Katerina Makri

2010 (Spring): Lecturer in undergraduate program: Department of Philosophy, Pedagogy and Psychology, Department of Pedagogy, Module PD72 - ICT in Education ΙΙ

2009 (Spring) and 2011 (Spring): Lecturer in post graduate program "Educational Theory, Practice and Evaluation", Faculty of Philosophy, Pedagogy and Psychology, Department of Pedagogy, Specialization: New Technologies in Education, Module 008 - Introduction - ICT in Education

2009-2016 (Spring terms): Lecturer in post graduate  program of "Modern Greek as a Foreign Language" Faculty of Philology, Τομέας Linguistics & Department of Philosophy, Faculty of Pedagogy and Psychology, Department of Pedagogy, Module D015 - Seminar in Educational Technology and Audio-visual media

description of modules: http://etl.ppp.uoa.gr/_content/Didaktiko_ergo/index_tutorial_en.htm

2011 - 2016: Support in teaching practicum at the School of Pedagogical and Technological Education

2011 - 2016: Lecturer in Educational Technology and Learning Design at the School of Pedagogical and Technological Education

My profile in teacher training has been formed through my practical teacher training experience with in-service, pre-service and trainee teachers, since 2003.

In service training:

• 2002-2003: Greek Ministry of Education program on Initial teacher training on the use of ICT (basic skills): 96 hs as assistant trainer  (in-service teachers)
• 2009: Greek Ministry of Education 1st program on advanced teacher training on the use of ICT (Train-the-trainer program): 7 hs as principal trainer  (in-service teachers)
• 2011: Greek Ministry of Education 2nd program on advanced teacher training on the use of ICT (Train-the-trainer program): 80  hs as principal trainer  (in-service teachers)
• 2011: Greek Ministry of Education 1st pilot program on general teaching skills: 154 hs as principal trainer (in-service teachers)

Pre service training:

• 2009-2011: Lecturer in Educational Technology and Learning Design in two post-graduate programs at the School of Philosophy, Pedagogy and Psychology, University of Athens: 60 hs
• 2011: Support in teaching practicum at the School of Pedagogical and Technological Education: 17 hs
• 2011: Lecturer in Educational Technology and Learning Design at the School of Pedagogical and Technological Education: 80 hs

Tearcher trainee programs:

• 2011: Initial teacher trainer in the Hellenic Navy Train the Trainer programme: 76 hs

Journal papers

Μakri, K. & Kynigos, Ch. (2007). The Role of Blogs in Studying The Discourse And Social Practices of Mathematics Teachers, Special Issue: «Τechnology and Change in Educational Practice», Journal of Educational Technology and Society, 19, 1, pp. 73-84, Published by: International Forum of Education Technology and Society (ΙFETS), ISSN: 1436-4522 (online) and 1176-3647 (print)

Papanikolaou, K., Gouli, E., Makri, K. (2013). Designing pre-service teacher training based on a combination of TPACK and Communities of Inquiry. 5th World Conference on Educational Sciences (WCES), Sapienza, University of Rome, Italy, February 5-8, 2013, Procedia – Social and Behavioral Sciences, Εlsevier  

Makri, K., Papanikolaou, K., Tsakiri, A. & Karkanis, S. (2014). Blending the Community of Inquiry Framework with Learning by Design.Towards a Synthesis for Blended Learning in Teacher Training. Electronic Journal of E-learning (EJEL), Vol. 12 Issue 2, ECEL / May 2014  pp183-194

 Papanikolaou, K., Makri, K., Roussos, P., Magoulas, G. & Chinou, D. (2016). Synthesizing Technological and Pedagogical Knowledge in Learning Design. To appear in January Special Issue on "School revolution? Let’s start from teachers’ digital literacy and competences!". International Journal of Digital Literacy and Digital Competence . IGI Global (editor’s acceptance letter available)

Daskolia, M., Kynigos, Ch. & Makri, K. (2015). Learning about Urban Sustainability with Digital Stories: Promoting Collaborative Creativity from a Constructionist Perspective. Constructivist Foundations, 10, 3, p.p. 388-396, ISSN: 1782-348X

Makri, K., Daskolia, M. & Kynigos, Ch. (2015). Author’s response: Seeking «Power» in Powerful Ideas, Systems Thinking and Affective Aspects of Learning. Constructivist Foundations , 10, 3, p.p. 401-404,, ISSN: 1782-348X

Book chapters

Kynigos, Ch., Kazazis, N. & Makri, K. (2006). On Narrative Perception and Creativity: The Role of a Video Editing Application in Eliciting them from Children, in G. Dettori, T. Giannetti, A. Paiva and A. Vaz (eds.), Technology-Mediated Narrative Environments for Learning, Sense Publishers, Τhe Netherlands, ISBN: 90-77874-15-1, online preview

Kynigos, C. Moustaki, F. Makri K. & Antoniou, A. (2006). Chapter 7: Description of the Experimentations in Greece, in Schwarz, B. (Ed.). Escalate: The White Book. Deliverable D5.1 (elaborated version, electronic book) – “ESCALATE’s White Book on Argumentation and Inquiry-based Learning” – submitted as part of the R&D Program “Escalate”, co-funded by the EU, 6th Framework Programme (2002-2006) – project number: 020790 (SAS6). 

Μakri, K. & Kynigos, Ch. (2010): Case Story: Web 2.0 integration: disruptive or beneficial? The importance of choosing the right blend, chapter 4: Social Media, «Practical design patterns for teaching and learning with technology», a book for Sense Publishers' Technology Enhanced Learning Series, Editors: Yishay Mor, Steven Warburton  and Niall Winters, Series editors: Richard Noss & Mike Sharples 

Papers in international conferences and workshops

Makri, K., Vlahogianni, E. & Kynigos, Ch. (2010).Crafting Activity Plans as "Improvable Objects" as a Constructionist Activity for Greek Language Teachers. Proceedings of Constructionism 2010 Conference, 16-20 August, 2010, Paris, France, ISBN 978-80-89186-65-5 (Proc), ISBN 978-80-89186-66-2 (CD)

Makri, K. & Georgiadou. I. (2010). Methodological Toolsets for Internet-based Language Learning. Proceedings of ICT for Language Learning 3rd Edition Conference, Florence, Italy, 11-12 November 2010, ISBN 978 -88-7647-569-6, online

Κazazis, N. & Makri, K. (2005). The Role of a Video Editing Application in Eliciting Childrens' Narrative Perception and Creativity, Proceedings of 1st International Workshop on Narrative Learning Environments, University of Lisboa, Lisboa, Portugal, 9-10 June, 2005

Makri, K. (2005). A Conceptual Framework for the Use of Weblogs in Greek Teacher Education Academic Courses, Conference for Technology and Change in Educational Practice, University of London, Institute of Education, London Knowledge Lab, London, 9-10 October, 2005

Makri, K. (2006). Design and Implementation of a Learning Environment for Asynchronous Communication and Collaboration among Mathematics Teachers, Based on Narrative Principles, Proceedings of 2nd International Workshop on Narrative Learning Environments, Institute for Educational Technology, Palermo Department, Sicily, Italy, 26th - 28th June 2006

Μakri, K. (2007). «Using Blogs for Storification and Professional Reflection: the Case of Mathematics Teachers», 12thEARLIBiennialConference, Budapest, August 28th - September 2nd 2007

Makri, K., Vlahogianni, E. & Kynigos, Ch. (2010). Crafting Activity Plans as “Improvable Objects” as a Constructionist Activity for Greek Language Teachers. Proceedings of Constructionism 2010 Conference, 16-20 August, 2010, Paris, France, ISBN 978-80-89186-65-5 (Proc), ISBN 978-80-89186-66-2 (CD)

Makri, K. & Georgiadou. I. (2010). Methodological Toolsets for Internet-based Language Learning. Proceedings of ICT for Language Learning 3rd Edition Conference, Florence, Italy, 11-12 November 2010, ISBN 978 -88-7647-569-6

Makri, K., Papanikolaou, K., Tsakiri, A., Karkanis, S. (2013). Training Teachers to learn by design, through a Community of Inquiry. 12th European Conference on e-Learning (ECEL 2013), Sophia Antipolis, France, 30-31 October 2013

TRACKRECORD

Selected web links to the above work (from published research articles):

Fessakis, G., Tatsis, K., & Dimitracopoulou, A. (2008). Supporting "Learning by Design" Activities Using Group Blogs, Educational Technology & Society, 11 (4), 199-212 http://www.iadis.net/dl/final_uploads/200805L033.pdf

Redecker, Ch., Ala-Mutka, K., Bacigalupo, M., Ferrari, A. & Punie, Y. (2009). Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in Europe Final Report. J.R.C. - I.P.T.S. (2009). Joint Research Centre, Institute for Prospective Technological Studies Luxembourg ftp://ftp.jrc.es/pub/EURdoc/EURdoc/JRC55629.pdf

Wee S. S. & Khe F. H. (2010). The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, Volume 5, Issue 2, 2010, Pages 151-163 http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7XNV-4Y64575-1&_user=10&_coverDate=12%2F31%2F2010&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1561583545&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=3a8f6c08c5fe7a7e9295a93e18e18bbd&searchtype=a

J.R.C. - I.P.T.S. (2009). Joint Research Centre, Institute for Prospective Technological Studies Luxembourg. Learning 2.0 Case Database (Editor: Christine Redecker), European Commission: Office for Official Publications of the European Communities © European Communities, 2009 http://ftp.jrc.es/EURdoc/JRC51916_TN.pdf

Cronjé, J. C. (2007). Book review: Technology-Mediated Narrative Environments for Learning (Giuliana Dettori, Tania Giannetti, Ana Paiva and Ana Vaz). Educational Technology & Society, 10 (1), 265-267 http://www.ifets.info/journals/10_1/23.pdf

Nilsook, P.  Sriwongkol, T. (2009). The Development of Multi-weblog with Knowledge Management for Thailand's Higher Education Proceedings of International Conference on Information and Multimedia Technology, 2009. ICIMT '09

http://ieeexplore.ieee.org/Xplore/login.jsp?url=http%3A%2F%2Fieeexplore.ieee.org%2Fiel5%2F5379702%2F5380944%2F05381194.pdf%3Farnumber%3D5381194&authDecision=-203

My research profile has been formed, in parallel to my post graduate studies (for my MA degree and my Phd), by continuous participation in national and European research teams and projects, from 2004 to now.

During my Phd research on the area of teacher education and e-learning, I received a 36-month official state grant (FP6: Support for Doctoral Researchers, PENED2003, Action 8.3:Human Research and Technological Resources), 75% by EU contribution and 25% by the General Secretariat of Research and Development (http://www.gsrt.gr) and the Greek Ministry of Education.

A parallel activity at the same period has been my active membership in a broad Academic European Network of Excellence ("Kaleidoscope", Information Society and Media Directorate-General, Content Directorate, Learning and Cultural Heritage Unit, http://www.noe-kaleidoscope.org/), comprising of more than 1,095 researchers, which includes 91 research units from 24 countries, plus Canada. Research activities are multidisciplinary, spanning the fields of computer and social sciences and education. As a Kaleidoscope member, I participated in: a) the European Research Team (ERT) "Production of Educational Format" (http://www.unisi.it/dida/kaleidoscope/home), aiming at developing a new way of designing for learning, in the light of new technological advances  and b) the Special Interest Group "Narrative Learning Environments" (http://nle.noe-kaleidoscope.org/), aiming at sketching a picture of the state of the art in the emergent field of digital narration. Samples of my work have been published in TeLearn (www.telearn.org), the first international open archive dedicated to research in the field of technology enhanced learning (http://www.telearn.org/warehouse/Paiva-A-2005.pdf).

Academic writing has been also a continuous activity throughout my studies. Representative samples of my work have been published in two international books. The journal article "The Role of Blogs in Studying The Discourse And Social Practices of Mathematics Teachers, in the Journal of Educational Technology and Society (http://www.ifets.info/journals/10_1/8.pdf) has been downloaded 1979 times (on November 30th 2010), has been placed among "elite blog articles" (Kun-Te Wang, 2008: http://ethesys.lib.ncku.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0811108-141524) and has been cited in seminal reviews e.g. the J.R.C. - I.P.T.S. Learning 2.0 Case Database (2009) and the Review of empirical research on the use of weblogs in higher education settings (Educational Research Review, Volume 5, Issue 2).

My research interests have evolved to include, besides e-learning and teacher education, new ways of exploiting social software applications in teacher training and adult learning in general, and formal and informal virtual communities in different disciplines. One such is currently language learning, as I participate in: the EU project "GLOSSA: Greek as a Vehicle for Promoting Linguistic Diversity", (Action "Lifelong Learning, Transversal Programme, Key Activity 2-Languages" 2009-2012) aiming at creating online resources and materials for a community of adult language educators, learners and authorities across Europe (http:www.ellinikiglossa.eu)  and EU project "Listening to Cultures" (Grundtvig Learning Partnership 2010-2012), aiming at exploring innovative approaches and good practices in the area of teaching listening comprehension skills in the field of foreign language teaching and adult learning (http://www.hcc.edu.gr/en/component/content/article/266)

I am currently a research associate of the Educational Technology Lab at the University of Athens (http://etl.ppp.uoa.gr), an interdisciplinary research team. I teach a module in three MA courses for the past two years, addressed to language teachers, linguists and teachers of other disciplines. The module focuses on social software and its didactical engineering in the different areas of teachers' specialisations