Teaching Philosophy
My beliefs about teaching and learning are framed by cognitive and social constructivism. I believe that learning is the active construction of knowledge and is a function of both one's prior knowledge and experience and one's current socio-cultural activity.
I identify with researchers and instructors who endorse student-centred, problem-based pedagogies in teaching and learning. Such pedagogies are rooted in constructivism, and assume that students learn best when they resolve problems that are situated in the target context and require the kind of thinking that would be done in real-life situations.
I also believe that technology enables the design of constructivist learning environments and implementation of such pedagogy. In my view, technology-enhanced learning environments allow educators to embed learning in authentic, relevant and engaging contexts and to promote collaboration, problem-solving and other skills within a 21st century framework.
In my teaching, I strive to employ student-centred, problem-based pedagogies and the richest learning environment that current technologies afford, to endorse meaningful, relevant, and engaging learning. Also, I try to empower my students to be critical citizens of our information-intensive world, to be prepared to respond to the demands of a technologically rich workplace, and to become lifelong learners.
Teaching at CUT (current)
Graduate Courses
My beliefs about teaching and learning are framed by cognitive and social constructivism. I believe that learning is the active construction of knowledge and is a function of both one's prior knowledge and experience and one's current socio-cultural activity.
I identify with researchers and instructors who endorse student-centred, problem-based pedagogies in teaching and learning. Such pedagogies are rooted in constructivism, and assume that students learn best when they resolve problems that are situated in the target context and require the kind of thinking that would be done in real-life situations.
I also believe that technology enables the design of constructivist learning environments and implementation of such pedagogy. In my view, technology-enhanced learning environments allow educators to embed learning in authentic, relevant and engaging contexts and to promote collaboration, problem-solving and other skills within a 21st century framework.
In my teaching, I strive to employ student-centred, problem-based pedagogies and the richest learning environment that current technologies afford, to endorse meaningful, relevant, and engaging learning. Also, I try to empower my students to be critical citizens of our information-intensive world, to be prepared to respond to the demands of a technologically rich workplace, and to become lifelong learners.
Teaching at CUT (current)
Graduate Courses
- PGT 541: Research Methods research_methods_graduate_level.pdf
- This graduate level course is an introduction to the research methodology in the social sciences. Class members will learn the basic concepts and procedures used for conducting research. The course covers various research methodologies, both qualitative and qualitative, with emphasis on conceptual and operational procedures as well as methods of measurement. The course is based on lectures as well as hands-on activities related to data analysis. Students are expected to be important contributors to the learning process and thus are required to review critically the assigned readings, their own work, and the work of their peers.
- PGT 491: Educational Multimedia pgt491english.pdf
- The course analyzes the educational capabilities of multimedia and examines the prospects for their use in formal and informal education. The lesson briefly reviews modern theories of learning, in relation to the design and development of learning environments supported by digital media and multimedia. In the main part of the course students participate in hands-on study of modern multimedia applications (such as Web 2.0 applications and social networks, interactive surfaces and spaces, educational robotics, virtual worlds, serious games) and through scientific articles, examine their use and prospects for their exploitation in education.
- PGT 460: Research Methods (for Multimedia Designers and for Graphic Arts Designers) pgt460english.pdf
- Description: This course provides an introduction to the social science research process and provides the necessary skills to design and implement small-scale research projects in the areas of multimedia and graphic arts. The course includes topics such as literature review, referencing and the APA system, planning and management of a research project, choosing a research methodology (quantitative and qualitative research), research methodologies (survey research, content analysis, experimental research, mixed methods), research tools (observation, interview, focus groups, questionnaires) and basic analysis of qualitative and quantitative data. During the course, students will prepare a proposal for their BA thesis work.
- PGT 320: Design for all (for Multimedia Designers and for Graphic Arts Designers) pgt320english.pdf
- The purpose of the course is to present to students with topics related to information technology, communication and accessibility, accessible content, accessible entry and exit in computer systems, new design processes, principles and examples of accessible and interactive computer and human interaction and techniques for the design of accessible human-centered systems. Within this course students will have the opportunity to elaborate on a wide range of topics related to concepts, necessity, general principles, and design guidelines for all. The purpose of the 'Design for All' course is to examine ethical issues, legal constraints and guidelines, trade trends, standards, and good practices in relation to global reality. Finally, the course provides accessibility design exercises and accessibility experiences.
