Papers by Ευαγγελία Μουλά
104. Το χιούμορ στα κόμικς: μια απόπειρα ταξινόμησης. Παιδαγωγική Επιθεώρηση, 41(77), 2024, σσ.127-153., 2024
MusEd, τεύχος 4, Δεκέμβριος 2024, σσ.12-29., 2024
Αναστασία-Σεβαστή Δεναξά & Ευαγγελία Αραβανή Η συνδρομή της Λογοτεχνικής Θεωρίας στην καλλιέργεια... more Αναστασία-Σεβαστή Δεναξά & Ευαγγελία Αραβανή Η συνδρομή της Λογοτεχνικής Θεωρίας στην καλλιέργεια του Λογοτεχνικού Γραμματισμού στο πλαίσιο της Δημιουργικής Γραφής με όχημα το Παραμύθι .....
Νέος Παιδαγωγός, τ 45, 2024
Α.Π.Θ., Post Doc Π.Τ.Δ.Ε. Ε.Κ.Π.Α. (σε εξέλιξη) Ερευνητής στο Centre for the Study of World Chris... more Α.Π.Θ., Post Doc Π.Τ.Δ.Ε. Ε.Κ.Π.Α. (σε εξέλιξη) Ερευνητής στο Centre for the Study of World Christianity του University of Edinburgh, Επιστημονικός συνεργάτης Εργαστηρίου Παιδαγωγικής -Χριστιανικής Παιδαγωγικής του Α.Π.Θ.
Futurity Education
This study presents the research results of the implementation of two location-based educational ... more This study presents the research results of the implementation of two location-based educational games in the field of history and cultural heritage, created on Taleblazer to be played by high-school students on smartphones. The games were designed to take place in the city of Rhodes island and were titled: “The Siege of Rhodes by Muhammad the Conqueror (1480 p.C.)”, briefly hereafter, The Siege and “Let’s Discover the Secrets of Foro Italico”, briefly hereafter, Foro. By applying to each of them a different design strategy (gamification versus narrative-driven plot), the prime aim was to understand which features were preferred by different age groups, but also which other, external parameters influenced the reception of the games. The overarching pedagogical basis under which this research was placed brought together a series of theoretical approaches that cross-fertilised each other: The game-based learning, Cognitive Theory of Multimedia Learning, Situated learning in combinatio...
Νέος Παιδαγωγ;ow
This work explores historical trauma through Creative Writing and Digital Storytelling with the p... more This work explores historical trauma through Creative Writing and Digital Storytelling with the project method. It seeks to experientially involve students in the study of historical events seen through the perspective of personal testimony and to contribute to the reconciliation of students with the teaching subject of History and the cultivation of historical empathy. The 20th century was full of traumatic events. The two World Wars changed the map of Europe and bequeathed to present and future generations various traumas. This paper will deal with some of these traumas, not to record them but to highlight through digital storytelling how those who suffered them experienced them and how they were processed and transformed by modern students. For the implementation of the following project, historical events that marked and changed Greece were selected. The genocide of the Pontians and the Asia Minor disaster with the wave of refugees that entered the country, the German occupation with the great famine of 1941-1942, the mass executions of mainly civilians, and finally the Holocaust are among the most traumatic events of the Greek, European, and world history. In recent years Memory Studies have highlighted the importance of remembering personal experience and trauma. Public history and oral history emerged as disciplines that are now the subject of academic history study. Textbooks reproduce academic history in a simplified form, with the result that students become passive recipients of ready-made knowledge and lack motivation and interest in discovering historical knowledge. The following project aims at the students' creative contact with the primary sources of oral history and their substantial intellectual and emotional participation in the traumas of the past, as narrated by those involved in them. The product of this process is the derivative creative retellings of historical experiences by the students into podcasts
Literature FOrum, 2024
This paper aims to critically comment on two adaptations of literary works by the internationally... more This paper aims to critically comment on two adaptations of literary works by the internationally recognized Greek author, Alki Zei, in graphic novels. The works under discussion are Peter's Great Walk and Wildcat Under Glass. At first and as a prerequisite for understanding the proposed approach, the role of storytelling in today's media-dependent world is discussed. This is followed by a brief reference to the relationship of literature to the graphic novel genre, and to the notion of cognitive complexity as central to the "literariness" of a graphic adaptation. The interpretative toolkit to be used for the analysis of the texts is then delivered and the works under consideration are briefly presented. In the main part of the analysis, more criteria of graphic novels' literariness are introduced. A key criterion of the self-contained literary quality of the adaptations is graphitization, as it fruitfully intersects and cross-fertilizes the visual style with the heroes' characterization and the prevailing mood of the story. "Iconic solidarity" and focalization are used in the same direction. Graphic counterparts of literary expressions or Figurative language are also sought and the "authentication" index of adaptations is examined as an indication of the intended readership. In conclusion, it is perceived that both adaptations, although staying true to their sources, meet the conditions of a genre-specific literariness, but also differ in the degree of cognitive complexity, to the point of addressing different reading audiences.
MUsEdu
Κανένα τμήμα του περιοδικού αυτού δεν αναπαράγεται, δεν αποθηκεύεται σε οποιοδήποτε σύστημα ηλεκτ... more Κανένα τμήμα του περιοδικού αυτού δεν αναπαράγεται, δεν αποθηκεύεται σε οποιοδήποτε σύστημα ηλεκτρονικό, μηχανικό, φωτοαντιγραφικό και δεν μεταβιβάζεται σε καμία μορφή και με κανέναν τρόπο, χωρίς γραπτή άδεια του εκδότη. Τριμηνιαία περιοδική έκδοση. Το περιοδικό αυτό εκδίδεται για λογαριασμό του Μουσείου Σχολικής Ζωής και Εκπαίδευσης, από τις ΕΚΔΟΣΕΙΣ ΜΕΝΑΝΔΡΟΣ.
Παιδαγωγική επιθεώρηση, Jul 1, 2020
Από την έντυπη λογοτεχνία στη διαμεσική μυθοπλασία της νέας ψηφιακής πραγματικότητας Προδρομικά ε... more Από την έντυπη λογοτεχνία στη διαμεσική μυθοπλασία της νέας ψηφιακής πραγματικότητας Προδρομικά εγχειρήματα που απηχούσαν τις σύγχρονες πρακτικές διασταύρωσης λογοτεχνίας-πληροφορικής. αξιοποιώντας συνδυαστικές-αλγοριθμικές διαδικασίες στην έντυπη λογοτεχνία υπήρξαν πολλά, όπως το Εργαστήριο Δυνητικής Λογοτεχνίας (OULIPO) 1 , το Cent mille milliards de poéme του Raymond Queneau, το The Virginia Woolf Poems του Jackson Mac Low κ.ά. (Μουλά, 2010). Λογοτεχνικά έργα με στοιχεία του είδους της διαδραστικής ανάγνωσης που υποστηρίζει το διαδίκτυο και τα οποία χαρακτηρίστηκαν ως λαβύρινθοι χωρίς εξόδους,-μια ιδιότητα συγγενή της υπερκειμενικής μυθοπλασίας-υπήρξαν επίσης πολλά. O κήπος των διχαλωτών μονοπατιών του Borges (1941) π.χ. θεωρείται μετωνυμία και πρόδρομος του είδους, ενώ ακολούθησαν άλλα, όπως τα: Hopscotch του Cortazar (1963), The Magus του John Fowles (1966), Le Voyeur του Alain Robbe-Grillet (1955) και The Crying of Lot του Thomas Pynchon (1966). Οι νέες τεχνολογίες διάνοιξαν ποικίλες προοπτικές στη δημιουργία, διάδοση και πρόσληψη της λογοτεχνίας σε πολλά επίπεδα. Ο αλλοτινός απομονωτισμός των ερευνητών και ειδικών, αλλά και η έλλειψη πληροφόρησης για τις παγκόσμιες εξελίξεις στο είδος έχουν πλέον αρθεί. Το διαδίκτυο προσφέρει το σημαντικό εκείνο βήμα, μέσω του οποίου μπορούν να επικοινωνούν τα μέλη της παγκόσμιας κοινότητας που ενδιαφέρονται ή σχετίζονται με την παιδική λογοτεχνία. Πολυάριθμες ιστοσελίδες παρέχουν πάσης φύσεως πληροφορίες και δυνατές συνδέσεις με Πανεπιστημιακά ιδρύματα με αντίστοιχους τομείς, με βιβλιοθήκες, οργανισμούς, με συγγραφείς, εικονογράφους, μεταφραστές, περιοδικά, εκδότες, ειδικευμένα βιβλιοπωλεία, καθώς και με σελίδες λογοτεχνικής κριτικής, παρουσίασης των bestsellers, των λογοτεχνικών βραβείων και ανακοινώσεων συνεδρίων, με forum σχετικών συζητήσεων και περιβάλλοντα συνεργατικής δημιουργίας αφήγήσεων, κ.ά.
Journal of Literature and Art Studies, 2018
The long-term biased critical reception of comics did not allow the medium's theoretical remodeli... more The long-term biased critical reception of comics did not allow the medium's theoretical remodeling, the highlighting of its multidimensionality and complexity, and its establishment as a self-sufficient and serious narrative medium. The creators of graphic novels in an attempt to upgrade and restore their "ancestors'" cultural status and to eliminate the negative stigma of the medium, by taking advantage of the self-referencing techniques, they try to redefine comics and reframe the field of their social practice. Graphic novels, even more, either allusively or straightforwardly, aquire metatextual quality, by exercising critique on the artistic phenomenon in general and on comics' history and theory in particular. Self-referentiality and metatextuality function as 'internal legitimization apparatuses of the medium and provide graphic novels the right to participate in the theoretical discourse, negotiate or even rearticulate it.
Futurity Education
This study presents the research results of the implementation of two location-based educational ... more This study presents the research results of the implementation of two location-based educational games in the field of history and cultural heritage, created on Taleblazer to be played by high-school students on smartphones. The games were designed to take place in the city of Rhodes island and were titled: "The Siege of Rhodes by Muhammad the Conqueror (1480 p.C.)", briefly hereafter, The Siege and "Let's Discover the Secrets of Foro Italico", briefly hereafter, Foro. By applying to each of them a different design strategy (gamification versus narrative-driven plot), the prime aim was to understand which features were preferred by different age groups, but also which other, external parameters influenced the reception of the games. The overarching pedagogical basis under which this research was placed brought together a series of theoretical approaches that cross-fertilised each other: The game-based learning, Cognitive
Νέος Παιδαγωγός 38 , 2023
I teacher, 38, 2023
Είναι το δικτυακό ηλεκτρονικό περιοδικό για τις Τ.Π.Ε. και την εφαρμογή τους στην εκπαίδευση. ΣΤΟ... more Είναι το δικτυακό ηλεκτρονικό περιοδικό για τις Τ.Π.Ε. και την εφαρμογή τους στην εκπαίδευση. ΣΤΟΧΟΙ: H διάδοση και η ανάδειξη των Τ.Π.Ε. στην εκπαίδευση. ΣΥΧΝΟΤΗΤΑ ΕΚΔΟΣΗΣ: Στόχος η έκδοση 4 τευχών ανά ακαδημαϊκό έτος. Η έκδοση θα καθυστερεί ωσότου σχηματιστεί τεύχος με ικανοποιητική ύλη, διασπαρμένη σε πολλές θεματικές περιοχές του. ΠΡΟΫΠΟΘΕΣΕΙΣ ΔΗΜΟΣΙΕΥΣΗΣ: Η δημοσίευση γίνεται μετά από διαδικασία κρίσης. Ο κατάλογος των Κριτών είναι αναρτημένος στο δικτυακό τόπο του περιοδικού, στη διεύθυνση: http://i-teacher.net/committees.html ΑΡΧΕΙΟ ΠΡΟΗΓΟΥΜΕΝΩΝ ΤΕΥΧΩΝ: Τα προηγούμενα τεύχη διατίθενται ελεύθερα για download από το δικτυακό τόπο: http://i-teacher.net ΣΥΝΤΑΚΤΙΚΗ ΕΠΙΤΡΟΠΗ Αμανατίδης Νίκος (Διδάκτορας στις Τ.Π.Ε.), Βαρρά Ευγενία (Μ.Εd.), Δημητροπούλου Αγλαΐα (M.Ed)., Καντάς Κωνσταντίνος (Διδάκτορας), Μαρκαντώνη Στέλα (Υποψ. Διδάκτορας), Μαρκαντώνης Χρήστος (Διδάκτορας στην Οργάνωση-Διοίκηση της Εκπαίδευσης), Μαστρογιάννης Αλέξιος (Διδάκτορας Μαθηματικών), Μουλά Ευαγγελία (Διδάκτορας στην παιδική λογοτεχνία), Παντίδου Γεωργία (Διδάκτορας Διδακτικής Ποίησης), Παπαναστασίου Ασπασία (Διδάκτορας Ιστορίας), Σαρρής Δημήτριος (Διδάκτορας), Σιγάλα Ζαμπέτα (M.Ed), Τύρου Ιωάννα (Διδάκτορας, ΕΔΙΠ στο ΕΚΠΑ), Φελούκα Βασιλική (Διδάκτορας Παιδαγωγικής Ψυχολογίας), Φρέντζου Μαίρη (Μ.A. στην ξένη γλώσσα), Χαλκιοπούλου Παρασκευή, (Μ.
Dzieciństwo. Literatura i Kultura, 2021
The paper aspires to provide a critical presentation of the content of the Chasing Mythical Beast... more The paper aspires to provide a critical presentation of the content of the Chasing Mythical Beasts: The Reception of Ancient Monsters in Children’s and Young Adults’ Culture collective volume, edited by Katarzyna Marciniak (2020), and an interpretative framing for the recurrent emergence of mythical beasts in literature and other media for children and young people. Famous mythical monsters – the Minotaur, Medusa, Pegasus, centaurs, and sirens – reappear either in their original form or in other versions in a wide range of stories, becoming a vehicle for critical reflections over a variety of subjects, like the encounter with the Other, the coming of age, the female power, totalitarianism, ethical dilemmas, or human relationships, to mention some of them. Monsters’ diffusion in almost all cultural fields highlights their universality, recognisability, popularity, and flexibility to adjust to requirements and priorities of all times and spaces. Their inexhaustible potential remains t...
The Digital Folklore of Cyberculture and Digital Humanities
This chapter presents action research based on the transformational design of a young adult novel... more This chapter presents action research based on the transformational design of a young adult novel (Υ.Α.) into an alternate reality game (ARG) on Instagram and its implementation as an extra-curricular activity. The Y.A. novel, The Deer of Rhodes, by K. Stoforos, was selected according to specific criteria, among which of major importance was the smooth integration of local history elements in it. The action research explored the relationship between students' participation in the activity and their attitudes toward literature, their acquisition of certain historical knowledge, and the strengthening of their computational thinking. The assessment of the action research was based on the monitoring of the students' engagement during the implementation, the recording of their performance in embedded tests, and the statistical analysis of their responses in the questionnaire that was handed out after the implementation.
International Journal of Humanities and Social Sciences, 2020
This paper describes the design and the implementation of an educational escape room with an Odys... more This paper describes the design and the implementation of an educational escape room with an Odyssey theme, in accordance with the content gamification model. Escape rooms are part of the gamification strategies adopted in education, so that students get actively engaged and at the same time achieve cognitive or pedagogical goals effortlessly. The specific escape room was developed as a playful alternative to the standard revision stage of the Odyssey, but also included interdisciplinary elements (Geography and Mathematics). The research methodology was exploratory, as a minimum foundation for further research, and quantitative. Escape room's main goal was to fight students' boredom and engage them in an entertaining learning process. The main research question was: do the vulnerable students (with low school performance) profit from this procedure and cultivate a positive attitude towards learning? According to the results, the escape room enhanced engagement, collaboration, communication, and creativity, and mitigated stress through collaboration, which subsequently fosters resilience in the school context. It was also welcomed as beneficial pedagogical activity and caused, to an overwhelming extent, the enthusiasm of the participants. The (male) gender and the earlier experience of an escape room contributed to the more positive reception of the activity. Lowperformance students expressed their satisfaction and fervent approval of the experience and outscored those of high performance in almost all variables measured, proving the pedagogical value of the escape room's use.
Ancient Greece having survived uninterruptedly through centuries, consists an incontestably cultu... more Ancient Greece having survived uninterruptedly through centuries, consists an incontestably cultural capital of overriding importance for the global community and especially for Greece itself. Mythical elements usually become frameworks or structures, in which Greek literary tradition encodes Greek national virtues and promotes nationalistic goals. On the other hand, myth’s adaptations to different chrono-topes generate diversified cultural reception, adjusted to the era and the audience’s expectations. The mythical figures are constantly invested in different conceptual schemata, which correspond to the altered way of thinking. Myth is also usually embedded in or underlies fantasy genre, which becomes a vehicle for utterances on women’s rights. In this paper, we are going to examine closely three “fantasy” novels for children with mythical intertextual elements: The Fortunate Isles (1989), Torch (1987), and Sirena (1998), whose plot takes place in Greece and we will try to explore:...
Uploads
Papers by Ευαγγελία Μουλά