Panos Panagiotidis

New technological developments, such as 5G networks, smart and interconnected devices, and the development of the Internet of Things (IoT), lead to a new reality in which the secure flow of data is non-negotiable. In this new reality, blockchain technology can play a crucial role, as it has the ability to provide the necessary background for the safe and inviolable operation of systems. Blockchain is a distributed ledger, in which information and data are stored and verified. These blocks of data do not have to be related to financial transactions but may concern any other type of data that needs to be securely recorded and not changed retrospectively. Although the first application of blockchain technology was about digital currency (Bitcoin), its usefulness is not limited to cryptocurrencies or the field of economics. Blockchain, especially in its last stage v3.0, has many applications in various sectors such as data storage, certification of products and services, government, ins...

""This paper presents a recently conducted experiment aiming at the development, implementation and accreditation of multimedia courses for specific purposes in foreign language departments. Considering the EU policy highlighted in the Action Plan 2004-2006 “Promoting language learning and linguistic diversity” and having in mind the new European frame emerged after the Bologna Declaration, the development of new skills through new academic curricula, seems inevitable. Several attempts have been made towards this direction, and many technological applications have been developed. These products have proved their efficiency especially in domains concerning knowledge management, content delivery and administration of the procedure of learning. However, from methodological as well as from technical point of view, weaknesses can be noticed. This paper presents an alternative proposal of a distance-learning study program, attempting on the one hand to offer traditional subjects such as literature and theatre in a technological environment, and on the other, to deliver courses for the development of new skills concerning language learning for specific purposes and the use of ICT.""

Virtual Worlds are among the fastest growing areas of web 2.0, as they dispose characteristics that promote the development of all kinds of applications not only for communication and entertainment, but for education, as well. This work highlights the importance of Virtual Worlds, their potential and their contribution to foreign language education and explores the perspectives for further exploitation. Virtual Worlds can be an important tool for the cooperative learning of a foreign language and culture, and can facilitate the acquisition of the target language, while also promoting interdisciplinarity through their multi-potential dimension. The present paper presents implementations of the use of Virtual Worlds for foreign language education through interdisciplinary approaches with particular emphasis on foreign language learning and culture.

La présente contribution explore les possibilités d'utilisation de la Réalité Augmentée dans l'enseignement/apprentissage des langues et, plus précisément, du français langue étrangère (FLE). La Réalité Augmentée est une technologie qui, grâce à la pénétration croissante des technologies/appareils mobiles, peut désormais être utilisée pour l'enseignement des langues étrangères. Les auteurs de cette publication se proposent de contribuer au débat concernant l'exploitation des applications de Réalité Augmentée comme outils pédagogiques en classe de langue. Le texte présente le champ de recherche et les caractéristiques de cette technologie ainsi que les facteurs qui influencent son intégration aux cours de langues. Enfin, cet article vise à décrire une expérience menée auprès des étudiants hellénophones du Département de Langue et de Littérature françaises de l'Université Aristote afin de démontrer comment la Réalité Augmentée peut être utilisée pour développer la compétence de production orale. Mots-clés: Réalité Augmentée-apprentissage mobile-FLE-production orale. Abstract This contribution explores the possibilities of using Augmented Reality in the teaching and learning of foreign languages and, more specifically, of French as a foreign language.

There was originally a series of personal contacts with people who are well known for their engagement in matters of language education: policy makers, presidents of University departments, directors of language laboratories and people in charge of research centers. At a second stage, a questionnaire was designed which was sent to the Heads of the Research Committees of 18 Greek Universities, the Heads of the Foreign Language Departments of these Universities and to the directors of certain Research Centers.

New technological developments, such as 5G networks, smart and interconnected devices, and the development of the Internet of Things (IoT), lead to a new reality in which the secure flow of data is non-negotiable. In this new reality, blockchain technology can play a crucial role, as it has the ability to provide the necessary background for the safe and inviolable operation of systems. Blockchain is a distributed ledger, in which information and data are stored and verified. These blocks of data do not have to be related to financial transactions but may concern any other type of data that needs to be securely recorded and not changed retrospectively. Although the first application of blockchain technology was about digital currency (Bitcoin), its usefulness is not limited to cryptocurrencies or the field of economics. Blockchain, especially in its last stage v3.0, has many applications in various sectors such as data storage, certification of products and services, government, insurance, health, science, and education. This paper focuses on the current and potential educational applications of blockchain and presents how this technology can be used to solve specific education problems. Nowadays, a variety of blockchain applications concerning the issue and storage of certificates and diplomas, the evaluation of learning outcomes, the support and the academic degree management, the protection of intellectual property, the cooperation between students and their professors, learning accreditation, payment for studies, formation of an academic passport (portfolio) or administration of the educational process are implemented in some HEI and institutions. The paper analyzes the features and advantages of blockchain technology, presents some of the current blockchain applications for education, as well as the benefits and challenges of using blockchain technology in the educational sector. Finally, special reference is made to applications related to the field of language learning.

21st century learning is characterized by the mobility of people and devices, as well as by non- informal, ubiquitous and continuous learning. Furthermore, foreign language skills have started to be valued more than degrees, especially in job-related contexts or in student mobility programs. Except for formal language learning, the presence of social media and web 2.0 technologies in general are fostering the improvement of foreign language skills, in need of communication. Micro-learning is a technique which is defined in terms of rather simple and short learning units which do not require a lot of time or effort to be completed (Hug and Friesen, 2007) and is already digitally present, especially in the form of mobile applications and micro-blogging. Bearing in mind the fragmented time slots available for adult education, this bite-sized learning offers specific-purposed, short and mobile-friendly materials, thus allowing them to complete chunks of learning anywhere and anytime. In that way, the learners can acquire knowledge when and where it is needed and retain the newly-acquired content without suffering from cognitive overload. For the needs of this paper, a course was designed and trialed on university students. Since the study is yet to be completed, the results are not included. In this paper, the authors will present and illustrate the use of micro-learning as an alternative technique which, when applied to mobile courses, can enable and enhance the lifelong engagement with foreign language learning.

One challenge for educators is to find the most appropriate way to use and exploit Web 2.0 tools and services in order to enhance learner motivation and help learners engage in the learning process as well as overcome problems of lower self-esteem. This chapter proposes key criteria to draw links between technologies, motivation and engagement to learn a foreign language. To this end, based on three motivational models and inspired by gamification, we have compiled a list of 15 criteria for teachers to consider when designing online activities. The criteria were ranked according to their significance by 72 students from a French department at a large Greek university. The criteria are classified according to students’ perceptions and can be applied in the language learning classroom.

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language le...

The use of Extended Reality technologies in education, and especially in language learning, has attracted the interest of language experts for the last 15 years. However, the recent technological progress as well as the simultaneous dramatic reduction of the cost of the necessary hardware has led to an impressive growth of the XR market, creating, thus, new perspectives concerning the adoption of XR technologies in education. The educational XR market is also growing very fast, not only thanks to the offer of innovative applications, but also due to technological developments in network technologies. Advances in wireless and cellular networks can make XR experiences more immersive and more accessible to local and remote users. This paper aims to present the current developments in the field of utilization of Augmented (AR) and Mixed Reality (MR) technologies in language education and to explore their future perspectives. Towards this end, AR/MR technologies, the theoretical bases of...

The continuously increasing influence and integration of the web 2.0 services and applications in users’ everyday life has, as it is evident, a corresponding impact on their learning behavior. It is a fact that the potential for real time communication, social networking, data sharing, syndication and collaboration, give users wider perspectives and greater possibilities regarding the collection and use of learning resources in order to acquire knowledge in the field of their interest. A similar picture exists for teachers who, on the one hand, have the opportunity to exploit and take advantage of a variety of new technological tools and, on the other, the responsibility to offer their students new educational perspectives and applications, suitable to their new mentality and attitudes. As is obvious, the support of this new educational approach could be better served by the use of informal learning environments, the creation of which is based on freely available platforms and tools...

Podcasting is nowadays one of the fastest growing Internet media, broadly used in domains such as broadcasting, entertainment, and education. After 2016, podcast market has seen tremendous growth in both production volume and consumption. Podcasts are becoming increasingly popular among younger people, such as students, especially when it comes to mlearning applications, as they are a medium fully suitable to their increasingly mobile, always-connected lifestyle. Podcasts have been used for educational purposes and specifically for language learning applications, since the early 2000. In this paper, numerous studies and research papers published from 2005 to 2021 have been examined to define the effects of using podcasts on language learning. The paper presents the conclusions of the bibliographic research to date and highlights the strengths and weaknesses of podcasts as tools for language learning, as well as students' perceptions about them. The current data of the podcast market is also presented, and conclusions are drawn for the future use of podcasts in language learning. From the market data, but also from the positive conclusions that emerged from the reviewed research, it appears that the use of podcasts in language education presents great prospects. The future of podcasting in language learning is promising, as podcasts can offer remarkable benefits to both teachers and students. Podcasts are a technological educational tool which, in the contemporary mobile educational environment, increases students' language skills and proficiency as well as the probability that students will feel engaged and motivated, and thus, their exploitation must be further investigated.

... http://edumuve.com/tour/languages-other-than-english/ 28The Online Conference http://www.slanguages.net/home.php took place in EduNation Islands. ... http://k12online.wm.edu/ Web20classroom.pdf Dervin F. (2008). Second Life and language eTeaching and eLearning. ...

Due to the rapid development of electronic learning applications over the last year, many universities and research centers, as well as many public or private training institutions have produced digital learning materials either as a result of their own decision or out of necessity. The multitude of such materials, whose creation has been supported by means of special projects conducted by large European institutions and organizations, interested in how they could be applied in education, has raised the question of their assessment. As a result, many researchers have been trying to find digital learning material assessment models that, along with their assessment criteria, have already been discussed in the relevant bibliography. The main trend is the development of assessment models for learning materials, referring commonly to a digital learning objects repository, the learning materials’ creation, the assessment tools and – sometimes – the Internet communities using those materials. However, as those models occur through the use of particular criteria, they often turn out to be incomplete or non-applicable to new projects. It is obvious that it is very difficult to develop assessment and quality control models and criteria without any problems and researchers are aware of this. That is the reason why many of them propose their models while suggesting their combined use with other models. Among the many models for the assessment of digital learning materials, the QuADEM method and model (Quality Assessment of Digital Educational Material) seems to be quite effective, as it proposes many parameters, its methodology is sufficiently clear and it offers a wide range of criteria. This article deals with an application of the QuADEM method to the assessment of digitized school books used in Greek primary and secondary education for the teaching of Ancient and Modern Greek language and literature (a total of 58 digital books, enriched electronic versions of the original hardcopy versions). The assessment did not concern the corresponding digital learning resources repository (Photodendro), although there has been reference to its functionality, but dealt with the series of digital tools specifically developed for language and literature teaching and learning (Psifides- Tiles). QuADEM proved to be very useful in generating a questionnaire, which was used in a primary and secondary school teachers’ survey conducted throughout the country. This article highlights the criteria that led to the adoption of the QuADEM methodology, as well as the units used in the assessment of the pivotal parameters of the digital learning materials, and the findings concerning its effectiveness.

Podcasting is nowadays one of the fastest growing Internet media, broadly used in domains such as broadcasting, entertainment, and education. After 2016, podcast market has seen tremendous growth in both production volume and consumption. Podcasts are becoming increasingly popular among younger people, such as students, especially when it comes to mlearning applications, as they are a medium fully suitable to their increasingly mobile, always-connected lifestyle. Podcasts have been used for educational purposes and specifically for language learning applications, since the early 2000. In this paper, numerous studies and research papers published from 2005 to 2021 have been examined to define the effects of using podcasts on language learning. The paper presents the conclusions of the bibliographic research to date and highlights the strengths and weaknesses of podcasts as tools for language learning, as well as students' perceptions about them. The current data of the podcast market is also presented, and conclusions are drawn for the future use of podcasts in language learning. From the market data, but also from the positive conclusions that emerged from the reviewed research, it appears that the use of podcasts in language education presents great prospects. The future of podcasting in language learning is promising, as podcasts can offer remarkable benefits to both teachers and students. Podcasts are a technological educational tool which, in the contemporary mobile educational environment, increases students' language skills and proficiency as well as the probability that students will feel engaged and motivated, and thus, their exploitation must be further investigated.

The use of Extended Reality technologies in education, and especially in language learning, has attracted the interest of language experts for the last 15 years. However, the recent technological progress as well as the simultaneous dramatic reduction of the cost of the necessary hardware has led to an impressive growth of the XR market, creating, thus, new perspectives concerning the adoption of XR technologies in education. The educational XR market is also growing very fast, not only thanks to the offer of innovative applications, but also due to technological developments in network technologies. Advances in wireless and cellular networks can make XR experiences more immersive and more accessible to local and remote users. This paper aims to present the current developments in the field of utilization of Augmented (AR) and Mixed Reality (MR) technologies in language education and to explore their future perspectives. Towards this end, AR/MR technologies, the theoretical bases of their use in language education, as well as the available for each technology hardware and software solutions are presented in more detail. Examples of AR/MR technologies in language learning applications, as well as the conclusions drawn from the literature review concerning the benefits and limitations AR/MR applications in language learning will also be presented. Finally, market data and future research directions will be discussed, in order to identify the perspectives of these technologies in language learning.

The development of Virtual Reality applications for educational use is not new, as this technology has attracted the interest of educators and scholars since its introduction to the market. However, in the last few years, technological advances in processing power, displays, graphics, mobiles and high-speed networks create new prospects for wider application of VR technology. This is why Extended (Virtual, Augmented and Mixed) Reality market, in the last few years is growing at a rapid pace. This also applies to the educational XR market which is also expected to experience a corresponding growth. Taking into account that the cost of equipment decreases, new opportunities for exploiting this technology in language education are appearing, and immersive technologies are becoming increasingly attractive to researchers and language experts. This paper aims to present the current developments in the field of utilization of VR technology in language education and to explore its future perspectives. To this end, the theoretical bases of its use in language education, as well as the available hardware and software solutions are presented in more detail. Examples of VR applications, as well as the conclusions drawn from the literature review concerning the benefits and limitations of using VR systems in language learning are presented. Finally, future research directions are discussed, in order to identify the perspectives of Virtual Reality in language learning.

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students' personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students' motivation. Amongst the various factors-tools, methods or strategies-that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.

MOOCs have been the fastest growing form of distance education over the last years, as the openness and the versatility they offer makes them very popular mostly among adults who wish to be trained in a field of knowledge outside the mainstream educational system. Obviously, this also applies to foreign languages, for which numerous educational institutions, both public and private have developed and offered a variety of Language MOOCs (LMOOCs). The LMOOCs often receive criticism both in terms of methodology and their pedagogical approach and in terms of their ability to motivate students and to support them in the learning process. This paper examines the current reality of LMOOCs and attempts to identify the strengths and weaknesses of LMOOCs and to record expert's opinions on their usefulness and effectiveness, in order to propose ways to improve their quality and increase their efficiency.

The exploitation of computers in language teaching/learning begins in the ‘70s and continues
uninterruptedly until today. Τhis time period can be divided into different phases, characterized by
different approaches concerning the use –and role- of computers, the learning theories on which the
corresponding software applications were based on and of course, the pedagogical and linguistic
goals. The emergence and popularization of the internet has led to the creation of a generation of
eLearning applications and language e-courses for which, at least in higher education, LMS has been
the main distribution pillar. Nowadays, LMSs are widely used in universities around the world to
provide online courses in every specific knowledge area. However, in the last few years, there is a
transition iin progress from the previously isolated learning process that LMSs offer to a model of
interconnected, free and informal learning. Thanks to web 2.0 services and tools, users can now
produce content, communicate, collaborate and use a variety of sources, while at the same time
teachers can apply more creative approaches and practices in class. In this new context, LMSs have
started to appear rather outdated, as they cannot fully support this new pedagogical philosophy, the
new learning-centered model that increasingly characterizes higher education practice. Extensive
research is under progress in order to conceive and develop a new generation of digital learning
environments that aims either to expand the capabilities of LMS or to replace them completely. As far
as Higher Education is concerned, these next generation learning environments must evolve from a
strictly structured environment such as an LMS, to an ecosystem based on open standards, made up
of a variety of interconnected pedagogical applications and services, more suitable for and adaptable
to support emerging instructional practices. These New Generation Digital Learning Environments
(NGDLEs) should also allow access to institution-centric courses, as well as to free-range learning
experiences, combine open content and educational apps and support more personalized and flexible
learning experiences into an interconnected community of learners and instructors. NGDLEs are
among the technologies that are expected to have a direct impact on FLT in the following years. This
paper presents the concept and the current reality of NGDLEs as shaped by the research so far, and
examines the ways in which NGDLEs could stimulate the learning / teaching of a foreign language.

Due to the rapid development of electronic learning applications over the last year, many universities
and research centers, as well as many public or private training institutions have produced digital
learning materials either as a result of their own decision or out of necessity. The multitude of such
materials, whose creation has been supported by means of special projects conducted by large
European institutions and organizations, interested in how they could be applied in education, has
raised the question of their assessment. As a result, many researchers have been trying to find digital
learning material assessment models that, along with their assessment criteria, have already been
discussed in the relevant bibliography. The main trend is the development of assessment models for
learning materials, referring commonly to a digital learning objects repository, the learning materials’
creation, the assessment tools and – sometimes – the Internet communities using those materials.
However, as those models occur through the use of particular criteria, they often turn out to be
incomplete or non-applicable to new projects.
It is obvious that it is very difficult to develop assessment and quality control models and criteria
without any problems and researchers are aware of this. That is the reason why many of them
propose their models while suggesting their combined use with other models. Among the many
models for the assessment of digital learning materials, the QuADEM method and model (Quality
Assessment of Digital Educational Material) seems to be quite effective, as it proposes many
parameters, its methodology is sufficiently clear and it offers a wide range of criteria.
This article deals with an application of the QuADEM method to the assessment of digitized school
books used in Greek primary and secondary education for the teaching of Ancient and Modern Greek
language and literature (a total of 58 digital books, enriched electronic versions of the original
hardcopy versions). The assessment did not concern the corresponding digital learning resources
repository (Photodendro), although there has been reference to its functionality, but dealt with the
series of digital tools specifically developed for language and literature teaching and learning (Psifides-
Tiles). QuADEM proved to be very useful in generating a questionnaire, which was used in a primary
and secondary school teachers’ survey conducted throughout the country. This article highlights the
criteria that led to the adoption of the QuADEM methodology, as well as the units used in the
assessment of the pivotal parameters of the digital learning materials, and the findings concerning its
effectiveness.