What is MITIDA?
Which knowledge fields does the produced content cover?
Within the scope of the project and by using primary content of the NDC repositories as well as other open resources, there have been developed exemplary applications for the following wide knowledge fields:
Thematic Aria/Topic/Knowledge field #1: "Modern Greek History and Culture", which can indicatively include content from on or more sub-categories such as music, dance, art, architecture, literature, language.
Thematic Aria/Topic/Knowledge field #2: "Ancient Greek and Byzantine History and Culture", which can indicatively include content from on or more sub-categories such as music, dance, art, architecture, society during Antiquity and Byzandium, ancient theatre.
Thematic Aria/Topic/Knowledge field #3: "Natural and Urban Environment in Greece" which can indicatively include content from on or more sub-categories such as biodiversity, organisms' adaptations, endangered species, nature in urban spaces.
Educators of primary and secondary school are called to take advantage of these applications and the scientifically prominent content that MITIDA offers for the knowledge fields above.
I am an educator. How can I create content?
Through MITIDA platform, those interested are able to take part in the creation of content by using the applications and educational tools, which are meant to be an integral part of teaching and learning process in the future, complementing and enriching the teaching material and possibly being integrated to the curricula of Elementary and High School.
More specifically, the platform offers 4 seperate tools for the production of digital educational material:
Create E-Classes. E-Classes allow the creation of a rich learning environment that favors a versatile and experiencial approach of knowlegde as well as resilient and active learning through inquiry and experimentation.
Create Thematic Maps. Thematic Maps propose an attractive and user friendly geographical navigation throuhg the content. Thematic Maps are interactive and therefore students are able to "explore" the available content and correlate it with dates and regions.
Create Learning Scenarios. Inquiry-based and student-centered learning are the basis of learning scenarios, which promote the interdisciplinarity and creative use of the internet at the same time.
Participation in Working Groups/ Collaboration Teams. The platform contributes to the formation of e-collaboration teams among educators, according to the topic. This way, organised user's networks take advantage of and enrich educational content.