Undergraduate Studies

Τhe Department of Cultural Technology and Communication (in short)

 The studies in the Department of Cultural Technology and Communication last for eight semesters, (i.e. four years). Students are required to (successfully) attend 20 compulsory courses in the field of Information Technology and Cultural Studies.
Compulsory (C) courses are taught in the first three years of studies (the first six semesters), while in the last (fourth) year (i.e. seventh and eighth semester respectively) students attend only Compulsory Optional (CO) courses. Compulsory (C) courses are offered as follows: four in the first, second, third and fourth semester (1st and 2nd year), and two in the fifth and sixth semester (3rd year).

The curriculum of the Department of Cultural Technology and Communication (D.C.T.C.) is structured according to the international standards of curricula in the interdisciplinary field of Cultural Informatics. As the scientific fields covered by the Department are constantly evolving, the content of the courses being taught is constantly being updated, as well as new ones are introduced, so that the Department can ensure both high-quality educational process as well as scientific research. In this spirit, the reform of the Department's curriculum was completed in 2013 and is valid from the academic year 2013-2014.
Course Registration
The semester course registration is announced as follows:
Students can only register in courses for the current semester that they are studying in, as well as courses from previous semesters that they have not completed successfully. They cannot register in courses of upcoming semesters from the one they are currently attending.
In detail:
- Students who are in the 1st and 2nd semesters of their studies (first year) are required to register in four Compulsory (C) courses, plus one Compulsory Optional (CO) course offered in each semester (total of five courses in each semester of the first year).
- Students who are in the 3rd and 4th semesters of their studies (i.e. second year) can register in up to seven courses. They are required to register in four Compulsory (C) courses, plus one Compulsory Optional (CO) course offered in each semester of the second year, as well as two additional courses. Those courses can be offered either in their current semester (of the second year) or they can be courses offered in previous semesters (of the first year) which students did not manage to complete successfully.
- Students who are in the 5th and 6th semesters of their studies (i.e. third year) can register in up to seven courses. They are required to register in two compulsory (C) courses, plus four Compulsory Optional (CO) courses offered in each semester of the third year, as well as one additional course. Those courses can be offered either in the current semester (of the third year) or they can be courses offered in previous semesters (of the first or second year) which students did not manage to complete successfully.
- Students who are in the 7th and 8th semesters of their studies (i.e fourth year) can register in up to seven courses. They are required to register in six Compulsory Optional (CO) courses offered in each semester of the fourth year, plus one additional course. This course can be either one of those courses offered in the current semester (of the fourth year) or one of those courses of the previous semesters (of the first, second or third year) which students did not manage to complete successfully.
An important note when opting for courses refers to the Undergraduate Thesis. More precisely, students are able to include the Undergraduate Thesis to their total amount of courses only once. When registering for a second or consecutive time for conducting their Undergraduate Thesis they have to include it as an extra/ additional course. One can register in the Undergraduate Thesis (UT) for at least two consecutive semesters and continues to be registered in every subsequent semester until the thesis is presented.
Students who have completed their normal (four-year) course of study and are in their ninth semester of study or above (i.e. fifth year of study or above) may register in up to nine courses (nine courses in total). Those courses can be courses from previous semesters (of the regular four years of study), courses that were not opted by the students previously or courses that students did not manage to complete successfully in the previous semesters. - Students who have completed their normal (four-year) course of study and are in their ninth semester of study or above (i.e. fifth year of study or above) may register in up to nine courses (nine courses in total). Those courses can be courses from previous semesters (of the regular four years of study), courses that were not opted by the students previously or courses that students did not manage to complete successfully in the previous semesters.
- Students who choose to register in the interdisciplinary courses of the Department have the right to include up to three courses in total to their degree. Students should be careful in the choice of the interdepartmental (interdisciplinary) courses so that both teaching units (TU) and credit units (ECTS) of the respective courses (Compulsory Optional courses that will not be registered in the Department’s curriculum}, will be sufficient in order to cover the appropriate number of teaching units (TU) ) and credit units (ECTS) required to obtain the degree of D.C.T.C., i.e. at least 132 TU, and at least 240 ECTS.
Students who choose to register in courses from the special course category offered by the Departments of the School of Social Sciences and which are part of the D.C.T.C. curriculum should be careful in their choice of courses, so that both the teaching units (TU) and the credit units (ECTS) of these courses are sufficient to cover the required number of credits required to obtain the D.C.T.C. degree, i.e. at least 132 TU and at least 240 ECTS.

  • The Curriculum consists of the following categories of courses:
  • Compulsory courses (C): The 20 courses offered during the first three years (six semesters) of study. In detail: 4 C courses in the 1st semester, 4 C courses in the 2nd semester, 4 C courses in the 3rd semester, 4 C courses in the 4th semester, 2 C courses in the 5th semester 2 C courses in the 6th semester
  • Compulsory Optional courses (CO):
    • All the other courses are offered as Compulsory Optional courses (CO) by the Curriculum of the Department (D.C.T.C.).
      B. Also, the interdepartmental (interdisciplinary) courses can be credited to D.C.T.C. students as Compulsory Optional courses (CO) (each D.C.T.C. student has the right to include up to three courses in his / her bachelor's degree courses).
      Those cross-sectional courses can be chosen from the other Departments of Mytilene, provided those Departments can offer the respective courses in their curriculum to students of other Departments, as interdepartmental (interdisciplinary) courses.
    • The Undergraduate Thesis (GT).
    • The Summer Internship (SI).
    • The non-assigned courses that a student may include because of his/her participation at the Erasmus + program in a foreign university.
  • Students who choose to complete a Graduate Thesis (which is a mandatory optional course) should:
    • have successfully completed the 20 Compulsory courses (C) (of the first six semesters)
    • have completed (at least) 23 Compulsory Optional (CO) courses.
  • One of the Compulsory Optional (CO) courses can be the Summer Internship (SI). In total, they must have completed at least 44 courses and they must have collected at least 132 Credits and at least 240 Credit Units (ECTS).
  • Students who choose not to Compulsory courses (C) (of the first six semesters)
    • have successfully completed (at least) 24 Compulsory Optional (CO) courses.
  • One of the Compulsory Optional (CO) courses can be the Summer Internship (AUA). In total, they must have completed at least 44 courses and they must have collected at least 132 Credits and at least 240 Credit Units (ECTS).
Semester 1
Through a variety of teaching materials, in-class activities and group work, the students of the Department of Cultural Technology and Communication: (1) Learn how to understand (printed or electronic) short and long specialized scientific texts written in English; (2) Get familiarized with writing summaries of difficult English specialized texts in English and Greek; (3) Learn to share the knowledge they have gained with the rest of their fellow students orally in English; (4) Are taught how to conduct research in their specialization in English in printed and electronic form; and (5) Learn how to use the knowledge they have acquired in their lives and in their professional career (Knowledge Management), by constructing and using the electronic bilingual (English: Greek) Terminological Data Bank (TDB).
This course introduces students to the study of social and cultural structures and changes related to the process of formation that led to the emergence of modern societies. More specifically, it attempts to follow this historical process of transition to modernity concentrating on the influence that the Enlightenment, rationalization and industrialization had on the constitution of new forms of cultural and social structures and relations (for example class and gendered relations or the western views and representations of non-western cultures). In this context, it pays particular attention mainly on cultural representations -perceptions, ideas, beliefs, values, attitudes and practices which formed and were formed by individual and collective identities throughout the long period of formation of modernity. Placing greater emphasis to the study of cultural phenomenon, this course also initiates students into theoretical approaches which analyze representation as a signifying process related with meanings, knowledge and power. Moreover, it provides students with the different meanings that the concepts of ‘civilization’ and ‘culture’ have conveyed in modern western thought. The course is divided into thirteen lectures. The weekly schedule of the course topics is presented in detail during the first lecture and remain available in the e-class of the course afterwards.

General principles for program design, algorithms, flow charts, techniques for designing algorithms, solving algorithmic problems. Introduction to Programming. The Python programming language. Program elements: variables, constants, expressions, basic data types, operators. Data Input/Output. Decision control commands. Repeat structures, arrays, subprograms.

The course focuses on several mathematical tools, which constitute the very core of innovative technologies used in Cultural Informatics, such as: Relations-functions, Boolean algebra, geometry, linear algebra and matrices, derivative-integral, and statistics.
This is an introductory course to the major elements of camerawork and audiovisual communication as applied in digital video production. The process of video production as well as the technical features of digital equipment and cinematographic practice are explored. Various examples and simple practical exercises provided by the students are integrated into the teaching
From the beginning of human history, the evolution of communication has determined the rhythms of cultural rearrangements and the course of knowledge. In this course, press, radio, cinema, television and the internet are presented in a broader historical and social context as technologies that have largely defined and determine the economic, cultural and social developments in the modern world. The history of the media is presented critically by exploring their effects on human behavior, both individually and collectively. The invention of typography was an important milestone in shaping the modern western world, as it contributed to the revolutions that took place after the 14th century. The Italian Renaissance, the Protestant Reformation, the French Enlightenment, the Industrial Revolution, the Nuclear Revolution, and the Information Revolution are examined under the perspective of the communicative developments and social conditions that have risen over time. At the same time, the course emphasizes on the role that media have today, both as an institution in the wider social context, and as an industry from an economic perspective.
In this course the following issues are presented: Introduction to the basic terms and concepts of the digital humanities’ field, review of the diachronic changes and transformations of digital media (Archaeology of Media), Documentation- Visualisation- Recording/Storage, Interaction- Ubiquity-Connectivities, Algorithms και AI, Ecologies of the 21st century (spatiotemporal restructuring, the redefinition of subjects, the reframing of “sociality”), Memory and digitality, Case studies (History,Archaeology, Museology, Anthropologies of the “digital”, Digital Media and Cultural Heritage Management).
This course is an introduction to multimedia and the available technologies applied for multimedia systems development. The course is divided in three sections. The first section introduces the basic multimedia concepts, relevant terminology, as well as issues related to digitization of analogue data, compression, data storage and representation of various media: hypertext, graphics, audio and video. The second section introduces the required hardware and software for the creation, processing and reproduction of multimedia data. In addition, available authoring tools for the development of multimedia data are introduced. While the third section of the course is referred to issues related to the design and development of multimedia data. The course tutorials introduce multimedia authoring tools used in the market.

The course introduces the basic concepts of Internet technologies and the basic problems in the design and development of web pages and websites. Initially, an introduction in the basic concepts and principles of computer networks, of the Internet and of the WWW. Different ways of organizing concept in the Web are presented, as well as tools for the check of correctness and performance of websites. The HTML5 language is then presented in detail, for the web page development, as well as the CSS3 technology for the common formatting/styling of documents in the Web. The course is also providing knowledge on principles and techniques of good practices in the design of websites. In the lab, students are getting familiar with the syntax and coding of HTML5/CSS3 languages, as well as with tools and techniques for the development and publication of websites.

The course concerns the development of algorithms with the principles of structured procedural programming. The C language was chosen as the most characteristic language for teaching both structured programming and basic data structures. C is also the basis for most modern object-oriented programming languages ​​such as C ++, Java and C #. The programming language C is taught: Language syntax: variables, constants, expressions, basic data types, sentences, operators. Data input / output. Flow control commands. Repetitions, Functions, Pointers, Arrays, Structures, Communication Channels and File Management.
Lectures focus on the following topics: Basic concepts (culture, modernity, postmodernity), cultural policy in Europe after World War II, Cultural heritage management (international perspectives, the Greek case), museums in Greece (transformations and challenges), cultural communication, protection of cultural and natural heritage and its contribution to new forms of understanding “heritage”, cultural heritage and sustainable development, tourism and heritage management, cultural heritage and New Media.
This course introduces students to the study of significant changes related to new social and cultural structures and identities, which are emerging in the "post-industrial" and increasingly "globalized" world of the late 20th and early 21st centuries. In doing so, it presents and critically discusses theoretical approaches concerned with analyzing the complex character of modernity and the relationship between the modern and postmodern society. Emphasis is given to theoretical approaches which emerged mainly from the post-structuralism movement and doubt basic principles of modernity. The course also presents key debates on whether the paradigms and theories used to explain and analyze modern societies are adequate for post-industrial societies. The course is divided into thirteen lectures. The weekly schedule of course topics is presented in detail during the first lecture and remain available in the e-class of the course afterwards.
The course focuses on the use of quantitative research methods in Social Sciences. Initially, students get acquainted with concepts such as variable, scale, population, sample, reliability and validity of the research. During the semester, students become familiar with the use of the SPSS statistical package, which is a very useful tool for analyzing quantitative data.
The course focuses on Culture, cultural management, cultural politics and administration of cultural organizations, Administration theories, Strategic planning in cultural organizations, Evaluating cultural organizations, An overview of the Greek cultural organizations. New strategic directions, Organizing cultural events, What is “cultural heritage” and in what terms?, The evolution of archaeological theories, Greek laws about antiquities and the international conventions (e.g. UNESCO), Postprocessualism and the new relation between archaeology and the public.

Through a variety of teaching materials, in-class activities and group work, the students further develop their:

(1) Academic Skills in English (EAP) and in Modern Greek, when necessary by carrying out:
a. Advanced search in the Library and on the Internet for bibliographical references;
assessment of the materials found;
b. Advanced Search for electronic dictionaries and engines of machine translation, so that
problems with difficult terminology will be overcome;
(2) Advanced Writing and Presentation Skills by:
a. Making oral presentations;
b. Writing essays, where they learn how to paraphrase, rephrase and avoid plagiarism;
c. Constructing a CV and a Cover Letter;
(3) Interlinguistic, interscientific and intercultural skills by:
a. Comparing different styles of writing and presentation in Englishes around the globe (i.e.
British and American English); and
b. Comparing academic and professional skills in English and Modern Greek so that students
enhance (and maximizeͿ their interlinguistic “inter-scientific” awareness and intercultural

This course concerns the introduction to object oriented programming. The transition from procedural to object-oriented programming is a challenge and the objective of this course. C++ language was chosen which, as an extension of C, combines these two philosophies of programming and makes the transition from one programming philosophy to another, smoother and less painful. All the concepts of object oriented programming are fully presented and explained using the tools of the language. Particular attention is given to the design of object-oriented programs and not only the use of object-oriented tools. The knowledge gained from the monitoring of the course make it easy to transition to more "purebred" object-oriented programming languages ​​such as Java and C #.
Introduction to the basic concepts of ontology to the students, presentation of HTML as an ontological model, introduction to the CSS3 and HTML5. Introduction JavaScript programming language, and the contemporary relevant programming techniques.
Introduction to Art and Art History and Theory. From the ancient civilizations to the Baroque period. Art Theory after the 17th century. Τhe evolution of the visual arts and their theoretical content and frame during the 19th and the 20th centuries. Neoclassicism, Romanticism, academic art and Impressionism in Europe, the new directions of visual arts and their theoretical frames. Post-Impressionism and Cezanne, the Greek example, the School of Munich and Europe. The sociopolitical and theoretical frames of Modernism, the artistic movements in Europe (Fauvism, Cubism, Futurism, Dada and Surrealism, Expressionism, Constructivism), the relation between 20th century and psychoanalysis (Picasso, the Surrealists, Giorgio De Chirico and Sigmund Freud. Modernism in Greece. Europe and Greece after 1945. The aftermath of Modernism. The Postmodern.
Part 1. What is narration and narrative text (weeks 1-3) Humans we are and have always been storytelling animals. But what is storytelling: that which creates narrative structures. Each narrative extends over time, no matter what media it uses (speech, sound, image, live action, or combinations thereof, etc.), what a narrative does is to organize sequences of events: visual, sound, physical. "Text" is some sort of sequence of events or data. The text, while organizing the content of a representation, is also each time defined in relation to "memory" (recall) and "interpretation" which are the basic poetic and stylistic axes, but also in relation to the "point of view" or "positioning" of each presentation/story/narrative/text has, its "context” or “frame of reference" as well as its "audience,” its “target group.” Each narrative has basic functional elements (events, characters, objects, worlds) but also elements that make it fun, engaging, more of less successful. Part 2. The structures of linear narrative (weeks 4-5) The "structure" of a narrative has to do with the ways its functional elements or organized and connected, the ways that it evolves or disperses in time and space, the interconnections between the action of the characters, the tension build-up, the lows and the peaks, the reversals. During this part of the course we will examine the structure of various narrative structures, starting with the analysis of linear narratives, characterized by a sequence of events with cause- effect relationships. Particular reference will be given to the so-called Aristotelian structure. We will look at and analyse examples students will bring to the classroom. Part 3. The structures of non-linear narration (6-10) This part of the course will introduce us to the logic of the non-linear narrative structure (discontinuity, multi-linearity, hyper-subjectivity, interactivity, etc.). We will analyze a wide range of non-linear narrative texts, starting from analogue texts and progressing to digitality. We will analyze the structure of classical works such as the Iliad and the Odyssey, the sacred Hebrew Talmud book, and other nonlinear old and new literary texts, various forms of experimentation in music and cinema, ending in digital non-linear and interactive works and games. We will analyze the structure of non-linear narrative texts experimenting with deviations, multiple angles, discontinuity of time, place, character and story, while reading theoretical texts on issues of authorship, creator, audience, and new media. Part 4. Creating nonlinear narrative texts (11-13) We will design, edit, examine and evaluate the nonlinear narratives that students will propose, create and bring to the classroom. How successful they are and why.
This course examines moving images as part of humanity's cultural heritage and will thoroughly analyse the characteristics of the audio-visual stock (films, etc) as evidence. The course will provide a theoretical and methodological framework for the study of cinematographic historiography through the continuous dialogue with the films and the places they are preserved (Archives, Museums, Film Archives). We will discuss the possibilities of reviving audio-visual works of the past and we will present some theoretical approaches to the documentation, preservation and dissemination of audio-visuals through their planning and screening process by host organizations
The course focuses on the Internet and WWW technologies, emphasizing the content management systems (CMS) and the programming/development of Web applications using CMS WordPress. An initial overview of technologies related to computer networks, Internet, WWW, CMS, etc. is provided. Later, the distinction between simple tools for the development of websites and the CMS. The emphasis is given in both, presenting, and working with Bootstrap framework as well as with Wix/WordPress CMS respectively. Finally, Web applications are developed using WordPress CMS (forms, forums, blogs, databases, etc.).
Graphic Design 1 course refers to the use of design elements and principles and the decision making using the visual language of a designer. Topics include basic terminology and graphic design principles, an introduction to the fundamentals of graphic design that lead to the discovery and comprehension of the visual language. More specifically, form and composition issues are being examined and their value during the designing process, balance, structure, rhythm, and harmony. Furthermore, basic principles of color theory and its semiotics are studied as well as Typography fundamentals and typographic grid.
This course concerns the introduction of students in the theory and methodology of teaching in order to understand the complexity and diversity of the phenomenon of teaching and on the other hand to realize its importance for education. The aim of the course is to build the theoretical foundations and to cultivate the ability and readiness for the planning, organization, implementation and evaluation of the teaching practice. In particular, the gradual familiarization with the student-centered teaching methods is sought, and in particular the promotion of the teacher's freedom and creativity for original, attractive and effective teaching, but also for the formation of personal theory for teaching. Also, the need for a continuous reform-pedagogical effort is highlighted, which is a feature of critically thinking, responsible and effective teachers who, being aware of their teaching freedom, are able to lead students in a state of reflection involving students themselves in it, as well urging them to self-active action, creative expression and effective learning.
The course is an introduction to qualitative research methods. It is divided into three thematic sections. The first is the contribution and use of qualitative methods in social sciences as well as their relation with theory (anthropological, sociological, and cultural). In the second, the course focuses on the research conditions, as well as on tools and means that are used in the qualitative methods. In this phase, students form working groups, choose tasks for their assignments and plan their work. In the third thematic section, the course focuses on the students' practice including presentations, discussion and commentary of their assignments in the class.
This course is an introduction to multimedia and the available technologies applied for multimedia systems development. The course is divided in three sections. The first section introduces the basic multimedia concepts, relevant terminology, as well as issues related to digitization of analogue data, compression, data storage and representation of various media: hypertext, graphics, audio and video. The second section introduces the required hardware and software for the creation, processing and reproduction of multimedia data. In addition, available authoring tools for the development of multimedia data are introduced. While the third section of the course is referred to issues related to the design and development of multimedia data. The course tutorials introduce multimedia authoring tools used in the market.
The course is an introduction to the field of Educational Technology, through the discussion of the main topics concerning the classical theories of learning, namely Behaviorism, Constructivism and the Socio-cultural approach (or Social Constructivism), various Alternative Pedagogical Approaches, as well as the practice of New Learning and Communication Technologies. More specifically, it initially identifies the role and importance of Learning and Communication Technologies through a framework of criticism and reflection. It then focuses on the basic principles of classical learning theories and the ways in which these theories have influenced the education system and the design of educational software and other (digital) applications. It also discusses alternative pedagogical approaches and how they could influence the education system, through a different way of thinking and criticizing the existing dominant system. Through interactive presentations of students’ assignments in the classroom, the promotion of free, creative, critical and inductive thinking is attempted as well as the production of new ideas for a wise education.
Why do we have museums and galleries? Why societies create such institutions? What is the purpose of their existence? Do they affect, and in what ways, the way people understand the past, the present and the future? What kind of responsibility does this mean? How do museums and galleries communicate ideas and values through their collections, their exhibitions and all other activities? What is – and what should be – their public role? For whom are they established? Who do they represent and, most importantly, who they do not represent? And why? Does it matter if they do not represent everybody and they do not include all cultures and histories? Is it possible to include everybody? Are, at the end, museums "neutral spaces” that consist of “objective truths”? This course will aim to answer to some of the above questions but also to pose a more general problematization about what exactly is a museum today, what is its role and its relationship to society, but also what exactly is museology and how is it relevant today.
The objective of the course is to teach basic theoretical and methodological topics/principles of cultural representation, as a procedure interconnected with the formation of a 'narration", which defines/allows the transmission of certain elements/data interrelated with a certain historical, economic, social and cultural environment/background, into another socio-spatial context. We can draw from classic paradigms of this procedure from discourse analysis, relevant analysis referring to documentary film, or from the process of the arrangement of certain items coming from different cultures of multiple origins in a modern museum collection. Every such procedure can be reproduced (almost) infinitely: narrations in the form of speech can be reproduced again and again by various "agents" in various contexts, documentaries can be improved or constitute archive material for new productions, while museum collections can be rearranged regarding their content or be (re)combined with additional data. In the modern world, gradually dominated by the use of multimedia and the internet, a significant sector of representational procedures focuses on digital presentation in the form of a website or web portal, or a presentation using multimedia. From this perspective the lesson focuses on representational procedures utilizing new communication technologies with the use of computers or other technical systems (ICT). With this aim, it examines theoretical approaches regarding representation and more specifically certain methods and techniques pertaining to the representation of cultural material.
This is an introduction to the theory and practice of the software dedicated to audiovisual editing. In the theoretical part, the technology of digital audiovisual data is described concerning the needs of the professional user. In the practical laboratory part, there is full training in a major editing software such as Black Magic Davinci Resolve or Adobe Premiere or Lightworks aiming at the full understanding of the professional skills needed for the digital elaboration of audiovisual data.
Art theories for the 21st century Globalism and multimedia art Art and Technology Exhibitions: Biennale, documenta, e.t.c. The sociopolitical background og new art forms Participation Activism and Agency Art Critique and the Academies Towards a History of Contemporary Art Posthumanistic perspectives
This course is an extension of the “Object-Oriented Programming (OOP) I” course and concentrates on the JAVA programming language. Students exploit the capabilities of JAVA language to implement programs and applications with the use of ready-based libraries. JAVA language is chosen due to its popularity among all other languages on the application development of industrial, commercial, or any other activity. The basic course aim is the students’ preparation and enriching knowledge on designing, implementing and developing applications with the use of web-based open source software. Special attention is given on the smooth transition of the “Object-Oriented Programming I” course of the 3 semester to the specific “Object-Oriented Programming II” course.

In recent decades, the rapid penetration of ICT in various social and cultural aspects of modern social reality impacts on the reorganization and the creation of practices that influence the mechanisms of formation and management of cultural industries, as well as their functioning of the culture market. The new possibilities of production and meaning of cultural experiences, as well as the challenges regarding cultural construction, distribution and consumption of cultural products and goods, resulting from the use of digital technologies, make modern Cultural Industries a key field of study, in order for understanding processes of contemporary cultural production locally and globally. In this light, the aim of the course concerns:

a) the understanding and critical perspective of the theoretical approaches concerning the Cultural Industries and their effects from the use of digital technologies,

b) the study and analysis of the factors that influence the mechanisms of the formation of cultural identities and diversity, as well as the mechanisms for managing and organizing social actors leisure time, reshaping their practices of cultural consumption and

c) outlining the conditions and challenges of the Cultural market that adapts characteristics of modern cultural work , and at the same time leads to the implementation of specific policies for the Cultural Industries.

The proper application of the visual communication and visualization rules, in practice, for creating visual identity is an important field of research and engagement in Graphic Design. The course «Graphic Design II» is a first approach of basic graphic applications of a promotional campaign, analyzing the strategy (branding) and the role of visual corporate identity on the profile of a company or organization. The course process, with laboratory exercises and presentation of examples oriented to the creation of specific design concepts sets the basis for logo design. At the same time, the adjustment of corporate identity in print and digital applications such as cards, letterheads, brochures, websites, etc., is being reviewed.
This course introduces the theory of computer graphics and digital processing of vector images. The lectures also include the principles of computer animation and aspects related to 2D and 3D graphics.
The course aims to introduce students to the fundamental concepts of data base systems. It presents the conceptual modelling techniques with emphasis on the Entity-Relationship model. Extensive reference to the relational data model and the structured query language (SQL) is made. In addition, the physical file structures and access methods used in data base systems are described. Finally, the capabilities of the data base management systems are presented in the laboratory through the use of an RDBMS.
This lesson emphasizes on bitmap image processing and analysis, to improve the quality of the image and to extract all useful information. The latest techniques of image acquisition, segmentation, binarization and compression are also discussed analytically in the lectures. The course studies the basic concepts and techniques involved in grayscale and color image processing, as well. Upon the end of the semester, the student will be able to understand the structure of a digital image and the algorithmic ways that we can use to process and extract information from it. Specifically, the concepts of resolution and histogram are extensively studied. Then, the course focuses on pixel-based and edge-based segmentation. Next, the color spaces and transformations between them are analyzed in details. Finally, special techniques for image compression are described, such as the JPEG compression scheme. The course includes laboratory lessons to learn useful techniques in image processing software for image processing algorithmic applications.
The following is an outline of the general frame of the course. The course focuses on part of this general frame per academic year. Neoclassicism, Romanticism, academic art and Impressionism in Europe, the new directions of visual arts and their theoretical frames.Post-Impressionism and Cezanne, the Greek example, the School of Munich and Europe. The sociopolitical and theoretical frames of Modernism, the artistic movements in Europe (Fauvism, Cubism, Futurism, Dada and Surrealism, Expressionism, Constructivism), the relation between 20th century and psychoanalysis (Picasso, the Surrealists, Giorgio De Chirico and Sigmund Freud. Modernism in Greece. Europe and Greece after 1945. The aftermath of Modernism. The Postmodern.
This course is designed as an introduction to the world of non-fiction film, as well as a production course in which students will develop non-fiction film projects from pre-production to post-production. It will offer a critical look at the historical development of non-fiction film forms, mostly documentary and ethnographic films as well as experimental films from early films to contemporary examples. It will cover documentary theories and criticism, ethical issues, issues around the problematic of representation, developing ideas, research methods, writing proposals, funding, and distribution rights.
Sound design is a techno-cultural practice of creating sounds that carry meaningful information and evoke emotions to the users as they interact with the social, economic and technological environments of everyday life. Sound design concerns techniques of manipulating audio material by taking into consideration communicative, aesthetic, ideological and ethical issues. The course aims at elaborating the acoustic culture of the students and their skills of manipulating audio material in order to create meaningful and affective sonic content and environment across various technological media and cultural settings, such as films, interactive digital media, museums, sound logos, etc.
The course focuses on basic theoretical and methodological principles of interactive multimedia design for applications presenting and highlighting cultural content. Emphasis is placed on: a) the distinction and the selection of elements/data characteristic on a symbolic level of a cultural practice, an object or a collection of objects, b) the (re)combination of selected elements/data for the development of an early “scenario” (or multiple “scenarios”) of presentation in the form of a multimedia application, c) the formation of a final form of a scenario interconnected with the development of certain graphics formulating and stressing certain topics of the content, and with the software development of the application d) the adaptation of certain elements/data of the scenario and the graphic design to the (potential) demands of certain categories of users/receivers/respondents (if possible).
The course focuses on the way(s) that culture affects and determines human communication. Culture is a structural element of identity and it determines -in a significant extent- the inter-group relations. Our perception about “the Other” or “the Others” is formed within specific historical, social and cultural contexts that produce and reproduce representations about "us" and "them", the "identical" and "non-identical". When related to Other / Others, stereotypes and prejudices are recorded in the majority of cases, equating the Other / Stranger with an Unwanted or an Enemy. This leads to negative discrimination practices, which result in the marginalization and alienation of (ethnic and cultural) groups that do not belong to the dominant group according to jus sanguinis (law of blood / origin). The result of this procedure is a non-compact social body, including groups that are unable to communicate, interact, benefit both sides. The massive movement of people worldwide (migration) has changed the population composition in the host countries forming multicultural societies. The challenge that these societies nowadays face is to organize the relations between people in order for communication and creative interaction of cultures to exist, aiming at integrating all (locals and immigrants) in the social body. The role of education in this context is of particular importance, since school can be either a place for maintaining or a place for removing stereotypes.
Museum communication is a well-organized and carefully controlled communication relationship that develops between producers and consumers of museum exhibitions and other activities through museum collections. When museum or heritage visitors encounter museum objects and the interpretative suggestions prepared for them by heritage professionals, they develop (consciously or unconsciously) their own ideas about them and therefore construct their own understanding about the past, history, art, archaeology, nature, etc. These personal ideas affect in a way the creation of social community ideas, contribute to the creation of identities; they are often conflicting, or they recreate national or other narratives. During this course, we are going to discuss different forms of direct or indirect communication, inside and outside museum spaces, the design of learning programs, as well as methodologies and tools for their critical evaluation.
With the constant evolution of digital technology, the emergence of new communication media and the ever-expanding use of the Internet in everyday activities, the traditional organisation and function of the museum is changing. First of all, it is obvious that traditional exhibitional techniques are questioned, since alternative possibilities can be supported. Furthermore, we are urged to re-examine the museum’s social role itself: its exhibit theme and content, its fundamental theoretical principles and methodological practices, its communication policy. Contemporary museums should determine their position in the extended communication networks, the excessive dissemination of information and the construction of new cultural identities.
The purpose of this course is to familiarize students with the most significant environmental problems at a global level. The anthropogenic threats against the environment have led to the perturbation of its balance several times, with, in many cases, important and equally grave repercussions to the quality of life of living organisms. Issues like the greenhouse effect, the stratospheric ozone reduction, the irrational management of natural resources, the reduction of natural ecosystems are some of those conflicting matters. Finally, for all the environmental issues that are presented within the frame of this course, special attention is given to the possible consequences they might have to the preservation of the tangible cultural heritage.
The course objective is to analyze a number of subjects, which constitute the very core of Artificial Intelligence. These subjects are summarized as follows: (1) problem resolving using searching algorithms, (2) introductory issues that concern the intelligent agents, (3) propositional and categorical logic, (4) knowledge representation and rule based systems, (5) basic structure of expert systems.
This is an introduction to the basic elements of editing in audiovisual works. The second main concept is the revision of directional issues especially visualization are analysed via screenings of exemplary cases. Special emphasis is put on the ediitng techniques . There are also theoretical and practical exercises.
In this course the following issues are presented: Introduction to the basic terms and concepts of social media, main categories, communication-digitality-hybridity, interaction-intersurveillance, orality-digital literacy, gamification, affective capitalism-neurocapitalism, new subjects-new socialities, social media and memory, economy of attention, digital labour.
This course examines the processes of social interaction and the forms of collaboration that are presented in educational environments, as they are delimited by modern research data in our digital age. The characteristics of collaboration and social interaction based on critical constructivism are also identified. In particular, collaborative learning is examined primarily on the basis of Kincheloe's model of critical cognitive theory, identifying its theoretical background, principles of collaboration, its effectiveness, and factors that determine it. Then, it is explored in practice through a collaborative assignment, applying specific collaborative strategies for the design and implementation of a project in small groups of 4 people, identifying the appropriate collaboration strategies that the participants in the group will adopt and implement for the implementation of the various activities that make up the project, while incorporating various types of collaborative work tools to support the project and collaboration.
There is a growing awareness that a thriving, dynamic cultural life contributions to the establishment of sustainable and prosperous communities. In addition, the awareness of the contribution of culture to those goals has increased the complexity of planning and decision-making. Cultural planning is a response to these problems and a strategy which provides the creation of a single framework for maintaining and appreciation of the cultural resources.
The course explores the relations between 'culture' and 'technology' in digital media. What are the processes involved in the development of the technical media that are available today and how do the digital media shape the contemporary experience of communication, subjectivity and social life? The aim of the course is to elaborate on the above questions by drawing on basic schools of thought in media theory. Developing a “spiral” method of learning, students learn and deepen their knowledge of concepts and methods of media theory through lectures, essays and creative practices such as audiovisual and game design.
The aim of this course is to focus on the theory and practice of managing objects and collections in museums and other heritage organisations. During the course we will examine the formulation of a collecting policy for an institution; issues of documentation using DMS and online databases as well as manual systems; the role of research and its importance in creating and sharing knowledge about collections; collection security, transportation and storage, but also issues of accessibility. During the course, we will also discuss national legislation and international conventions that relate to the establishment and management of collections, along with the ethical dimensions of collections management and the responsibilities of professionals working in cultural heritage institutions.
This lesson analyses Digital Culture applications with emphasis on 3D data Visualization for creating Mixed Reality environments and 3D printing files. In the first part of the course, the students with acquire the fundamental knowledge for 3D Visualization through the theory of photogrammetry and the respective software. The second part of the course deals with the latest 3D data Visualization technologies, including the use of terrestrial 3D scanners, UAV/drones and portable 3D scanners, as well as the successful data registration of multiple 3D point clouds and 3D views. In the In the context of the course issues related to efficient documentation and promotion of Cultural Monuments with the latest equipment, as well as the production of Digital Environments for Mixed Reality Applications. The laboratory includes: 1) the use of appropriate software for photogrammetry and cloud management of objects of cultural interest and 2) demonstration and use of the necessary equipment (3D scanners).
This course is a survey in the shifting and prolific terrain of the field of film theory, tracing out some of the major strands of the field. Film theory features a wide spectrum of approaches (auteurism, semiotics, psychoanalysis, feminism, etc.) which this course seeks to cover so it will be oriented not only around major theoretical paradigms but also around the questions that often unify otherwise distinct schools of thought. Our aim will be understand the specific cultural and historical background of a certain theoretical grid and establish a conversation among different fields. At the same time, we will try to rethink the issue of what qualifies as film theory and trace the shift from film theory as such into emerging fields such as visual culture and multimedia language.
The following is an outline of the general frame of the course. The course focuses on part of this general frame per academic year. More specifically:Meanings and content of the audiovisual arts from the 20th to the 21st cent. With an emphasis to video art and comics / graphic novels. Postmodernism and the emergence of Posthumanism,Video art, Conceptual art, fluxus. Case Studies: Nam June Paik, Bill Viola, Shirin Neshat.Bio-art and the Transhuman. Digital and Virtual Reality Art. History and ideology of comics in USA and Europe. Science fiction comics, comics and literature, the meaning of ‘pulp’. Realism and humour in comics. Comics’ magazines.Case Studies: Manga.Superhero comics. The interaction of the arts in the contemporary socio-cultural frame.
This is an introduction to the basic elements of narration in audiovisual works, i.e. the planning of visualisation and the elaboration of their content. The main concept, the structure, the characters and the use of expressive narrative modes are analysed via screenings of exemplary cases. Special emphasis is put on the non-narrative audiovisual works. There are also theoretical and practical exercises.
Cultural representation is a basic concept in cultural studies. Cultural representation is central to Stuart Hall’s theory of culture, which he sees as a system of representation within which meanings are constantly reproduced, exchanged, transformed and instituted. This course will examine the poetics and politics of representation as well as the critiques and limits thereof. Each year the focus of the course will be different: “historical memory and the representation of pain and trauma”, “the limits of cultural representation”, “body and representation”, “representation, reproduction, simulation”, “digital media, mediation, and representation”, “the politics of representations and the representation of self” and other topics. This year we will focus on the poetics and politics of representation through anthropological, cultural and performative theory. Initially we will focus on Hall’s theory of cultural representation, touching on semiology. Then we will discuss the ethnographic subject and representation through the lens of anthropology. And finally we will talk about the theatrical subject and the representation of self. The course will end with an examination of representation through performance theory.
This course presents known e-learning systems as well as existing standard or ad-hoc course production patterns. The course examines the content, aims and modern trends of distance education as well as the forms and processes which are necessary for its realization. It also includes the analysis, design and production of distance learning courses, including their multimedia constituents, taking into account existing instructional design specifications and standards.
The course introduces students to the theoretical approaches, the methodologies and tools necessary for the development of software systems. It includes the following sections: software development models, software requirements, system design, techniques and tools for the software development, software quality, project management.
Protecting users’ privacy in modern Information Systems is of vital importance especially during design and implementation stages. The rapid development of personalized web-based services used from a continuously increasing number of online users have led the service owners to collect, store and process users’ private data in order to increase service innovation offered to them. In parallel, the degree of the newly presented threats that aim on reveling users’ identity as well as on gaining unauthorized access on their personal data is increasing dramatically. The aim of this course is the reveal and presentation of the basic privacy issues that concern analysts and developers when realizing an Information System.
The course focuses on the Internet and WWW technologies, emphasizing the programming/development of Web applications. An initial overview of technologies related to computer networks, Internet, WWW, browsers, Web servers, etc. is provided. Later on, the distinction between client-side and server-side programming is presented. The emphasis is given in both technologies (sides), presenting and working with JavaScript and PHP7 respectively. In addition, different technologies for the description of data that are used in Web environments/systems are presented (XML, JSON, JSON-LD, RDF, RDBMS), and applications for the access of those data (using JavaScript, AJAX and PHP7+MySQL) are developed.
The course aims at introducing students to the field of 3D graphics as well as familiarizing them with the basic principles of designing and creating applications. Emphasis is given on their use in the wider field of culture and the promotion of cultural asset. In this perspective, it focuses both on a theoretical exploration of the field as well as on the production of 3D graphics, especially for real-time applications.
Basic concepts of machine learning. Supervised machine learning, unsupervised machine learning. Basic structure kai function of the artificial neuron. Basic structures and training of feedforward neural networks. The back-propagation training algorithm. Basic structure and training if fuzzy systems. Evolutionary computation algorithms such as swarm intelligence algorithms.
This course explores the contribution of memory to the construction of personal and collective identity as it is through the uses of ‘social’ or ‘collective memory’ in everyday life that people shape their perceptions of themselves, others, and the objectives for which they are fighting. The course also examines the main theoretical approaches that illuminate the ways in which individual and collective memory are interwoven and lead not to recall, but to reconstruct the past from the present point of view: the reconstruction of the past always happens ‘here and now’ and within the social framework of collective memory of social groups to which people feel they belong. In addition, the course introduces students to research and theoretical approaches which examine issues associated with the relation among oral urban memory, space and otherness, as well as with the power relations emerging during the creation and interpretation of oral narratives, mainly when these narratives aim at the public recognition of those aspects of collective identity and experience that have been ignored or suppressed.
Introduction to the basic concepts of middle-tier programming languages, especially PHP, basic functions of web servers, and interaction between the front-end and the back-end of an online system (AJAX).
This is the advanced approach to audiovisual editing based on the course Technology of Editing I. In the theoretical level , it accomplishes the knowledge about audiovisual data at the level of a professional user. In the practical part the emphasis is put on the special techniques of postproduction such as color correction sound mixing and visual effects with compositing. A full training on software for image compositing such as Αdobe After Effects and/or Black Magic Davinci Fusion is also offered.
This course concerns the practical application and utilization of the knowledge, skills and abilities acquired by students in previous similar courses, such as Basic Principles of Teaching and Introduction to Educational Technology. In particular, this course examines issues related to the teaching of Informatics and Media Pedagogy in both Primary and Secondary Education (teaching objectives, content selection, teaching strategies, learning and assessment processes) and in laboratory teaching (laboratory exercises in Informatics). More specifically, this course discusses the following topics: (a) the modern orientations of Didactics of Informatics and Media Pedagogy, (b) Digital literacy or Media literacy, (c) the practical-experiential knowledge of students about concepts of digital technologies (d) didactic approaches to Informatics and Media Pedagogy, (e) modern approaches to digital technologies and software use, and (f) development of digital educational materials. In addition, students carry out practical assignments in schools which consist of teaching observation and elaboration of work that includes undertaking a teaching topic using digital media and the didactic transformation of the topic according to the proposed methodology and application of teaching in the class. Finally, the observation tool as well as the results of the teaching observation and its evaluation are presented in the plenary of the course. For the best organization of the course, groups of 3-5 people are created and each group of students collaborates with the class teacher and the supervising teacher. The ultimate goal is to use alternative pedagogical approaches to design and implement a different holistic teaching proposal based on qualities such as creativity, dialectic, imagination, emotion, inspiration, intuition, respect to diversity, reflection, spirituality and wisdom, among others.
Within the framework of the internship, employers provide to the students positions that are related to the cognitive and technological skills promoted by the Department of Cultural Technology and Communication.
The course focuses on the Internet of Things (IoT). Specifically, the syllabus of the course concerns the following topics and correspondent lectures:Introduction in cyber-physical systems and IoT: Definitions, basic features, architectures in IoT, IoT and AI, the future of ΙοΤ, 4th Industrial Revolution (Industry 4.0), The Semantic Web of Things, IoT and communication: Protocols and architectures of wireless and mobile communications, wireless sensor networks, protocols ΙΕΕΕ 802.15.4 and ZigBee, Radio Frequency Identification (RFID), Machine-to-Machine communication, 6LoWPAN and RPL protocols, IoT and software: OS for resources-constrained devices (TinyOS), application-level protocols for IoT (CoAP), Message Queue Telemetry Transport (MQTT), Extensible Messaging and Presence Protocol (XMPP), Representational State Transfer (RESTFUL Services), Advanced Message Queuing Protocol (AMQP), Websockets, IoT and hardware: Smart devices, sensors, actuators, Arduino and RaspberryPi platforms, Smart devices development and programming – Ι, Smart devices development and programming – ΙI, IoT and Big Data, cloud computing and data centers: Crowdsourcing, interoperability, collection and smart storage/processing/analysis of data (data analytics), IoT and Mobile and Pervasive Computing Systems: Architectures and design issues, applications, localization, IoT and Use Cases/Applications: Smart Cultural Spaces, Smart Buildings, Smart Museums, Smart Cities, Smart Grids, Smart Transportation, etc., Interoperability in IoT , Privacy and security in IoT
This course covers as wide range of 3D Graphics and Virtual Reality production and research aspects. In detail, the course introduces students to the basics of Virtual and Mixed Reality, along with Real-Time Rendering. Finally, students use 3D Graphics and Visual Scripting to develop Virtual Reality interactive applications and games.
In this course the following issues are presented: Introduction to the basic terms and concepts of virtual reality, computing-communication-digitality, computing machines and intelligence, digitality and ethics, cyberpunk and virtuality cyberfeminism, platform capitalism, surveillance capitalism and societies of control, archaeology of media, Internet politics, the challenges of networked society.
The course consists of the following sections:Introduction to advanced and natural interfaces and Intelligent Interaction systems and technologies.User experience and interaction design.Affective Computing. Intelligent Interaction. Virtual and Mixed Reality Interaction. Haptic and multi-touch interfaces and technologies (e.g. multi-touch interactive tables). Projection mapping systems. Gamified interaction. Brain-computer interfaces. Personalization and adaptive interaction. Recommender systems and persuasive technologies. Ubiquitous and mobile interaction. Interaction with context awareness
This course is an extension of the “Database Systems” course and concentrates on the design and implementation of the Database Management System (DBMS). It is also concentrates on the advanced issues of SQL language. The basic course aim is the students’ preparation and enriching knowledge on designing and implementing applications using open source PostgreSQL language. Special attention is given on the smooth transition of the “Database Systems” course of the 5th semester to the specific “Contemporary Issues of Databases” course.
Content Management Systems (CMS) are web-based applications that allow the content of a website to be modified online. CMS allows content to be modified without the need for specialized knowledge about creating web pages or graphics. Website changes can be made from any PC connected to the Internet, without having to install special programs for editing web pages, graphics, etc. Through a simple browser, the user can update his site directly simply by inputting text. The course focuses on understanding the features of modern, popular CMS, with an emphasis on open source platforms. Additionally, the use of such CMSs to create websites with basic functional specifications, to change the look and feel of websites that are built using CMS, and to integrate new components to enhance website functionality.
The course explores the key role of the senses in the way humans and the technical media communicate. Emphasis is placed on the following: a) the practices through which digital information is presented in formats which are compatible with the human senses (images, sounds, vibrations, etc.), b) the discourse of information input devices as simulations or metaphors of the human sensory organs (camera-eye, microphone-ear, cursor-hand, and other sensors), c) the coevolution of the technical media with the experience of space and time. The contribution of the senses in the production and use of media technologies is presented and analyzed in relation to various historical periods, epistemological traditions, cultural and economic processes. Students design, develop and present collaboratively a locative mediawork addressing issues of multimodal content creation, kinesthetic narrative and geolocated technologies.
Introduction to 1st and 2nd order Cybernetics, Philosophical views on the concept of “social human” , The theory of autopoiesis in Biology and Sociology, The function of communication and the meaning of the meaning, from a systems-theoretical perspective
The aim of this course is to explore the impact of environmental conditions in areas where museum collections are stored or exhibited. Air pollution, humidity, temperature, (improper) lighting and noise pollution are environmental parameters which can cause deterioration on various collections which are valuable and should be preserved for future generations.
Cultural policy affects both government and private support for the arts and cultural heritage in every country. It relates to a wide range of practices and data, such as national and European legislation; the ideology around culture and cultural heritage; cultural diplomacy; funding and sponsorship of cultural heritage; cultural tourism. This course aims to focus on the importance of cultural policy and how it affects cultural production and consumption as well as participation to culture in Greece and Europe. Cultural policy and planning involves a wide variety of institutions and areas, tangible as well as intangible heritage: from language and food, to fashion and social action. In this course, we will focus on museums, although references to other categories of cultural institutions will be made regularly.

The practical part of the course concerns only the two optional assignments and includes the exploration of alternative pedagogical approaches through the didactic use of digital tools in order to highlight Critical Pedagogy and a new education policy concerning another educational framework and pedagogical approaches.

The theoretical part of the course (which concerns only the final written examination) includes the study of a series of basic digital tools used in learning and teaching practice according to modern theories for the knowledge and learning and the development of critical thinking. This theoretical part consists of the following 13 topics for the study of which the files found in the "Notes" folder of the course on the eClass platform are used

The course focuses on the Semantic Web technologies and the Internet of Things. Initially, an introduction in the Semantic Web, its vision and basic principles is provided. Later, the main technologies for structuring documents, for data and knowledge representation are presented (XML, RDF, RDFS, OWL). Emphasis is given in the engineering of Ontologies, in well-known ontologies and in their application in the Semantic Web. In addition, the following topics will be discussed: a) Ontology-based accessing, integration and retrieval of (large volumes) heterogeneous data and knowledge (SPARQL, OBDA), b) Linking (Big) Data.
The contemporary reality of various groups’ presence in western societies claiming recognition of social and political rights has raised issues of identities as crucial arguments in the discourses about multiculturalism. This course attempts to review the key points of the debate about multiculturalism. Moreover, it presents the recent debate about identity in the social sciences, highlighting and analyzing, among others: a) the relation of similarity and difference always required for identity construction b) the interactive relationship between personal and collective identity, c) the role of classifications, of internal self-identification as well as of external categorization process which are developed mutually in the context of the current and often unequal distribution of power in a given political and historical context. The contemporary presence of migrant groups in western societies has become more intense in the second half of the 20th century as it is connected with the ongoing process of globalization. The course presents the main theoretical and methodological approaches concerning the study of post-war migration to western Europe and the USA. It also provides an introduction to recent research and theoretical approaches which, focusing on migration to Greece of the late twentieth and early twenty-first century, explore the construction of migrant identities from a gender perspective, which further reveals social hierarchies and power relations embedded in everyday interaction between people, groups and institutions. Ethnographic examples are used throughout the course to illustrate the theoretical points presented.
The course approaches the theoretical and methodological frame of exhibition narrative building. It begins with the basic principles of narratological theory, as it can be, particularly, adopted in exhibition design. Furthermore, all available exhibition tools will be analysed, with the use of various real examples. Finally, students working on specific exercises will reflect on each tool’s potential and limitations.
Semester 8
The concepts of the social systems, functional systems, organizations and societies.Analysis of the modern society from a systems-theoretical perspective.The problem of the governance of modern societies, and contemporary theoretical approaches. The practical applications of contemporary systems theory, different views, radical constructivism.
The objective of this course is the introduction to the basic issues related to the design and development of Information Systems (IS) and their use in business organisations. It is organized in the following sections: IS categories, organisation and IS, social and moral issues (systems quality, systems privacy, intellectual property rights), technology infrastructure (hardware, databases, communication networks), IS development issues (methodologies and tools).
In this course the following issues are presented: Terminology of related terms from the field of Information Systems Security, Identification and Authentication, Access Control, Information System Risk Assessment and Management, Operating Systems Security, Malicious Software, Information Systems Security Policies, Cryptography: Typical cryptographic methods, Symmetric and Asymmetric Cryptosystems, Codes of message authentication, Digital Signatures, Certification Authorities, Public Key Infrastructure, Greek Law Framework, Case Studies in Cultural Informatics Environments.
The course deals with technologies and methods of annotating and representing knowledge with emphasis on information related to the wider cultural industry. Introductory concepts of knowledge, data, information and logic are presented while describing the conceptual and technological stack of the Semantic Web. Knowledge organization and support approaches with emphasis on metadata taxonomy as well as related issues and challenges such as heterogeneity and interoperability, scaling, etc. are discussed and indicative approaches are presented. Popular cultural metadata standards (DC, CIDOC-CRM, EDM ESE, LIDO, MARC) and related technologies (XML, XSL, DTD, XSLT, RDF, OWL) are included in the curriculum. The theoretical part of the course is accompanied by practical exercises in the computer lab using software packages of imprinting, processing and interconnecting knowledge and information that help to better assimilate the learned material.
This lesson admires as a separate scientific performance needs for video games and emerging photo studios. Student-to-student student refuses to bring lessons to the classroom, to his recognition and disposition for appearance. Playing, analyzing and divorcing (timeless) on the beach require studying the phone structure, different image, influence and the workplace and the woman
This is an introduction to the major concepts of the major audiovisual industries and their particularities as well as their financial size and function. There are theoretical lectures asw ellas exercises about The news industry,The documentary industry, The TV commercial industry,The corporate video industry,The short and long term fiction film industry,The TV entertainment industry
This course focuses on the evolution of moving image technologies and the shifts within avant-garde artistic practices that have responded to these changes. Students will learn about film and video as well as their developmental, conceptual and historical differences and relationships within the fine arts. A strong emphasis will be on experimental short film and video forms. Examples of art works by those specializing in the field of moving images will be viewed including profound works by artists who simultaneously engage more traditional fine art mediums (painting, sculpture, collage, etc.). Seminal texts on the subjects of media history and artistic practice will be read and discussed as well as theoretical texts from philosophy and the sciences. Students will be asked to respond in class discussions and in written essay form.
The course approaches the successive stages of exhibition design and implementation: from the initial determination of its purpose and aims, institutional and organization issues up to its implementation and evaluation. Oriented to the design and implementation of a real exhibition, as case study, and with reference to other existing or imaginary examples, thoroughly touches upon topics related to museological theory when it is tested in practice.

Basic concepts of data bases and knowledge discovery in large data sets. Data pre-processing, classification algorithms, and clustering algorithms. Techniques for establishing relationships for various types of data sets. Tools for knowledge discovery. Knowledge discovery in Web-based content by applying data mining methods.

The course aims to teach the planning, implementation and evaluation of cultural projects. The course will provide the opportunity for students who wish to work in the management of a cultural project, learn basic concepts for project management, know methods and tools necessary for the implementation and evaluation of projects, claim to fund for their work, gain knowledge and develop skills in organizing and managing cultural projects, be informed by the institutional framework for the im

The course discusses the topic of online social networking, the construction of digital - individual and collective - identity and the use of social media in various public environments (e.g. education, culture, politics). Initially, a theoretical introduction to social networking is made, while the types and the development of social media are also presented along with a brief presentation of some well-known social networking applications (Twitter, Facebook, Google+, Linkedin, Youtube, Flickr, Instagram). Issues such as the way the digital self (persona or personae) presents itself through the choice of appearance or intentional concealment of information, issues related to privacy and its protection, the construction and management of social networks, the development of the sense of belonging to a group and the negotiation of identity through a repetitive process of interactive and symbolic exchange with others, digital reputation and recognition form the first part of course. The second part focuses to issues related to the emergence of new behaviors, such as cyber-bulling or cyber-sex, the integration and use of social media in education (e.g. communities of practice, e-learning), culture, employment, politics, the organization of fan based communities or movements (e.g. "Arab Spring") and issues related to social media impact on shaping public opinion.

The course approaches digital exhibitions, starting from basic concepts such as virtuality and digitality. Then, all the issues faced when we are planning or/and evaluate a physical exhibition will be discussed, taking into considerations the minor or major changes that the digital frame induces. Thus, it touches upon digital narrative, the exhibition management of digital objects, the use of digital narrative toolkit, the audience and community building in digital environment, etc.

The course deals theoretically with the concept of social space both in its real and virtual dimensions. It also analyses the concept of topos as it is formed in the context of cultural theory. Yet it focuses on spatial dimensions of culture as they are formed through social and historical processes. Examples of spatial palimpsests where historical, social and cultural data is embodied are presented. Finally the course emphases on methods of cultural documentation (archival and bibliographic research, oral testimonies) and the use of technological tools (Geographical Information Systems) for the organisation of spatial data bases. The course is divided into thirteen thematic lectures. Part of the teaching material is posted on the course’s digital platform. During the lectures students’ participation is encouraged for the better understanding of the theoretical concepts and the technological applications. In addition, students undertake team assignments on cultural documentation (collecting and organizing data, thematic mapping).

Conducting an internship enables students to work for a short period of time in jobs relevant to their studies and their aspirations for a successful career. The internship of our Department aims at linking the theoretical and laboratory studies of students with the practical application, in the positions offered by employers that are related to the cognitive and technological skills promoted by the Department. You can find more about the internship implementation guide in the internship regulation document. The Aegean University Internship Central website is available at http://pa.aegean.gr

Regarding the internship of summer 2021, due to the special situation of Covid-19 pandemic, the Internship will be implemented by distance in collaboration with the organisations that are still open and haven’t suspended their operation.

The Undergraduate Thesis or the Final year Project (FP) is a Compulsory Optional (CO) course equivalent to ten (10) ECTS. Enrollment in the Final year Project is done by the student's registration at the Secretary Office upon his / her enrollment in the 7th or later Semester of Study. The minimum duration of the FP is 2 semesters. To start the FP the student must have completed 6 semesters of study. The professors of the Department announce the topics of the projects and the students in cooperation with them choose the subject of their thesis. Undergraduate theses can either be individual or collective by a group of two or three students. In exceptional cases, the number of the group may exceed 3 persons, under the responsibility of the supervisor or the lecturers supervising the implementation of the thesis. More details about the thesis can be found in the Department's Undergraduate Thesis Regulation. Professors announce the proposed topics at the beginning of each academic semester in the following link: https://eclass.aegean.gr/courses/131349/

For the undergraduate students registered after 2019-20, the curriculum includes the following course interdependencies among courses in the form of prerequisites. More specifically, in order for students to register in a lesson in column C they should have successfully completed the corresponding lesson in column B.

    A/A (Α) Course (Β) Prerequisite Course (C)
    1 Introduction to Programming Object-Oriented Programming I
    2 Data Bases Contemporary Data Bases Issues
    3 Object-Oriented Programming I Object-Oriented Programming IΙ
    4 Internet technologies Design and Development of Websites and Web Applications
    5 3D Computer Graphics Virtual Reality
    6 Multimedia Applications Programming I Multimedia Applications Programming ΙΙ
    7 Communication media and Society Intercultural Communication Issues
    8 Introduction to audiovisual arts Editing and direction of audiovisual data
    9 Visual Culture and Digital Communication Ι Visual Culture and Digital Communication ΙΙ
    10 Art History New media art
    11 Graphic Design I Graphic Design II
    12 Exhibition Design Ι Exhibition Design ΙΙ
    13 Human Computer Interaction Ι Human Computer Interaction ΙΙ
    14 Theory of culture II Themes in Cultural Theory and Digital Culture
    15 Technology of Audiovisual Editing Ι Technology of Audiovisual Editing ΙΙ

Compulsory attendance for computer science lab sessions

In order for students to successfully complete the following courses compulsory attendance at the laboratory sessions is required, except for the assessment criteria defined by the faculty members at the beginning of the semester.

  • Introduction to Programming
  • Object-Oriented Programming I
  • Object-Oriented Programming ΙΙ
  • Multimedia Technologies
  • Internet Technologies
The pedagogical and teaching competence is certified by a certificate issued by the Department of Cultural Technology and Communication to graduates, upon their application, if they have successfully passed at least three of the courses listed below, at least one from each axis, and have earned at least 15 ECTS, as shown by the Transcript of Records they received when they were awarded their degree.


Axis 1: Education and special education issues (selection of a course)

  • Pedagogical Psychology - GEO 450 (5 ECTS) (Department of Geography) or
  • Sociology of Education - 467 - (6 ECTS) (Department of Sociology)

Axis 2: Learning and Teaching issues (selection of a course)

  • Introduction to Educational Technology - 4ETDE100 - (6 ECTS) (Department of CTC) or
  • Collaborative Learning Environments and Communication Models - 4ETDE110 - (5 ECTS) (Department of CTC) or
  • Distance Learning and Lifelong Learning - 4ETDE104 - (5 ECTS) (Department of CTC)

Axis 3: Practical training

  • General Teaching - GEO 350 - (5 ECTS) (Department of Geography)

It is noted that the courses: Pedagogical Psychology - GEO 450 (5 ECTS) (Geography Department), Sociology of Education - 467 - (6 ECTS) (Sociology Department) and General Teaching - GEO 350 - (5 ECTS) (Geography Department) fall into the interdepartmental (interdisciplinary) courses category of the Faculty {Optional courses with no limit}.