INTERACTIVE VIDEOCONFERENCING (IVC) AS A CRUCIAL FACTOR IN DISTANCE EDUCATION -- INTERACTIVE VIDEOCONFERENCING (IVC) AS A CRUCIAL FACTOR IN DISTANCE EDUCATION -- Library of Congress Cataloging-in-Publication Data -- CONTENTS -- PREFACE -- Chapter 1 THE NEW LEARNING ENVIRONMENT - INTRODUCTION -- Chapter 2 ICT AND DISTANCE LEARNING: A LITERATURE REVIEW -- Chapter 3 INTERACTIVE VIDEOCONFERENCING (IVC) AS A CRUCIAL FACTOR IN DISTANCE EDUCATION -- 3.1. IVC DEFINITION -- 3.2. IVC IN LEARNING AND TEACHING BY DISTANCE -- 3.3. THE PARTICULAR FEATURES OF THE TELECONFERENCE'S EDUCATIONAL USE -- Chapter 4 TOWARDS AN IVC CONSTRUCTIVISM PEDAGOGICAL MODEL -- 4.1. WHY DO WE NEED A PEDAGOGICAL MODEL FOR THE EDUCATIONAL FACILITATION OF VIDEOCONFERENCING? -- 2. THE THEORETICAL-PHILOSOPHICAL FRAMEWORK OF THE SUGGESTED PEDAGOGICAL MODEL IVC -- 4.3. MAIN CONSTRUCTIVE PRINCIPLES AND PHASES OF DEVELOPMENT OF THE PEDAGOGICAL MODEL IVC -- Chapter 5 IVC PEDAGOGICAL DESIGN- BASIC CHARACTERISTICS -- 1. FRAMEWORK OF DISTANCE LEARNING PRINCIPLES (ADEC, 1999) -- Chapter 6 THE PROPOSED MODEL OF INSTRUCTIONAL DESIGN -- Chapter 7 PREPARING AND PLANNING AN IVC -- 7.1. ACTION 1: FINDING A CLASS (DISTANT PARTNERS) -- 7.2. ACTION 2: TEACHERS' TRAINING PROGRAM -- 7.3. ACTION 3: INVESTIGATING A SUBJECT - GENERAL AND SPECIFIC -- 7.4. ACTION 4: PLANNING A COMMUNICATION MODEL -- 7.5. ACTION 5: THE INSTRUCTIONAL STAGES (THE IVC PYRAMID) -- Stage A: Introductory VC Activities -- Stage B: Virtual Classroom -- Stage C: Collaboration- Workgroups -- Stage D: Interactive Presentations/ Argumentation -- 1. Presentation of Learning Tasks -- 2. Collaborative Argumentation -- 3. Evaluation -- 7.6. ACTION 6: THE CLASSROOM ARCHITECTURE MODEL -- 7.7. PREPARING STUDENTS AND PARENTS -- Chapter 8 EVALUATION METHODOLOGY -- 1. EVALUATION TARGET -- 2. OBJECT OF THE EVALUATION.

3. SUBJECT OF THE EVALUATION -- 4. EVALUATION PERFORMERS -- 5. SAFETY VALVES OF THE EVALUATION -- 6. EVALUATION CRITERIA -- Evaluation of the Students' Technological Statu -- Description -- Target -- Implementation -- Evaluation of the Teachers' Technological Status -- Description -- Target -- Implementation -- Evaluation of Technological Equipment -- Description -- Target -- Implementation -- Description -- Target -- Method One -- Method Two -- Description -- Target -- Method -- Implementation -- Evaluation of the Social Impact from the Students' Standpoint -- Description -- Target -- Method One -- Method Two -- Evaluation of the Social Impact from the Teacher's Standpoint -- Description -- Target -- Method -- Implementation -- Chapter 9 "ODYSSEAS 2004" IVC PROJECT: GENERAL DESCRIPTION -- 9.1. GENERAL DESCRIPTION -- 9.2. DEVELOPMENT OF THE INSTRUCTIONAL METHODOLOGY - IMPLEMENTATION PROCESS -- 9.3. THE COMMUNICATION MODEL METHODOLOGY -- 9.4. THE CLASSROOM ARCHITECTURE MODEL (ANASTASIADES, 2003B. 2006) -- 9.5. ODYSSEAS 2000-2007 IVC ACTIVITIES -- Period February- June 2002: IVCs between Elementary Schools in Cyprus -- Period February- June 2004: IVCs between Elementary Schools in Crete (Rethymnon) and Cyprus - (Augorou-) -- Period February- June 2006: IVCs between Elementary Schools in Crete (Rethymnon) in Athens and the Island of Aigina -- 9.6. THE TECHNOLOGICAL INFRASTRUCTURE -- 9.7. THE ORGANIZATION AND SUPPORT MODEL -- Chapter 10 CONCLUSION -- REFERENCES -- INDEX.