Courses Content

1. PLANTS AND ANIMALS BIOLOGY IN EDUCATION

Α. COURSE DESCRIPTIO

The course is the basic introductory course for the teaching of Botany and Zoology at the various levels of the country’s educational system. The course material aims to introduce the students to the basic concepts of the Sciences of Botany and Zoology in connection with the corresponding chapters that constitute the teaching material of the respective courses of the school levels. Due to the great heterogeneity of the students’ basic degree, basic principles and concepts governing the physiology and function of living organisms, both plant and animal, are taught. The course includes not only lectures but also laboratory exercises, during which students become familiar with the optical microscope and the process of observing organisms in it. Also, students practice simulation exercises so that they can use this teaching tool in the future. Various methodologies and techniques are proposed to the students, depending on the level of education they are involved in (Primary or secondary) in order to find the best

way to transmit knowledge and understand the various phenomena. Also, the students are assigned some thematic seminars after collaboration with the lecturers, in order to explore basic concepts and phenomena in the plant and animal kingdom, but also the ways in which they can encourage the students in the search for knowledge and the development of initiative as well as team spirit of cooperation. Upon successful completion of the course, the student will be able to: He has understood the basic characteristics of the plant and animal cell He has practiced how he should approach a subject in order to be understood by the student Develops the ways in which cells are organized into tissues and tissues into organs, for the purpose of the proper functioning of the plant and animal organism Understands and can refer to the basic categories of plant and animal organisms Understands and can develop the main functions of plant and animal cells Designs an organizational chart for teaching a specific thematic unit of Botany or Zoology chapters He collaborates with his fellow students for the creation and presentation of thematic seminars as well as the development of teaching sheets for thematic modules.

Β. COURSE CONTENT
The course includes topics such as: Familiarity with plants. Inside the plant cell. Patterns of organization of plant organisms. Functions and adaptations of plants. Uses of plants and natural plant products. Laboratory experience – Observation of plant cells and organisms under the optical microscope. Familiarity with the main animal species. Main animal groups. Patterns of organization of animal organisms. How animals work and animal adaptations. Fauna of Greece (Peculiarities-importance). Basic principles of conservation biology.

2. TEACHING METHODOLOGY AND ASSESSMENT

Α. COURSE DESCRIPTION
The purpose of the course is the study and critical approach of issues related to Pedagogical Science, teaching and learning and the Analytical Curriculum. Students are expected to: analyze the aims and means of treatment, compare the specifications of the applicable Analytical Programs with the content of the School Textbooks and assess the possibilities they offer for achieving the aims and objectives of the Analytical Programs, regulate issues of student indiscipline at a preventive level initially and later at an interventional level, apply teaching approaches and techniques to promote critical and creative thinking and the all-round development of students, analyze the basic stages and advantages of applying the cooperative teaching method, make use of various forms of assessment depending on the requirements of the course, utilize a variety of teaching methods (e.g. differentiated instruction, experiential education), analyze the most important concepts, theories, positions, principles and functions of education administration, evaluate the practical applications of management in education. During the course, emphasis is placed on participatory activities, on the use of examples and experiences of the trainees and on the cultivation of critical, creative thinking and critical reflection. The aim is to cultivate important skills of the trainees and in particular: Search, analyze and synthesize data and information, using the necessary tools Adaptation to new situations Individual work Teamwork Work in an interdisciplinary environment Respect for diversity Demonstration of social, professional and ethical responsibility and sensitivity to issues of student diversity Production of scientific discourse Exercise criticism and self-criticism Promotion of free, creative and inductive thinking. Utilize a variety of text, video and other sources.

Β. COURSE CONTENT
The content of the course includes the following topics: Experiential education: principles, techniques and benefits Collaborative teaching and learning Management of the school classroom at a preventive and interventional level Direct and indirect teaching Differentiated teaching The evaluation of the students’ performance Aiming and targeting in education

3. ENVIRONMENTAL ASPECTS OF PLANTS-ANIMALS ECOSYSTEMS ORGANIZATION

Α. COURSE DESCRIPTION

The cognitive objective of the course is to acquaint the students with the basic methods used in environmental education and in the information-awareness of citizens on environmental issues and in general environmental scientific literacy (environmental literacy), i.e. the understanding of the effect of each individual on environment (including climate) and the impact of environmental issues on the individual and society. An environmentally literate person: understands the basic principles of ecosystems, knows how to evaluate scientifically reliable information related to the environment and climate; communicates issues related to the environment and the climate crisis in a structured and reasoned way, is able to make informed and responsible decisions about actions that may affect the environment. Understanding the complexity and complexity of the relationships of organisms with each other and with their environment is a difficult but fascinating process, necessary not only for science but also for formulating proposals for rational sustainable management of the environment. In the era of global changes, in the era of the climate crisis, understanding the factors that lead to them but also the ways to avoid or at best adapt to it is extremely important. Students, upon successful completion of attending the lectures and collaborative activities of the course, are expected to have developed skills in collaborative inquiry/teamwork methods and practices for environmental and sustainability education, problem solving on key issues concerning deviations or even challenges to the ecological balance. In particular, they will familiarize themselves with the principles (PE as participation in/for the community, action orientation, the holistic approach, the fulfillment of the principles of the interdisciplinary and interdisciplinary approach, the systemic approach to environmental issues, orientation to the development of values through their systematic analysis) and the methodology of Environmental Education and the teaching tools, conventional and digital (concept maps, academic debates, case studies, research, field, web 2.0 tools, etc.), which can be used for the implementation of a program pursuing aspects of environmental literacy goals.

Β. COURSE CONTENT

The course includes chapters on topics such as:
Environmental changes and problems Basic concepts and principles of ecology. Society, economy, environmental problems, Environmental Education (EE).- Philosophy, principles and characteristics of PE. History of PE. PE methodology and utilization of teaching tools in the development and implementation of environmental programs Utilization of Information and Communication Technology tools in the development and implementation of environmental programs Evaluation of PE programs (initial, formative and final evaluation). PE in Greece: Reality and perspectives, EE institutional framework – Centers, Thematic networks, School programs, EE. The role of Museums in PE.

4. GENETIC INFORMATION FLOW

Α. COURSE DESCRIPTION

The course includes topics related to biology knowledge, necessary for the training of teachers, professors and teachers who will teach biology. These include the levels of life organization, the standard cell system, the structure and function of biological membranes, the cell nucleus, and more generally the cell organelles of animal and plant cells. Also cellular metabolism and a general consideration of its structure and function. The self-assembly of molecules and biological structures, the structure of genetic material, DNA replication, transcription, translation and gene regulation. Also, the principles of evolution and the function of the immune system. Course objectives include: preparing students to understand basic knowledge that applies to all types of organizations and their fields of application at a more specialized level, the familiarization of students with the phenomenon of life and biological problems from the simple description/theory to the analysis through the experimental approach so that the overall education forms the basis of the theoretical training of the professors and teachers of the future, who will undertake to teach biological courses in primary and secondary schools. After successfully attending the lectures and laboratory exercises of the course, postgraduate students will be able to: to know the basic properties of life and the theories of its origin and evolution, to know the structure & function of nucleic acids and acquire DNA isolation skills, have knowledge of the Central Doctrine of Molecular Biology and classical Genetics, to know the basic forms of energy and the regulation of metabolism, be able to distinguish types of cells according to their complexity, to understand the structure and function of cells and cell organelles, to know the biochemical reactions that take place in the cell, to acquire skills in the use of basic instruments and to apply working protocols for the completion of laboratory exercises in the light of cooperation with fellow students, finally to familiarize themselves with the functionality of school laboratories, so that they can use them successfully for the education of their students.

Β. COURSE CONTENT

Origin and evolution of organisms – Building blocks – Cellular organization. Self-assembly of macromolecules. Cell Nucleus. Copy. Transcription. Translation. Gene regulation. Cell cycle. Biological Membranes. Cellular interactions, Cellular communication and Cellular signaling. Sorting and targeting of proteins I. Mitochondria – Peroxisomes. Lysosomes-Endosomes-Exosomes. Evolutionary biology. From the emergence of life to the complexity of organisms.

Διαλογή και στόχευση πρωτεϊνών I. Μιτοχόνδρια – Υπεροξεισώματα. Λυσοσώματα-Ενδοσώματα-Εξωσώματα. Εξελικτική βιολογία. Από την εμφάνιση της ζωής στην πολυπλοκότητα των οργανισμών.

5. BIOSCIENCES TEACHING METHODOLOGY

Α. COURSE DESCRIPTION

The “Teaching Methodology of Biological Sciences” course deals with modern principles and methods of teaching biological concepts. From targeting and teaching models to assessment principles, it seeks to equip future teachers with the necessary knowledge to face modern educational challenges in the most effective way. Emphasis on case studies and the reference of real examples seals the practical application of the teaching methodology. References to social scientific approaches, to the utilization of technology and digital applications, to informal learning sources enrich the range of teaching options in the direction of achieving the best learning results.

Β. COURSE CONTENT

Introduction. Didactics as a branch of educational sciences. Theory of treatment. Scientific literacy Historical development of the teaching methodology of Biology Concept and purpose of the teaching and teaching methodology of Biology Theories of Learning. Contemporary teaching models (theory of interaction, theory of knowledge construction, socio-cultural theory). Cognitive Science. Teaching Biology with an emphasis on reasoning and critical thinking skills. Student ideas, Teaching models, Learning through small investigations in the Biology course: Scientific procedures, Teaching tools. Integration of the experiment and New Technologies in the modern teaching of Biology. The Biology daily plan: course, development and succession of activities. Selection of educational media and materials. Informal and non-formal sources of learning.

6. PSYCHOPEDAGOGY

Α. COURSE DESCRIPTION

The purpose of the course is the study and critical approach of psychopedagogical issues that develop in the context of education. Individual goals are to highlight the importance of developing life skills and social and emotional skills of students (e.g. self-confidence, conflict resolution, empathy, self-esteem), a perception that moves away from the knowledge-centered character of traditional school. The two-way relationship between the above skills and school success is presented, as well as the wider benefits of social-emotional skills training. Today’s school is shaping a new reality, which must cultivate respect for diversity and prevent phenomena stemming from stereotypes and prejudices as well as school violence and bullying. During the course, emphasis is placed on participatory activities, on the use of examples and experiences of the trainees and on the cultivation of critical, creative thinking and critical reflection. The aim is to cultivate important skills of the trainees and in particular: Search, analyze and synthesize data and information, using the necessary tools Adaptation to new situations Individual work Teamwork Work in an interdisciplinary environment Respect for diversity and multiculturalism Demonstrating social, professional and ethical responsibility and sensitivity to issues of violence Production of scientific discourse Exercise criticism and self-criticism Promoting free, creative and inductive thinking. Utilizing a variety of texts, videos and other resources.

Β. COURSE CONTENT

The content of the course includes the following topics: The concept and importance of Emotional Intelligence Programs to promote social and emotional learning Cultivating life skills at school The dynamics and process of groups Stereotypes and prejudices in school and society Education and otherness The phenomenon of school violence and bullying Communication and interaction in the classroom.

7. PHILOSOPHY-HISTORY OF BIOLOGY

Α. COURSE DESCRIPTION

The study of the selected modules from the History and Philosophy of Science aims for students to: Understand the periodization in the History of Science, the changes in the character of science over time and how these are connected to the general cultural, economic and intellectual changes Understand the contemporary questions that researchers are asked to answer in the History and Philosophy of Science Acquire the ability to analyze and think critically about the broader cultural, political and social context that shapes scientific change Acquire the skills that will help them communicate effectively issues concerning science in its historical context Acquire the ability to apply the historiographical skills they will acquire to new issues and fields Demonstrating social, professional and ethical responsibility and sensitivity to issues of violence Production of scientific discourse Exercise criticism and self-criticism Promoting free, creative and inductive thinking. Utilizing a variety of texts, videos and other sources to gain insight into new issues and fields Understand the problems associated with the nature of scientific knowledge and be able to distinguish it from other forms of knowledge Understand the ‘nature of science’ issues

Β. COURSE CONTENT

The course includes lectures on topics such as: Science and its sources (what is science, terminology, historiography of science. Prehistoric conceptions of nature, beginnings of science in Egypt and Mesopotamia). The Ancients, the world and nature (The poetic tradition, Milesian and Eleatic natural philosophers: questions of ultimate reality, change, knowledge. Plato and cosmology. The achievements of early Greek science). Aristotle’s natural philosophy (Nature and change, cosmology, movement, biology, epistemology, Aristotle’s role in the history of science). Hellenistic natural philosophy (Schools and education, Epicureans and Stoics). The Philosophy of Science of Logical Empiricism. The verification criterion. The Scientific Concept of the World and the Vienna Circle. The critique of K. Popper: Denialism, P. Feyerabend: Against the Method. The Experiment: The Philosophy of Experiment. The Dependence of Observation on Theory. Philosophical currents and historical approach in the field of Biology, Baselard (epistemological barrier), Kuhn (concept of paradigm), Popper (concept of falsifiability), Lakatos (methodology of research programs), Feyerabend (sociological and political commitments to which research is subject) . Interdisciplinarity in biology (Examples from the mutual convergence of disciplines: evolution – development (evo-devo). Introduction to the stages of the biological paradigm (1800-2000). The emergence of key concepts through theories of evolution, (natural selection ), of the cell theory, of Mendel’s genetics for the immutability of hereditary properties (gene), of the germ theory (Pasteur) The emergence of the pre-paradigm phase of biology in the 19th century The emergence of the paradigm of biology in the 20th century 1900 -1940.The formation of the basic concepts of the biological paradigm 1940-1960.The fragmentation of genetics in the Soviet Union (1930-1940).The preparation for the emergence of invasive genetics.

8. THE IMPACT OF NATURAL HISTORY MUSEUMS ON EDUCATION

Α. COURSE DESCRIPTION

Museums have now established themselves as places of non-formal education, in the context of which educational programs are developed that contribute to the understanding of Natural Sciences by students. Museum of Zoology: In the context of the PMS, the purpose, structures and mode of operation of a Museum of Zoology will be presented. Natural History Museums, including Zoology Museums, house rich collections of authentic organisms enabling students to observe and compare a range of species, as well as explore biological processes related to Biodiversity and Evolution. Thus, the exhibits could be used to clarify a range of biological concepts, always in collaboration with the school unit. Among the concepts that should be clarified is the degradation of biodiversity (in this particular case animal diversity) and the causes that lead to it. The majority of people do understand the problem of degradation, since it is a social-scientific one issue, does not react or participate in the various activities to save biodiversity due to incorrect information and education especially of children. The ways in which students can, through the exhibits, cultivate a

edures will be taught where children can make collections of animals that they can collect in their immediate environment. Children acting as researchers having the opportunity to be in a natural environment, will be able to look for specimens of butterflies, other insects and small living animals of all kinds. Upon completion of the course, the teacher will be able to open the doors of nature to the children without forcing them. It can provide the opportunity to explore nature and its substitutes in zoos or natural history museums. It will also have the potential to instill in children the understanding that all living creatures have the same home and that any disturbance or loss will lead to destruction. All under modern teaching approaches, in a way that is playful on the one hand and on the other hand creative and effective in terms of learning outcomes in the context of non-formal education. Botanical Museum and Botanical Garden: In the context of the PMS, the purpose, structures and operation of a Botanical Museum and a Botanical Garden will be presented. In addition, the importance of the documents available to the above Institutions, as well as the permanent or periodic Exhibitions they host, in the educational activity will be examined. There will also be a guided tour and hands-on participation in the activities of the EKPA Botanical Museum. History of the Botanical Museum. Foundation, transfer, migration of the collections, restart today. Botanical, zoological and mineralogical collections of the University of Athens since 1850. From the old to the new collections of the Botanical Museum. Reference to the plant material of the Botanical Museum of the University of Athens. The Herbarium (collections of dried plant specimens). Botanical Garden of Iulia and Alexander N. Diomidos.

9. SCIENCE COMMUNICATION

Α. COURSE DESCRIPTION

The course is designed to equip students with the basic skills and knowledge required to effectively communicate complex biological concepts to a variety of audiences. In today’s world, where scientific developments play an important role in shaping public policy and personal decisions, it is vital for scientists and researchers to be able to communicate their findings in a clear, engaging and accessible way in the context of effective dissemination of scientific knowledge. knowledge to the general public. This course will explore the challenges and opportunities associated with communicating the biological sciences to both scientific and non-scientific audiences. It will cover different forms of communication, including written, spoken, visual and digital media, and consider how these different media can be used to effectively and authoritatively convey scientific information. Course objectives: For students to understand the importance of effective scientific communication in the field of biology. Developing skills to translate complex scientific concepts into clear and accessible language. Exploration of various forms of communication, including written, spoken, visual and digital media. Techniques for presenting scientific information in an attractive way. Strategies for adapting communication to different audiences, including scientists, policy makers, journalists and the public. Develop critical thinking skills to evaluate and analyze scientific communication in various media sources. Practical experience in creating and presenting scientific content through practical exercises, assignments and projects.

Β. COURSE CONTENT

Introduction to science communication Importance of effective scientific communication in the life sciences. The role of communication in advancing scientific knowledge and social impact. Overview of different communication media and their applications. Scientific writing and reporting Writing clear, concise and engaging scientific articles. Writing press releases, summaries and summaries. Ethics and standards of scientific journalism. Presentation of scientific information Oral presentations and public speaking skills. Designing effective visual aids and slides. Techniques for engaging and connecting with audiences. Visual communication Create scientific illustrations and diagrams. Infographics and data visualization techniques. Use of multimedia tools to enhance communication. Digital and online communication Social media and their role in science communication. Creation of scientific blogs, podcasts and videos. Utilization of online platforms for scientific promotion. Tailoring communication to different audiences Communication with scientists and researchers. Engaging policy makers and stakeholders. Bridging the gap between science and the public. Evaluation and analysis of scientific communication Assessing the credibility and trustworthiness of scientific sources. Recognizing biases and misinformation in science communication. Ethical issues in scientific communication. At the end of this course, students will have acquired the necessary skills to effectively communicate the biological sciences to a variety of audiences, promoting better understanding of scientific concepts, promoting informed decision-making, and ultimately bridging the gap between science and society.

10. PRACTICAL TRAINING IN SCHOOLS

Α. COURSE DESCRIPTION

In the context of the “Practical exercise” course, Biology Teaching issues are used in order to design educational material through different approaches. Modules of the Analytical Program are combined with the appropriate and most modern educational strategies. The structure of the classroom, the role of the teacher and the interactions with the students are developed and studied through observation of lessons. The final goal is to encourage students to plan and carry out excellent and effective teaching according to both each teaching unit and the educational needs of the student population.

Β. COURSE CONTENT

Attending a sufficient number of sample lessons in schools. Planning and implementation of teachings and then analysis-discussion on them. The purpose of the practical teaching exercises is to combine theory with practice and to train teachers in the application of specific pedagogical-teaching skills regarding: lesson preparation (teaching planning) selection and formulation of teaching/learning objectives, the use of various means and teaching materials, the application of teaching methods and techniques, the management of the allocated teaching time, the evaluation, etc. In this context, issues such as: Teaching Biology in Secondary Education. The Analytical Program. Teaching objectives, teaching content, structuring activities, means of feedback. Role of teacher – children in the modern classroom of biological sciences. The structure of social interaction in the classroom. Cooperative teaching. Work sheet. Classroom organization. Reduction to didactic scenarios.

11. SYSTEMS BIOLOGY

Α. COURSE DESCRIPTION

The course concerns the transition from traditional study to Systems Biology, knowledge necessary for the training of educators, professors and teachers who will teach biology according to the new curriculum in schools. These include model organisms, genomics, transcriptomics, proteomics, metabolomics, metagenomics, pharmacogenomics, phenomenics, epigenetics, syngenomics, etc. in combination with emerging bioethical issues, as well as highlighting the achievements of the life sciences by utilizing the history of the science of Biology. The objectives of the course are: the preparation of students for the understanding of basic knowledge that applies in the modern view of Systems Biology and their fields of application at a more specialized level, students’ familiarity with the phenomenon of life and biological problems from simple description/theory to analysis through approach, so that the comprehensive education forms the basis of the theoretical and experimental training of the professors and teachers of the future, who will undertake to teach biological subjects in primary and secondary schools After successfully attending the lectures of the course, postgraduate students will be able to: have knowledge and understand the role of model organisations; understand the concept of -omics, genomics, proteomics, pharmacogenomics, etc., to know the new data about the human genome, metabolome, etc., to know the basic principles of heredity in general and of humans in particular related to genetic diseases, to know how mutations create genetic diseases (at the chromosome or gene level), to know the molecular-cellular mechanisms related to hereditary and acquired disorders in humans.

Β. COURSE CONTENT
Introduction to Systems Biology – Transition from traditional study to Systems Biology, Model Organisms. Genomics-Determination of full length and/or total genome, Human Genome. Transcriptomics – Study of transcriptomes (set of RNAs). Proteomics – Protein profile of cells in relation to the function they perform. Metabolomics – Human Metabolism Program – Big data management. Metagenomics. Recording and studying the genomic profile of the normal microflora or populations of microorganisms in ecosystems. Pharmacogenomics (personalized medicine). Phenomics – 3D phenotyping (field phenotyping). Epigenetics – Base methylation, histone acetylation. Examples of epigenetic mechanisms in organisms. Immunology and interaction of the immune system with other systems of the body. Connectomics, visualization and study of the complex connections in the human brain and other model organisms. Neurodegenerative Diseases: Pathophysiology and social implications. Memory and Learning: Classification of different types of memory and neural basis of learning and memory.

12. METHODOLOGY OF EDUCATIONAL RESEARCH

Α. COURSE DESCRIPTION

At the end of the course, the student will be able to: Formulates research questions and/or research hypotheses It documents the necessity of an investigation Designs the appropriate research strategy in order to answer specific research questions Constructs a research tool suitable for the purpose of his/her research Processes through appropriate methods the data it will collect in order to be able to answer its research questions/research hypotheses It evaluates a research paper according to the criteria of reliability and validity. Writes an article in a scientific journal/conference proceedings adopting the ARA system (7th edition).

Β. COURSE CONTENT

The course includes chapters on topics such as: Scientific research: necessity, characteristics, conditions. Planning, conducting, writing and evaluating scientific research – Quantitative and qualitative research methods and techniques. Quantitative and qualitative research models-Triangulation. Selection and formulation of the problem in educational research. Data collection and processing. Measurement problems. Reliability and validity issues. Presentation of research methods and tools.

Quantitative surveys (questionnaire: structure, characteristics, specifications, manufacturing problems, control and evaluation, measurements). Qualitative methods (content analysis, discourse analysis, observation, interview, semiotic analysis). Practical exercises. Formulation of research problems. Construction and evaluation of research tools-Reliability criteria of tools and methods. Evaluation of research papers. Preparation of comprehensive surveys. Introduction to Applied Statistics using statistical software. Descriptive Statistics (Basic concepts, Frequency distributions, Measures of centrality, Measures of dispersion, Normal distribution, Evaluation of individual cases). Inductive Statistics (Sampling distributions, Introduction to hypothesis testing, Tests for the population mean (t-tests), Tests with the χ2 distribution, One-factor analysis of variance, Correlation coefficient, Non-parametric tests).

13. DIGITAL TRANSFORMATION AND NEW TECHNOLOGIES IN BIOSCIENCES EDUCATION

Α. COURSE DESCRIPTION

The course aims at learning the organic integration of ICT in the teaching of Biology. Various aspects of ICT are described and implemented in it, such as distance learning platforms, concept mapping and organization software, collaborative writing tools, STEM applications, digital scenario planning platforms, available learning objects, etc. In addition, the course describes learning theories and teaching models that aim to propose the targeted inclusion of ICT in the teaching of Biology, so that the use of ICT meets educational needs and expected learning outcomes. Students are trained both in the use of the relevant educational technologies as well as in their practical application in individual teaching units of the Biology course, in primary or secondary education. Upon successful completion of the course, the student will be able to: Document educational/teaching needs and link them to the use of appropriate educational technology tools. To describe problems and objects that concern research in the field of educational technology in the teaching of Biology To design teaching scenarios with relevant worksheets, for the targeted integration of ICT in the teaching of Biology. To decide the selection of appropriate tools in order to serve relevant teaching objectives / expected learning outcomes.

Β. COURSE CONTENT

The course includes lectures and practical training on topics related to: Create and manage a personal blog Distance learning platforms (Moodle, e-class, LAMS) / Basic principles of e-learning / Educational material in e-learning Learning Theories / Connection using ICT / Inquiry Teaching and Learning Lesson Plan / 5E Model / Anchored 5E / Differentiated Teaching / Targeted integration of ICT in teaching / Expected Learning Outcomes Robotics – Arduino / STEM Technological Knowledge of Pedagogical Content (CTK) Collaborative writing and learning tools (wiki, wikipedia, google-docs, etc.) Cmap – tools – Concept mapping / Free software & Learning Objects Learning Designer / Digital Scenarios / MOOC – EDU Scenarios / Instructional Design / Assessments: Rubric / Digital Skills Digital Classroom / Synchronous – Asynchronous / Flipped Classroom Bibliography related to ICT / The research field

14. DIPLOMA THESIS

Subjects are proposed by the lecturers upon invitation of the Study Program Committee. The selection of postgraduate students for each subject is made after submitting declarations of preference. Every graduate student has the obligation to conduct and write an original thesis.