Anna Mavroudi

• Mavroudi, Anna (2023). Challenges and Recommendations on the Ethical Usage of Learning Analytics in Higher Education. In Viberg, Olga & Grönlund, Åke (Ed.), Practicable Learning Analytics. Springer. ISSN 978-3-031-27645-3. p. 193–206. doi: https:/doi.org/10.1007/978-3-031-27646-0_11.
• Mavroudi, Anna & Papanikolaou, Kyparisia (2022). A Case Study on How Distance Education May Inform Post-Pandemic University Teaching. International Review of Research in Open and Distance Learning. ISSN 1492-3831. 23(4), p. 57–74. doi: 10.19173/irrodl.v23i4.6245.
• La Rosa, Angela Daniela & Mavroudi, Anna (2022). A case study of hybrid learning in higher education using quantitative research design. In Domenech, Josep (Eds.), Eighth edition of the International Conference on Higher Education Advances (HEAd). Polytechnic University of Valencia. ISSN 978-84-1396-003-6. p. 943–950. doi: 10.4995/HEAd22.2022.14680. Full text in Research Archive
• Peftitsis, Dimosthenis & Mavroudi, Anna (2022). Students Perceptions on Teaching Design of Power Electronics Using Student-Response Systems: Thematic Content Analysis of Interviews. IEEE Access. ISSN 2169-3536. 10, p. 64059–64071. doi: 10.1109/ACCESS.2022.3183584. Full text in Research Archive
• Mavroudi, Anna & Kokkinaki, Angelika (2022). The Learners’ Perceptions of Learning Design for Mobile MOOCs. In Tsiatsos, Thrasyvoulos & Auer, Michael E. (Ed.), New Realities, Mobile Systems and Applications. Springer Nature. ISSN 978-3-030-96295-1. p. 259–268. doi: https:/doi.org/10.1007/978-3-030-96296-8_24.
• Mavroudi, Anna; Almeida, Teresa; Frennert, Susanne; Laaksolahti, Jarmo & Viberg, Olga (2021). A card game for designing activities for technology-enhanced learning in higher education. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. 27, p. 2367–2383. doi: 10.1007/s10639-021-10668-z. Full text in Research Archive Show summary

  The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.

• Mavroudi, Anna; Papadakis, Spyros & Ioannou, Ioannis (2021). Teachers’ Views Regarding Learning Analytics Usage Based on the Technology Acceptance Model. TechTrends. ISSN 8756-3894. 65(1), p. 278–287. doi: 10.1007/s11528-020-00580-7. Show summary

  The article is focusing on aspects related to technology acceptance of LA in the context of school education. A survey that was based on the Technology Acceptance Model was distributed to 98 participants who work as schoolteachers and/or local educational policymakers and are geographically dispersed across two different European countries. The survey comprised of questions that span across four broad categories: a) actual usage of LA in schools, b) intention to use LA, c) perceived usefulness, and d) attitudes towards use. Regarding (a), most of the participants were aware that their educational institutions retain and use digital formats of student data as well as other data relevant to the learning process. Also, the participants could verify the existence of a respective privacy policy in their educational institutions. With respect to the perceived usefulness aspect, the participants were asked to opinionate concerning four promising types of LA usage, namely 1) real-time feedback, 2) prediction of at-risk students, 3) learning activities recommendation, and 4) student groups recommendation. All four types were well-received, but the perceived usefulness of prediction of at-risk students scored lower than the other three types of activities, while the learning activities recommendation scored higher in terms of perceived usefulness. The participants’ intention to use LA was examined in conjunction with their professionalism and that prospect was also well-received. The results are partially controversial, since the participants’ attitudes were not particularly favorable: they are moderate with respect to how much sceptic, willing and ready they feel about embarking on a LA endeavor.

• Vrioni, Andri; Mavroudi, Anna & Ioannou, Ioannis (2021). Promoting Authentic Student Assessment for STEM Project-Based Learning Activities. In Auer, Michael E. & Tsiatsos, Thrasyvoulos (Ed.), Internet of Things, Infrastructures and Mobile Applications: Proceedings of the 13th IMCL Conference. Springer. ISSN 978-3-030-49931-0. p. 117–126. doi: 10.1007/978-3-030-49932-7_12. Show summary

  This paper is a case study which discusses the development and the use of rubrics as means of assessing students in STEM project-based learning activities. The context of the case study involves the pilot phase of the STEMFREAK program, an out-of-school educational program which engaged students in such projects. The aim of the paper is twofold: 1) to present the systematic process that was employed for the design, development and application of rubrics and 2) to assess the effectiveness of the STEMFREAK program which, following the principle of constructive alignment between learning design and assessment strategy, was designed to develop the students’ competencies that the rubrics assess. The design and the development of the rubrics took place following an iterative and participatory approach, whereas their application engaged 15 students in STEM projects. The students were assessed using the ensuing rubrics in a pre-post single group research design. The results showed that all students made statistically significant progress in all aspects of their performance, as assessed by the rubrics made. The case study has the potential of informing future approaches towards the assessment of students in projects that cater for STEM project-based learning with young learners.

• Jahanbani Ghahfarokhi, Ashkan & Mavroudi, Anna (2020). Flipped classroom in engineering education: the views of the main stakeholders. Læring om læring. ISSN 2535-4108. 5(1). Full text in Research Archive
• Viberg, Olga; Mavroudi, Anna & Ma, Yanwen (2020). Supporting Second Language Learners’ Development of Affective Self-regulated Learning Skills Through the Use and Design of Mobile Technology. In Alario-Hoyos, Carlos; Rodriguez-Triana, M.J.; Scheffel, Maren; Arnedillo Sánchez, Inmaculada & Dennerlein, Sebastian (Ed.), Addressing Global Challenges and Quality Education: proceedings of the 15th European Conference on Technology Enhanced Learning. Springer Nature. ISSN 978-3-030-57716-2. p. 173–186. doi: https:/doi.org/10.1007/978-3-030-57717-9_13.
• Viberg, Olga; Mavroudi, Anna; Khalil, Mohammad & Bälter, Olof (2020). Validating an instrument to measure teachers' preparedness to use digital technology in their teaching. Nordic Journal of Digital Literacy. ISSN 1891-943X. 15(1), p. 38–54. doi: 10.18261/ISSN.1891-943X-2020-01-04.
• Fragou, Olga & Mavroudi, Anna (2020). Exploring Internet of Things, Mobile Computing and Ubiquitous Computing in Computer Science Education: A Systematic Mapping Study. International Journal of Technology in Education & Science (IJTES). ISSN 2651-5369. 4(1), p. 72–85. doi: 10.46328/ijtes.v4i1.47. Full text in Research Archive Show summary

  Ubiquitous computing, mobile computing and the Internet of Things (UMI) have been widely used in several application areas. To date, methods and techniques for the application of these technologies in real life situations have continued to emerge; however, their use in education settings focusing on existing practices remain largely underexplored. A systematic mapping study (SMS) method was herein used to map initially identified 395 articles with the aims of systematically analyzing and presenting the evidence from the literature on the topic, and to identify important gaps as well as promising research directions. An appropriate methodological protocol has been adopted from the literature for the analysis, filtering, evaluation and report of the evidence. As a result, twenty-five studies have been selected and analyzed. The axes of analyzing systematically the literature were inspired by an existing UMI learning ecology. The analysis revealed important characteristics of existing UMI related educational practices in all levels of education, including contexts and actors involved, methods and digital tools used, affordances and learning approaches important for achieving effective learning in IoT, Mobile and Ubiquitous Computing domain.

• Mavroudi, Anna; Fragkou, Olga & Goumopoulos, Christos (2019). Design Concepts, Principles and Patterns in the Curriculum of the New Computing Education Era. Designs for Learning. ISSN 1654-7608. 11(1), p. 141–153. doi: 10.16993/dfl.140. Full text in Research Archive
• Trætteberg, Hallvard; Mavroudi, Anna; Sharma, Kshitij & Giannakos, Michail (2019). Utilizing Real-Time Descriptive Learning Analytics to Enhance Learning Programming. In Spector, Michael; Lockee, Barbara & Childress, Marcus (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy. Springer Publishing Company. ISSN 978-3-319-17727-4. doi: 10.1007/978-3-319-17727-4_117-1.
• Mavroudi, Anna; Divitini, Monica; Gianni, Francesco Valerio; Mora, Simone & Kvittem, Dag Rune (2018). Designing IoT Applications in Lower Secondary Schools. In González, Carina S.; Castro, Manuel & Nistal, Martín Llamas (Ed.), EDUCON 2018 - Emerging Trends and Challenges of Engineering Education Education. IEEE (Institute of Electrical and Electronics Engineers). ISSN 978-1-5386-2957-4. p. 1120–1126. doi: 10.1109/EDUCON.2018.8363355. Full text in Research Archive
• Mavroudi, Anna; Divitini, Monica; Mora, Simone & Gianni, Francesco Valerio (2018). Game-Based Learning for IoT: the Tiles inventor toolkit, Interactive Mobile Communication Technologies and Learning, Proceedings of the 11th IMCL Conference. Springer Publishing Company. ISSN 978-3-319-75174-0. p. 294–305. doi: 10.1007/978-3-319-75175-7_31. Full text in Research Archive
• Mavroudi, Anna; Giannakos, Michail & Krogstie, John (2018). Supporting adaptive learning pathways through the use of learning analytics: developments, challenges and future opportunities. Interactive Learning Environments. ISSN 1049-4820. 26(2), p. 206–220. doi: 10.1080/10494820.2017.1292531.
• Mavroudi, Anna; Divitini, Monica; Giannakos, Michail & Jaccheri, Maria Letizia (2017). Local communities of computing education in Norway. In NN, NN (Eds.), 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE (Institute of Electrical and Electronics Engineers). ISSN 978-1-5090-5468-8. p. 1806–1810. doi: 10.1109/EDUCON.2017.7943095.
• Mavroudi, Anna; Economides, Anastasios; Fragkou, Olga; Nikou, Stavros; Divitini, Monica & Giannakos, Michail [Show all 7 contributors for this article] (2017). Motivating students with Mobiles, Ubiquitous applications and the Internet of Things for STEM (MUMI4STEM). IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. p. 37–38. doi: 10.1109/EDUCON.2017.7942820.
• Mavroudi, Anna & Divitini, Monica (2017). A case of career consultancy in STEM for youths. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 10474 LNCS, p. 571–575. doi: 10.1007/978-3-319-66610-5_65.
• Barth, Karl; Mavroudi, Anna; Libbrecht, Paul; Muller, Wolfgang & Otero, Nuno (2016). Let me do it: Towards the implementation of instructional patterns of ICT usage in schools. GI-Edition Lecture Notes in Informatics (LNI). ISSN 1617-5468. 262, p. 305–307.
• Hadzilacos, Thanasis; Mavroudi, Anna; Georgiou, Kyriakoula; Otero, Nuno & Müller, Wolfgang (2016). On the Creation of Sustainable Design Patterns of ICT Integration in the Classroom . In Karahanna, Elena & Kokkinaki, Angelika (Ed.), THE 10th MEDITERRANEAN CONFERENCE ON INFORMATION SYSTEMS (MCIS 2016). Association for Information Systems (AIS). ISSN 978-9963-711-42-0.
• Mavroudi, Anna & Tsagari, Dina (2016). Language Assessment Literacy Enhancement: Any Room for Technology-Enhanced Language Learning? In Chen, Nian-Shing; Huang, Ronghuai & Kinshuk, Kinshuk (Ed.), 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE (Institute of Electrical and Electronics Engineers). ISSN 978-1-4673-9041-5. p. 342–346. doi: 10.1109/ICALT.2016.87.
• Mavroudi, Anna; Miltiadous, Miltos; Libbrecht, Paul; Muller, Wolfgang; Hadzilacos, Thanasis & Otero, Nuno [Show all 8 contributors for this article] (2016). Let me do it: towards the implementation of sustainable instructional patterns. In Chen, Nian-Shing; Huang, Ronghuai & Kinshuk, Kinshuk (Ed.), 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE (Institute of Electrical and Electronics Engineers). ISSN 978-1-4673-9041-5. p. 414–415. doi: 10.1109/ICALT.2016.92.
• Mavroudi, Anna; Giannakos, Michail & Krogstie, John (2016). Insights on the Interplay between Adaptive Learning and Learning Analytics. In Chen, Nian-Shing; Huang, Ronghuai & Kinshuk, Kinshuk (Ed.), 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE (Institute of Electrical and Electronics Engineers). ISSN 978-1-4673-9041-5. doi: 10.1109/ICALT.2016.84.
• Mavroudi, Anna; Giannakos, Michail & Krogstie, John (2016). Combining Adaptive Learning with Learning Analytics: Precedents and Directions. In Verbert, Katrien; Sharples, Mike & Klobucar, Tomaž (Ed.), Adaptive and Adaptable Learning - Proceedings of the 11th European Conference on Technology Enhanced Learning EC-TEL 2016. Springer Publishing Company. ISSN 978-3-319-45152-7. p. 434–439. doi: 10.1007/978-3-319-45153-4_39.
• Mavroudi, Anna; Hadzilacos, Thanasis & Angeli, Charoula (2016). An Adaptive E-Learning Strategy to Overcome the Inherent Difficulties of the Learning Content. In Verbert, Katrien; Sharples, Mike & Klobucar, Tomaž (Ed.), Adaptive and Adaptable Learning - Proceedings of the 11th European Conference on Technology Enhanced Learning EC-TEL 2016. Springer Publishing Company. ISSN 978-3-319-45152-7. p. 440–445. doi: 10.1007/978-3-319-45153-4_40.
• Trætteberg, Hallvard; Krogstie, John; Mavroudi, Anna & Giannakos, Michail (2016). Adaptable Learning and Learning Analytics: A Case Study in a Programming Course. In Verbert, Katrien; Sharples, Mike & Klobucar, Tomaž (Ed.), Adaptive and Adaptable Learning - Proceedings of the 11th European Conference on Technology Enhanced Learning EC-TEL 2016. Springer Publishing Company. ISSN 978-3-319-45152-7. p. 665–668. doi: 10.1007/978-3-319-45153-4_87.

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• Mavroudi, Anna (2023). Faculty development revisited: experiences and issues in a Norwegian perspective.
• Torgersen, Gerald; Mavroudi, Anna & Torp, Monica Jeanette Wicksell (2023). KI-assistert Læring: Språkmodeller som undervisningsassistent. Show summary

  Tannleger og tannpleiere trenger kompetanse i stråling, strålevern og radiologisk teknologi i sin yrkesutøvelse. Derfor er det en del av pensum i deres studium i oral radiologi. Mange studenter opplever dette emnet som krevende. For å støtte læringsprosessen, utforsker vi bruk av en KI-verktøy, drevet av avanserte språkmodeller, for å forstå disse komplekse temaene. Språkmodeller kan noen ganger generere misvisende informasjon, en utfordring kjent som "hallusinering". Dessuten mangler de ofte spesialisert fagkunnskap. For å møte disse utfordringene, har vi utviklet et norskspråklig datasett spesifikt for vårt fagfelt. Dette datasettet hjelper oss å skreddersy språkmodellene til våre behov. Vi bruker en tilpasset versjon av OpenAI GPT-4, driftet av UiO og kompatibel med GDPR, som integrerer vårt datasett for å gi mer presise svar på studentenes spørsmål. Dette sikrer at studentene får bedre veiledning enn hva standard språkmodeller kan tilby. Vi skal prøve dette verktøyet med første års bachelorstudenter i tannpleie, hvor de vil benytte det i arbeidet med korte essayoppgaver. Verktøyet vil være tilgjengelig for utvalgte oppgaver. Vi vil evaluere studentenes erfaringer med verktøyet gjennom intervjuer og eventuelt spørreskjemaer. Vi vil også analysere oppgavesvarene for å identifisere eventuelle forskjeller som kan tilskrives bruken av KI. På Utdanningskonferansen vil vi ha med oss en laptop der vi kan demonstrere systemet vårt og deltakere kan også selv prøve det. Vi håper å få interessante diskusjoner med kolleger rundt både de tekniske og de pedagogiske sidene av prosjektet.

• Mavroudi, Anna & Hokstad, Leif Martin (2022). Perspectives of faculty members on the use of learning technologies .
• Wallin, Patric; Erikson, Inger Carin; Husebø, Dag; Ferguson, Leila Eve; Isaksen, Robert & Mavroudi, Anna [Show all 7 contributors for this article] (2022). Spenninger, nyanser og mangfold i universitets- og høgskole­pedagogikk. Khrono.no. ISSN 1894-8995.
• Mavroudi, Anna & Gynnild, Vidar (2021). A Review of Cross-Campus Teaching Projects.
• Peftitsis, Dimosthenis & Mavroudi, Anna (2020). The integration of a student response system in an electrical engineering course.
• Jahanbani Ghahfarokhi, Ashkan & Mavroudi, Anna (2020). Critical reflection on the use of flipped classroom in an engineering university course. Show summary

  Flipped classroom is a blended learning approach that is increasingly gaining popularity in university education in the recent years. This presentation discusses the use of the flipped classroom approach in the context of a graduate course in petroleum engineering by means of the analytical lenses that refer to four sources (Springfield, 2017): (1) students’ eyes, (2) colleagues’ perceptions, (3) own experience (in this case of the course responsible), and (4) the literature of flipped classroom. Regarding (1), a survey was implemented asking students about: the effectiveness of the flipped classroom, the appropriateness of the learning methods and the learning activities, and their perceived effort. Regarding (2), it involved: feedback from lesson observation by three university educators, the views of the teaching assistant and the views of the professor that was responsible for the course before introducing the flipped classroom to it. The results of the student survey indicate mixed signals, since less than half of the class think that the flipped classroom is generally more effective than the traditional model, whereas about 70% think that problem solving in class helps them better understand the theory and around 80% think the applied learning methods and activities helped achieving the learning outcomes of the course. The feedback from the observation resulted in action that was taken on behalf of the course responsible to encourage students to ask questions and get engaged in group work. The interview with the teacher assistant revealed (among others) instructional techniques to activate the students and encourage between them communication of ideas. Finally, the views of the previous course responsible gave some insight as to why flipped classroom would be an appropriate approach for this particular course. The presentation will conclude with respect to all four analytical lenses of Springfield (2017) mentioned above.

• Tsagari, Dina & Mavroudi, Anna (2018). Teachers as trainees of an online program: challenges and support.
• Tsagari, Dina & Mavroudi, Anna (2018). English language teachers as trainees of an online program: needs, challenges and support.
• Mangaroska, Katerina; Tahir, Rabail; Lorås, Madeleine & Mavroudi, Anna (2018). What do we know about learner assessment in technology-rich environments? A systematic review of systematic reviews.
• Mavroudi, Anna; Giannakos, Michail & Divitini, Monica (2016). Arenas For Innovative STEM Education: Scenarios From The Norwegian University of Science And Technology.

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