Papers by Charalampos Karagiannidis
This paper addresses the role of gender in End-User Development (EUD) environments and examines w... more This paper addresses the role of gender in End-User Development (EUD) environments and examines whether there are gender differences in performance and in correlations between performance and a set of behavioral attributes. Based on a review of the most prominent EUD-related behavioral Human Computer Interaction (HCI) theories, and the influence of gender on them, it attempts to classify all the gender related behavioral attributes influencing the end-users' performance. Then, it theoretically selects a subset of these attributes,Use-Perception, and Self-Efficacy, presents an example application and conducts a basic evaluation testing. The proposed attributes (their initials form the word RULES) can form the basis for the design of EUD-oriented user modeling techniques for gender-neutral self-adaptive software EUD environments. Keywords Gender HCI. End-user development (EUD). Human factors in EUD. Behavioral user modeling, behavioral user profiles
The present chapter focuses on Wikis, one of the most popular social software tools, for enhancin... more The present chapter focuses on Wikis, one of the most popular social software tools, for enhancing student learning in university settings. While Wikis have been around for quite a while, their popularity has skyrocketed only in recent years due to the success of Wikipedia. New tools mean new forms of learning and Wikis are no exception when it comes to providing new opportunities for advancing learning. Especially in the context of Technology Enhanced Learning, Wikis are particularly important as they can support new communication and collaboration practices, thereby advancing new forms of student engagement, motivation and learning. Wikis are amongst the Web 2.0 technologies which have great learning potential. As the history of educational technology suggests, harnessing the potential of technology is not always straightforward. Similarly, harnessing the potential of Wikis in education has turned out to be very challenging compared to what was initially anticipated. More specifically, existing research suggests that there is a theory-practice gap regarding how to best use Wikis in higher education. Wikis can support new learning practices, but these practices are never realized in void. Consequently, new learning tasks and activities are required to actualize the potential of Wikis to support new forms and types of learning. Nowadays, there is a pressing need to develop new pedagogies which will utilize the potential of Web 2.0 technologies. The present work focuses on developing new, leaner-centered pedagogical approaches for Wiki-based learning in higher education through the progressive refinement of a Wiki task. This chapter presents the latest results and discusses the successes and failures of this new pedagogical approach.
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Papers by Charalampos Karagiannidis