The philosophy of the establishment of the Laboratory

New objects (for the period 2006 – 2009) – Services and products

A. Systems and control. Theory and Methodologies

• Education through Technology and Information of Communications

• Modeling for artificial intelligence

• Modeling of  control and programming of educational automotive (robots)

• Dynamic systems of discernible facts: Modeling  and control

• Formatted  modeling, control and rating

• Analysis of non lineal cognitive systems

• Creation of abstracted prototypes (patterns)

• Ways and markings of creation of meta-data and meta-cognitive abilities

• New educational architectonics

B. Industrial Systems and Tools

• Tool for evaluation of a current situation

• Tools for cognitive evaluation

• Embedment of ingenious sensors and systems for collecting data in current control centers

• Programmable logical inspectors

• Adaptable, programmable, prognosticative, ambiguous and neuronical inspectors for industrial control

• Standardization of the material and the software in linked systems

C.  Software Development

• Systems for super visional control, gathering of information and administration of energy using Technology and Information of Communications for education and Industry

• Administration of production through the help of computers and quality control in education

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	LABORATORY OBJECTIVES
1	Research of the biological and physiological parameters of the emotional and cognitive functions.
2	Study of the learning factors that exist in each person’s environment (biological & social), as well as the utilization of the research conclusions to the educational procedure.
3	Observation and study of the introduction of new technologies to the educational procedure.
4	The contribution of new technologies and of the experience gained from their introduction to the formation and accomplishment of new educational objectives.
5	The development of philosophy, within the content of neurosciences research and the impact of new technologies
6	The systemic approach in the human sciences.
7	The contribution of the recent results in the areas of physiology, biology and neurosciences to education.
8	The contribution of the recent conclusions from the field of environmental research to the application of new research and methodological tools in effective teaching.
9	Creativity and innovation in education and learning. Application of the systemic approach conclusions – ecumenical view of issues and their resolution.
10	The development of Sociology of Education in the area of Bio-sociology, aiming– among others – to generate descriptive models of the development of learning functions and behaviors.

The criteria of selection of the above fields of scientific research and study were the following:

• They are new scientific sectors, half or not at all examined or covered in Hellas. They exactly cover the primary demand of the Knowledge Society for interdisciplinary research approach. They contribute to the development of the society as a whole, based on human sources.

Aiming at the exploitation of advantages resulting from the induction of new discoveries in the scientific research, in the frame of Development of Basic and Applied Research, emphasizing on the application in sectors of a more general humanitarian interest, the Laboratory intends to the accomplishment of the following:

• a) The planning and development of new research and methodological ‘tools’, in order to examine the possibilities arising from the use of Information and Communication Technology (ICT) in the field of humanitarian researches and interdisciplinary approach generally.

• b) The creation of new opportunities for acquisition and assimilation of meanings, that emanate from other scientific fields (knowledge transfer), with the potential of organization, systemization and further development of the methodology which has already been considered to be effective by the humanitarian sciences.

• c) The exploitation of the most optimal practices (best practice), that resulted from the  successful incorporation of ICT in the research and the interdisciplinary approach, inclusive of the application of methodologies and criteria of research from the sectors of positive sciences in those of humanitarian.

• d) The exploitation of the multi-dynamic and multi-level opportunities offered by the neurosciences and the new technologies, in order to repeal the restrictions and the hindrances that arise from the communication between specialities and thematic objects of  independent research areas – scientific fields, as well as of research corporations, organizations etc.

• e) The creation and operation of study-groups (working-teams) which are expected to function as a space of encouragement and collaboration between young researchers, as well as, a   mechanism of coordination, facilitation and continuous support of their effort to exploit new technologies in the thematic object of their research in a creative way.

• f) The co-exploitation of valuable researching experience, along with the knowledge, the various ideas, notions, perceptions, dexterities and aptitudes of the scientists involved in the laboratory.

• g) The planning and creation of specific innovative software, as well as an electronic ‘platform’, where modern technologies and tools will be incorporated, aiming at the effective access, presentation and management of digital material relevant to the process of learning (research, data systemization and development of modern computational systems, such as the dialogic system of recovery in a multimedia environment), which will be incorporated in the applications. This means that it will be based on the participation of the users as transmitters – receivers of information. The data examination and systemization will be realized through the elaboration of research programs, studies, etc, but also with congresses, thematic scientific meetings etc

Mission

• The completion of the tutorial demands of the Faculty of Primary Education, both in undergraduate and postgraduate level, in addition to those of the other Departments of the National Kapodistrian University of Athens which coincide with the cognitive objects of the particular Laboratory, as well as their inter disciplinary approach.

• The development of educational, researching and other relevant activities, as these are described by the general principles and regulations for research of the National Kapodistrian University of Athens.

• The development of specific research and teaching programs in the National Kapodistrian University of Athens.

• The conduct of basic and applied research within the frame of the cognitive objects of the Laboratory.

• The collaboration with all the national and international research centres and educational constitutions, as well as the collaboration with other parties (public and private) in the fields coinciding with the researching interests and objectives of the Laboratory.

• The organization and the conduct of seminars, congresses, symposiums, etc as well as the invitation of personalities and scientists from Hellas and abroad.

Prospective Results

• The completion of the tutorial demands of the Faculty of Primary Education, both in undergraduate and postgraduate level

• The interdisciplinary and the inter-thematic approach of the research which will be carried out in the Laboratory, is expected to induct high quality cognitive information and knowledge from various specialties.

• The attention and participation of students, scientists, etc, in the research work     of the Laboratory, will provide the opportunity for affiliation to further research programs, interdisciplinary meetings, transfer of knowledge, and collaboration with the national and international scientific society.

• By comprehending the way the mind learns, (in essence, the way the brain functions, not only that of humans, but also that of the other living creatures), the educators, - students or graduates of the National Kapodistrian University of Athens - will be essentially qualified, in order to be more effective in their work, so as to further utilize in the best possible way more cognitive resources and opportunities of the human society. Thus,

• The educational expenses will be utilized in a better way and the permanent improvement in the field of the education of the youth, which is of vital importance for our society, will be ensured.

The new framework

• As it is widely known the development of science in the West during the last centuries has led in an explosive emergence and, ultimately, in a definite predominance of High Technology in each sector of life, as well as in the emergence of the Information Society (as a subgroup of Knowledge Society), without having developed beforehand any concern about a balanced and harmonious growth and simultaneous adoption of values premised by nature and human culture. Through this new distribution of roles in world society – that creates new data and new opportunities for development, prosperity and quality of life – those societies, as well as institutions, are most benefited when they first achieve the acquisition of the new data of research and the production tools, in order to widely improve the quality of life of their citizens, as well as their position in the international economic and political environment.

• The interdisciplinary research studying the human beings, the nature and the ecumenical human values, does not either confine itself to time limitations or is determined in narrow local limits. The selection of certain sectors of research, as thematic areas of intervention, aimed at, firstly, the demonstration of the effect of the Humanitarian Sciences, especially the Educational Sciences, to the formation of personality, and, secondly, at the induction of the conclusions of Neurosciences to the social operation and behavior and to the cultural expressions (language, noesis, etc), through the prism of an ecumenical cosmic view as imposed by the new scientific and political facts of world society. Both physical and humanitarian sciences use language and discourse as a means of analysis of the world (the physical and the social reality).

• Two modern axes of the scientific and technological progress, such as the development of research in the area of Neurosciences and the induction of new technologies, create new prospects in the educational environment. They draw attention to various issues from different points of view and they cause the need to find solutions through directions beyond the traditional psychological teaching approaches.

• Neurosciences, on the one hand, approach the physiology of the intellectual and emotional functions through the study of the brain, investigating the biological bases of learning. On the other hand, new technologies offer complex and economical means in order to fulfill new demands. These achievements indicate the need to reconsider all the teaching methods used by the educational systems in all the developed world. Particularly the last decades, we are at the dawn of a ‘revolution’ which is expected to change the policies of school integration, the methods of evaluation, the teaching strategies, the priorities of the expenses distribution, the learning environment and the use of new technologies in education, as well as our perception of education and learning as a whole.

• The knowledge that exists today, with regard to the structure and the operation of the brain during both juvenile and adultness, compels us to take seriously into consideration the latest research results offered by Neurosciences and other scientific fields. New questions emerge regarding Educational Sciences:

• How can an educator manage all this information, so as to benefit the educational process, that is to say the transfer of knowledge and the development of the cognitive faculty of brain (critical faculty, creativity, problem solving, decision-making process etc.)?

• What ensures the compatibility of an educational strategy with the learning ability of the brain?

• The purpose of this proposal is the development of a modern Laboratory that will study the relations and the dynamics emerging through the interaction of the Biological and Physical Environment during the educational process in general.

• The social demands affect and are affected by the above technological – scientific developments. An important expression of this dialectic relation is presented in the field of Education. The consequences, in this new environment, are related to a variety of levels:

• Teaching methods and contents of learning: The basis of teaching methodology is the individuality and the uniqueness of each student, as shaped by his biological faculties and social-learning development. The cognitive theme is presented as a challenge to the student, allowing him/her to activate all his mental faculties, in a course of discovery and personal expression that leads to the fulfillment of his abilities. The genesis of motives and the evaluation are controlled by the learning process itself which provides a meaning to the student by covering his/her cognitive, emotional and social needs as these emerge authentically from the natural contact with the environment. Within this framework, the context of learning is offered through inter-thematic connections and holistic approaches, allowing mental connections and correlations which are meaningful and resultful in the frame of cerebral operation.

• The role of school: The institutional role and the functions of school could henceforth be disputed: the schoolteacher and the offered sources of learning could be replaced by modern multimedia, which, as certain scientists might attempt to convince us, provide knowledge in a more direct and effective way. Despite the help offered by technology, School does not cease to be an institution sustaining Values and socialization, on the quality of which depends the advantageous or disadvantageous way of using technology.

• Character of Education:  The orientation in the utilization of technology tends towards the ‘formation’ of a technocratic character of education, against its natural human-centered character which is the essence of Knowledge itself.

• The roles of the teacher and the student: The teacher undertakes the role of an adept in the learning process. He/she facilitates, directs, consults, encourages, participates in the establishment of criteria and, without being the limit to the student, contributes to the discovery of knowledge – instead of simply offering it – through the educational process. The student functions according to his/her biological and psychosocial readiness which determines the development of motives and directs him/her to a cognitive activation in order to fulfill the needs created by the educational process. Thus, center and source of his/her action is the interest caused by the educational process itself.   

• Education – Training of teachers: The need for further training related to issues of contemporary cognitive neuroscience and bio-sociology emerges in the basic education of teachers, along with the use of new technology. Since these sciences develop constantly and affect the learning process deeply, the lifetime learning and re-training of teachers becomes essential.

• Management of financial sources for Education: New axes of investment of economic resources emerge in the modern field: a) schoolteachers’ permanent training, b) appropriate educational software development, c) preschool education enhancement, d) research in the field of cognitive neuroscience and lastly e) support of schools with primary learning sources (such as library and laboratory).