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  Educational Research & Evaluation Group Research & Development Activities

The Starting Point

The Educational Research and Evaluation Group initiated its activity with support from PIM with focus on the professional development of mathematics teachers in the use of New Technologies (1985 to 1997). The Group's activity continued in the area of investigating on the socio-economic conditions for the sustainability of local / regional telematics services as well as on the setting up of telematics under the frame of the Telecottages Concept (1990 -1999). The emergence of ICT use in learning contexts and the wide spread of ICT based activities in schools opened new research and development prospects for the Group. The activities and research concerns shifted to the area of innovation in teaching / learning.

The Current Concerns

Recently, the focus is in research for modeling purposes and the development of understanding of the emerging pedagogical / training trends in Europe. The underlying concerns are:

  • the identification of pedagogical methods which with the support of technological tools can foster effectiveness in learning and consequently improvement of work conditions; and
  • in the investigation of the socio-economic conditions that foster or impeded upon innovation and equity in learning from an organizational point of view.

The Group's strategic orientation for the short and mid-term is in the area of TEL. The intension is to carry out research into the effectiveness of e-learning schemes and on such a bases to organize / develop e-learning initiatives conducive to the socio-cultural context it comes to serve.

The Group's activities (in the form of projects) have generated research results that have been articulated into Policy Recommendations for the National and European levels.

The Group's current activities and research concerns are based on the axes of:

  • Research and Evaluation
  • Development
  • Training

Research and Evaluation

Areas of Research

  • Research and Evaluation in selected aspects of innovation in teaching / learning constitutes a priority area.
  • The focus of research activities is (usually) on the consequences / implications of the use of new technology for the individual (learner) and for the organization.
  • Organizational change -especially in school cultures, constitute a central concern of the ERE Group.

Research / evaluation Approach

  • The research activities are guided by both qualitative and quantitative methodologies. In the case of the former participative and reflective methodologies are applied.
  • Evaluation is considered from a Decision Management Oriented Approach. Principles of Cluster Evaluation often guide the Group's evaluation activities.

Research / Evaluation Projects

Coordination of Projects

  • 2010-2011 FARE (LLP Transversal programme, KA1 "Support for European cooperation in Education and Training" ECET - Part B)
  • 2010-2011 SESTEM (LLP Transversal Programme, KA1 "Studies and Comparative Research -KA1SCR)
  • 2008-2010 PREDIL (Comenius Multilateral projects)
  • 2009-2010 EFELSE (National Lifelong Learning Strategies (NLLS) Transversal programme - Key Activity 1: Policy Cooperation and Innovation)
  • 2008 PREMA 2 (Comenius Accompanying Measures)
  • 2006- 2007 Fe-ConE (eLearning Programme)
  • 2005-2007 PREMA (SOCRATES Programme - "General activities of observation, analysis and innovation" Action 6.1.2 and 6.2)
  • 2002-2004 I-CURRICULUM (SOCRATES Programme - MINERVA Action)
  • 2001-2002 SYPREDEM (Improving the Socio-economic Knowledge Base -Accompanying Measures)
  • 2001-2002 IPETCCO (SOCRATES Programme - MINERVA Action)
  • 1998-2000 REPRESENTATION (Educational Multimedia Task Force)
  • 1996 The promotion of the concept of Life Long Learning on Crete, (DGXII)
  • 1993-1994 Hellenic Ministry of Education - Evaluation of the impact of the Comprehensive Schools Scheme in the educational system and employment situation in Greece.
  • 1992-1993 UNESCO-Teachers Training in New Technologies
  • 1993-1994 COST-Balcannet

Participation in Programmes/Projects

  • GenSET (FP7, SP4-Capacities, Support actions, SiS-2009-2.1.1.1, Involving research bodies in the debate on gender and research.) 2009-2012
  • G@ME (SOCRATES Programme - COMENIUS 2.1) 2006-2009
  • MIapp/MI application (Leonardo da Vinci) 2004-2006
  • ISEeTT (Leonardo da Vinci) 2004-2006
  • DELPHI (eLearning Action) 2002-2004
  • Seeks (SOCRATES Programme - MINERVA Action) 2002-2003
  • MERLIN (Improving the Socio-economic Knowledge Base -Accompanying Measures, 2000-2001)
  • CODEX-IP (IST, 2000-2002)
  • IVETTE (TSER) 1998-1999
  • NETSCHOOL (Leonardo da Vinci) 1998-1999
  • DELILAH (TSER) 1996-1998)
  • DELTA - SMILE 1993-1995
  • FORCE EVALUATION 1993

Strategic Orientation

The effectiveness of ICT based flexible forms of learning provisions (e-learning), for both organizations and individuals, from an evaluation perspective, and the building of an understanding as to how "e-learning" can best be promoted across the European learning cultures are the main research areas for future activities. Other areas of interest include: gender related issues, learning patrimony, socio-cultural conditions to learning.

Development

Established was a network of 18 telecottage-type of training centers across the island of Crete (Promitheas initiative). These fostered the development of ICT operational skills in the local population and contributed to the modernization of local services. The technical know-how was transferred to Poland in the frame of Tempus projects. The experience from the Promitheas Network constituted subject for analysis in EC funded Research and Development Projects (Artisan, Agora) Due to financial constraints the Promitheas Network is no longer in operation.

Development Projects

  • USEREC (Leonardo da Vinci Transfer of Innovation) 2009-2011, -coordination
  • S2-PORT 2009-2011
  • Agora (Telematics) 1996-1999
  • TEMPUS - CALT 1992-1997
  • ORA - Artisan (Project Development and Evaluation) 1991-1993
  • Social Fund - The Promitheas Initative (Setting-up of Electronic Training Center and coordination of Training Activity), 1990 -1995 (coordination)

Members of the Group also supervised the design and development of learning contexts. Such contexts are in printed and CD-Rom forms. An example of the latter is "Relating the Natural and Human Environment for the Development of the Region"

Training

Custom made, hands-on approach based training provisions are organized for diverse groups such as:

  • teleworkers
  • administrative personnel
  • primary school teachers
  • secondary school teachers
  • business community
  • specialized scientific training

The Group's training facilities constitute a friendly learning environment and trainers are selected from the Group's pool of trainers.

The focus of the training activity is in the area of teachers' professional development on the pedagogical use of ICT. A cascade design is applied as it allows for a multiplying affect to the provided training.

Specific Training projects conducted, and supported by EC funding, are:

  • 3xC (Leonardo da Vinci Transfer of Innovation) 2008-2010
  • ICT4T (SOCRATES Programme – GRUNDTVIG 1.1) 2006-2008
  • IKARUS (SOCRATES Programme - MINERVA Action) 2002-2004
  • LOCALNET II (Leonardo da Vinci, 2000-2001)
  • Localnet (Leonardo da Vinci) 1996-1999
  • COMETT - JANUS UETP 1991-1995
  • PIM-Introduction of Computers in Secondary Education, 1986-1990 (coordination)

National training activity includes:

  • Aegeo-Net (secondary education teachers from the islands of the Aegean sea)
  • Rouvas Project (Multimedia application related)
  • Ministry of Education training scheme of multimedia applications in Education

Strategic Orientation

Recently the Group is oriented towards the design, development and delivery of on-line courses.