Alexandros Xafopoulos
<Occupation>
Private Online University Programming Tutor
[ top 2% on Academia.edu in Oct '19 ]
<Education>
- MA Education & Technology graduate from The UCL Institute of Education (IOE) in London, UK
- BSc (1st) Computer Science graduate from Aristotle University of Thessaloniki (AUTh), GR
- Bachelor (1st) Theology graduate from AUTh, GR.
<Experience>
- Online & London face-to-face tutoring experience in University & Secondary Computer Programming & Mathematics
- Project Coordinator & Founder of the UCL-supported IOE Dissertation Support Project (IDSP)
- Holding Qualified Teacher Status (QTS)
- Work as
- Supply Cover Supervisor & Teaching Assistant (TA) at London secondary schools
- TIMSS Marker at a London educational company
- UCL Advances Summer Intern at a London community charity
- IOE Postgraduate Taught Faculty Student Academic Representative (StAR)
- Leading Project Coordinator & Founder of the UCL-supported volunteering Secondary Maths Tutoring Project (SMTP), delivering Maths tuition at secondary schools near UCL
- Volunteer Secondary Maths TA & Tutor at London schools
- Researcher-programmer in 2 EU-funded R&D projects at the Artificial Intelligence and Information Analysis (AIIA) laboratory of AUTh
- Web and Unix Administrator at AIIA lab
- Academic assistant at the School of Informatics of AUTh
- Visiting researcher at the Tampere International Center for Signal Processing (TICSP) in Tampere.
<Publications-Presentations-Research Interests>
- 8 peer-reviewed publications
- 1 book chapter
- 2 journal papers
- 4 conference papers
- 1 encyclopedia article
- 4 conference presentations
- 2 academic seminar talks.
- Research interests: E-Learning, Virtual Learning Environments, Learning Analytics, Structural Equation Modelling, Computer Supported Collaborative Learning.
<Aim>
Be a highly effective Tutor in Inner London by offering & enhancing my knowledge & skills towards the tutees' collaborative academic & personal development.
<Specialties>
University Programming tutoring with focus on core Python & Java
Address: London, UK
Private Online University Programming Tutor
[ top 2% on Academia.edu in Oct '19 ]
<Education>
- MA Education & Technology graduate from The UCL Institute of Education (IOE) in London, UK
- BSc (1st) Computer Science graduate from Aristotle University of Thessaloniki (AUTh), GR
- Bachelor (1st) Theology graduate from AUTh, GR.
<Experience>
- Online & London face-to-face tutoring experience in University & Secondary Computer Programming & Mathematics
- Project Coordinator & Founder of the UCL-supported IOE Dissertation Support Project (IDSP)
- Holding Qualified Teacher Status (QTS)
- Work as
- Supply Cover Supervisor & Teaching Assistant (TA) at London secondary schools
- TIMSS Marker at a London educational company
- UCL Advances Summer Intern at a London community charity
- IOE Postgraduate Taught Faculty Student Academic Representative (StAR)
- Leading Project Coordinator & Founder of the UCL-supported volunteering Secondary Maths Tutoring Project (SMTP), delivering Maths tuition at secondary schools near UCL
- Volunteer Secondary Maths TA & Tutor at London schools
- Researcher-programmer in 2 EU-funded R&D projects at the Artificial Intelligence and Information Analysis (AIIA) laboratory of AUTh
- Web and Unix Administrator at AIIA lab
- Academic assistant at the School of Informatics of AUTh
- Visiting researcher at the Tampere International Center for Signal Processing (TICSP) in Tampere.
<Publications-Presentations-Research Interests>
- 8 peer-reviewed publications
- 1 book chapter
- 2 journal papers
- 4 conference papers
- 1 encyclopedia article
- 4 conference presentations
- 2 academic seminar talks.
- Research interests: E-Learning, Virtual Learning Environments, Learning Analytics, Structural Equation Modelling, Computer Supported Collaborative Learning.
<Aim>
Be a highly effective Tutor in Inner London by offering & enhancing my knowledge & skills towards the tutees' collaborative academic & personal development.
<Specialties>
University Programming tutoring with focus on core Python & Java
Address: London, UK
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Theses by Alexandros Xafopoulos
-In breadth: by presenting its relation with other relative scientific fields and noting its kinds.
-In length: by presenting the stages of the procedure and its mathematical and algorithmic background.
-In depth: by presenting a practical application with its data, results and conclusions.
Book Chapters by Alexandros Xafopoulos
Encyclopedia Chapters by Alexandros Xafopoulos
Journal Papers by Alexandros Xafopoulos
Conference Papers by Alexandros Xafopoulos
Conference Presentations by Alexandros Xafopoulos
This effort is undertaken in collaboration with the UCL Computer Science Department Advanced Teaching Group, which is advising regarding the computer programming tutoring design, implementation, and evaluation, in terms of content and schedule as well as the selection and recruitment of tutors, who are advanced in programming mostly higher year undergraduate and postgraduate students, and tutees, who are mostly lower year undergraduates.
As for the human aspect, e-CL enables tutors to control the communication and content of the learning process. Furthermore, to detect and predict the learners’ physical, mental, emotional, social, or learning status and problems. The learners suffering from the latter and having special learning needs are supported in their learning and socialisation by respective assistive technologies.
Moreover, e-CL also facilitates ‘deep learning’ through communal and scaffolded articulation and externalisation. Being a communal process it contributes towards motivation, engagement, psychological and social development, socialisation, teamworking skills, and empathy. Through collaboration multiple kinds of knowledge are acquired more easily and entertainingly.
As for pedagogy, e-CL supports active and adaptive learning and engagement and facilitates representation, editing, high quality broad communication, and reflection on the learning process. It also enhances sharing and exchanging of learning ideas, emotions, practices, and products and supports a great range of automated and peer feedback.
As for the content affordances, e-CL offers richer in terms of quantity and quality, structured and visualised, but cheaper in terms of price content.
Finally, regarding framework affordances, e-CL provides spatial, temporal, and sociocultural learning flexibility and usually entails low cost. As a result e-CL enables and fosters ubiquitous, pervasive, multicultural, continuous, and life-long learning.
Seminar Talks by Alexandros Xafopoulos
Draft Papers by Alexandros Xafopoulos
-In breadth: by presenting its relation with other relative scientific fields and noting its kinds.
-In length: by presenting the stages of the procedure and its mathematical and algorithmic background.
-In depth: by presenting a practical application with its data, results and conclusions.
This effort is undertaken in collaboration with the UCL Computer Science Department Advanced Teaching Group, which is advising regarding the computer programming tutoring design, implementation, and evaluation, in terms of content and schedule as well as the selection and recruitment of tutors, who are advanced in programming mostly higher year undergraduate and postgraduate students, and tutees, who are mostly lower year undergraduates.
As for the human aspect, e-CL enables tutors to control the communication and content of the learning process. Furthermore, to detect and predict the learners’ physical, mental, emotional, social, or learning status and problems. The learners suffering from the latter and having special learning needs are supported in their learning and socialisation by respective assistive technologies.
Moreover, e-CL also facilitates ‘deep learning’ through communal and scaffolded articulation and externalisation. Being a communal process it contributes towards motivation, engagement, psychological and social development, socialisation, teamworking skills, and empathy. Through collaboration multiple kinds of knowledge are acquired more easily and entertainingly.
As for pedagogy, e-CL supports active and adaptive learning and engagement and facilitates representation, editing, high quality broad communication, and reflection on the learning process. It also enhances sharing and exchanging of learning ideas, emotions, practices, and products and supports a great range of automated and peer feedback.
As for the content affordances, e-CL offers richer in terms of quantity and quality, structured and visualised, but cheaper in terms of price content.
Finally, regarding framework affordances, e-CL provides spatial, temporal, and sociocultural learning flexibility and usually entails low cost. As a result e-CL enables and fosters ubiquitous, pervasive, multicultural, continuous, and life-long learning.