Kalli's version

profileKalliopi Benetos, PhD

Lecturer, Research associate
TECFA -Educational Technologies Unit,
Faculty of Psychology and Educational Sciences, University of Geneva


research interests


recent projects and collaborations

Techno-pedagogical intervention to introduce the use of analogies to support conceptual and epistemic change
Inter-departmental pedagocial innovation project between Educational Sciences and TECFA (Educational Technologies Unit)
With the support of the Faculty of Psychologoy and Educational Sciences at the University of Geneva, a technology-enhanced pedagogical intervention will be designed and implemented to help students correct misconceptions about neuroscience and learning (neuromyths). A design-based research approach will be used to study the effects of using analogies to support conceptual and epistemic change. The resulting instructional design will aim to be transposable to support myth-debunking interventions in other disciplines as well. This sequence will provide a template to be easily adapted and transposed to other disciplines that must manage learners’ conceptions that pose barriers to integrating new knowledge, while building core critical thinking skills. It will also provide a customisable script to introduce a TEL module into domain-specific higher education teaching practices. This project is an opportunity to evaluate the resulting technopedagogical scenario and lay the groundwork for further research in studying learning and epistemic change through argumentation using TEL.
Developing students' essential skills for a digital world
Swiss Universities, TECFA, SSED, UniTICE
With financing from Swiss Universities, the Digital Skills programme 2019/20 aims to support initiatives to develop digital skills of students, instructors and institutions. I am coordinating and designing three new learning modules for UniTICE, a student service offering introductory hybrid learning modules for the development of basic digital skills. In collaboration with the IDEA group of the Educational Sciences section, a first distance-learning module, will initiate students to critical thinking. A second hybrid-learning workshop will help students develop theoretical and practical foundations to improve visual aspects of their academic and academic communications. The third workshop, will exploit institutional resources to accompany students in taking measures to protect their digital data.
Review of digital tools for developing literacy
European Literacy Network - European Union COST action supported by the EU Horizon 2020 Programme
European Literacy Network's - Improving Literacy Technologies Working Group: participation in the development of an international survey and review of tools for developing literacy skills with the goal of creating a typology of writing instruction technologies and the approaches they support to inform instructors and researchers. The publication of the survey results included a framework for the classification and evaluation of instructional writing technologies
Student learning paths, Retention and dropout in blended-learning
Collaboration with the Swiss distance learning University (UniDistance) and the University of Geneva (2017-18)
A longitudinal 3-part longitudinal study to look at the impact of various socio-economic, demographic, motivational and experiential factors on student perseverance and success in blended learning. A first study looks at using administrative data and student learning paths from three curricula to identify trajectory types and predictive models within blended learning study programs. The objective is to identify common indicators that can raise awareness of curriculum design issues so as to propose strategies and resources to increase chances of success in blended, distance and life-long learning.
E-learning competence
Collaboration with Services de formation continue et à distance de l'université de genève (2016-17)
Starting with fundamental educational principles, this project aims to enumerate and define e-learning competence for teachers and learners from a developmental perspective. This will include raising awareness and proposing strategies and resources to increase chances of success in blended, distance and life-long learning.
Teacher appropriation and integration of C-SAW (computer-supported argumentative writing)
Ongoing esearch

As lecturer and research associate at the University of Geneva and TECFA, work on C-SAW is being continued to include a teacher-centered interface to facilitate its adaptation and integration in teacher defined learning scenarios using argumentative writing. It is also being extended to allow for collaborative writing. Both goals are being driven by a design-based research approach that involves practitioner and user input in the design, development and testing.

A qualititative approach is being used in a comparative case-study to observe the instrumentation and instrumentalization process of an instructor integrating the use of C-SAW in a course design. The study will look at prescribed, perceived uses, expected effects and perceived effects of technology integration as described by Paquelin (2009).


peer-reviewed journal publications

Benetos, K., Bétrancourt, M. (2019). Digital authoring support for argumentative writing: what does it change? Technology-Based Writing Instruction: A Collection of Effective Tools, Journal of Writing Research - Special Issue (in review).

Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2018). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33–48.URL: https://www.sciencedirect.com/science/article/pii/S036013151830318X

Bétrancourt, M., Benetos, K. (2018). Computers in Human Behavior Why and when does instructional video facilitate learning ? A commentary to the special issue “ developments and trends in learning with instructional video .” Computers in Human Behavior, 89, 471–475. http://doi.org/10.1016/j.chb.2018.08.035 URL : https://www.sciencedirect.com/science/article/pii/S0747563218304102

Benetos, K., Bétrancourt, M. (2015). Visualization of computer-supported argumentative writing processes using C‑SAW. Romanian Journal of Human-Computer Interaction, 8(4), 281-303. URL: http://rochi.utcluj.ro/rrioc/articole/RRIOC-8-4-Benetos.pdf

Benetos, K., Peraya, D. (2015). Guiding Professional Life-long Learning Projects: The Case of an Immersive Blended Learning Certificate. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 41(4). URL: https://www.cjlt.ca/index.php/cjlt/article/view/26963/19871

peer-reviewed conference proceedings

Benetos, K., & Gagnière, L. (2018). Understanding student paths in higher education blended-learning: beyond success and dropout. Proceedings of the Online, Open and Flexible Higher Education Conference, Blended and Online Learning: Changing the Educational Landscape, EADTU, OOFHEC2018. 317–326. URL: https://conference.eadtu.eu/download2468

Benetos, K. (2017). Développement et implémentation des principes de design dans un outil-auteur pour soutenir la rédaction de textes argumentatifs, 8e Conférence sur les Environnements Informatiques pour l’Apprentissage Humain, EIAH 2017, Strasbourg, June 2017. p. 245- 256. URL: http://eiah2017.unistra.fr/wp-content/uploads/2016/10/Actes.pdf

Benetos, K., Peraya, D. (2013). Concevoir un dispositif hybride de formation pour favoriser l'apprentissage par projet. Proceedings of Les innovations pédagogiques en enseignement supérieur: pédagogies actives en présentiel et à distance. QPES Conference 2013. Sherbrooke, Canada, June 2013. p. 711-719. URL: http://www.colloque-pedagogie.org/sites/default/files/colloque_2013/Actes%20colloque_QPES2013.pdf

Schneider, D., Benetos, K., Class, B., Lange, M. (2012). Requirements for learning scenario and learning process analytics, World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012

Benetos, K. & Schneider, D. (2011). Conceptual Change through Computer-Supported Argumentative Writing. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1289-1298). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/38036.

Schneider, D.K., Benetos, K. & Ruchat, M. (2011). Mediawikis for research, teaching and learning. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 2084-2093). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/38150.

Schneider, D.K.; Benetos, K.; Pernin, J.-P.; Emin, V. (2009). Subjective Representations of Educational Design Systems, Ninth IEEE International Conference on Advanced Learning Technologies, 2009. ICALT 2009, pp.738-739, 15-17 July 2009 doi: 10.1109/ICALT.2009.99 URL: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5194360&isnumber=5194138

book chapters

Peraya, D., Benetos, K., (2014). Accompagner des projets professionnels en formation continue : le cas d'un certificat de formation hybride et immersive. In C. Potvin, T. Power, A. Ronchi (Ed.), La formation en ligne. Les conseillers et ingénieurs pédagogiques. 20 études de cas (pp. 107 - 123). Laval, Canada. Presse de l'Université de Laval. Avaliable from: http://archive-ouverte.unige.ch/unige:36990

peer-reviewed conference presentations

Benetos, K. Developing meaningful analytics: beyond time-stamps and counts, Academic Writing in Digital Contexts: Analytics, Tools, Mediality, The Eighth International Conference on Writing Analytics, Winterthur (Sept. 2019)

Benetos, K., Kruse, O., Rapp, C. (2019). Thinking With the Computer: How Do New Writing Tools Influence Higher-order Cognition? Symposium in Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality,10th Conference of the European Association for the Teaching of Academic Writing, EATAW 2019, Gothenberg (July, 2019)

Schneider, D., Benetos, K., Boufflers, L., Da Costa, J., Bétrancourt, M. (2018) Un rôle pour la broderie numérique dans l’éducation ? Présent et futur de l’enseignement et de l’apprentissage numérique, Colloque CIRTA, Québec (Oct. 2018). https://cirta2018.teluq.ca/files/2019/03/28

Kruse, O. et al. (2017). Electronic writing support in secondary and higher education: approaches, ideas, and examples. Symposium in Academic Writing Now:
Policy, Pedagogy and Practice.
EATAW 2017 - London (June, 2017).

Benetos, K. (2016).  Argumentative writing with C-SAW: effects of computer-supported self-regulationregulationregulationregulation. EARLI 2016 SIG 26 - Argumentation, Dialogue and Reasoning. Ghent, Belgium (Aug. 2016)

Benetos, K. (2016). Computer-Supported Argumentative Writer /Working with an argumentation framework to support critical thinking through writing learning scenarios, Demonstration at EARLI 2016 SIG 7 Learning and Instruction with Computers. Dijon, France (Aug. 2016)

Benetos, K. (2015). Writing with C-SAW: effects of built-in self-regulatory devices during argumentative writing, 16th Biennial Conference, Earli 2015, Limassol, Cyprus. (Aug. 2015)

Benetos, K. (2014). Writing argumentative texts using C-SAW: a field study. International Conference on Writing Research 2014. Amsterdam.

Benetos, K., (2012). Design principles for supporting self-regulation during argumentative writing, Instructional Design for Advancing Learning in a Networked Society, EARLI SIG 6 & 7 Conference 2012, Bari, Italy.

doctoral thesis

Benetos, K. (2015). C-SAW: Computer-supported scaffolding of argumentative writing (Unpublished doctoral dissertation). University of Geneva. Geneva. Retrieved from http://archive-ouverte.unige.ch/unige:73672


Eggs, C., Carron, D., & Benetos, K. (2011). State of the Art Report on Lifelong Learning in Strategies of Swiss Higher Education Institutions. Retrieved from https://forge.switch.ch/redmine/attachments/263/LLL_HEI_CH_final.pdf

Peraya, D. (Ed.), Benetos, K., Devauchelle, B., Platteaux, H., Hoein, S. (2008). Projet eCulture : Regard méthodologique sur le processus de constitution du référentiel de competences et sur les microscénarios, Interreg IIIA france-suisse

past projects

Teacher appropriation and integration of C-SAW (computer-supported argumentative writing)
Financing: COINF, University of Geneva (2015, 2016)

With the financing of the University of Geneva and TECFA, C-SAW is currently being developed to include a teacher-centered interface to facilitate its adaptation and integration in teacher defined learning scenarios using argumentative writing. It is also being extended to allow for collaborative writing. Both goals are being driven by a design-based research approach that involves practitioner and user input in the design, development and testing.

A qualititative approach is being used in a single-use case-study to observe the instrumentation and instrumentalization process of an instructor integrating the use of C-SAW in a course design. The study will look at prescribed, perceived uses, expected effects and perceived effects of technology integration as described by Paquelin (2009).

Enabling conceptual change through Computer-supported argumentative writing (C-SAW) - Doctoral Thesis (2015)
Phd research thesis commitee: Mireille Bétrancourt, Bernard Schneuwly (University of Geneva), Lucia Mason (University of Padua)
design prototype

Building on the analysis of results of preliminary testing during my Master’s thesis with TECFA at the University of Geneva, C-SAW(Computer-Supported Argumentative Writer) underwent a new design-based research cycle of design, development and testing C-SAW is an online authoring tool using PHP, DOM, XML, and JavaScript. Based on ArgEssML, a markup language and framework specifically designed to define argumentative writing tools, C-SAWaims to help novices of argumentative text composition to develop and structure their written texts. It introduces prompts and devices designed to engage writers in the self-regulation processes that enable deeper reflection and can lead to changes in concepts and understanding. C-SAW offers a visualization and scaffolding of the composition process and product. C-SAW also logs writers actions to provide information for research or analytic purposes. C-SAW continues to be developed and tested in field studies and experimental settings. (see publications).

If you are interested in testing C-SAW, access to a demo version can be requested by writing to kalliopi.benetos(at)unige.ch. Please tell me why you're interested and let me know what you think.

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XML-based argumentation authoring tool - 2006
As part of my Master’s thesis at TECFA of the University of Geneva, I developed C-SAW, a functional prototype of online authoring tool using PHP, DOM, XML, XSLT and JavaScript, to help novices of argumentative text composition to better develop and structure their written texts. The tool is based on an underlying XML-based schema (developed with instructors) that is representative of argumentative texts and will offer a visualization and scaffolding of the composition process. This project is currently being further developed and extendended as part of a design-based research for my Phd in Educational Sciences at TECFA.
non-functional design prototype
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Atelier de la couleur - 2005

As part of my Masters studies, I created a prototype software (in French) that aims to facilitate the understanding of the key concepts and terminology of colour theory from basic: primary colours, mixing colours, intermediate: interactions of colours, to advanced: the physics of colour, and digital colour (aimed at secondary level students). As well as a fully functional prototype using Authorware and Flash, I completed a detailed storyboard and learning scenarios (based on an adaptation of the 5e Learning Cycle instructional design model) for three of seven modules, and a complete modular structure for the proposed software.
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ALPECOLe- 2001-2005
alpecole samples As the chief Web Designer and Developer for the Swiss Virtual Campus Project ALPECOLe, in collaboration with numerous professors and assistants from eight Swiss universities and institutes, I headed the technical aspects of the project in the creation of an online course and digital support material for blended learning scenarios. I designed the user interface, site structure and navigation, and produced the majority of the interactive components and graphic content. I oversaw the development of software applications for our project and the integration of the couse in the University of Zurich’s learning platform (OLAT).
As part of the co-ordination team, I edited texts, tested and evaluated the online course from instructional design and usability perspectives and presented the project at national and international e-learning conferences and events. I was also responsible for the training, technical support and co-ordination of a team of web-assistants and the administration of a test-server during development. Currently, my work involves updates, corrections and conversion of the course from HTML to XML using eLML.
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php-svg-xml sample
Using data on lessons within the online course content for ALPECOLe stored in XML documents, I created a visualization of the XML data using PHP5, SVG and DOM to generate the graphical navigation trees used in the project. This would allow project participants to view all the lesson trees and the make up of each lesson in one place.

To create a visualization of the proportion of mandatory vs. optional content within each lesson of the course, I combined SVG and XSLT.

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work experience


2016 - present Chargée d'enseignement (suppléance) - Lecturer
University of Geneva, Dept. of Psychology and Education, TECFA – Geneva, Switzerland
• research area: computer-supported argumentative writing, teacher appropriation of technology
• courses: Human-computer interaction, Mediated communication and e-learning
2007 - present Research Associate / e-Learning Pedagogical and Technical Coordinator / Lecturer
University of Geneva, Dept. of Psychology and Education, TECFA – Geneva, Switzerland
• design, develop, implement and update curriculum of continuing education certificate: CAS in the design and development of e-learning,
• manage of pedagogical team, activities and participation in programme
• coordinate tutoring and assessment of modules
• accompany participants' professional project development
• administration of learning platforms, preparation of learning materials, technical support for participants and instructors
• coordinate publicity and information strategies
• oversee administration of budgets, regulations, registrations and accreditation procedures
• course topics: Instructional design models, methods and tools, Web 2.0 services in e-Learning
2017 - 2018 Research Associate/Collaboratrice scientifique
UniDistance, Brig, Switzerland
Technopedagogical support in instructional design for higher education blended-learning programs.
Research area: Retention and attrition in blended-learning
2011 - present Adjunct Lecturer
Webster University  – Geneva, Switzerland
• teaching area: Design principles in print, computer applications and interfaces
• courses: Design principles I & II, InDesign
2015 - 2016 Postdoctoral Researcher
University of Geneva, Dept. of Psychology and Education, TECFA – Geneva, Switzerland
• research area: computer-supported argumentative writing, teacher appropriation of technology
• courses: Introduction to the pedagogical uses of information and communcation technology (Us@TICE)
2009 - 2015 Teaching and research assistant / Phd Student
University of Geneva, Dept. of Psychology and Education, TECFA – Geneva, Switzerland
• research area: Enabling conceptual change through written argumentation
• courses: Human-computer interaction, Use of technologies in primary education
2007 - 2008 e-Learning Coordinator
University of Geneva, Rectorate, Centre e-Learning (CeL) – Geneva, Switzerland
•analysis of state of the art and proposal of e-learning strategies for the University of Geneva, consulting for online learning initiatives
2001 - 2005 Web-designer/developer/master for e-learning
University of Zurich, Dept. of Geography – Zurich, Switzerland
• headed design and IT aspects of creating an international online university course in alpine ecology (ALPECOLe)
1999 - 2001 Creative Director / Graphic Designer
Digital Wizards – Cambridge, Canada
• conception, planning, design and direction for corporate, educational, governmental and non-governmental new media projects
1998 Graphic Designer
Centura Brands – Toronto, Canada
• design & layout for print of packaging, sell sheets, brochures, posters, promotional stands for HABA products
1997 Graphic User Interface Designer
Footprint Software (IBM) – Toronto, Canada
• design and usability testing of graphic user interfaces of banking and financial software
1996 - 1997 Graphic Designer
Sherman Laws Communications – Toronto, Canada
• design, layout and pre-press preparation of annual reports, flyers, packaging, brochures, posters, and catalogues for print
1995 - 1996 Graphic Artist
Stylus Strategic Communications – Montréal, Canada
• design, layout and production of graphics for corporate web sites, cd-roms and multimedia presentations
1995 Graphic Artist (workstudy)
ILCO-Unican – Montréal, Canada
• layout, DTP of product information sheets, annual reports, brochures, etc. for industrial lock systems manufacturer
1994-95 See Education
1993 - 1994 Reforestation Assistant
Natural Borders Reforestation – Vancouver, Canada
• reforestation activities throughout British Columbia and Alberta
1992 - 1993 Child Care Worker
Touchstone Family Association – Vancouver, Canada
• Attendant in group home for adolescents in crisis

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2008 - 2009 Program Co-ordinator / Pedogical Consultant
One University, Qualilearning, Vevey, Switzerland
• program coordination and development, preparation of learning materials, instructor for certificat, diploma and masters programs in e-learning
2008 Research assistant - Projet eCulture. Funded by a Interreg France-Suisse, the project analysed and compared processes of defining skills and competences frames of reference for technology enhanced learning.
2006 - 2007 Content Developer - (EduTechWiki)
University of Geneva, Dept. of Psychology and Education, TECFA – Geneva, Switzerland
• Research and write for a wiki  on educational technology

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topics instructional design, human factors (HCI), design principles, educational technology integration, web design and development, desktop publishing
levels bachelor, masters, continuing education, teaching training,
institutions University of Geneva, Webster University  -  Geneva, Association Genevoise des Ecoles Privées, Service Ecoles-Médias  -  Département d'instruction publique de Genève,

10 masters theses in HCI, instructional design, and technology-enhanced learning design and development

supervision Master MALTT
CAS e-learning
detailed listing available upon request

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work experience (during studies)

1991, 1992 Arts & Crafts Director / Instructor
Youth Horizons – Montréal, Quebec (Canada)
• co-ordination and implementation of Arts & Crafts program for youth from troubled family situations, instruction of youth aged 5–17
1991 Group Home Attendant
Vantage Institute – Montréal, Canada
• Attendant in group home for schizophrenic adults
1990 Graphic Artist / Silkscreen Printer
Image Overtonz – Montréal, Canada
• camera work, layout, paste-up, colour separation, set-up of 6-colour manual silkscreen press for textiles and decals
1986 - 1989 Homecare Worker
CLSC Park Extension – Montréal, Canada
• providing homecare services for senior and terminally ill people
1984 - 1985 Video Rental Clerk/Manager
Broadway Video – Montréal, Canada
• sales, inventory, personnel scheduling
1983, 1984 Community Services Animator
Sun Youth Organization – Montréal, Canada
• management of local food bank, fundraising, providing referral services, report writing

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volunteer work

1996 -1997 Adult Literacy Tutor
Project Read, Parkdale Community Centre – Toronto, Canada
1991 Drawing & Painting Instructor
YWCA de Montréal, Seniors’ Centre – Montréal, Canada

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2009 - 2015 Phd (Educational Sciences) - Université de Genève, Geneva, Switzerland
2004 - 2006 MSc (Master of Science in Learning and Teaching Technologies) - Université de Genève, Geneva, Switzerland
2000 - 2001 Special Standing, Media, Information & Technoculture, University of Western Ontario, London, Canada
1994 - 1995 Diplôme d'études professionnelles, Pre-Press Program, Rosemount Technology Centre, Montreal, Canada
1990 - 1992 Bachelor of Arts, Specialization in English Literature, Concordia University, Montreal, Canada
1985 - 1990 Bachelor of Fine Arts, Major in Studio Art, Concordia University, Montreal, Canada

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continued education

2012 Formation au logiciel SPSS (Université de Genève)
2003 Introduction to MySql and PHP (University of Zurich)
2003 German Language (ETH Zürich)
2001, 2002 German Language (Migros Klubschule)
1998 HTML, Flash (Fanshawe College - London, Canada)
1993 Painting Workshop, (Emily Carr College of Art & Design, Vancouver, Canada)

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professional development

2015 Pôle de soutien à l'enseignement et à l'apprentissage – Atelier:  Construire et utiliser une grille d’évaluation des apprentissages
2014 Conceptualization of Writing: Urgent Issues and Best Solutions. Conference on Writing Research, Utrecht University
2006 Swiss Virtual Campus Days 2006 – How to realize eLearning with pedagogical added value?
2005 SCIL Congress 2005 - Leading Change Processes
2002 Première Séminaire Interstices Seminar Series : Université de Fribourg – Innovation et eLearning: Vers une pédagogie active - De l'apport et des limites de l'APP (apprentissage par problèmes)

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visual design

web design and development - 1999-2001

As Creative Director with a Canadian new media company, I headed the artistic direction, planning, design and development of projects. Focussing on user-centered design, I have managed and played key roles in the creation of commercial, and educational web sites and online e-learning courseware, meeting with national and international representatives, determining the work flow, designing, programming and evaluating, to bring together multilingual content from different sources into a meaningful whole. (See also portfolio pre-2002)

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2001 McIntosh Gallery, Digipop Media Festival, London, Canada
1998 Bibliothèque Mile-End, Images des femmes, Montréal
1993 Apocalypse Gallery, paintings, Vancouver
1992 V. A. V. Gallery, paintings and drawings, Montréal

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skills & competence

Educational Technology

E-Learning & Distance Learning, Instructional design models and methods, Technology integration in teaching & teacher Training, Blended Learning, Learning management system configuration

Research Qualitative and quantitative methods, Design-based research, Learning through argumentation, conceptual and epistemic change
Teaching Curriculum design, peer-evaluation, collaborative learning, project-based learning, continuing education and life-long learning,
Human Computer Interaction User Experience, User-centered Design, Interaction Design, Usability Testing, Web Design

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digital skills

scripting XML, XSLT, DTD, RELAX NG, XQuery, DOM, PHP, MySQL, XHTML, CSS, SVG, JavaScript, ActionScript, Unix(basic commands)
CMS/LMS Moodle, Chamilo, Mahara, Canvas, Web2.0 services
software Image editing, vector graphics, video editing, desktop publishing, advanced text editing, qualiltative analysis software, SPSS

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English native language
French fluent written and spoken
Greek fluent spoken, elementary written (mother tongue)
German basic working knowledge

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last modified: by k.b.

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