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Αμφισημίες σε μαθηματικές εκφράσεις" class="work-thumbnail" src="https://attachments.academia-assets.com/107864355/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109870460/%CE%91%CE%BC%CF%86%CE%B9%CF%83%CE%B7%CE%BC%CE%AF%CE%B5%CF%82_%CF%83%CE%B5_%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AD%CF%82_%CE%B5%CE%BA%CF%86%CF%81%CE%AC%CF%83%CE%B5%CE%B9%CF%82">Αμφισημίες σε μαθηματικές εκφράσεις</a></div><div class="wp-workCard_item"><span>Πρακτικά 38ου Πανελλήνιου Συνεδρίου Μαθηματικής Παιδείας</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Οι μαθηματικές εκφράσεις δεν στερούνται αμφισημίας, παρά την διάχυτη αντίληψη για το αντίθετο. Οι...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Οι μαθηματικές εκφράσεις δεν στερούνται αμφισημίας, παρά την<br />διάχυτη αντίληψη για το αντίθετο. Οι αμφισημίες είναι το τίμημα που<br />πληρώνουμε, ώστε να απλοποιούμε τις παραστάσεις και να είναι πιο εύκολα κατανοητές. Αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις με αμφισημίες οι οποίες θα περνούσαν σχεδόν απαρατήρητες από τους μαθηματικούς, λειτουργώντας άνετα σε αυτά τα πλαίσια. Αντίστοιχα, με αφετηρία την ιότροπη ερώτηση 6÷2(1+2)= (Soen, 2023) αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις στις οποίες το πλαίσιο δεν είναι πάντα σαφές στους εκπαιδευτικούς. Αναζητούμε τις αιτίες για αυτό και τις επιπτώσεις που μπορεί να έχουν όλα τα παραπάνω στην εκπαιδευτική διαδικασία.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4aa0bf386e003bda0767d19f3deb4e67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107864355,"asset_id":109870460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107864355/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109870460"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109870460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109870460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109870460]").text(description); $(".js-view-count[data-work-id=109870460]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109870460; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109870460']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109870460, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4aa0bf386e003bda0767d19f3deb4e67" } } $('.js-work-strip[data-work-id=109870460]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109870460,"title":"Αμφισημίες σε μαθηματικές εκφράσεις","translated_title":"","metadata":{"abstract":"Οι μαθηματικές εκφράσεις δεν στερούνται αμφισημίας, παρά την\nδιάχυτη αντίληψη για το αντίθετο. Οι αμφισημίες είναι το τίμημα που\nπληρώνουμε, ώστε να απλοποιούμε τις παραστάσεις και να είναι πιο εύκολα κατανοητές. Αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις με αμφισημίες οι οποίες θα περνούσαν σχεδόν απαρατήρητες από τους μαθηματικούς, λειτουργώντας άνετα σε αυτά τα πλαίσια. Αντίστοιχα, με αφετηρία την ιότροπη ερώτηση 6÷2(1+2)= (Soen, 2023) αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις στις οποίες το πλαίσιο δεν είναι πάντα σαφές στους εκπαιδευτικούς. Αναζητούμε τις αιτίες για αυτό και τις επιπτώσεις που μπορεί να έχουν όλα τα παραπάνω στην εκπαιδευτική διαδικασία.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Πρακτικά 38ου Πανελλήνιου Συνεδρίου Μαθηματικής Παιδείας"},"translated_abstract":"Οι μαθηματικές εκφράσεις δεν στερούνται αμφισημίας, παρά την\nδιάχυτη αντίληψη για το αντίθετο. Οι αμφισημίες είναι το τίμημα που\nπληρώνουμε, ώστε να απλοποιούμε τις παραστάσεις και να είναι πιο εύκολα κατανοητές. Αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις με αμφισημίες οι οποίες θα περνούσαν σχεδόν απαρατήρητες από τους μαθηματικούς, λειτουργώντας άνετα σε αυτά τα πλαίσια. Αντίστοιχα, με αφετηρία την ιότροπη ερώτηση 6÷2(1+2)= (Soen, 2023) αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις στις οποίες το πλαίσιο δεν είναι πάντα σαφές στους εκπαιδευτικούς. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82539493"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/82539493/Algebraic_Curves_Riemann_hypothesis_and_coding"><img alt="Research paper thumbnail of Algebraic Curves, Riemann hypothesis and coding" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/82539493/Algebraic_Curves_Riemann_hypothesis_and_coding">Algebraic Curves, Riemann hypothesis and coding</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this essay is to show the usefulness of studying algebraic curves over finite fiel...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this essay is to show the usefulness of studying algebraic curves over finite fields, as far as Number Theory problems and Coding Theory are concerned. 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In order to give an upper bound for the number of rational points of an algebraic...","publication_date":{"day":1,"month":11,"year":2001,"errors":{}}},"translated_abstract":"The purpose of this essay is to show the usefulness of studying algebraic curves over finite fields, as far as Number Theory problems and Coding Theory are concerned. In the first chapter we discuss basic properties of the theory, for example the intersection points of algebraic curves and their multiplicity. Furthermore, we define elliptic curves over the field Q of rational numbers and we state important theorems, which concern the group of their rational points. In the second chapter we discuss elliptic curves over finite fields in the form Fq and we define the group Ε(Fq) of their rational points. Furthermore, it is shown that if we have an elliptic curve defined on Q, with integer coefficients and we reduce it modulo p for proper primes p then the group Φ of the rational points with finite order of E is isomorphic to a subgroup of Ε(Fp). The study of Ε(Fp) give us useful information for Φ as well. In order to give an upper bound for the number of rational points of an algebraic...","internal_url":"https://www.academia.edu/82539493/Algebraic_Curves_Riemann_hypothesis_and_coding","translated_internal_url":"","created_at":"2022-07-04T10:14:44.659-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":10408014,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Algebraic_Curves_Riemann_hypothesis_and_coding","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":10408014,"first_name":"Marios","middle_initials":null,"last_name":"Magioladitis","page_name":"Magioladitis","domain_name":"ionio","created_at":"2014-03-23T08:28:04.381-07:00","display_name":"Marios Magioladitis","url":"https://ionio.academia.edu/Magioladitis"},"attachments":[],"research_interests":[{"id":790638,"name":"Algebraic Curves","url":"https://www.academia.edu/Documents/in/Algebraic_Curves"}],"urls":[{"id":21890514,"url":"http://elocus.lib.uoc.gr:443/dlib/5/f/0/metadata-dlib-2001magiolatidis.tkl"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82539476"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/82539476/Information_Dissemination_Minimizing_the_number_of_messages_under_probabilistic_flooding"><img alt="Research paper thumbnail of Information Dissemination: Minimizing the number of messages under probabilistic flooding" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/82539476/Information_Dissemination_Minimizing_the_number_of_messages_under_probabilistic_flooding">Information Dissemination: Minimizing the number of messages under probabilistic flooding</a></div><div class="wp-workCard_item"><span>International Journal of Information Dissemination and Technology</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents a method with respect to information dissemination that tends to minimize the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents a method with respect to information dissemination that tends to minimize the number of needed messages. Assuming flooding as the information dissemination algorithm, a new general way to determine the forwarding probability is proposed here so that full coverage is achieved, while the number of needed messages tends to be minimized independently of the network density. Simulation results support the claims and expectations of the analytical results.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82539476"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82539476"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82539476; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82539476]").text(description); $(".js-view-count[data-work-id=82539476]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82539476; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82539476']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82539476, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82539476]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82539476,"title":"Information Dissemination: Minimizing the number of messages under probabilistic flooding","translated_title":"","metadata":{"abstract":"This paper presents a method with respect to information dissemination that tends to minimize the number of needed messages. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78063738"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/78063738/Autowikibrowser_Dealing_with_data_sets"><img alt="Research paper thumbnail of Autowikibrowser: Dealing with data sets" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/78063738/Autowikibrowser_Dealing_with_data_sets">Autowikibrowser: Dealing with data sets</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An orientation on Mediawiki and AutoWikiBrowser</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78063738"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78063738"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78063738; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78063737"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/78063737/Genus_3_Hyperelliptic_Curves"><img alt="Research paper thumbnail of Genus 3 Hyperelliptic Curves" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/78063737/Genus_3_Hyperelliptic_Curves">Genus 3 Hyperelliptic Curves</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">[Kohel] D. Kohel, Endomorphism rings of elliptic curves over finite fields, University</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78063737"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78063737"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78063737; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78063737]").text(description); $(".js-view-count[data-work-id=78063737]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78063737; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78063737']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 78063737, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=78063737]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":78063737,"title":"Genus 3 Hyperelliptic Curves","translated_title":"","metadata":{"abstract":"[Kohel] D. Kohel, Endomorphism rings of elliptic curves over finite fields, University","publication_date":{"day":null,"month":null,"year":2012,"errors":{}}},"translated_abstract":"[Kohel] D. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78063736"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/78063736/Primes_of_the_form_x_2_ny_2"><img alt="Research paper thumbnail of Primes of the form x 2+ ny 2" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/78063736/Primes_of_the_form_x_2_ny_2">Primes of the form x 2+ ny 2</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78063736"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78063736"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78063736; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78063736]").text(description); $(".js-view-count[data-work-id=78063736]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78063736; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78063736']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 78063736, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78063735"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/78063735/Open_Educational_Resources_in_seconadary_education_and_in_adult_education_The_case_of_Wikipedia"><img alt="Research paper thumbnail of Open Educational Resources in seconadary education and in adult education: The case of Wikipedia" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/78063735/Open_Educational_Resources_in_seconadary_education_and_in_adult_education_The_case_of_Wikipedia">Open Educational Resources in seconadary education and in adult education: The case of Wikipedia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Open Educational Resources (OER) are emerging as the most promising and rapidly-developing trend ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Open Educational Resources (OER) are emerging as the most promising and rapidly-developing trend in the field of Education. One such OER is the Internet’s ubiquitous free encyclopedia Wikipedia and its “umbrella” foundation Wikimedia. Over the past several years Wikipedia has also been used as a teaching and learning tool. This paper discusses the reach of Wikipedia in secondary education, with special emphasis on adult education. Drawing from our experience at Argostoli Evening High School and Corfu Second Chance School, we shall provide examples illustrating good practices in implementing Wikimedia Education Programs in an adult education setting. Our intention is for this paper to serve as a reference for those interested in promoting OER and Wikimedia in secondary, evening and adult education in Greece.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78063735"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78063735"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78063735; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78063735]").text(description); $(".js-view-count[data-work-id=78063735]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78063735; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78063735']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 78063735, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=78063735]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":78063735,"title":"Open Educational Resources in seconadary education and in adult education: The case of Wikipedia","translated_title":"","metadata":{"abstract":"Open Educational Resources (OER) are emerging as the most promising and rapidly-developing trend in the field of Education. 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Our protocol assumes no trust on third parties and/or other peers, and it is suited for low-min entropy data (i.e., which can be exhaustively searched by an attacker), such as encrypted users locations. Our primitive is secure and efficient: Two public-key exponentiations are required, per each user, for each equality testing. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78063733"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/78063733/Smooth_numbers_and_the_quadratic_sieve"><img alt="Research paper thumbnail of Smooth numbers and the quadratic sieve" class="work-thumbnail" src="https://attachments.academia-assets.com/85240990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/78063733/Smooth_numbers_and_the_quadratic_sieve">Smooth numbers and the quadratic sieve</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article gives a gentle introduction to factoring large integers via the quadratic sieve algo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article gives a gentle introduction to factoring large integers via the quadratic sieve algorithm. The conjectured complexity is worked out in some detail. When faced with a large number n to factor, what do you do first? You might say, &quot;Look at the last digit,&quot; with the idea of cheaply pulling out possible factors of 2 and 5. Sure, and more generally, you can test for divisibility cheaply by all of the very small primes. So it may as well be assumed that the number n has no small prime factors, say below logn. Since it is also cheap to test for probable primeness, say through the strong probable prime test, and then actually prove primality as in (Schoof 2008) in the case that you become convinced n is prime, it also may as well be assumed that the number n is composite. Trial division is a factoring method (and in the extreme, a primality test) that involves sequentially trying n for divisibility by the consecutive primes. This method was invoked above for the remov...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c76c1cce21e31ccc38c1a889ec401976" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85240990,"asset_id":78063733,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85240990/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78063733"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78063733"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78063733; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78063733]").text(description); $(".js-view-count[data-work-id=78063733]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78063733; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78063733']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 78063733, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c76c1cce21e31ccc38c1a889ec401976" } } $('.js-work-strip[data-work-id=78063733]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":78063733,"title":"Smooth numbers and the quadratic sieve","translated_title":"","metadata":{"abstract":"This article gives a gentle introduction to factoring large integers via the quadratic sieve algorithm. The conjectured complexity is worked out in some detail. When faced with a large number n to factor, what do you do first? You might say, \u0026quot;Look at the last digit,\u0026quot; with the idea of cheaply pulling out possible factors of 2 and 5. Sure, and more generally, you can test for divisibility cheaply by all of the very small primes. So it may as well be assumed that the number n has no small prime factors, say below logn. Since it is also cheap to test for probable primeness, say through the strong probable prime test, and then actually prove primality as in (Schoof 2008) in the case that you become convinced n is prime, it also may as well be assumed that the number n is composite. Trial division is a factoring method (and in the extreme, a primality test) that involves sequentially trying n for divisibility by the consecutive primes. This method was invoked above for the remov...","publication_date":{"day":null,"month":null,"year":2006,"errors":{}}},"translated_abstract":"This article gives a gentle introduction to factoring large integers via the quadratic sieve algorithm. The conjectured complexity is worked out in some detail. When faced with a large number n to factor, what do you do first? You might say, \u0026quot;Look at the last digit,\u0026quot; with the idea of cheaply pulling out possible factors of 2 and 5. Sure, and more generally, you can test for divisibility cheaply by all of the very small primes. So it may as well be assumed that the number n has no small prime factors, say below logn. Since it is also cheap to test for probable primeness, say through the strong probable prime test, and then actually prove primality as in (Schoof 2008) in the case that you become convinced n is prime, it also may as well be assumed that the number n is composite. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44603199"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44603199/%CE%91%CE%BE%CE%B9%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BB%CE%BF%CE%B3%CE%B9%CF%83%CE%BC%CE%B9%CE%BA%CE%BF%CF%8D_GeoGebra_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CE%BC%CE%AE%CE%BA%CE%BF%CF%85%CF%82_%CF%84%CE%BF%CF%85_%CE%BA%CF%8D%CE%BA%CE%BB%CE%BF%CF%85_%CF%83%CF%84%CE%B1_%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AC_%CF%84%CE%B7%CF%82_%CE%92_%CE%93%CF%85%CE%BC%CE%BD%CE%B1%CF%83%CE%AF%CE%BF%CF%85"><img alt="Research paper thumbnail of Αξιοποίηση του λογισμικού GeoGebra για τη διδασκαλία του μήκους του κύκλου, στα μαθηματικά της Β΄ Γυμνασίου" class="work-thumbnail" src="https://attachments.academia-assets.com/65065599/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44603199/%CE%91%CE%BE%CE%B9%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BB%CE%BF%CE%B3%CE%B9%CF%83%CE%BC%CE%B9%CE%BA%CE%BF%CF%8D_GeoGebra_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CE%BC%CE%AE%CE%BA%CE%BF%CF%85%CF%82_%CF%84%CE%BF%CF%85_%CE%BA%CF%8D%CE%BA%CE%BB%CE%BF%CF%85_%CF%83%CF%84%CE%B1_%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AC_%CF%84%CE%B7%CF%82_%CE%92_%CE%93%CF%85%CE%BC%CE%BD%CE%B1%CF%83%CE%AF%CE%BF%CF%85">Αξιοποίηση του λογισμικού GeoGebra για τη διδασκαλία του μήκους του κύκλου, στα μαθηματικά της Β΄ Γυμνασίου</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://crete.academia.edu/DESPOINACHRISTOFOROU">Despoina Christoforou - Δέσποινα Χριστοφόρου</a></span></div><div class="wp-workCard_item"><span>i-teachers</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Σε αυτή την εργασία παρουσιάζουμε μια εναλλακτική προσέγγιση διδασκαλίας των θεωρημάτων του μήκου...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Σε αυτή την εργασία παρουσιάζουμε μια εναλλακτική προσέγγιση διδασκαλίας των θεωρημάτων του μήκους κύκλου με τη χρήση Τ.Π.Ε. μέσα στην τάξη με χρήση βιντεοπροβολέα. Συγκεκριμένα, με τη χρήση του προγράμματος γεωμετρικών αναπαραστάσεων GeoGebra παρουσιάζουμε μια μέθοδο που έχει σημαντικά διδακτικά οφέλη για<br />τους μαθητές της Β’ Γυμνασίου. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41511109"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41511109/Promoting_Cultural_Heritage_via_Gamification_and_Augmented_Reality"><img alt="Research paper thumbnail of Promoting Cultural Heritage via Gamification and Augmented Reality" class="work-thumbnail" src="https://attachments.academia-assets.com/111132322/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41511109/Promoting_Cultural_Heritage_via_Gamification_and_Augmented_Reality">Promoting Cultural Heritage via Gamification and Augmented Reality</a></div><div class="wp-workCard_item"><span>Digital Culture & AudioVisual Challenges - Interdisciplinary Creativity in Arts and Technology International Conference Proceedings</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We present our experience applying a gamification methodology and exploiting augmented reality in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We present our experience applying a gamification methodology and exploiting augmented reality in order to motivate learners to become actively engaged in researching their cultural heritage and exploring local history, monuments and pieces of art via their engagement in playful yet educational activities. Past and current research demonstrates that students engage themselves more actively in learning activities when these involve socialising, self-guided discovery and teamwork and latest technology trends promote learning outside of the classroom in informal settings. In this context, we have invited learners to re-discover familiar urban spaces, collect information on people commemorated on street names, statues and other landmarks and then design a technology based activity that others could follow in an educational yet playful manner. On all cases, participants responded positively on both the process and the learning outcome, reported feeling more confident on their coding skills, gaining better understanding of the IT terminology and tools involved as well as better familiarising urban spaces that they frequently used.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="944aadc716b8f3254e3bebba04382681" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111132322,"asset_id":41511109,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111132322/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41511109"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41511109"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41511109; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41511109]").text(description); $(".js-view-count[data-work-id=41511109]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41511109; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41511109']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41511109, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "944aadc716b8f3254e3bebba04382681" } } $('.js-work-strip[data-work-id=41511109]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41511109,"title":"Promoting Cultural Heritage via Gamification and Augmented Reality","translated_title":"","metadata":{"abstract":"We present our experience applying a gamification methodology and exploiting augmented reality in order to motivate learners to become actively engaged in researching their cultural heritage and exploring local history, monuments and pieces of art via their engagement in playful yet educational activities. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38310997"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38310997/%CE%A8%CE%B7%CF%86%CE%B9%CE%B1%CE%BA%CF%8C_%CE%A3%CF%87%CE%BF%CE%BB%CE%B5%CE%AF%CE%BF_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1%CF%82_%CE%B3%CE%B9%CE%B1_%CE%95%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D%CF%82"><img alt="Research paper thumbnail of Ψηφιακό Σχολείο Βικιπαίδειας για Εκπαιδευτικούς" class="work-thumbnail" src="https://attachments.academia-assets.com/58359913/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38310997/%CE%A8%CE%B7%CF%86%CE%B9%CE%B1%CE%BA%CF%8C_%CE%A3%CF%87%CE%BF%CE%BB%CE%B5%CE%AF%CE%BF_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1%CF%82_%CE%B3%CE%B9%CE%B1_%CE%95%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D%CF%82">Ψηφιακό Σχολείο Βικιπαίδειας για Εκπαιδευτικούς</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eap.academia.edu/KonstantinosStampoulis">Konstantinos Stampoulis</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Σε αυτή την εργασία παρουσιάζουμε τον τρόπο οργάνωσης, τη θεματολογία και τα συμπεράσματά μας από...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Σε αυτή την εργασία παρουσιάζουμε τον τρόπο οργάνωσης, τη θεματολογία και τα συμπεράσματά μας από τη λειτουργία ενός ψηφιακού σχολείου Βικιπαίδειας για εκπαιδευτικούς όλων των βαθμίδων το οποίο είχε διάρκεια 8 εβδομάδων. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1279016" id="papers"><div class="js-work-strip profile--work_container" data-work-id="109870460"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109870460/%CE%91%CE%BC%CF%86%CE%B9%CF%83%CE%B7%CE%BC%CE%AF%CE%B5%CF%82_%CF%83%CE%B5_%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AD%CF%82_%CE%B5%CE%BA%CF%86%CF%81%CE%AC%CF%83%CE%B5%CE%B9%CF%82"><img alt="Research paper thumbnail of Αμφισημίες σε μαθηματικές εκφράσεις" class="work-thumbnail" src="https://attachments.academia-assets.com/107864355/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109870460/%CE%91%CE%BC%CF%86%CE%B9%CF%83%CE%B7%CE%BC%CE%AF%CE%B5%CF%82_%CF%83%CE%B5_%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AD%CF%82_%CE%B5%CE%BA%CF%86%CF%81%CE%AC%CF%83%CE%B5%CE%B9%CF%82">Αμφισημίες σε μαθηματικές εκφράσεις</a></div><div class="wp-workCard_item"><span>Πρακτικά 38ου Πανελλήνιου Συνεδρίου Μαθηματικής Παιδείας</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Οι μαθηματικές εκφράσεις δεν στερούνται αμφισημίας, παρά την διάχυτη αντίληψη για το αντίθετο. Οι...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Οι μαθηματικές εκφράσεις δεν στερούνται αμφισημίας, παρά την<br />διάχυτη αντίληψη για το αντίθετο. Οι αμφισημίες είναι το τίμημα που<br />πληρώνουμε, ώστε να απλοποιούμε τις παραστάσεις και να είναι πιο εύκολα κατανοητές. Αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις με αμφισημίες οι οποίες θα περνούσαν σχεδόν απαρατήρητες από τους μαθηματικούς, λειτουργώντας άνετα σε αυτά τα πλαίσια. Αντίστοιχα, με αφετηρία την ιότροπη ερώτηση 6÷2(1+2)= (Soen, 2023) αναζητούμε και αναγνωρίζουμε μαθηματικές εκφράσεις στις οποίες το πλαίσιο δεν είναι πάντα σαφές στους εκπαιδευτικούς. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78063735"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/78063735/Open_Educational_Resources_in_seconadary_education_and_in_adult_education_The_case_of_Wikipedia"><img alt="Research paper thumbnail of Open Educational Resources in seconadary education and in adult education: The case of Wikipedia" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/78063735/Open_Educational_Resources_in_seconadary_education_and_in_adult_education_The_case_of_Wikipedia">Open Educational Resources in seconadary education and in adult education: The case of Wikipedia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Open Educational Resources (OER) are emerging as the most promising and rapidly-developing trend ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Open Educational Resources (OER) are emerging as the most promising and rapidly-developing trend in the field of Education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78063733"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/78063733/Smooth_numbers_and_the_quadratic_sieve"><img alt="Research paper thumbnail of Smooth numbers and the quadratic sieve" class="work-thumbnail" src="https://attachments.academia-assets.com/85240990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/78063733/Smooth_numbers_and_the_quadratic_sieve">Smooth numbers and the quadratic sieve</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article gives a gentle introduction to factoring large integers via the quadratic sieve algo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article gives a gentle introduction to factoring large integers via the quadratic sieve algorithm. The conjectured complexity is worked out in some detail. When faced with a large number n to factor, what do you do first? You might say, &quot;Look at the last digit,&quot; with the idea of cheaply pulling out possible factors of 2 and 5. Sure, and more generally, you can test for divisibility cheaply by all of the very small primes. So it may as well be assumed that the number n has no small prime factors, say below logn. Since it is also cheap to test for probable primeness, say through the strong probable prime test, and then actually prove primality as in (Schoof 2008) in the case that you become convinced n is prime, it also may as well be assumed that the number n is composite. Trial division is a factoring method (and in the extreme, a primality test) that involves sequentially trying n for divisibility by the consecutive primes. 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Συγκεκριμένα, με τη χρήση του προγράμματος γεωμετρικών αναπαραστάσεων GeoGebra παρουσιάζουμε μια μέθοδο που έχει σημαντικά διδακτικά οφέλη για<br />τους μαθητές της Β’ Γυμνασίου. Η μέθοδός μας μπορεί να επεκταθεί και σε άλλα κεφάλαια της σχολικής Γεωμετρίας.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="97473dbed1ac617f8a4c47ed1cb4f823" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65065599,"asset_id":44603199,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65065599/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44603199"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44603199"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44603199; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44603199]").text(description); $(".js-view-count[data-work-id=44603199]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44603199; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44603199']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44603199, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "97473dbed1ac617f8a4c47ed1cb4f823" } } $('.js-work-strip[data-work-id=44603199]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44603199,"title":"Αξιοποίηση του λογισμικού GeoGebra για τη διδασκαλία του μήκους του κύκλου, στα μαθηματικά της Β΄ Γυμνασίου","translated_title":"","metadata":{"issue":"23","abstract":"Σε αυτή την εργασία παρουσιάζουμε μια εναλλακτική προσέγγιση διδασκαλίας των θεωρημάτων του μήκους κύκλου με τη χρήση Τ.Π.Ε. μέσα στην τάξη με χρήση βιντεοπροβολέα. 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Αναλύουμε τη δημιουργία ενός συστήματος που μπορεί να εκπαιδεύσει μαθητές μέσω παιχνιδοποίησης (gamification) και πιο συγκεκριμένα ενός κυνηγιού θησαυρού το οποίο αξιοποιεί τεχνολογίες πληροφοριών και κινητά τηλέφωνα. Δίνουμε τα τεχνικά χαρακτηριστικά του συστήματος το οποίο μπορεί να αξιοποιηθεί πολύπλευρα στην εκπαιδευτική διαδικασία από καθηγητές όλων των ειδικοτήτων, σε συνεργασία με καθηγητές πληροφορικής, ώστε να εμπλουτιστεί ένα εκπαιδευτικό σενάριο.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c1d7dfc158a937ac7935519cacb7be9f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62013259,"asset_id":41511117,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62013259/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41511117"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41511117"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41511117; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41511117]").text(description); $(".js-view-count[data-work-id=41511117]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41511117; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41511117']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41511117, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c1d7dfc158a937ac7935519cacb7be9f" } } $('.js-work-strip[data-work-id=41511117]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41511117,"title":"Κυνήγι θησαυρού με bluetooth: Μαθαίνοντας μέσα από το παιχνίδι","translated_title":"","metadata":{"abstract":"Σε αυτή την εργασία παρουσιάζουμε τον τρόπο οργάνωσης, τη θεματολογία και τα συμπεράσματά μας από ένα εκπαιδευτικό παιχνίδι το οποίο δοκιμάσαμε στην πράξη στο κυνήγι θησαυρού του Ρεθύμνου. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41511109"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41511109/Promoting_Cultural_Heritage_via_Gamification_and_Augmented_Reality"><img alt="Research paper thumbnail of Promoting Cultural Heritage via Gamification and Augmented Reality" class="work-thumbnail" src="https://attachments.academia-assets.com/111132322/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41511109/Promoting_Cultural_Heritage_via_Gamification_and_Augmented_Reality">Promoting Cultural Heritage via Gamification and Augmented Reality</a></div><div class="wp-workCard_item"><span>Digital Culture & AudioVisual Challenges - Interdisciplinary Creativity in Arts and Technology International Conference Proceedings</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We present our experience applying a gamification methodology and exploiting augmented reality in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We present our experience applying a gamification methodology and exploiting augmented reality in order to motivate learners to become actively engaged in researching their cultural heritage and exploring local history, monuments and pieces of art via their engagement in playful yet educational activities. Past and current research demonstrates that students engage themselves more actively in learning activities when these involve socialising, self-guided discovery and teamwork and latest technology trends promote learning outside of the classroom in informal settings. In this context, we have invited learners to re-discover familiar urban spaces, collect information on people commemorated on street names, statues and other landmarks and then design a technology based activity that others could follow in an educational yet playful manner. On all cases, participants responded positively on both the process and the learning outcome, reported feeling more confident on their coding skills, gaining better understanding of the IT terminology and tools involved as well as better familiarising urban spaces that they frequently used.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="944aadc716b8f3254e3bebba04382681" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111132322,"asset_id":41511109,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111132322/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41511109"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41511109"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41511109; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41511109]").text(description); $(".js-view-count[data-work-id=41511109]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41511109; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41511109']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41511109, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "944aadc716b8f3254e3bebba04382681" } } $('.js-work-strip[data-work-id=41511109]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41511109,"title":"Promoting Cultural Heritage via Gamification and Augmented Reality","translated_title":"","metadata":{"abstract":"We present our experience applying a gamification methodology and exploiting augmented reality in order to motivate learners to become actively engaged in researching their cultural heritage and exploring local history, monuments and pieces of art via their engagement in playful yet educational activities. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38310997"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38310997/%CE%A8%CE%B7%CF%86%CE%B9%CE%B1%CE%BA%CF%8C_%CE%A3%CF%87%CE%BF%CE%BB%CE%B5%CE%AF%CE%BF_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1%CF%82_%CE%B3%CE%B9%CE%B1_%CE%95%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D%CF%82"><img alt="Research paper thumbnail of Ψηφιακό Σχολείο Βικιπαίδειας για Εκπαιδευτικούς" class="work-thumbnail" src="https://attachments.academia-assets.com/58359913/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38310997/%CE%A8%CE%B7%CF%86%CE%B9%CE%B1%CE%BA%CF%8C_%CE%A3%CF%87%CE%BF%CE%BB%CE%B5%CE%AF%CE%BF_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1%CF%82_%CE%B3%CE%B9%CE%B1_%CE%95%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D%CF%82">Ψηφιακό Σχολείο Βικιπαίδειας για Εκπαιδευτικούς</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eap.academia.edu/KonstantinosStampoulis">Konstantinos Stampoulis</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Σε αυτή την εργασία παρουσιάζουμε τον τρόπο οργάνωσης, τη θεματολογία και τα συμπεράσματά μας από...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Σε αυτή την εργασία παρουσιάζουμε τον τρόπο οργάνωσης, τη θεματολογία και τα συμπεράσματά μας από τη λειτουργία ενός ψηφιακού σχολείου Βικιπαίδειας για εκπαιδευτικούς όλων των βαθμίδων το οποίο είχε διάρκεια 8 εβδομάδων. Η χρήση της<br />Βικιπαίδεια στην εκπαιδευτική διαδικασία όλων τω βαθμίδων, συμπεριλαμβανομένης της τριτοβάθμιας εκπαίδευσης και της εκπαίδευσης ενηλίκων, προσφέρει τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να συνδυάσουν γνώσεις και δεξιότητες εμπλουτίζοντας ταυτόχρονα αυτή την παγκόσμια δεξαμενή γνώσης.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d95bd8955a215e5625a2d591d24d87e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58359913,"asset_id":38310997,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58359913/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38310997"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38310997"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38310997; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38310997]").text(description); $(".js-view-count[data-work-id=38310997]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38310997; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38310997']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38310997, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d95bd8955a215e5625a2d591d24d87e0" } } $('.js-work-strip[data-work-id=38310997]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38310997,"title":"Ψηφιακό Σχολείο Βικιπαίδειας για Εκπαιδευτικούς","translated_title":"","metadata":{"abstract":"Σε αυτή την εργασία παρουσιάζουμε τον τρόπο οργάνωσης, τη θεματολογία και τα συμπεράσματά μας από τη λειτουργία ενός ψηφιακού σχολείου Βικιπαίδειας για εκπαιδευτικούς όλων των βαθμίδων το οποίο είχε διάρκεια 8 εβδομάδων. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2731869" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="100058913"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100058913/%CE%91%CE%BE%CE%B9%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BB%CE%BF%CE%B3%CE%B9%CF%83%CE%BC%CE%B9%CE%BA%CE%BF%CF%8D_GeoGebra_%CF%83%CF%84%CE%B7_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CF%89%CE%BD_%CE%B5%CE%B3%CE%B3%CE%B5%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%AD%CE%BD%CF%89%CE%BD_%CE%B3%CF%89%CE%BD%CE%B9%CF%8E%CE%BD_%CF%83%CF%84%CE%B1_%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AC_%CF%84%CE%B7%CF%82_%CE%92_%CE%93%CF%85%CE%BC%CE%BD%CE%B1%CF%83%CE%AF%CE%BF%CF%85"><img alt="Research paper thumbnail of Αξιοποίηση του λογισμικού GeoGebra στη διδασκαλία των εγγεγραμμένων γωνιών στα μαθηματικά της Β΄ Γυμνασίου" class="work-thumbnail" src="https://attachments.academia-assets.com/100984481/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100058913/%CE%91%CE%BE%CE%B9%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BB%CE%BF%CE%B3%CE%B9%CF%83%CE%BC%CE%B9%CE%BA%CE%BF%CF%8D_GeoGebra_%CF%83%CF%84%CE%B7_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CF%89%CE%BD_%CE%B5%CE%B3%CE%B3%CE%B5%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%AD%CE%BD%CF%89%CE%BD_%CE%B3%CF%89%CE%BD%CE%B9%CF%8E%CE%BD_%CF%83%CF%84%CE%B1_%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AC_%CF%84%CE%B7%CF%82_%CE%92_%CE%93%CF%85%CE%BC%CE%BD%CE%B1%CF%83%CE%AF%CE%BF%CF%85">Αξιοποίηση του λογισμικού GeoGebra στη διδασκαλία των εγγεγραμμένων γωνιών στα μαθηματικά της Β΄ Γυμνασίου</a></div><div class="wp-workCard_item"><span>Πρακτικά Εργασιών 6ου Διεθνούς Συνεδρίου για την Προώθηση της Εκπαιδευτικής Καινοτομίας</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Σε αυτή την εργασία παρουσιάζουμε μια εναλλακτική προσέγγιση διδασκαλίας των θεωρημάτων των εγγεγ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Σε αυτή την εργασία παρουσιάζουμε μια εναλλακτική προσέγγιση διδασκαλίας των θεωρημάτων των εγγεγραμμένων γωνιών στη Β΄ Γυμνασίου με τη χρήση ΤΠΕ μέσα στην τάξη μέσω υπολογιστή και βιντεοπροβολέα, η οποία υλοποιήθηκε τη σχολική χρονιά 2019 - 2020 σε δύο τμήματα Β΄ τάξης Γυμνασίου, ένα στο Γυμνάσιο Νάουσας Πάρου και στο 1ο Γυμνάσιο Κέρκυρας, δηλαδή συνολικά σε 41 μαθητές και μαθήτριες. Συγκεκριμένα, με τη χρήση του δυναμικού προγράμματος γεωμετρικών αναπαραστάσεων GeoGebra που μας βοηθά να αποδείξουμε τα θεωρήματα και να γενικεύσουμε. Με αυτό τον τρόπο ξεπερνάμε τις δυσκολίες της απόδειξης, αλλά και της παρουσίασης του γνωστικού αντικειμένου στους μαθητές. Η παρουσίαση γίνεται με πειστικό και κατανοητό τρόπο, αφού στο σχολικό βιβλίο δεν γίνεται απόδειξη κανενός θεωρήματος.<br /><br />Πρακτικά Εργασιών 6ου Διεθνούς Συνεδρίου για την Προώθηση της Εκπαιδευτικής Καινοτομίας, Τόμος Α, 684-691</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b322bec35031dcbe824b6ae1812c1718" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100984481,"asset_id":100058913,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100984481/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100058913"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100058913"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100058913; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100058913]").text(description); $(".js-view-count[data-work-id=100058913]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100058913; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100058913']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100058913, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b322bec35031dcbe824b6ae1812c1718" } } $('.js-work-strip[data-work-id=100058913]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100058913,"title":"Αξιοποίηση του λογισμικού GeoGebra στη διδασκαλία των εγγεγραμμένων γωνιών στα μαθηματικά της Β΄ Γυμνασίου","translated_title":"","metadata":{"abstract":"Σε αυτή την εργασία παρουσιάζουμε μια εναλλακτική προσέγγιση διδασκαλίας των θεωρημάτων των εγγεγραμμένων γωνιών στη Β΄ Γυμνασίου με τη χρήση ΤΠΕ μέσα στην τάξη μέσω υπολογιστή και βιντεοπροβολέα, η οποία υλοποιήθηκε τη σχολική χρονιά 2019 - 2020 σε δύο τμήματα Β΄ τάξης Γυμνασίου, ένα στο Γυμνάσιο Νάουσας Πάρου και στο 1ο Γυμνάσιο Κέρκυρας, δηλαδή συνολικά σε 41 μαθητές και μαθήτριες. Συγκεκριμένα, με τη χρήση του δυναμικού προγράμματος γεωμετρικών αναπαραστάσεων GeoGebra που μας βοηθά να αποδείξουμε τα θεωρήματα και να γενικεύσουμε. Με αυτό τον τρόπο ξεπερνάμε τις δυσκολίες της απόδειξης, αλλά και της παρουσίασης του γνωστικού αντικειμένου στους μαθητές. Η παρουσίαση γίνεται με πειστικό και κατανοητό τρόπο, αφού στο σχολικό βιβλίο δεν γίνεται απόδειξη κανενός θεωρήματος.\n\nΠρακτικά Εργασιών 6ου Διεθνούς Συνεδρίου για την Προώθηση της Εκπαιδευτικής Καινοτομίας, Τόμος Α, 684-691","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Πρακτικά Εργασιών 6ου Διεθνούς Συνεδρίου για την Προώθηση της Εκπαιδευτικής Καινοτομίας"},"translated_abstract":"Σε αυτή την εργασία παρουσιάζουμε μια εναλλακτική προσέγγιση διδασκαλίας των θεωρημάτων των εγγεγραμμένων γωνιών στη Β΄ Γυμνασίου με τη χρήση ΤΠΕ μέσα στην τάξη μέσω υπολογιστή και βιντεοπροβολέα, η οποία υλοποιήθηκε τη σχολική χρονιά 2019 - 2020 σε δύο τμήματα Β΄ τάξης Γυμνασίου, ένα στο Γυμνάσιο Νάουσας Πάρου και στο 1ο Γυμνάσιο Κέρκυρας, δηλαδή συνολικά σε 41 μαθητές και μαθήτριες. Συγκεκριμένα, με τη χρήση του δυναμικού προγράμματος γεωμετρικών αναπαραστάσεων GeoGebra που μας βοηθά να αποδείξουμε τα θεωρήματα και να γενικεύσουμε. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32670321"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32670321/CorfuPedia_%CE%A3%CF%85%CE%BD%CF%84%CE%AC%CF%83%CF%83%CE%BF%CE%BD%CF%84%CE%B1%CF%82_%CE%9B%CE%AE%CE%BC%CE%BC%CE%B1%CF%84%CE%B1_%CE%A4%CE%BF%CF%80%CE%B9%CE%BA%CE%AE%CF%82_%CE%99%CF%83%CF%84%CE%BF%CF%81%CE%AF%CE%B1%CF%82_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7_Wikipedia"><img alt="Research paper thumbnail of CorfuPedia: Συντάσσοντας Λήμματα Τοπικής Ιστορίας για τη Wikipedia" class="work-thumbnail" src="https://attachments.academia-assets.com/52836950/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32670321/CorfuPedia_%CE%A3%CF%85%CE%BD%CF%84%CE%AC%CF%83%CF%83%CE%BF%CE%BD%CF%84%CE%B1%CF%82_%CE%9B%CE%AE%CE%BC%CE%BC%CE%B1%CF%84%CE%B1_%CE%A4%CE%BF%CF%80%CE%B9%CE%BA%CE%AE%CF%82_%CE%99%CF%83%CF%84%CE%BF%CF%81%CE%AF%CE%B1%CF%82_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7_Wikipedia">CorfuPedia: Συντάσσοντας Λήμματα Τοπικής Ιστορίας για τη Wikipedia</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/%CE%9D%CE%B5%CE%BA%CF%84%CE%B1%CF%81%CE%AF%CE%B1%CE%99%CF%89%CE%AC%CE%BD%CE%BD%CE%BF%CF%85">Νεκταρία Ιωάννου</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Η παρούσα ανακοίνωση έχει ως σκοπό να παρουσιάσει ακροθιγώς το σχέδιο δράσης CorfuPedia, που ξεκί...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Η παρούσα ανακοίνωση έχει ως σκοπό να παρουσιάσει ακροθιγώς το σχέδιο δράσης CorfuPedia, που ξεκίνησε στο τέλος Νοεμβρίου 2016 και επί του παρόντος βρίσκεται εν πλήρει εξελίξει. Σε αυτό συμμετέχει μεγάλος αριθμός σχολείων του νησιού της Κέρκυρας, αντιπροσωπευτικών ως προς την ετερότητά τους, υπό την επιστημονική καθοδήγηση διδακτόρων εκπαιδευτικών αλλά και υποψηφίων διδακτόρων του Τμήματος Ιστορίας του Ιονίου Πανεπιστημίου. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32406523"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32406523/%CE%91%CE%BD%CE%AC%CE%BB%CF%85%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BC%CE%B5%CF%84%CE%B1%CF%86%CF%81%CE%B1%CF%83%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%B5%CF%81%CE%B3%CE%B1%CE%BB%CE%B5%CE%AF%CE%BF%CF%85_%CF%84%CE%B7%CF%82_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1_%CE%BA%CE%B1%CE%B9_%CF%87%CF%81%CE%AE%CF%83%CE%B5%CE%B9%CF%82_%CF%84%CE%BF%CF%85_%CF%83%CF%84%CE%B7%CE%BD_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7"><img alt="Research paper thumbnail of Ανάλυση του μεταφραστικού εργαλείου της Βικιπαίδεια και χρήσεις του στην Εκπαίδευση" class="work-thumbnail" src="https://attachments.academia-assets.com/52604787/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32406523/%CE%91%CE%BD%CE%AC%CE%BB%CF%85%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BC%CE%B5%CF%84%CE%B1%CF%86%CF%81%CE%B1%CF%83%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%B5%CF%81%CE%B3%CE%B1%CE%BB%CE%B5%CE%AF%CE%BF%CF%85_%CF%84%CE%B7%CF%82_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1_%CE%BA%CE%B1%CE%B9_%CF%87%CF%81%CE%AE%CF%83%CE%B5%CE%B9%CF%82_%CF%84%CE%BF%CF%85_%CF%83%CF%84%CE%B7%CE%BD_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7">Ανάλυση του μεταφραστικού εργαλείου της Βικιπαίδεια και χρήσεις του στην Εκπαίδευση</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eap.academia.edu/KonstantinosStampoulis">Konstantinos Stampoulis</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Η λημματογράφηση στη Wikipedia χρησιμοποιείται, τα τελευταία χρόνια, ως καλή πρακτική στην εκπαιδ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Η λημματογράφηση στη Wikipedia χρησιμοποιείται, τα τελευταία χρόνια, ως καλή πρακτική στην εκπαιδευτική διαδικασία. Η εισαγωγή ενός μεταφραστικού εργαλείου οδηγεί σε ενδιαφέρουσες εναλλακτικές προσεγγίσεις αφού δίνει τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να το αξιοποιήσουν στη λημματογράφηση. Σ' αυτή την εργασία κάνουμε μια ανασκόπηση της εξέλιξης της μηχανικής μετάφρασης στο πέρασμα του χρόνου και συγκρίνουμε το τρόπο λειτουργίας του μεταφραστικού εργαλείου της Wikipedia σε σχέση με τα αντίστοιχα επαγγελματικά εργαλεία. Στη συνέχεια προχωράμε σε μια επιγραμματική καταγραφή από την εμπειρία χρήσης του εργαλείου στη λημματογράφηση σε εκπαιδευτικά προγράμματα στη δευτεροβάθμια και την τριτοβάθμια εκπαίδευση τόσο στην Ελλάδα όσο και στο εξωτερικό.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43948831d4887d033207d4ce2eea4067" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52604787,"asset_id":32406523,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52604787/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32406523"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32406523"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32406523; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32406523]").text(description); $(".js-view-count[data-work-id=32406523]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32406523; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32406523']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32406523, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "43948831d4887d033207d4ce2eea4067" } } $('.js-work-strip[data-work-id=32406523]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32406523,"title":"Ανάλυση του μεταφραστικού εργαλείου της Βικιπαίδεια και χρήσεις του στην Εκπαίδευση","translated_title":"","metadata":{"abstract":"Η λημματογράφηση στη Wikipedia χρησιμοποιείται, τα τελευταία χρόνια, ως καλή πρακτική στην εκπαιδευτική διαδικασία. 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Σ' αυτή την εργασία μελετάμε το μεταφραστικό εργαλείο της Wikipedia σε σχέση με τα αντίστοιχα επαγγελματικά εργαλεία, αναλύουμε τα χαρακτηριστικά του και επιπλέον καταγράφουμε την εμπειρία από την χρήση σε εκπαιδευτικά προγράμματα Wikipedia στην τριτοβάθμια εκπαίδευση.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ffcbf59b9c8dde917468f3ef26d0892" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52324317,"asset_id":32066148,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52324317/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32066148"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32066148"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32066148; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32066148]").text(description); $(".js-view-count[data-work-id=32066148]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32066148; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32066148']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32066148, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4ffcbf59b9c8dde917468f3ef26d0892" } } $('.js-work-strip[data-work-id=32066148]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32066148,"title":"Διδακτική αξιοποίηση του μεταφραστικού εργαλείου της Βικιπαίδεια [slides]","translated_title":"","metadata":{"abstract":"Η εισαγωγή μεταφραστικού εργαλείου στην Wikipedia άνοιξε νέους δρόμους σε εκπαιδευτικές προσεγγίσεις δίνοντας τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να το αξιοποιήσουν εμπλουτίζοντας ταυτόχρονα αυτή την παγκόσμια δεξαμενή γνώσης. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28603890"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28603890/%CE%91%CE%BE%CE%B9%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%B7%CF%82_Wikipedia_%CF%83%CF%84%CE%B7%CE%BD_%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%AE_%CE%B4%CE%B9%CE%B1%CE%B4%CE%B9%CE%BA%CE%B1%CF%83%CE%AF%CE%B1_slides_"><img alt="Research paper thumbnail of Αξιοποίηση της Wikipedia στην εκπαιδευτική διαδικασία [slides]" class="work-thumbnail" src="https://attachments.academia-assets.com/48965876/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28603890/%CE%91%CE%BE%CE%B9%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%B7%CF%82_Wikipedia_%CF%83%CF%84%CE%B7%CE%BD_%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%AE_%CE%B4%CE%B9%CE%B1%CE%B4%CE%B9%CE%BA%CE%B1%CF%83%CE%AF%CE%B1_slides_">Αξιοποίηση της Wikipedia στην εκπαιδευτική διαδικασία [slides]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eap.academia.edu/KonstantinosStampoulis">Konstantinos Stampoulis</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Η Wikipedia είναι μια ανοικτή διαδικτυακή εγκυκλοπαίδεια ανοιχτή σε επεξεργασία. Η διεθνής εμπειρ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Η Wikipedia είναι μια ανοικτή διαδικτυακή εγκυκλοπαίδεια ανοιχτή σε επεξεργασία. Η διεθνής εμπειρία καταδεικνύει ότι η αξιοποίηση της Wikipedia στην εκπαιδευτική διαδικασία δίνει τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να εκφράσουν τη δημιουργικότητά τους και να προβάλλουν το έργο τους εμπλουτίζοντας ταυτόχρονα αυτή την παγκόσμια δεξαμενή γνώσης. Σε αυτή την εργασία αναπτύσσονται εκπαιδευτικοί στόχοι σε επίπεδο δεξιοτήτων που μπορούν να καλυφθούν μέσα από την εργασία στη Wikipedia με παραδείγματα δραστηριοτήτων και εργασιών που μπορούν να υλοποιηθούν στο υπάρχον πρόγραμμα σπουδών και να εξυπηρετήσουν το αναλυτικό πρόγραμμα ως έχει. Δίνονται επίσης σε πρακτικό επίπεδο κατευθύνσεις για την παρακολούθηση και αξιολόγηση των μαθητών από τον εκπαιδευτικό.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="415ca40ad7447be2ae97bb71a2daef8a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48965876,"asset_id":28603890,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48965876/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28603890"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28603890"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28603890; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28603890]").text(description); $(".js-view-count[data-work-id=28603890]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28603890; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28603890']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28603890, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "415ca40ad7447be2ae97bb71a2daef8a" } } $('.js-work-strip[data-work-id=28603890]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28603890,"title":"Αξιοποίηση της Wikipedia στην εκπαιδευτική διαδικασία [slides]","translated_title":"","metadata":{"abstract":"Η Wikipedia είναι μια ανοικτή διαδικτυακή εγκυκλοπαίδεια ανοιχτή σε επεξεργασία. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28576194"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28576194/%CE%A7%CF%81%CE%AE%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%92%CE%B9%CE%BA%CE%B9%CE%BB%CE%B5%CE%BE%CE%B9%CE%BA%CE%BF%CF%8D_%CF%83%CF%84%CE%BF_%CE%BC%CE%AC%CE%B8%CE%B7%CE%BC%CE%B1_%CF%84%CE%B7%CF%82_%CE%A0%CE%BB%CE%B7%CF%81%CE%BF%CF%86%CE%BF%CF%81%CE%B9%CE%BA%CE%AE%CF%82_%CE%93%CF%85%CE%BC%CE%BD%CE%B1%CF%83%CE%AF%CE%BF%CF%85_slides_"><img alt="Research paper thumbnail of Χρήση του Βικιλεξικού στο μάθημα της Πληροφορικής Γυμνασίου [slides]" class="work-thumbnail" src="https://attachments.academia-assets.com/48935647/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28576194/%CE%A7%CF%81%CE%AE%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%92%CE%B9%CE%BA%CE%B9%CE%BB%CE%B5%CE%BE%CE%B9%CE%BA%CE%BF%CF%8D_%CF%83%CF%84%CE%BF_%CE%BC%CE%AC%CE%B8%CE%B7%CE%BC%CE%B1_%CF%84%CE%B7%CF%82_%CE%A0%CE%BB%CE%B7%CF%81%CE%BF%CF%86%CE%BF%CF%81%CE%B9%CE%BA%CE%AE%CF%82_%CE%93%CF%85%CE%BC%CE%BD%CE%B1%CF%83%CE%AF%CE%BF%CF%85_slides_">Χρήση του Βικιλεξικού στο μάθημα της Πληροφορικής Γυμνασίου [slides]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/KonstantinosSkiadopoulos">Konstantinos Skiadopoulos</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Στην παρούσα εργασία παρουσιάζουμε τη χρήση του Βικιλεξικού ως εκπαιδευτικό εργαλείο όπως το εφαρ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Στην παρούσα εργασία παρουσιάζουμε τη χρήση του Βικιλεξικού ως εκπαιδευτικό εργαλείο όπως το εφαρμόσαμε για δύο σχολικές χρονιές στα πλαίσια του μαθήματος της πληροφορικής. Η εφαρμογή έγινε στο γυμνάσιο Καστελλάνων μέσης Κέρκυρας στο μάθημα της πληροφορικής στη Β’ γυμνασίου. Η διαδικασία υπήρξε εξαιρετικά ενδιαφέρουσα τόσο για μας όσο και για τους μαθητές που την εφάρμοσαν.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b5ddf04b0459ea1b18c6116115ed47e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48935647,"asset_id":28576194,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48935647/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28576194"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28576194"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28576194; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28576194]").text(description); $(".js-view-count[data-work-id=28576194]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28576194; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28576194']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28576194, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b5ddf04b0459ea1b18c6116115ed47e1" } } $('.js-work-strip[data-work-id=28576194]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28576194,"title":"Χρήση του Βικιλεξικού στο μάθημα της Πληροφορικής Γυμνασίου [slides]","translated_title":"","metadata":{"abstract":"Στην παρούσα εργασία παρουσιάζουμε τη χρήση του Βικιλεξικού ως εκπαιδευτικό εργαλείο όπως το εφαρμόσαμε για δύο σχολικές χρονιές στα πλαίσια του μαθήματος της πληροφορικής. 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Η διαδικασία υπήρξε εξαιρετικά ενδιαφέρουσα τόσο για μας όσο και για τους μαθητές που την εφάρμοσαν.","internal_url":"https://www.academia.edu/28576194/%CE%A7%CF%81%CE%AE%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%92%CE%B9%CE%BA%CE%B9%CE%BB%CE%B5%CE%BE%CE%B9%CE%BA%CE%BF%CF%8D_%CF%83%CF%84%CE%BF_%CE%BC%CE%AC%CE%B8%CE%B7%CE%BC%CE%B1_%CF%84%CE%B7%CF%82_%CE%A0%CE%BB%CE%B7%CF%81%CE%BF%CF%86%CE%BF%CF%81%CE%B9%CE%BA%CE%AE%CF%82_%CE%93%CF%85%CE%BC%CE%BD%CE%B1%CF%83%CE%AF%CE%BF%CF%85_slides_","translated_internal_url":"","created_at":"2016-09-18T09:44:30.828-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":10408014,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":24430341,"work_id":28576194,"tagging_user_id":10408014,"tagged_user_id":26283586,"co_author_invite_id":null,"email":"c***a@ionio.gr","affiliation":"Ionian University","display_order":1,"name":"Konstantinos Skiadopoulos","title":"Χρήση του Βικιλεξικού στο μάθημα της Πληροφορικής Γυμνασίου [slides]"}],"downloadable_attachments":[{"id":48935647,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48935647/thumbnails/1.jpg","file_name":"Βικιλεξικό.pdf","download_url":"https://www.academia.edu/attachments/48935647/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"48935647.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48935647/%CE%92%CE%B9%CE%BA%CE%B9%CE%BB%CE%B5%CE%BE%CE%B9%CE%BA%CF%8C-libre.pdf?1474217363=\u0026response-content-disposition=attachment%3B+filename%3D48935647.pdf\u0026Expires=1732434376\u0026Signature=Y26BONtHXg1xh4ELUlzD413J9AnY-RokjEgqtUmY~xjew5ccEt~NqSs7qKIphNFKUkUxZrLCj~mWc6m11U2tHEnVdvtVHTVVOVH~QBuHnCDV6q0LRCMruHnQKI9HUZ6EDD2Iw9-F1qLDqJ~ZRDIyqGFU~4WTiLW6~O7HfJ8uexMluhjhFLe8w-CxXgJU4pQDqquyUvPVZ6mEFRkK2uwpCaVRLAVMkRkBPmCcs5zj6D5Go3Im0fq344QqLToEYWKrz~USqGALRy4c8AEiDjZdhxGYcAVb~NlS2sE9EL42JCVagOmF2ilkCdkQXmPAwtpTTccD-kL102VaBx2XiyeBaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Χρήση_του_Βικιλεξικού_στο_μάθημα_της_Πληροφορικής_Γυμνασίου_slides_","translated_slug":"","page_count":11,"language":"el","content_type":"Work","owner":{"id":10408014,"first_name":"Marios","middle_initials":null,"last_name":"Magioladitis","page_name":"Magioladitis","domain_name":"ionio","created_at":"2014-03-23T08:28:04.381-07:00","display_name":"Marios Magioladitis","url":"https://ionio.academia.edu/Magioladitis"},"attachments":[{"id":48935647,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48935647/thumbnails/1.jpg","file_name":"Βικιλεξικό.pdf","download_url":"https://www.academia.edu/attachments/48935647/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"48935647.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48935647/%CE%92%CE%B9%CE%BA%CE%B9%CE%BB%CE%B5%CE%BE%CE%B9%CE%BA%CF%8C-libre.pdf?1474217363=\u0026response-content-disposition=attachment%3B+filename%3D48935647.pdf\u0026Expires=1732434376\u0026Signature=Y26BONtHXg1xh4ELUlzD413J9AnY-RokjEgqtUmY~xjew5ccEt~NqSs7qKIphNFKUkUxZrLCj~mWc6m11U2tHEnVdvtVHTVVOVH~QBuHnCDV6q0LRCMruHnQKI9HUZ6EDD2Iw9-F1qLDqJ~ZRDIyqGFU~4WTiLW6~O7HfJ8uexMluhjhFLe8w-CxXgJU4pQDqquyUvPVZ6mEFRkK2uwpCaVRLAVMkRkBPmCcs5zj6D5Go3Im0fq344QqLToEYWKrz~USqGALRy4c8AEiDjZdhxGYcAVb~NlS2sE9EL42JCVagOmF2ilkCdkQXmPAwtpTTccD-kL102VaBx2XiyeBaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":516196,"name":"Wiktionary","url":"https://www.academia.edu/Documents/in/Wiktionary"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="16683346"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/16683346/Adult_Learners_from_the_Ionian_Islands_of_Corfu_and_Kefalonia_Share_Cultural_Heritage_on_Wikimedia_Commons_and_Wiktionary_slides_"><img alt="Research paper thumbnail of Adult Learners from the Ionian Islands of Corfu and Kefalonia Share Cultural Heritage on Wikimedia Commons and Wiktionary [slides]" class="work-thumbnail" src="https://attachments.academia-assets.com/39117533/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/16683346/Adult_Learners_from_the_Ionian_Islands_of_Corfu_and_Kefalonia_Share_Cultural_Heritage_on_Wikimedia_Commons_and_Wiktionary_slides_">Adult Learners from the Ionian Islands of Corfu and Kefalonia Share Cultural Heritage on Wikimedia Commons and Wiktionary [slides]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://upatras.academia.edu/MinaTheofilatou">Mina Theofilatou</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Corfu Second Chance School and Argostoli Evening High School have pioneered the use of Open Educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Corfu Second Chance School and Argostoli Evening High School have pioneered the use of  Open Educational Resources in enhancing the learning experience for several years now; an overview of our work was presented at CIE2014. 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class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10671652/%CE%9C%CE%B5%CE%BB%CE%AD%CF%84%CE%B7_%CF%84%CE%B7%CF%82_%CE%A3%CF%85%CE%BC%CF%80%CF%84%CF%89%CE%BC%CE%B1%CF%84%CE%BF%CE%BB%CE%BF%CE%B3%CE%AF%CE%B1%CF%82_%CF%80%CE%BF%CF%85_%CF%83%CF%87%CE%B5%CF%84%CE%AF%CE%B6%CE%B5%CF%84%CE%B1%CE%B9_%CE%BC%CE%B5_%CF%84%CE%BF_%CE%A3%CF%8D%CE%BD%CE%B4%CF%81%CE%BF%CE%BC%CE%BF_%CF%84%CF%89%CE%BD_%CE%A0%CE%BF%CE%BB%CF%85%CE%BA%CF%85%CF%83%CF%84%CE%B9%CE%BA%CF%8E%CE%BD_%CE%A9%CE%BF%CE%B8%CE%B7%CE%BA%CF%8E%CE%BD_%CF%83%CE%B5_%CE%BA%CE%BF%CF%81%CE%AF%CF%84%CF%83%CE%B9%CE%B1_%CE%B7%CE%BB%CE%B9%CE%BA%CE%AF%CE%B1%CF%82_17_25_%CE%B5%CF%84%CF%8E%CE%BD_%CF%83%CF%84%CE%BF_%CE%9D%CE%BF%CE%BC%CF%8C_%CE%9A%CE%AD%CF%81%CE%BA%CF%85%CF%81%CE%B1%CF%82">Μελέτη της Συμπτωματολογίας που σχετίζεται με το Σύνδρομο των Πολυκυστικών Ωοθηκών σε κορίτσια ηλικίας 17-25 ετών στο Νομό Κέρκυρας</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uoa.academia.edu/PanagiotisVlastarakos">Panagiotis Vlastarakos</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AnnaLiori">Anna Liori</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Μελέτη των συμπτωμάτων που σχετίζονται άμεσα με το ΣΠΩ σε κορίτσια ηλικίας 17-25 ετών.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43d7f179d654088ffe8e63a2f4ae1201" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" 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εκπαιδευτικό εργαλείο στη δευτεροβάθμια εκπαίδευση" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10725376/%CE%97_%CF%87%CF%81%CE%AE%CF%83%CE%B7_%CF%84%CE%B7%CF%82_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1_%CF%89%CF%82_%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CF%8C_%CE%B5%CF%81%CE%B3%CE%B1%CE%BB%CE%B5%CE%AF%CE%BF_%CF%83%CF%84%CE%B7_%CE%B4%CE%B5%CF%85%CF%84%CE%B5%CF%81%CE%BF%CE%B2%CE%AC%CE%B8%CE%BC%CE%B9%CE%B1_%CE%B5%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7">Η χρήση της Βικιπαίδεια ως εκπαιδευτικό εργαλείο στη δευτεροβάθμια εκπαίδευση</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/EleniApostolaki">Eleni Apostolaki</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/KonstantinosSkiadopoulos">Konstantinos Skiadopoulos</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Σ' αυτή την εργασία παρουσιάζουμε την εμπειρία από τη χρήση της Βικιπαίδεια σε δύο σχολεία της δ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Σ' αυτή την εργασία  παρουσιάζουμε την εμπειρία από τη χρήση της Βικιπαίδεια σε δύο σχολεία της δευτεροβάθμιας εκπαίδευσης, στο γυμνάσιο Καστελλάνων μέσης Κέρκυρας (2007-2014) και στο Σχολείο Δεύτερης Ευκαιρίας Λευκίμμης Κέρκυρας (2012-2014). Τα αποτελέσματα κρίνονται ιδιαίτερα ικανοποιητικά τόσο στην περίπτωση των μαθητών του γυμνασίου όσο και στην περίπτωση των ενηλίκων εκπαιδευομένων του σχολείου δεύτερης ευκαιρίας. Η χρήση της Βικιπαίδεια ως εκπαιδευτικό εργαλείο στη δευτεροβάθμια εκπαίδευση, τόσο στην εκπαίδευση ανήλικων όσο και στην εκπαίδευση ενηλίκων, δίνει τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να να εκφράσουν τη δημιουργικότητά τους και να προβάλλουν το έργο τους εμπλουτίζοντας ταυτόχρονα αυτή την παγκόσμια δεξαμενή γνώσης.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="38230e5ce42701596d9c79c540d5511a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36983532,"asset_id":10725376,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36983532/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10725376"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10725376"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10725376; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10725376]").text(description); $(".js-view-count[data-work-id=10725376]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10725376; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10725376']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 10725376, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "38230e5ce42701596d9c79c540d5511a" } } $('.js-work-strip[data-work-id=10725376]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10725376,"title":"Η χρήση της Βικιπαίδεια ως εκπαιδευτικό εργαλείο στη δευτεροβάθμια εκπαίδευση","translated_title":"","metadata":{"abstract":"Σ' αυτή την εργασία παρουσιάζουμε την εμπειρία από τη χρήση της Βικιπαίδεια σε δύο σχολεία της δευτεροβάθμιας εκπαίδευσης, στο γυμνάσιο Καστελλάνων μέσης Κέρκυρας (2007-2014) και στο Σχολείο Δεύτερης Ευκαιρίας Λευκίμμης Κέρκυρας (2012-2014). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32380127"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32380127/%CE%91%CE%BD%CE%AC%CE%BB%CF%85%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BC%CE%B5%CF%84%CE%B1%CF%86%CF%81%CE%B1%CF%83%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%B5%CF%81%CE%B3%CE%B1%CE%BB%CE%B5%CE%AF%CE%BF%CF%85_%CF%84%CE%B7%CF%82_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1%CF%82_%CE%BA%CE%B1%CE%B9_%CF%87%CF%81%CE%AE%CF%83%CE%B5%CE%B9%CF%82_%CF%84%CE%BF%CF%85_%CF%83%CF%84%CE%B7%CE%BD_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7"><img alt="Research paper thumbnail of Ανάλυση του μεταφραστικού εργαλείου της Βικιπαίδειας και χρήσεις του στην Εκπαίδευση" class="work-thumbnail" src="https://attachments.academia-assets.com/52582629/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32380127/%CE%91%CE%BD%CE%AC%CE%BB%CF%85%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%BC%CE%B5%CF%84%CE%B1%CF%86%CF%81%CE%B1%CF%83%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%B5%CF%81%CE%B3%CE%B1%CE%BB%CE%B5%CE%AF%CE%BF%CF%85_%CF%84%CE%B7%CF%82_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1%CF%82_%CE%BA%CE%B1%CE%B9_%CF%87%CF%81%CE%AE%CF%83%CE%B5%CE%B9%CF%82_%CF%84%CE%BF%CF%85_%CF%83%CF%84%CE%B7%CE%BD_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7">Ανάλυση του μεταφραστικού εργαλείου της Βικιπαίδειας και χρήσεις του στην Εκπαίδευση</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ionio.academia.edu/Magioladitis">Marios Magioladitis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eap.academia.edu/KonstantinosStampoulis">Konstantinos Stampoulis</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Η εισαγωγή μεταφραστικού εργαλείου στην Wikipedia άνοιξε νέους δρόμους σε εκπαιδευτικές προσεγγίσ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Η εισαγωγή μεταφραστικού εργαλείου στην Wikipedia άνοιξε νέους δρόμους σε εκπαιδευτικές προσεγγίσεις δίνοντας τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να το αξιοποιήσουν εμπλουτίζοντας ταυτόχρονα αυτή την παγκόσμια δεξαμενή γνώσης. Η μηχανική (αυτόματη) μετάφραση είναι η γλωσσική επεξεργασία κατά την οποία το περιεχόμενο της γλώσσας-πηγή μεταφέρεται στη γλώσσα-στόχο μέσω υπολογιστικών συστημάτων με τη χρήση λογισμικού.Ισχυρή παρουσία στη γλωσσική βιομηχανία έχουν και τα Computer Aided Translation tools. Τα CAT tools αναφέρονται στην υποβοηθούμενη από υπολογιστή μετάφραση και αποτελούν εργαλεία που διευκολύνουν τη μεταφραστική διαδικασία.Το κείμενο-πηγή μεταφράζεται χωρισμένο ανά προτάσεις, κάθε μία από τις οποίες βρίσκεται μέσα σε ένα πλαίσιο ακριβώς κάτω από το οποίο μπορεί να προστεθεί η μετάφρασή της. Οι μεταφραστικές μονάδες αποθηκεύονται σε μία βάση δεδομένων που ονομάζουμε μεταφραστική μνήμη ώστε να μπορούν να χρησιμοποιηθούν και σε επόμενες μεταφράσεις. Οι συντάκτες της Wikipedia ανέκαθεν χρησιμοποιούσαν τη μετάφραση ως μια μέθοδο γρήγορης και επαρκούς ανάπτυξης της Wikipedia στην μητρική τους γλώσσα. Έως και πρόσφατα η επεξεργασία σε μεγάλο βαθμό εμπεριείχε την χρήση κώδικα μορφοποίησης για την ενσωμάτωση συνδέσμων, εικόνων, και παραπομπών σε πηγές. Το 2014 η Wikipedia εισήγαγε το δικό της μεταφραστικό εργαλείο, το Content Translation tool, το οποίο μπορεί να χρησιμοποιηθεί από κάθε συντάκτη που επιθυμεί να παρέχει τη μετάφραση ενός λήμματος. Μέσω αυτού, ο μεταφραστής μπορεί να επικεντρωθεί στο κείμενο χωρίς να μπερδεύεται με δευτερεύοντα τεχνικά ζητήματα. Η άσκηση σπουδαστών στη μετάφραση λημμάτων της Wikipedia είναι κάτι που έχει δοκιμαστεί σε σχολές σε όλο τον κόσμο, και είναι χρήσιμη αφενός επειδή το μεταφραστικό έργο διατίθεται στο ευρύ κοινό, αφετέρου επειδή βάζει τους σπουδαστές-μεταφραστές σε ένα πραγματικό περιβάλλον με χρηστικά κείμενα. Η λειτουργία του Content Translation που έχει αναπτυχθεί από το ίδιο το WMF είναι χρήσιμη, αφενός επειδή εισάγει τους σπουδαστές σε ένα μεταφραστικό περιβάλλον, αφετέρου επειδή τους διευκολύνει να επικεντρωθούν στο κυρίως μεταφραστικό έργο επιλύοντας τα βασικά ζητήματα μορφοποίησης και διασύνδεσης λημμάτων ανάμεσα στις διαφορετικές γλώσσες της Wikipedia.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b8da66574b7477714ec5c3789d462272" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52582629,"asset_id":32380127,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52582629/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32380127"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32380127"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32380127; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32380127]").text(description); $(".js-view-count[data-work-id=32380127]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32380127; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32380127']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32380127, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b8da66574b7477714ec5c3789d462272" } } $('.js-work-strip[data-work-id=32380127]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32380127,"title":"Ανάλυση του μεταφραστικού εργαλείου της Βικιπαίδειας και χρήσεις του στην Εκπαίδευση","translated_title":"","metadata":{"abstract":"Η εισαγωγή μεταφραστικού εργαλείου στην Wikipedia άνοιξε νέους δρόμους σε εκπαιδευτικές προσεγγίσεις δίνοντας τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να το αξιοποιήσουν εμπλουτίζοντας ταυτόχρονα αυτή την παγκόσμια δεξαμενή γνώσης. Η μηχανική (αυτόματη) μετάφραση είναι η γλωσσική επεξεργασία κατά την οποία το περιεχόμενο της γλώσσας-πηγή μεταφέρεται στη γλώσσα-στόχο μέσω υπολογιστικών συστημάτων με τη χρήση λογισμικού.Ισχυρή παρουσία στη γλωσσική βιομηχανία έχουν και τα Computer Aided Translation tools. Τα CAT tools αναφέρονται στην υποβοηθούμενη από υπολογιστή μετάφραση και αποτελούν εργαλεία που διευκολύνουν τη μεταφραστική διαδικασία.Το κείμενο-πηγή μεταφράζεται χωρισμένο ανά προτάσεις, κάθε μία από τις οποίες βρίσκεται μέσα σε ένα πλαίσιο ακριβώς κάτω από το οποίο μπορεί να προστεθεί η μετάφρασή της. Οι μεταφραστικές μονάδες αποθηκεύονται σε μία βάση δεδομένων που ονομάζουμε μεταφραστική μνήμη ώστε να μπορούν να χρησιμοποιηθούν και σε επόμενες μεταφράσεις. Οι συντάκτες της Wikipedia ανέκαθεν χρησιμοποιούσαν τη μετάφραση ως μια μέθοδο γρήγορης και επαρκούς ανάπτυξης της Wikipedia στην μητρική τους γλώσσα. Έως και πρόσφατα η επεξεργασία σε μεγάλο βαθμό εμπεριείχε την χρήση κώδικα μορφοποίησης για την ενσωμάτωση συνδέσμων, εικόνων, και παραπομπών σε πηγές. Το 2014 η Wikipedia εισήγαγε το δικό της μεταφραστικό εργαλείο, το Content Translation tool, το οποίο μπορεί να χρησιμοποιηθεί από κάθε συντάκτη που επιθυμεί να παρέχει τη μετάφραση ενός λήμματος. Μέσω αυτού, ο μεταφραστής μπορεί να επικεντρωθεί στο κείμενο χωρίς να μπερδεύεται με δευτερεύοντα τεχνικά ζητήματα. Η άσκηση σπουδαστών στη μετάφραση λημμάτων της Wikipedia είναι κάτι που έχει δοκιμαστεί σε σχολές σε όλο τον κόσμο, και είναι χρήσιμη αφενός επειδή το μεταφραστικό έργο διατίθεται στο ευρύ κοινό, αφετέρου επειδή βάζει τους σπουδαστές-μεταφραστές σε ένα πραγματικό περιβάλλον με χρηστικά κείμενα. Η λειτουργία του Content Translation που έχει αναπτυχθεί από το ίδιο το WMF είναι χρήσιμη, αφενός επειδή εισάγει τους σπουδαστές σε ένα μεταφραστικό περιβάλλον, αφετέρου επειδή τους διευκολύνει να επικεντρωθούν στο κυρίως μεταφραστικό έργο επιλύοντας τα βασικά ζητήματα μορφοποίησης και διασύνδεσης λημμάτων ανάμεσα στις διαφορετικές γλώσσες της Wikipedia."},"translated_abstract":"Η εισαγωγή μεταφραστικού εργαλείου στην Wikipedia άνοιξε νέους δρόμους σε εκπαιδευτικές προσεγγίσεις δίνοντας τη δυνατότητα σε εκπαιδευόμενους και εκπαιδευτικούς να το αξιοποιήσουν εμπλουτίζοντας ταυτόχρονα αυτή την παγκόσμια δεξαμενή γνώσης. Η μηχανική (αυτόματη) μετάφραση είναι η γλωσσική επεξεργασία κατά την οποία το περιεχόμενο της γλώσσας-πηγή μεταφέρεται στη γλώσσα-στόχο μέσω υπολογιστικών συστημάτων με τη χρήση λογισμικού.Ισχυρή παρουσία στη γλωσσική βιομηχανία έχουν και τα Computer Aided Translation tools. Τα CAT tools αναφέρονται στην υποβοηθούμενη από υπολογιστή μετάφραση και αποτελούν εργαλεία που διευκολύνουν τη μεταφραστική διαδικασία.Το κείμενο-πηγή μεταφράζεται χωρισμένο ανά προτάσεις, κάθε μία από τις οποίες βρίσκεται μέσα σε ένα πλαίσιο ακριβώς κάτω από το οποίο μπορεί να προστεθεί η μετάφρασή της. Οι μεταφραστικές μονάδες αποθηκεύονται σε μία βάση δεδομένων που ονομάζουμε μεταφραστική μνήμη ώστε να μπορούν να χρησιμοποιηθούν και σε επόμενες μεταφράσεις. Οι συντάκτες της Wikipedia ανέκαθεν χρησιμοποιούσαν τη μετάφραση ως μια μέθοδο γρήγορης και επαρκούς ανάπτυξης της Wikipedia στην μητρική τους γλώσσα. Έως και πρόσφατα η επεξεργασία σε μεγάλο βαθμό εμπεριείχε την χρήση κώδικα μορφοποίησης για την ενσωμάτωση συνδέσμων, εικόνων, και παραπομπών σε πηγές. Το 2014 η Wikipedia εισήγαγε το δικό της μεταφραστικό εργαλείο, το Content Translation tool, το οποίο μπορεί να χρησιμοποιηθεί από κάθε συντάκτη που επιθυμεί να παρέχει τη μετάφραση ενός λήμματος. 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Κεντρικός ομιλητής της εκδήλωσης θα είναι ο Μάριος Μαγιολαδίτης, δραστήριο μέλος της Βικιπαίδειας με πάνω από μισό εκατομμύριο επεξεργασίες λημμάτων. Ευαισθητοποιημένος στο θέμα του χάσματος μεταξύ των δύο φύλων και υποστηρικτής της αύξησης της συμμετοχής των γυναικών στη Wikipedia, θα μας μιλήσει για το φλέγον αυτό ζήτημα. 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Κεντρικός ομιλητής της εκδήλωσης θα είναι ο Μάριος Μαγιολαδίτης, δραστήριο μέλος της Βικιπαίδειας με πάνω από μισό εκατομμύριο επεξεργασίες λημμάτων. Ευαισθητοποιημένος στο θέμα του χάσματος μεταξύ των δύο φύλων και υποστηρικτής της αύξησης της συμμετοχής των γυναικών στη Wikipedia, θα μας μιλήσει για το φλέγον αυτό ζήτημα. Στην τεχνική υποστήριξη καθώς και την καθοδήγηση για την εγγραφή νέων χρηστών και την επεξεργασία λημμάτων, ο Κωνσταντίνος Σταμπουλής, ο οποίος είναι διακεκριμένο και ενεργό μέλος της κοινότητας της Βικιπαίδειας."},"translated_abstract":"Το χάσμα μεταξύ των δύο φύλων στη Βικιπαίδεια – Προσπάθειες άμβλυνσης του φαινομένου\nΔιοργάνωση: SheSharp Greece, σε συνεργασία με το Wikimedia Community User Group Greece\nΚυριακή 29 Μαΐου 2016, ώρα έναρξης 15:00\nTech Ministry, Ίωνος Δραγούμη 39, 6ος όροφος, Θεσσαλονίκη\n\nΗ ομάδα SheSharp Greece, σε συνεργασία με το Tech Ministry, το Hackerspace της Θεσσαλονίκης, έχει τη χαρά να διοργανώνει για άλλη μία χρονιά μαραθώνιο συνεισφοράς στην ελληνική Wikipedia (Βικιπαίδεια).\n\nΣε συνέχεια του επιτυχημένου 1ου Εδιταθώνιου το 2015, και έπειτα από διαπίστωση ότι ποσοστό μικρότερο από το 10% των ατόμων που συνεισφέρουν στη Βικιπαίδεια είναι γυναίκες, αποφασίσαμε να αφιερώσουμε τον φετινό Εδιταθώνιο στο παραπάνω ζήτημα. Κεντρικός ομιλητής της εκδήλωσης θα είναι ο Μάριος Μαγιολαδίτης, δραστήριο μέλος της Βικιπαίδειας με πάνω από μισό εκατομμύριο επεξεργασίες λημμάτων. Ευαισθητοποιημένος στο θέμα του χάσματος μεταξύ των δύο φύλων και υποστηρικτής της αύξησης της συμμετοχής των γυναικών στη Wikipedia, θα μας μιλήσει για το φλέγον αυτό ζήτημα. Στην τεχνική υποστήριξη καθώς και την καθοδήγηση για την εγγραφή νέων χρηστών και την επεξεργασία λημμάτων, ο Κωνσταντίνος Σταμπουλής, ο οποίος είναι διακεκριμένο και ενεργό μέλος της κοινότητας της Βικιπαίδειας.","internal_url":"https://www.academia.edu/25771665/%CE%A4%CE%BF_%CF%87%CE%AC%CF%83%CE%BC%CE%B1_%CE%BC%CE%B5%CF%84%CE%B1%CE%BE%CF%8D_%CF%84%CF%89%CE%BD_%CE%B4%CF%8D%CE%BF_%CF%86%CF%8D%CE%BB%CF%89%CE%BD_%CF%83%CF%84%CE%B7_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1_%CE%A0%CF%81%CE%BF%CF%83%CF%80%CE%AC%CE%B8%CE%B5%CE%B9%CE%B5%CF%82_%CE%AC%CE%BC%CE%B2%CE%BB%CF%85%CE%BD%CF%83%CE%B7%CF%82_%CF%84%CE%BF%CF%85_%CF%86%CE%B1%CE%B9%CE%BD%CE%BF%CE%BC%CE%AD%CE%BD%CE%BF%CF%85","translated_internal_url":"","created_at":"2016-06-01T04:21:17.889-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":10408014,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Το_χάσμα_μεταξύ_των_δύο_φύλων_στη_Βικιπαίδεια_Προσπάθειες_άμβλυνσης_του_φαινομένου","translated_slug":"","page_count":null,"language":"el","content_type":"Work","owner":{"id":10408014,"first_name":"Marios","middle_initials":null,"last_name":"Magioladitis","page_name":"Magioladitis","domain_name":"ionio","created_at":"2014-03-23T08:28:04.381-07:00","display_name":"Marios Magioladitis","url":"https://ionio.academia.edu/Magioladitis"},"attachments":[],"research_interests":[{"id":122623,"name":"Wikipedia","url":"https://www.academia.edu/Documents/in/Wikipedia"},{"id":153145,"name":"Gender Gap","url":"https://www.academia.edu/Documents/in/Gender_Gap"}],"urls":[{"id":7158725,"url":"https://www.youtube.com/watch?v=2xgDWKI-hu4"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="22179535"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/22179535/%CE%93%CE%B9%CE%B1%CF%84%CE%AF_%CE%B7_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1_%CE%B4%CE%B5%CE%BD_%CE%AD%CF%87%CE%B5%CE%B9_%CE%B3%CF%85%CE%BD%CE%B1%CE%B9%CE%BA%CE%B5%CE%AF%CE%B1_%CE%BC%CE%B1%CF%84%CE%B9%CE%AC_"><img alt="Research paper thumbnail of Γιατί η Βικιπαίδεια δεν έχει γυναικεία ματιά;" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/22179535/%CE%93%CE%B9%CE%B1%CF%84%CE%AF_%CE%B7_%CE%92%CE%B9%CE%BA%CE%B9%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CE%B9%CE%B1_%CE%B4%CE%B5%CE%BD_%CE%AD%CF%87%CE%B5%CE%B9_%CE%B3%CF%85%CE%BD%CE%B1%CE%B9%CE%BA%CE%B5%CE%AF%CE%B1_%CE%BC%CE%B1%CF%84%CE%B9%CE%AC_">Γιατί η Βικιπαίδεια δεν έχει γυναικεία ματιά;</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Στις 11 Φλεβάρη πραγματοποιηθήκε στα γραφεία της ΤΕΛΕΣΙΛΛΑ – Ελληνικό Φεμινιστικό Δίκτυο αλληλοπλ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Στις 11 Φλεβάρη πραγματοποιηθήκε στα γραφεία της ΤΕΛΕΣΙΛΛΑ – Ελληνικό Φεμινιστικό Δίκτυο αλληλοπληροφόρησης, αλληλεγγύης και δραστηριοποίησης των γυναικών (Ασκληπιού 109, 11472 Αθήνα) εκδήλωση-συζήτηση με θέμα «Γιατί η Βικιπαίδεια δεν έχει γυναικεία ματιά;».<br /><br />Ομιλητής ήταν ο κ. Μάριος Μαγιολαδίτης, μέλος του Wikimedia Community User Group Greece. Με αφορμή τα 15 χρόνια από την ίδρυση της Wikipedia, ο ομιλητής έκανε μια ιστορική αναφορά της πορείας της ελεύθερης διαδικτυακής εγκυκλοπαίδειας από το 2001 μέχρι σήμερα. Στη συνέχεια η ομιλία επικέντρωσε στο ζήτημα του «χάσματος των φύλων» που παρατηρείται στην Wikipedia από την ίδρυσή της μέχρι σήμερα, την έλλειψη συμμετοχής των γυναικών, την απουσία λημμάτων που αφορούν στις γυναίκες και το γυναικείο ζήτημα, στις επιθέσεις που δέχονται οι γυναίκες μέσω του διαδικτύου γενικότερα, στο σεξιστικό περιεχόμενο πολλών λημμάτων, στην απουσία γυναικείας ματιάς σε μια σειρά από ζητήματα. Η ομιλία κατέληξε με τα ερωτήματα της σχέσης γυναικών και τεχνολογίας, της απουσίας γυναικών ληματογράφων στη Wikipedia και ακολούθησε διάλογος και ανταλλαγή απόψεων.<br /><br />Μέσα από τη συζήτηση επισημάνθηκε ότι η Wikipedia αντανακλά τις αντιθέσεις που ισχύουν στην κοινωνία, ότι η διάκριση των γυναικών οφείλεται στις ταξικές διαφορές και στην πατριαρχική δομή των εκμεταλλευτικών κοινωνιών.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="22179535"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="22179535"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22179535; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22179535]").text(description); $(".js-view-count[data-work-id=22179535]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22179535; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='22179535']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 22179535, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=22179535]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":22179535,"title":"Γιατί η Βικιπαίδεια δεν έχει γυναικεία ματιά;","translated_title":"","metadata":{"abstract":"Στις 11 Φλεβάρη πραγματοποιηθήκε στα γραφεία της ΤΕΛΕΣΙΛΛΑ – Ελληνικό Φεμινιστικό Δίκτυο αλληλοπληροφόρησης, αλληλεγγύης και δραστηριοποίησης των γυναικών (Ασκληπιού 109, 11472 Αθήνα) εκδήλωση-συζήτηση με θέμα «Γιατί η Βικιπαίδεια δεν έχει γυναικεία ματιά;».\n\nΟμιλητής ήταν ο κ. Μάριος Μαγιολαδίτης, μέλος του Wikimedia Community User Group Greece. Με αφορμή τα 15 χρόνια από την ίδρυση της Wikipedia, ο ομιλητής έκανε μια ιστορική αναφορά της πορείας της ελεύθερης διαδικτυακής εγκυκλοπαίδειας από το 2001 μέχρι σήμερα. Στη συνέχεια η ομιλία επικέντρωσε στο ζήτημα του «χάσματος των φύλων» που παρατηρείται στην Wikipedia από την ίδρυσή της μέχρι σήμερα, την έλλειψη συμμετοχής των γυναικών, την απουσία λημμάτων που αφορούν στις γυναίκες και το γυναικείο ζήτημα, στις επιθέσεις που δέχονται οι γυναίκες μέσω του διαδικτύου γενικότερα, στο σεξιστικό περιεχόμενο πολλών λημμάτων, στην απουσία γυναικείας ματιάς σε μια σειρά από ζητήματα. Η ομιλία κατέληξε με τα ερωτήματα της σχέσης γυναικών και τεχνολογίας, της απουσίας γυναικών ληματογράφων στη Wikipedia και ακολούθησε διάλογος και ανταλλαγή απόψεων.\n\nΜέσα από τη συζήτηση επισημάνθηκε ότι η Wikipedia αντανακλά τις αντιθέσεις που ισχύουν στην κοινωνία, ότι η διάκριση των γυναικών οφείλεται στις ταξικές διαφορές και στην πατριαρχική δομή των εκμεταλλευτικών κοινωνιών."},"translated_abstract":"Στις 11 Φλεβάρη πραγματοποιηθήκε στα γραφεία της ΤΕΛΕΣΙΛΛΑ – Ελληνικό Φεμινιστικό Δίκτυο αλληλοπληροφόρησης, αλληλεγγύης και δραστηριοποίησης των γυναικών (Ασκληπιού 109, 11472 Αθήνα) εκδήλωση-συζήτηση με θέμα «Γιατί η Βικιπαίδεια δεν έχει γυναικεία ματιά;».\n\nΟμιλητής ήταν ο κ. Μάριος Μαγιολαδίτης, μέλος του Wikimedia Community User Group Greece. Με αφορμή τα 15 χρόνια από την ίδρυση της Wikipedia, ο ομιλητής έκανε μια ιστορική αναφορά της πορείας της ελεύθερης διαδικτυακής εγκυκλοπαίδειας από το 2001 μέχρι σήμερα. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108191865"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108191865/%CE%94%CE%B9%CE%B1%CF%87%CE%B5%CE%AF%CF%81%CE%B9%CF%83%CE%B7_%CE%B1%CF%83%CE%B8%CE%B5%CE%BD%CF%8E%CE%BD_%CE%BC%CE%B5_%CE%91%CE%BC%CF%85%CE%BF%CF%84%CF%81%CE%BF%CF%86%CE%B9%CE%BA%CE%AE_%CE%A0%CE%BB%CE%B5%CF%85%CF%81%CE%B9%CE%BA%CE%AE_%CE%A3%CE%BA%CE%BB%CE%AE%CF%81%CF%85%CE%BD%CF%83%CE%B7"><img alt="Research paper thumbnail of Διαχείριση ασθενών με Αμυοτροφική Πλευρική Σκλήρυνση" class="work-thumbnail" src="https://attachments.academia-assets.com/106640180/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108191865/%CE%94%CE%B9%CE%B1%CF%87%CE%B5%CE%AF%CF%81%CE%B9%CF%83%CE%B7_%CE%B1%CF%83%CE%B8%CE%B5%CE%BD%CF%8E%CE%BD_%CE%BC%CE%B5_%CE%91%CE%BC%CF%85%CE%BF%CF%84%CF%81%CE%BF%CF%86%CE%B9%CE%BA%CE%AE_%CE%A0%CE%BB%CE%B5%CF%85%CF%81%CE%B9%CE%BA%CE%AE_%CE%A3%CE%BA%CE%BB%CE%AE%CF%81%CF%85%CE%BD%CF%83%CE%B7">Διαχείριση ασθενών με Αμυοτροφική Πλευρική Σκλήρυνση</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Η εργασία αυτή παραδόθηκε στα πλαίσια του μαθήματος « Αναλυτική Δεδομένων Υγείας» το εαρινό εξάμη...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Η εργασία αυτή παραδόθηκε στα πλαίσια του μαθήματος « Αναλυτική Δεδομένων Υγείας» το εαρινό εξάμηνο 2022-2023. Διδάσκων: Θ. Έξαρχος</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9273c6c0d4f770285be63036f32f1ad9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106640180,"asset_id":108191865,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106640180/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108191865"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108191865"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108191865; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108191865]").text(description); $(".js-view-count[data-work-id=108191865]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108191865; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108191865']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108191865, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9273c6c0d4f770285be63036f32f1ad9" } } $('.js-work-strip[data-work-id=108191865]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108191865,"title":"Διαχείριση ασθενών με Αμυοτροφική Πλευρική Σκλήρυνση","translated_title":"","metadata":{"abstract":"Η εργασία αυτή παραδόθηκε στα πλαίσια του μαθήματος « Αναλυτική Δεδομένων Υγείας» το εαρινό εξάμηνο 2022-2023. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4994489" id="articles"><div class="js-work-strip profile--work_container" data-work-id="107616927"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107616927/%CE%A8%CE%B7%CF%86%CE%B9%CE%B1%CE%BA%CE%AE_%CE%9C%CE%B5%CF%84%CE%B1%CF%81%CF%81%CF%8D%CE%B8%CE%BC%CE%B9%CF%83%CE%B7_%CE%9F_%CE%94%CE%AE%CE%BC%CE%BF%CF%82_%CF%84%CE%BF%CF%85_%CE%91%CF%8D%CF%81%CE%B9%CE%BF"><img alt="Research paper thumbnail of Ψηφιακή Μεταρρύθμιση: Ο Δήμος του Αύριο" class="work-thumbnail" src="https://attachments.academia-assets.com/106234265/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107616927/%CE%A8%CE%B7%CF%86%CE%B9%CE%B1%CE%BA%CE%AE_%CE%9C%CE%B5%CF%84%CE%B1%CF%81%CF%81%CF%8D%CE%B8%CE%BC%CE%B9%CF%83%CE%B7_%CE%9F_%CE%94%CE%AE%CE%BC%CE%BF%CF%82_%CF%84%CE%BF%CF%85_%CE%91%CF%8D%CF%81%CE%B9%CE%BF">Ψηφιακή Μεταρρύθμιση: Ο Δήμος του Αύριο</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Καθώς ο κόσμος εξελίσσεται με ραγδαίους ρυθμούς, η τεχνολογία αποτελεί τον κινητήρα της αλλαγής. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Καθώς ο κόσμος εξελίσσεται με ραγδαίους ρυθμούς, η τεχνολογία αποτελεί τον κινητήρα της αλλαγής. Στον 21ο αιώνα, οι πόλεις και οι δήμοι αντιμετωπίζουν την πρόκληση της ψηφιακής μεταρρύθμισης, προκειμένου να προσαρμοστούν στις ανάγκες των πολιτών και να βελτιώσουν τις υπηρεσίες τους.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9909b073706d50430555ba4f2badfd9a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106234265,"asset_id":107616927,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106234265/download_file?st=MTczMjQ5NDM4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107616927"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107616927"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107616927; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107616927]").text(description); $(".js-view-count[data-work-id=107616927]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107616927; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107616927']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107616927, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9909b073706d50430555ba4f2badfd9a" } } $('.js-work-strip[data-work-id=107616927]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107616927,"title":"Ψηφιακή Μεταρρύθμιση: Ο Δήμος του Αύριο","translated_title":"","metadata":{"abstract":"Καθώς ο κόσμος εξελίσσεται με ραγδαίους ρυθμούς, η τεχνολογία αποτελεί τον κινητήρα της αλλαγής. 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