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My research examines the pedagogical uses of educational technology and Computer-Mediated Communication and the ways they can potentiate collaboration and learning-laden interactions beyond the physical boundaries of the face to face contexts.
Methodologically, I am trained in qualitative (ethnographic) and mixed-method research methods for tracing learning processes and outcomes in multimodal environments.
In my latest endeavours, I worked cross-fields, transferring best e-practices from Education to Health for improvement in Cyprus healthcare (@RAREeCONNECT).
My research navigates the following areas:
#e-Learning #Instructional design #eHealth
#Technological integration for learning across areas
#Educational ethnography in online/ blended settings
#Multimodal data collection & analysis #Individual-setting interaction
#Socially- constructed cognition #Multiple learning styles and online education
#Sociolinguistics (gender studies) #Language Learning #Teacher Education
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*Member of GREIP ( Grup de Recerca en Ensenanyament i Interacció Plurilingües /Research Group on Plurilingual Interaction and Teaching)
e-Health
e-Health
The RARE-e-CONNECT project (POST-DOC/0916/0222) is co-financed by the European Regional Development Fund and the Republic of Cyprus through the Research and Innovation Foundation. It aims to innovate by providing a secure and user-friendly online environment for the development of national and international partnerships in Cyprus healthcare and patient rare disease community and national benefit in the field of rare diseases. More at https://rare-e-connect.eu/en
I was Postdoctoral Researcher in this project.
Learning and Technology
Learning and Technology
Language Learning and Social Media: 6 Key Dialogues
Language Learning and Social Media: 6 Key Dialogues
This project analysed questionnaire-based data and reported on the uses and potential of social media for informal language learning by "youth with fewer opportunities".
INTENT
INTENT
The project sought to provide support for teachers in Higher Education in order to organize telecollaborative projects.
Expanding the socio-material spaces of Teacher Education programmes: A qualitative trace of teacher professionalization through blended pedagogy in Catalonia
Expanding the socio-material spaces of Teacher Education programmes: A qualitative trace of teacher professionalization through blended pedagogy in Catalonia
My Ph.D. research at the Universitat Autònoma de Barcelona focuses on the integration of telecollaboration in Initial Teacher Education for early childhood and primary level in Barcelona. It contributes a qualitative analysis of the process and outcomes of teacher professionalization across university, virtual, and school settings by tracing "episodes of cognition" and examining the factors that contributed to cognitive growth and skill development.
#Multiliteracy development #Experiential learning/ Situated learning
#Learning by doing #Inquiry-based learning #Trainer scaffolding
Theoretical Foundations: Social and Developmental Psychology, Cultural-Historical Activity Theory, Dialogism, Situated and Distributed Cognition and Second Language Acquisition.
Methodology: Educational ethnography, 1-year of participant-observation on university, online and school settings.
Outcomes: Transformative moments indicating learning in the following areas:
(1) Strategic instructional design
(2) dialogic skills and attitudes
(3) technological know-how and pedagogical technology integration skills
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Part of this work was presented at the 30th Jyväskylä Summer School of Applied Language Studies in Finland, the ISCAR 2011 Congress in Moscow; and EUROCALL SIGs 2010 and 2011 workshops in France and Spain respectively, and published in ReCALL and the Bellaterra Journal of Teaching and Learning Language and Literature.
Learning strategies: Initiation to French as a Foreign Language
Learning strategies: Initiation to French as a Foreign Language
This is my undergraduate research completed in 2005 at the Department of Modern Languages at the University of Cyprus (UCY). Herein, I present a formal overview/understanding of the construct of learning strategies and the factors that may influence language learning and acquisition from the perspective of Cognitive Psychology. I drew on the classification proposed by O' Malley and Chamot (1985) to provide an overview of the construct of learning strategies for Foreign Language Learning. This overview evoked the variables of age, sex, personality traits, as well as the psychological factors that come into play when learning a Foreign Language such as the perceived socio-affective distance between mother and target culture and language, level and type of motivation.
I conducted a case study with students of 1st, 2nd and 3rd year at the UCY use for learning French as a Foreign Language (FLE) at the UCY. Results were obtained by means of a questionnaire (borrowed from Cyr, 1996) and underwent statistical analysis. The empirical results show the choice, use and distribution of cognitive, metacognitive and socio-affective strategies in each level separately and show how these choice and distribution vary across the 3 levels of proficiency. They reveal aspects that appear useful/matter to FL students when learning French as a Foreign Language and can be reinforced during classroom teaching to facilitate the language learning process. Specifically, the students reported repeated modelling of pronunciation and drilling, highlight the importance of teachers' articulation in terms of oral comprehension, body language and repetition/recycling of language use to potentiate and ensure learning.
Sociolinguistics/ Gender studies
Sociolinguistics/ Gender studies
Gender Stereotypes in the Language of the Sitcom F.R.I.E.N.D.S: Traditional or Revolutionary?
Gender Stereotypes in the Language of the Sitcom F.R.I.E.N.D.S: Traditional or Revolutionary?
I carried out my MA research at John Moores University in Liverpool. I drew on the claim that men and women belong to distinct discursive communities and critically discussed the portrayal and perpetuation of gender stereotypes regarding social roles and gender representations in language. I used the TV series F.R.I.E.N.D.S as an appropriate context to investigate these claims. The series' appeal on teenager and young audiences world-wide, and research-based evidence depicting it an authentic and representative sample of natural Contemporary American language informed the choice of this series (see Tagliamonte & Roberts, 2005).
I used statistical analysis to determine male and female variation in the speech of male and female characters in the TV series F.R.I.E.N.D.S, focusing on the use of intensifiers and hedges by the male and female characters and followed up with qualitative discourse analysis of the use of these features in the context of actual discourse. I discussed aspects of stress/intonation and phonological value in order to define their meaning/function.
View presentation (Pictures courtesy of Warner Bros. Studios).
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