Charalambos Vrasidas

Student and Teacher Perceptions of Interaction in Online Computer‐Mediated Communication

Abstracts English: This presentation looks at recent research on student interactions and student course evaluations in 6 web‐based courses taught at Arizona State University between 1996 and 1998

Online Professional Development Lessons from the Field.

This paper discusses the lessons learned from applying a theoretical framework for the professional development of teachers. This framework draws three interrelated theoretical areas: constructivism, situated and distributed cognition, and communities of practice. We first present the theoretical ideas on which this framework is based and discuss two projects that were developed following the framework. We then discuss the lessons learned and present the implications for the design of online professional development. The values of commitment, innovation, assessment, evaluation, communication, and interaction that underpins successful online professional development projects are highlighted. It is argued that using technology by itself does not support professional development; however, using technology in ways that are consistent with constructivist learning, and recognizing that online professional communities of practice can contribute to professional growth is something worthwhile to explore.

Globalization, information and communication technologies, and the prospect of a ‘global village’: promises of inclusion or electronic colonization?

This paper discusses the reciprocal relationships among globalization, information and communication technologies (ICT), and the prospect of a ‘global village’. The current metaphor of a ‘global village’ (regardless of physical access to ICT) is problematic, and can be interpreted as a form of electronic colonization. However, through such concepts as blurred identity, nomadism, and hybridity, a distinctly (post‐modern) ICT landscape can be redrawn in a way that accepts the global identity of the ICT, but denies the colonial erasure associated with the global‐village narrative. ICT, in themselves, cannot serve as an end in education, but the demand for critical education involving ICT is pressing as the effects of globalization are experienced. Three methods of promoting decolonizing criticality are proposed: critical emotional literacy, collective witnessing, and collective intelligence.

Listening for Silence in Text‐Based, Online Encounters

This article addresses the ways in which learners’ silence plays out within asynchronous and synchronous text‐based, online communication. Our study takes an ethnographic perspective in examining how learners and instructors in two online courses use and interpret silence. The ways in which those learners and instructors eventually integrated silence into their online communication were interpreted as non‐participation, confusion, marginalization, and thoughtful reflection. These findings have implications that are relevant to instructors’ efforts to create constructive online learning environments and view silence as an important aspect of social presence. We thus propose the need for the development of a deeper analysis—both empirical and theoretical—on the notions of online silence, social presence, and communication.

ICT as a tool for environmental education, peace and reconciliation

In this paper we describe a project that emanates from a conception of environmental education as peace education and utilizes ICT as a tool for bringing communities together and enriching ways of communication. We present the theoretical framework of the project, the dilemmas of peace education in light of the conflict in Cyprus, and then reflect on the lessons learned from the use of technology as a tool to address issues relating to environmental education and peace. We argue that such efforts are of particular importance because they aim at legitimizing a process of ongoing interaction. Thus, issues of interpersonal friendships, general beliefs in peace, and attitude change assume an interesting role in establishing communication channels that eventually aim at acknowledging each other’s collective narratives. The obstacles on the road to peace in Cyprus are numerous; however, through the critical use of ICT each community’s experiences of suffering may enhance its capacity to form wise and compassionate responses to the suffering of the other community. Les TICE, un outil pour l’éducation à l’environnement, à la paix et à la réconciliation Dans le présent article, nous décrivons un projet dans lequel on a conçu l’éducation à l’environnement comme une éducation pour la paix et où on utilise les TICE comme un outil susceptible de rapprocher les communautés et d’enrichir les formes de communication. Nous présentons le cadre théorique du projet, le dilemme de l’éducation pour la paix à la lumière du conflit chypriote puis nous réfléchissons sur les leçons tirées de l’usage de la technologie comme instrument servant à répondre aux problèmes liés à l’éducation à l’environnement et à la paix. Notre position est que ces efforts revêtent une importance particulière parce qu’ils visent à légitimer un processus d’interaction continue. Des questions comme les amitiés interpersonnelles, les croyances générales vis‐à‐vis de la paix et le changement d’attitude jouent un rôle intéressant, celui d’établir des voies de communication dont le but final est la reconnaissance des récits collectifs de l’autre. Les obstacles sur le chemin de la paix à Chypre sont nombreux mais en utilisant les TIC de façon critique, les souffrances vécues par chaque communauté, peuvent la rendre davantage capable de répondre avec sagesse et compassion aux souffrances de l’autre communauté. IuK als Werkzeug in der Umwelt‐, Friedens‐ und Konflikterziehung In diesem Papier beschreiben wir ein Projekt, das aus der Konzeption, Umwelterziehung als Friedenserziehung zu sehen, hervorgegangen ist und das IuK als Werkzeug zum Zusammenbringen von Gemeinschaften und der Verbesserung der Kommunikation benutzt. Wir zeigen den theoretischen Rahmen des Projekts, das Dilemma der Friedenserziehung im Lichte des Zypernkonflikts, um dann über die gelernten Unterrichtsinhalte zum Gebrauch von Technologie als Werkzeug zur Vermittlung von Umwelt‐ und Friedenserziehung zu sinnieren. Wir meinen, dass solche Anstrengungen besonders wichtig sind, weil sie auf die Legitimation einer fortlaufenden Interaktion hinzielen. Daher werden Angelegenheiten zwischenmenschlicher Freundschaft, Friedensüberzeugungen Verhaltensänderungen eine interessante Rolle annehmen beim Aufbau von Kommunikationskanälen, vielleicht auch beim Kennenlernen gemeinsamer Erzählungen. Die Hindernisse auf dem Weg zum Frieden in Zypern sind zahlreich; aber durch den kritischen Gebrauch von IuK können die gegenseitigen Leidenserfahrungen jeder Gemeinschaft ihre Kompetenz erhöhen, weise und mitfühlende Antworten auf die Leiden der anderen Seite zu finden. Las TICs como herramienta para la educación al medio ambiente, a la paz y a la reconciliación En este artículo, describimos un proyecto procendente de un concepto de la educación ambiental como educación a la paz, utilizando las TICs como herramienta para acercar a las comunidades y enriquecer las formas de comunicación. Planteamos el marco teórico del proyecto, los dilemas de la educación para la paz a la luz del conflicto chipriota antes de analizar las lecciones aprendidas a través del uso de la tecnología como herramienta para enfrentarse con los problemas relacionados con la educación ambiental y la paz. Argumentamos que esos esfuerzos tienen gran relevancia por el hecho de que su objetivo es la legitimación de un proceso de interacción continua. De ese modo cuestiones como las amistades interpersonales, las creencias generales en la paz y el cambio de actitud, desempeñan un papel interesante en el establecimiento de canales de comunicación cuyo objetivo final es el reconocimiento de las narrativas colectivas del otro. Los obstáculos en el camino hacia la paz en Chipre son muchos pero a través del uso crítico de las TICs los sufrimientos vividos por cada comunidad, pueden resforzar su capacidad para formular respuestas ilustradas y compasivas frente a los sufrimientos de la otra comunidad.

An examination of the PISA database to explore the relationship between computer use and science achievement

The purpose of this study was to compare the relationships that exist between computer use and science achievement for 15-year-old students in the USA and Germany, based on data from the Program for International Student Assessment (PISA). The results of this study show that what has an effect on science achievement is the way in which computers are used. The results indicated that students who used computers frequently at home, including for writing papers, tended to have higher science achievement. Students who had frequent availability of computers at school, who used them at that location, and who frequently used computers for programming had lower levels of science achievement.

Using educational design research methods to examine the affordances of online games for teacher learning

The purpose of this research was to examine the affordances and opportunities from using online games in teacher professional development. Following an educational design research approach, we developed an environment to provide opportunities for in-service teachers to engage in-game-based activities. Our work presented in this manuscript was of exploratory nature. The basic questions that guided our inquiry were as follows: (1) What affordances do online game environments provide for teacher professional development? (2) What opportunities and challenges arise from the implementation of games for teacher learning? Data were collected from online design sessions, semi-structured interviews with all participants, online and face-to-face observations, focus group discussions, and artifact review. Findings showed that online games provide great opportunities for learner engagement and teacher preparation. However, the challenges such as the lack of infrastructure, skills, time, and the structure of curricula and assessment are serious barriers that hinder wider adoption of games for learning and teacher preparation.

Flow and the pedagogical affordances of computer games: a case study

Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN “Food Force” in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a “flow” state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings.

Science Fiction in Education: Case Studies from Classroom Implementations

This manuscript reports on findings from the implementation of the EU project “Science Fiction in Education” (Sci-Fi-Ed). The project provides teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the environment, and providing girls and other marginalised groups with access to science resources, material, and learning opportunities. The central project idea is to achieve this by incorporating science fiction (Sci-Fi) in science teaching. The aim of this paper is to present the framework and the lessons learned from designing and implementing the project. We focus on the following topics: (1) theoretical and empirical underpinnings of Sci-Fi narratives in education: the importance of narratives in education, their benefits, and challenges; (2) interdisciplinary teaching and learning: the interdisciplinary approach, its benefits, and challenges; (3) practical guidelines and innovative teaching ideas: introducing Sci-Fi-Ed; and (4) briefly discuss the lesson learned from the implementation of the project in classrooms in five countries.

Implementation of Experiential Learning in Pathology: Impact of Hipon Project Concept and Attainment

Background: In pathology training, one of the current, hardest and most important tasks is the conversion of the extensive amount of available data into medical experience. This challenge is linked with an innovative project entitled “ICT emodules on HistoPathology: a valuable online tool for students, researchers and professionalsHIPON”. Aim & Objectives: The project has resulted in a multi-language elearning platform which aims to imprint professional experience in a way that medical students, researchers and professionals can develop their own necessary practical dexterities in the huge field of modern Pathology. Methods: The basic concept underling HIPON’s methodology is the