success conditions of the internal evaluation.
- Subject of the lesson
- The concept of quality: Definitions – Uses of quality
- Total Quality Management - principles
- Basic principles of DOP – Total Quality in Education – Historical review.
- The “Deming Deep Knowledge” system – 14 points (Deming).
- Necessity of introducing DOP in educational units – Comparison of Educational Unit and Business. Expected benefits from the Introduction of DOP. Inhibitory Factors.
- Total Quality Management - implementation
- The educational unit. Reasons for lack of quality in the Educational Unit. Restatement of Deming's 14 points for the educational Unit.
- Changes in the educational process. Common and Special Causes of Changes. System Improvement. Basic Statistical Quantities.
- Stages of implementing Total Quality Management in an Educational Unit.
- Quality and new technologies
- 4the Industrial revolution and education in new technologies.
- Reformulation of the quality framework with an emphasis on new technologies
- The concept of assessment – Educational assessment
- Theoretical and legal framework. Historical review of the legal framework in Greece. Policies of the European Union. Participating organizations and evaluation funding.
- Evaluation as assessment and evaluation.
- Evaluation methodologies
- External evaluation: Inspection – Monitoring of educational system
- Internal assessment: Hierarchical internal assessment – Collective internal assessment or self-assessment
- Advantages and disadvantages
- Quality – Evaluation Relationship. Importance and necessity of assessment.
- Contemporary trends and practices
- Linking assessment to high quality education in a complex and complex economic/social/political/legal/international environment.
- Performance balance in terms of teaching-learning and research achievements in educational robotics, STEAM and new technologies units
- Purpose, Objectives, Objects, Criteria in the evaluation.
- Theoretical and Methodological evaluation tools used by organizations - national and international agencies - governments.
- Quality indicators and criteria
- Quality indicators/criteria in education
- Frequency of assessment.
- Assessment items
- The process of evaluation in education: Stages, Methodology, Data and Available Resources.
- Evaluation of animate and inanimate factors
- The educational unit
- Of the educational project provided.
- The educational organization in terms of infrastructure/resources (intangible and material).
- Evaluation in educational robotics, STEAM objects and new technologies
- The learning outcomes of the study programs
- Learners in terms of recall or recognition of knowledge and the cultivation and development of intellectual abilities and skills especially in new technologies.
- Evaluation results. Presentation of results – Their exploitation.
- Criticism of the assessment. Feedback
- Prospects
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes lab exercises and hands-on practice that are optional.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
The equipment required to train students in a laboratory environment and the software and tools to be used are provided free of charge by the program.
- Course ID
Course title: Innovation in education (Innovation in Education).
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Upon successful completion of the course the learner will be able to:
- understands the concepts of Innovation in Education
- applies innovative methods
- uses technology effectively
- realizes the benefits of integrating new technologies into education
- analyze and identify the needs for integrating technology into educational policies
- has specialized knowledge in innovations in education
- Subject of the lesson
Definition of innovation. Ways of teacher involvement in the innovation process. Innovative Programs of the European Union. Innovation in education. Review of the introduction of innovations in Greece, conditions for successful introduction of innovations. Innovation, students, parents and local community. Best practices.
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Production and Management Engineering department
- Course ID
Course title: Philosophy, Art and Culture for the completion of STEM.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Knowledge
Understanding:
– the basic content of the branches of Philosophy
– of the main issues dealt with by Philosophy
– of the Physiognomy of Technology
– of the Physiognomy of Science
– of the Technology and Science Relationship
– of the Philosophy of Technology
– of the Philosophy of Science
Skills
Fluency acquisition:
in recognizing the role of technology and its teleological orientation
in the recognition of the role of science and its causal orientation
in delving into issues where philosophical reflection is required
in distinguishing the difference between the technological and the scientific method
in the philosophical treatment of ethical problems connected with technology
Abilities
Sharper contemplative disposition, increased ability to cultivate erudition, increased ability to develop critical thinking, increased degree of awareness and self-awareness, increased internal motivation for self-activity, increased internal motivation for social contribution
- Subject of the lesson
Introduction to Philosophy, art and culture, the concept of Philosophy, Methods of Philosophy, Brief History of Philosophy, Division of Philosophy, General Philosophy, Epistemology, Metaphysics, Logic, Special Philosophy, Ethics, Law, Sociology, Aesthetics, Brief History of Technology , Brief History of Science, Philosophy of Technology, Philosophy of Science, Philosophy of Techno-science, Connection of technology with art and culture, the effect of technology on art.
- Teaching Method
The training of the students combines lectures, discussions and work preparation.
- Student evaluation method
Short Answer Questions on issues of a Philosophical nature as well as on issues of Philosophy of Technology and Science, art and culture.
- Hardware - software requirements
There is no requirement for special equipment
- Course ID
Course title: Programming of robotic systems.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The course aims to provide training in programming with an emphasis on programming robotic systems. Learners will be challenged to make use of the possibilities afforded by programming, particularly through the programming of robotic systems. In the context of the courses, reference will be made to the use of various robotic system platforms and some of them will be programmed.
Upon successful completion of the course the learner will be able to:
- understands algorithmic logic
- analyzes programming logic
- programs robotic systems
- to determine the operating requirements of robotic systems
- possesses highly specialized knowledge, some of which is cutting-edge knowledge in a field of work and research that is the basis for original thinking, creation and innovation.
- has a critical awareness of knowledge issues in the field of robotic systems and their interface with different fields and technologies
Finally, you will possess specialized problem-solving skills, which are required in research and/or innovation in order to develop new knowledge and processes and to integrate knowledge from different fields.
The subject unit aims to provide learners with skills related to the programming of robotic systems, the development of algorithms, decision-making, the search, analysis and synthesis of data and information, the use of the necessary technologies, the production of new research ideas, with teamwork and the promotion of free, creative and inductive thinking. Proof of the above is the continuous integration of new technologies and robotics into everyday life.
- Subject of the lesson
- Introduction to programming
- Development of algorithmic logic
- Application of repetitive structures
- Use structured programming
- Systems integration
- Programming robots
- Using sensors in robot programming
- Robotic programming applications
- Modern programming environments
- Developing code
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes lab exercises and hands-on practice that are optional.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. Also, depending on the teacher's judgment, a written exam or an exam through a written or electronic questionnaire may be included. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
6. Hardware - software requirements
No special laboratory equipment is required, only relevant software.
- Course ID
Course title: 3D printing and 3D scanning.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
The purpose of the course is to delve into the different methodologies of Reverse Engineering. The course will give students the opportunity to familiarize themselves with modern design and rapid prototyping techniques. In addition, students will be trained in the handling of modern 3D imaging and printing devices, such as 3D scanners and 3D printers.
Upon completion of the course, students will have acquired the following skills per category:
Knowledge and understanding
- Understanding the operating principles of complex mechanical and electronic systems.
- Understanding of terminologies related to re-engineering, forward engineering and reverse engineering.
- Understanding of Reverse Engineering methodologies.
Cognitive skills
Students will be able to:
- To disassemble complex mechanical systems by themselves.
- To recognize the individual pieces that make up a system (mechanical and electronic).
- To design in three dimensions (3D design).
- Use rapid prototyping devices (CMM, 3D printer, 3D scanner)
- Subject of the lesson
The topics covered are:
- Introduction to reverse engineering methodology (areas of application).
- Understanding of terminologies related to re-engineering, forward engineering and reverse engineering.
- Application examples
- Dimensional measuring instruments (micrometers, calipers, calipers, radiometers, spirometers).
- Basic principles of engineering design.
- Disassembling mechanical assemblies in order to determine the interactions between their subsystems as well as understanding their operation mode.
- Modern 3D design and rapid prototyping technologies (computer aided rapid prototyping) (3D printing, 3D scanning).
- Characteristics of 3D printing systems
- 3D printing applications
- Reverse engineering in engineering applications.
- Reverse engineering in electronic applications.
- Teaching Method
The training of the students combines lectures, discussions, practical training using software tools and work preparation.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Department of Production and Management Engineering.
- Course ID
Course title: Quality and Evaluation in Education.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
Gaining knowledge, recalling data and using new concepts through lectures regarding the concept of quality and assessment especially in educational robotics, STEAM subjects and new technologies.
In addition, through the lectures it is expected:
a) to develop the ability to critically consider the evaluation, assessing the critical elements of quality at the micro-level (designing the educational process) and the macro-level (educational unit) and
b) the distinction of modern approaches to assessment and quality improvement in the education of innovative subjects (application of quality indicators, quality assessment tools, implementation of a program to improve the quality of the educational process and educational units).
- To acquire the skill:
a) the recognition and determination of modern approaches to improving quality in education: Organizational Learning, Benchmarking, Reengineering.
b) To acquire knowledge of the description and identification of the tools of the Total Quality Management approach so that they can be applied to evaluate and improve the quality of education.
- By participating in the projects, it is expected to cultivate the ability of students to combine knowledge related to quality and evaluation by solving problems of new technologies, STEAM and educational robotics. Also, the skill of developing partnerships for the design of modern/alternative forms and approaches for evaluating the quality of the educational process will be cultivated. At the same time, it is expected that through the case study technique they will be able to apply their theoretical knowledge to solve problems related to the evaluation and improvement of the quality of the educational process of the innovative directions of the proposed postgraduate study program.
- Through the workshops, students will develop the ability to communicate knowledge and judgments with clarity and clarity, working at the same time on an individual and group level. In addition, they will connect theory with practice through their experiential participation and practice through the case study technique in the application of modern approaches to evaluation and quality improvement in education (application of quality indicators, application of tools to assess the quality of the educational process and implementation of a program to improve quality in educational robotics, STEAM subjects and new technologies).
- The joint lectures will enhance the systematic understanding of the knowledge field of quality and evaluation with synergies between various courses and will develop the skills of taking responsibility and management. In addition, they will strengthen the skills of searching, selecting and applying the appropriate evaluation tools to investigate and improve the quality of specific dimensions of new technologies.
- Distance learning will enhance understanding of the use of modern educational technologies while aiming to solve comprehension problems, interpret and acquire knowledge for effective design and implementation of assessment procedures in new technologies. They will also enhance the ability to identify goals, trends and actors, as well as forms of evaluation. Describe the basic assessment methods and tools, as well as their use. To state the conceptual content, objectives and forms of the external evaluation. To identify the objectives, advantages, reservations and success conditions of the internal evaluation.
- Subject of the lesson
- The concept of quality: Definitions – Uses of quality
- Total Quality Management - principles
- Basic principles of DOP – Total Quality in Education – Historical review.
- The “Deming Deep Knowledge” system – 14 points (Deming).
- Necessity of introducing DOP in educational units – Comparison of Educational Unit and Business. Expected benefits from the Introduction of DOP. Inhibitory Factors.
- Total Quality Management - implementation
- The educational unit. Reasons for lack of quality in the Educational Unit. Restatement of Deming's 14 points for the educational Unit.
- Changes in the educational process. Common and Special Causes of Changes. System Improvement. Basic Statistical Quantities.
- Stages of implementing Total Quality Management in an Educational Unit.
- Quality and new technologies
- 4the Industrial revolution and education in new technologies.
- Reformulation of the quality framework with an emphasis on new technologies
- The concept of assessment – Educational assessment
- Theoretical and legal framework. Historical review of the legal framework in Greece. Policies of the European Union. Participating organizations and evaluation funding.
- Evaluation as assessment and evaluation.
- Evaluation methodologies
- External evaluation: Inspection – Monitoring of educational system
- Internal assessment: Hierarchical internal assessment – Collective internal assessment or self-assessment
- Advantages and disadvantages
- Quality – Evaluation Relationship. Importance and necessity of assessment.
- Contemporary trends and practices
- Linking assessment to high quality education in a complex and complex economic/social/political/legal/international environment.
- Performance balance in terms of teaching-learning and research achievements in educational robotics, STEAM and new technologies units
- Purpose, Objectives, Objects, Criteria in the evaluation.
- Theoretical and Methodological evaluation tools used by organizations - national and international agencies - governments.
- Quality indicators and criteria
- Quality indicators/criteria in education
- Frequency of assessment.
- Assessment items
- The process of evaluation in education: Stages, Methodology, Data and Available Resources.
- Evaluation of animate and inanimate factors
- The educational unit
- Of the educational project provided.
- The educational organization in terms of infrastructure/resources (intangible and material).
- Evaluation in educational robotics, STEAM objects and new technologies
- The learning outcomes of the study programs
- Learners in terms of recall or recognition of knowledge and the cultivation and development of intellectual abilities and skills especially in new technologies.
- Evaluation results. Presentation of results – Their exploitation.
- Criticism of the assessment. Feedback
- Prospects
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material. It also includes lab exercises and hands-on practice that are optional.
- Student evaluation method
At the end of the teaching unit, the trainees must implement the assessment exercises that correspond to the specific unit and submit them electronically to the corresponding platform. The work and all other activities are scored on a scale of 0 – 100%.
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course.
- Hardware - software requirements
The equipment required to train students in a laboratory environment and the software and tools to be used are provided free of charge by the program.
- Course ID
Course title: Innovation in education (Innovation in Education).
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Upon successful completion of the course the learner will be able to:
- understands the concepts of Innovation in Education
- applies innovative methods
- uses technology effectively
- realizes the benefits of integrating new technologies into education
- analyze and identify the needs for integrating technology into educational policies
- has specialized knowledge in innovations in education
- Subject of the lesson
Definition of innovation. Ways of teacher involvement in the innovation process. Innovative Programs of the European Union. Innovation in education. Review of the introduction of innovations in Greece, conditions for successful introduction of innovations. Innovation, students, parents and local community. Best practices.
- Teaching Method
The teaching of this module is based on the principles and procedures of the mixed form of education, as it includes lectures that can be implemented through live meetings or through a modern distance learning platform and study in the form of asynchronous distance learning, during which the trainees attend in a flexible way adapted to the their personal needs and priorities, to study the program material.
- Student evaluation method
The evaluation of the students is based on the final written exam and the assignments they will deliver during the course. Part of the score will be the presentation of the assignments.
- Hardware - software requirements
The equipment required for training students in a laboratory environment is provided by the Production and Management Engineering department
- Course ID
Course title: Philosophy, Art and Culture for the completion of STEM.
Teaching semester: B
Hours per week: 3
Educational load: 150 hours
ECTS credits: 6
- Learning Objectives:
Knowledge
Understanding:
– the basic content of the branches of Philosophy
– of the main issues dealt with by Philosophy
– of the Physiognomy of Technology
– of the Physiognomy of Science
– of the Technology and Science Relationship
– of the Philosophy of Technology
– of the Philosophy of Science
Skills
Fluency acquisition:
in recognizing the role of technology and its teleological orientation
in the recognition of the role of science and its causal orientation
in delving into issues where philosophical reflection is required
in distinguishing the difference between the technological and the scientific method
in the philosophical treatment of ethical problems connected with technology
Abilities
Sharper contemplative disposition, increased ability to cultivate erudition, increased ability to develop critical thinking, increased degree of awareness and self-awareness, increased internal motivation for self-activity, increased internal motivation for social contribution
- Subject of the lesson
Introduction to Philosophy, art and culture, the concept of Philosophy, Methods of Philosophy, Brief History of Philosophy, Division of Philosophy, General Philosophy, Epistemology, Metaphysics, Logic, Special Philosophy, Ethics, Law, Sociology, Aesthetics, Brief History of Technology , Brief History of Science, Philosophy of Technology, Philosophy of Science, Philosophy of Techno-science, Connection of technology with art and culture, the effect of technology on art.
- Teaching Method
The training of the students combines lectures, discussions and work preparation.
- Student evaluation method
Short Answer Questions on issues of a Philosophical nature as well as on issues of Philosophy of Technology and Science, art and culture.
- Hardware - software requirements
There is no requirement for special equipment
Third Semester Courses
- Course ID
Course title: 4the Industrial revolution and internet of things (IoT)
Teaching semester: C
Hours per week: 3
Educational load: 375 hours
ECTS credits: 15
- Learning Objectives:
The aim of the course is to provide the student with the necessary knowledge and stimuli, in order to understand the basic parameters, dimensions of what is called 4the Industrial Revolution. For this purpose, three individual objectives-directions are set.
A. there will be a comprehensive historical overview of the course from 1the towards 4the industrial revolution, so that the student acquires a perception of continuity and realizes in all its dimensions the phenomenon and the challenges it raises. The very great value for the progress of humanity of each relevant period will be brought out through examples of applications.
B. All will be briefly presented new technology which constitute the phenomenon of 4the industrial revolution (e.g. Cloud Computing, Internet of Thinges, 3D Printing, Blockchain, Big Data, 5G, Augmented reality, Quantum Computing, Smart Home, Smart City, Drones, Genomics & Gene Editing, Nanotechnology). Particular emphasis will be placed on its field artificial intelligence (Artificial Intelligence), which is the focus of this development and works cooperatively with all other technologies. Also in what is called smart factory (Industry 4.0) and is the preeminent field where it can highlight the mode of operation and cooperation of most of the above technologies.
C. emphasis will be placed on the impact these technological changes have on the contemporary socio-economic environment. What does the information society consist of, what are the challenges and how is the labor market, economy, administration and education changing. The students will be informed and reflect on the latest research and the challenges brought by the automation and the challenge of artificial intelligence. Additionally, the goal is for students to gain a deeper understanding of the degree of complexity and how technology interacts with society.
Because of interdisciplinarity, will not delve into particular specialization of technical concepts. The course is an overview of all the latest developments in science and technology and in particular how these developments affect social and economic development. The aim of the course is for the students to understand the big picture, the overall social, scientific and economic context in which they will be called upon to develop and act as scientists, professionals and people.
Upon completion of the course, students will be able to:
- To recognize and understand the basic characteristics and mode of operation of new technologies, which define the 4the Industrial Revolution
- Understand logic and problem solving techniques in the field of artificial intelligence
- Effectively present the basic architecture of each new technology involved in the phenomenon of 4her industrial revolution
- Recognize and communicate to students or subordinates how different new technologies work collaboratively and create added value to an overall application or technology solution
- To develop lesson plans and scenarios in the direction of the integrated use of technologies
- Assess how they can present and teach individual technologies
- Understand and describe how technology has a direct impact on work, education, and the economy
- To distinguish the main directions that technological and scientific research has taken and the stakes and challenges that arise for the evolution of societies
- To develop critical ability in relation to their position and professional future in this environment
3. Subject of the lesson
- The history of the industrial revolution. Main reasons. Why did it happen? Never; Where did it start? What does it consist of? The importance of its contribution to the progress of humanity.
- From 1the at 4the Industrial Revolution. Brief description of the four (4) periods of the industrial revolution and their impact on human history with examples of technological applications. Attempt to quantify and graphically display the effect. How much better is our world today?
- Clarification of related terms as they appear in the public sphere, in all sciences, and in art. "Fordism - Post-Fordism - Industrial - Post-industrial era. Modernity – Postmodernity, Modern – Postmodern”.
- The beginning of the modern era. How do computers work? Are they smart? A brief history of the development of computer science. Recent achievements and applications.
- Key features of technological progress (Moore's exponential law, digitization, combinatorial). Maturation and convergence of technologies.
- The value of innovation and its impact on the economy. The value of data and data professions in the information society. Network Effects and the power of networks. Emergence of standards, elite. The winner-takes-all market. Normal distribution and power law distribution.
- The emergence of the information society. The value of information, education and knowledge. Digital assets. Copyright.
- Artificial intelligence 1. History, definitions, description of techniques and approaches. Machine learning, neural networks, deep learning.
- Artificial intelligence 2. Successful applications in various fields (disease diagnosis, speech recognition, text writers, recommendations, robotics, autonomous driving). Fields that fail! Challenges for humanity. Transhumanism.
- Overview of technologies 4her industrial revolution: Cloud Computing, Internet of things, 3D Printing, Blockchain, Big Data, 5G, Augmented reality, Quantum Computing, Smart Home, Smart City, Drones, Genomics & Gene Editing, Nanotechnology.
- Smart factory (Industry 4.0)
- Work in the information society. Digital divide. New inequalities in the information society. Skills, labor-capital and wages. The future of work. Effects of abundance and inequality. Technological unemployment. Globalization.
- Problems for the political adjustments of societies. Education, Investment incentives, research, funding, infrastructure, taxation. Proposals-discussion for the future. Negative income tax. Peer-to-peer economy and artificial intelligence. Hazards and natural limits.
4. Teaching Method
Student training combines theoretical classroom teaching with discussion and active student participation. The lectures of the course are supported by presentation slides of all the educational material. The course is supported by very topical case studies and video presentations of the latest technological achievements, which will be an occasion for discussion and reflection. Also, online learning platforms will be used (e.g. https://www.elementsofai.com/) and additional references to talks and lectures by eminent experts in each field.
5. Student evaluation method
Due to the increased weight of the course, the evaluation of the students is based on the final written exam, an electronic quiz and 2 synthetic assignments (individual and group) that they will deliver during the course.
- Compulsory individual assignment and related presentation. The aim of the work is to actively engage students with subjects related to the 4th industrial revolution by researching for evidence, studying applications and presenting their work to their fellow students to help them understand the dimensions of the subject. The size of this paper must be at least 5000 words. Indicative topics of this type of work are shown below:
Cloud Computing
Internet of things
3D Printing
Blockchain
5G
Smart factory
Augmented reality
Nanotechnology
Advanced materials
Genomics & Gene Editing (Biotechnology)
Bioinformatics
Machine Learning
Deep Learning
Speech Recognition
OpenAI, Natural Language Processing, Machine Learning Language Generator (https://openai.com/blog/openai-api/)
Image-NET, Visual Recognition Challenge (http://www.image-net.org/)
Free software for recognizing objects from photos and videos in real time using a neural network (https://pjreddie.com/darknet/yolo/)
Robotics
Cobots (Robots specially designed to interact physically with humans in collaborative environments)
Smart sensors
Location detection technologies
Autonomous Vehicles
Quantum Computing
Big Data
Cyber-security
Smart home
Smart City
Artificial Intelligence in Agriculture
Drones
History of the field of artificial intelligence
Testing and experimentation requires little programming knowledge in open frameworks such as ML.NET (An open source and cross-platform machine learning framework)
Tracking and recording citizens in China. An image from the future?
The future of work
E-government and the example of Estonia.
Cryptocurrencies
The importance of soft skills in the labor market
The Fake News War
A cashless society
The challenges of 4her industrial revolution in the field of education
Space as a competitive field for new resources
Artificial intelligence and ethical issues
Applications in specific areas of life or sectors of the economy. How new technologies are changing our lives. E.g. Applications in health, governance, sports, education, administration, etc. - Preparation 2her compulsory work in groups of students and relevant presentation. A real scenario could be selected as an example for group work (Case Study) from any field of activity (education, industry, business, administration, etc.), where the introduction of innovative technologies took place in the context of the 4the industrial revolution. To study and present the complete cycle of the original problem, the old way of working, the new approach that was chosen and implemented, the transition criteria. What is the architecture of the new solution, what is its innovation, what problems did it face in its implementation, how was it adopted by the employees. What are the visible quantitative and qualitative results? What are the margins and future goals of each case.
- Online quiz indicative duration of 1 hour with 30 multiple choice questions on the Moodle platform.
- Final written exam
- Hardware - software requirements
The equipment required to train students in a laboratory environment is provided by the department. The software and tools to be used are provided free of charge under open source licenses.
- Course ID
Course title: New learning environments ().
Teaching semester: C
Hours per week: 3
Educational load: 375 hours
ECTS credits: 15
- Learning Objectives:
The aim of the course is for the student to develop the ability of learning design (learning design) by introducing into his approach all possible modern digital tools available. The course, in addition to reinforcing the necessary theoretical knowledge regarding learning types and theories, will place special emphasis on practical application and experimentation with a variety of online learning tools and platforms. The student will recognize the full range of possibilities offered by the modern digital arsenal. It will implement instructional scenarios and objectives through various platforms. Finally, the goal is to develop skills related to the best organization and communication of the groups he will be called upon to train, a very critical factor in the modern era for the reliability of any kind of interaction between people and groups.
Upon completion of the course, students will be able to:
- To know and understand the basic theoretical framework of learning types
- To choose with the appropriate criteria the most efficient learning tool each time and according to the needs
- To recognize the factors that must be taken into account when organizing asynchronous distance learning interventions
- To understand the importance of asynchronous communication
- To know the means of asynchronous communication
- To use digital tools and e-learning platforms
- To make use of all modern electronic means of communication and collaboration
- To design and implement integrated learning scenarios
- To actively involve their students by providing motivation for the educational process
- To motivate their students and to deal with technophobia and denial of the new
- To form and coordinate the appropriate groups by cultivating the team-collaborative method
- Set goals that promote collaboration and creativity within an educational scenario
- To encourage students to be independent and take initiative
- To move flexibly according to the needs that arise in the context of the educational process
- To recognize the importance of Digital Games in the educational process
- To acquire a positive attitude towards the use of playful learning mechanisms
- Implement and utilize concept mapping tools
- To create virtual classes or thematic sections of lessons, to upload a video to them, to share it with their students, to watch it in a safe and legal environment
- To evaluate the entire educational process they implemented
- Subject of the lesson
- Online lectures and presentations, best practice guide. Exploration of online resources, group activities
- (Digital) Learning Communities (The virtual classroom that the teacher creates for his/her students in a Learning Management System such as: eClass, e-Me, Moodle, Edmodo, Google Classroom)
- Asynchronous distance learning (Moodle)
- Assessment with Moodle (Quiz)
- Platform Edmodo (https://new.edmodo.com)
- Asynchronous learning platform edpuzzle (https://edpuzzle.com)
- Collaboration platform padlet (https://el.padlet.com)
- Platform quipper (https://www.quipper.com)
- Creation of Digital Resources for Asynchronous Distance Learning (https://learningapps.org, https://h5p.org/). Concept maps.
- Digital Games (https://kahoot.com/)
- Wikis – Blogs – Blogs
- Mobile applications. Modern mass media and group organization platforms (Email, SMS)
- Modern distance learning platform (Zoom). Operation, configuration, admin settings, survey tools, evaluation and exams.
- Teaching Method
Student training combines theoretical classroom teaching with discussion and active student participation. The lectures of the course are supported by presentation slides of all the educational material. The course is supported by very topical case studies and video presentations of the latest technological achievements, which will be an occasion for discussion and reflection. In addition, online learning platforms and additional references to talks and lectures by eminent experts in each field will be used.
In the context of the course, an attempt will be made to integrate modern communication and team collaboration tools into the Project logic (e.g. Viber, Slack, Cloud Services, etc.), so that the students will immediately realize the logic of their use and develop utilization skills their.
- Student evaluation method
The evaluation of the students is based on the final written exam, an electronic quiz and a combination of synthetic tasks (individual and group) and Projects that they will deliver during the course.
Compulsory individual assignment and related presentation. The goal of the work is to actively involve the students with any subject of professional interest to them (they will propose the topic) and to design an integrated educational scenario, lesson utilizing one or more modern learning environments in practice. Taking advantage of all possible tools, the course material should cover at least a complete three-hour lesson. At the end of the process, a summary presentation will be made to the group, in order to have the corresponding feedback and exchange of approaches and ideas.
Preparation of compulsory work (Case Study) in groups with a corresponding presentation. Students should choose a target object from any field of activity (education, industry, business, administration, etc.) and design each one with a different tool, the same scenario. The aim is to highlight the advantages or disadvantages of each different approach and the available tool or learning environment that will be chosen.
Mandatory Project where the trainees will be able to create and present an educational scenario for the cultivation of metacognitive skills through the use of an appropriate tool.
Compulsory Project where learners will be able to create a quiz of 20 questions of all kinds on the asynchronous distance learning platform.
Online quiz 1 hour long with 30 multiple choice questions on the Moodle platform.
Final written exam
- Hardware - software requirements
The equipment required to train students in a laboratory environment is provided by the department. The software and tools to be used are provided free of charge under open source licenses.
- Course ID
Course title: 4the Industrial revolution and internet of things (IoT)
Teaching semester: C
Hours per week: 3
Educational load: 375 hours
ECTS credits: 15
- Learning Objectives:
The aim of the course is to provide the student with the necessary knowledge and stimuli, in order to understand the basic parameters, dimensions of what is called 4the Industrial Revolution. For this purpose, three individual objectives-directions are set.
A. there will be a comprehensive historical overview of the course from 1the towards 4the industrial revolution, so that the student acquires a perception of continuity and realizes in all its dimensions the phenomenon and the challenges it raises. The very great value for the progress of humanity of each relevant period will be brought out through examples of applications.
B. All will be briefly presented new technology which constitute the phenomenon of 4the industrial revolution (e.g. Cloud Computing, Internet of Thinges, 3D Printing, Blockchain, Big Data, 5G, Augmented reality, Quantum Computing, Smart Home, Smart City, Drones, Genomics & Gene Editing, Nanotechnology). Particular emphasis will be placed on its field artificial intelligence (Artificial Intelligence), which is the focus of this development and works cooperatively with all other technologies. Also in what is called smart factory (Industry 4.0) and is the preeminent field where it can highlight the mode of operation and cooperation of most of the above technologies.
C. emphasis will be placed on the impact these technological changes have on the contemporary socio-economic environment. What does the information society consist of, what are the challenges and how is the labor market, economy, administration and education changing. The students will be informed and reflect on the latest research and the challenges brought by the automation and the challenge of artificial intelligence. Additionally, the goal is for students to gain a deeper understanding of the degree of complexity and how technology interacts with society.
Because of interdisciplinarity, will not delve into particular specialization of technical concepts. The course is an overview of all the latest developments in science and technology and in particular how these developments affect social and economic development. The aim of the course is for the students to understand the big picture, the overall social, scientific and economic context in which they will be called upon to develop and act as scientists, professionals and people.
Upon completion of the course, students will be able to:
- To recognize and understand the basic characteristics and mode of operation of new technologies, which define the 4the Industrial Revolution
- Understand logic and problem solving techniques in the field of artificial intelligence
- Effectively present the basic architecture of each new technology involved in the phenomenon of 4her industrial revolution
- Recognize and communicate to students or subordinates how different new technologies work collaboratively and create added value to an overall application or technology solution
- To develop lesson plans and scenarios in the direction of the integrated use of technologies
- Assess how they can present and teach individual technologies
- Understand and describe how technology has a direct impact on work, education, and the economy
- To distinguish the main directions that technological and scientific research has taken and the stakes and challenges that arise for the evolution of societies
- To develop critical ability in relation to their position and professional future in this environment
3. Subject of the lesson
- The history of the industrial revolution. Main reasons. Why did it happen? Never; Where did it start? What does it consist of? The importance of its contribution to the progress of humanity.
- From 1the at 4the Industrial Revolution. Brief description of the four (4) periods of the industrial revolution and their impact on human history with examples of technological applications. Attempt to quantify and graphically display the effect. How much better is our world today?
- Clarification of related terms as they appear in the public sphere, in all sciences, and in art. "Fordism - Post-Fordism - Industrial - Post-industrial era. Modernity – Postmodernity, Modern – Postmodern”.
- The beginning of the modern era. How do computers work? Are they smart? A brief history of the development of computer science. Recent achievements and applications.
- Key features of technological progress (Moore's exponential law, digitization, combinatorial). Maturation and convergence of technologies.
- The value of innovation and its impact on the economy. The value of data and data professions in the information society. Network Effects and the power of networks. Emergence of standards, elite. The winner-takes-all market. Normal distribution and power law distribution.
- The emergence of the information society. The value of information, education and knowledge. Digital assets. Copyright.
- Artificial intelligence 1. History, definitions, description of techniques and approaches. Machine learning, neural networks, deep learning.
- Artificial intelligence 2. Successful applications in various fields (disease diagnosis, speech recognition, text writers, recommendations, robotics, autonomous driving). Fields that fail! Challenges for humanity. Transhumanism.
- Overview of technologies 4her industrial revolution: Cloud Computing, Internet of things, 3D Printing, Blockchain, Big Data, 5G, Augmented reality, Quantum Computing, Smart Home, Smart City, Drones, Genomics & Gene Editing, Nanotechnology.
- Smart factory (Industry 4.0)
- Work in the information society. Digital divide. New inequalities in the information society. Skills, labor-capital and wages. The future of work. Effects of abundance and inequality. Technological unemployment. Globalization.
- Problems for the political adjustments of societies. Education, Investment incentives, research, funding, infrastructure, taxation. Proposals-discussion for the future. Negative income tax. Peer-to-peer economy and artificial intelligence. Hazards and natural limits.
4. Teaching Method
Student training combines theoretical classroom teaching with discussion and active student participation. The lectures of the course are supported by presentation slides of all the educational material. The course is supported by very topical case studies and video presentations of the latest technological achievements, which will be an occasion for discussion and reflection. Also, online learning platforms will be used (e.g. https://www.elementsofai.com/) and additional references to talks and lectures by eminent experts in each field.
5. Student evaluation method
Due to the increased weight of the course, the evaluation of the students is based on the final written exam, an electronic quiz and 2 synthetic assignments (individual and group) that they will deliver during the course.
- Compulsory individual assignment and related presentation. The aim of the work is to actively engage students with subjects related to the 4th industrial revolution by researching for evidence, studying applications and presenting their work to their fellow students to help them understand the dimensions of the subject. The size of this paper must be at least 5000 words. Indicative topics of this type of work are shown below:
Cloud Computing
Internet of things
3D Printing
Blockchain
5G
Smart factory
Augmented reality
Nanotechnology
Advanced materials
Genomics & Gene Editing (Biotechnology)
Bioinformatics
Machine Learning
Deep Learning
Speech Recognition
OpenAI, Natural Language Processing, Machine Learning Language Generator (https://openai.com/blog/openai-api/)
Image-NET, Visual Recognition Challenge (http://www.image-net.org/)
Free software for recognizing objects from photos and videos in real time using a neural network (https://pjreddie.com/darknet/yolo/)
Robotics
Cobots (Robots specially designed to interact physically with humans in collaborative environments)
Smart sensors
Location detection technologies
Autonomous Vehicles
Quantum Computing
Big Data
Cyber-security
Smart home
Smart City
Artificial Intelligence in Agriculture
Drones
History of the field of artificial intelligence
Testing and experimentation requires little programming knowledge in open frameworks such as ML.NET (An open source and cross-platform machine learning framework)
Tracking and recording citizens in China. An image from the future?
The future of work
E-government and the example of Estonia.
Cryptocurrencies
The importance of soft skills in the labor market
The Fake News War
A cashless society
The challenges of 4her industrial revolution in the field of education
Space as a competitive field for new resources
Artificial intelligence and ethical issues
Applications in specific areas of life or sectors of the economy. How new technologies are changing our lives. E.g. Applications in health, governance, sports, education, administration, etc. - Preparation 2her compulsory work in groups of students and relevant presentation. A real scenario could be selected as an example for group work (Case Study) from any field of activity (education, industry, business, administration, etc.), where the introduction of innovative technologies took place in the context of the 4the industrial revolution. To study and present the complete cycle of the original problem, the old way of working, the new approach that was chosen and implemented, the transition criteria. What is the architecture of the new solution, what is its innovation, what problems did it face in its implementation, how was it adopted by the employees. What are the visible quantitative and qualitative results? What are the margins and future goals of each case.
- Online quiz indicative duration of 1 hour with 30 multiple choice questions on the Moodle platform.
- Final written exam
- Hardware - software requirements
The equipment required to train students in a laboratory environment is provided by the department. The software and tools to be used are provided free of charge under open source licenses.
- Course ID
Course title: New learning environments ().
Teaching semester: C
Hours per week: 3
Educational load: 375 hours
ECTS credits: 15
- Learning Objectives:
The aim of the course is for the student to develop the ability of learning design (learning design) by introducing into his approach all possible modern digital tools available. The course, in addition to reinforcing the necessary theoretical knowledge regarding learning types and theories, will place special emphasis on practical application and experimentation with a variety of online learning tools and platforms. The student will recognize the full range of possibilities offered by the modern digital arsenal. It will implement instructional scenarios and objectives through various platforms. Finally, the goal is to develop skills related to the best organization and communication of the groups he will be called upon to train, a very critical factor in the modern era for the reliability of any kind of interaction between people and groups.
Upon completion of the course, students will be able to:
- To know and understand the basic theoretical framework of learning types
- To choose with the appropriate criteria the most efficient learning tool each time and according to the needs
- To recognize the factors that must be taken into account when organizing asynchronous distance learning interventions
- To understand the importance of asynchronous communication
- To know the means of asynchronous communication
- To use digital tools and e-learning platforms
- To make use of all modern electronic means of communication and collaboration
- To design and implement integrated learning scenarios
- To actively involve their students by providing motivation for the educational process
- To motivate their students and to deal with technophobia and denial of the new
- To form and coordinate the appropriate groups by cultivating the team-collaborative method
- Set goals that promote collaboration and creativity within an educational scenario
- To encourage students to be independent and take initiative
- To move flexibly according to the needs that arise in the context of the educational process
- To recognize the importance of Digital Games in the educational process
- To acquire a positive attitude towards the use of playful learning mechanisms
- Implement and utilize concept mapping tools
- To create virtual classes or thematic sections of lessons, to upload a video to them, to share it with their students, to watch it in a safe and legal environment
- To evaluate the entire educational process they implemented
- Subject of the lesson
- Online lectures and presentations, best practice guide. Exploration of online resources, group activities
- (Digital) Learning Communities (The virtual classroom that the teacher creates for his/her students in a Learning Management System such as: eClass, e-Me, Moodle, Edmodo, Google Classroom)
- Asynchronous distance learning (Moodle)
- Assessment with Moodle (Quiz)
- Platform Edmodo (https://new.edmodo.com)
- Asynchronous learning platform edpuzzle (https://edpuzzle.com)
- Collaboration platform padlet (https://el.padlet.com)
- Platform quipper (https://www.quipper.com)
- Creation of Digital Resources for Asynchronous Distance Learning (https://learningapps.org, https://h5p.org/). Concept maps.
- Digital Games (https://kahoot.com/)
- Wikis – Blogs – Blogs
- Mobile applications. Modern mass media and group organization platforms (Email, SMS)
- Modern distance learning platform (Zoom). Operation, configuration, admin settings, survey tools, evaluation and exams.
- Teaching Method
Student training combines theoretical classroom teaching with discussion and active student participation. The lectures of the course are supported by presentation slides of all the educational material. The course is supported by very topical case studies and video presentations of the latest technological achievements, which will be an occasion for discussion and reflection. In addition, online learning platforms and additional references to talks and lectures by eminent experts in each field will be used.
In the context of the course, an attempt will be made to integrate modern communication and team collaboration tools into the Project logic (e.g. Viber, Slack, Cloud Services, etc.), so that the students will immediately realize the logic of their use and develop utilization skills their.
- Student evaluation method
The evaluation of the students is based on the final written exam, an electronic quiz and a combination of synthetic tasks (individual and group) and Projects that they will deliver during the course.
Compulsory individual assignment and related presentation. The goal of the work is to actively involve the students with any subject of professional interest to them (they will propose the topic) and to design an integrated educational scenario, lesson utilizing one or more modern learning environments in practice. Taking advantage of all possible tools, the course material should cover at least a complete three-hour lesson. At the end of the process, a summary presentation will be made to the group, in order to have the corresponding feedback and exchange of approaches and ideas.
Preparation of compulsory work (Case Study) in groups with a corresponding presentation. Students should choose a target object from any field of activity (education, industry, business, administration, etc.) and design each one with a different tool, the same scenario. The aim is to highlight the advantages or disadvantages of each different approach and the available tool or learning environment that will be chosen.
Mandatory Project where the trainees will be able to create and present an educational scenario for the cultivation of metacognitive skills through the use of an appropriate tool.
Compulsory Project where learners will be able to create a quiz of 20 questions of all kinds on the asynchronous distance learning platform.
Online quiz 1 hour long with 30 multiple choice questions on the Moodle platform.
Final written exam
- Hardware - software requirements
The equipment required to train students in a laboratory environment is provided by the department. The software and tools to be used are provided free of charge under open source licenses.
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