About me

Hello, I'm an Orthodox Theology, Ancient and Modern Greek Language, Literacy and History and Social Sciences Teacher at 2nd Junior High School of Kalymnos, Dodecanese, Greece. I'm responsible for the culture program of my school and creator of two e-school-journals, "Orthodox Theology : Study of Holy Bible, church's history and life", in greek language, www.2gympsilkalymn.wordpress.com, and "Diving in the oceans of knowledge!", in English, www.oureuropeanschooljournal.wordpress.com. I'm fond of learning every part of science and knowledge and I adore my students and children of all ages!

My page about me is here : https://tackk.com/3exwvv

TA - Raise Awareness NAMS - intro MOOC

This course will act as a basis for vital knowledge-sharing about the situation of newly arrived migrants in general as well as provide concrete ideas for classroom activities that raise awareness amongst students about the situation and enables them to have a more informed opinion about the topic.

The course will explore issues around causes of migration, migration journeys, psychological impact, the situation in shelters, legal status, human rights as well as intercultural understanding and common values. The course will be relevant to teachers working with newly arrived migrant students but it will also support teachers confronted with the topic of newly arrived migrants, regardless of any direct involvement in culturally diverse environments or work with migrant students.

Due to the speed of developments over the last few years, schools, and teachers, in particular, have often had to improvise in addressing the situation without a sufficient support infrastructure in place they can call upon. This course, in combination with course 3, therefore aims to guide teachers with a framework and process to build a support network of colleagues, experts and local organizations that can support the work of the school and teacher in their work with newly arrived migrant students. By the end of course 3, teachers should have established such a network as a key result of the courses.

By the end of this course, participants should have an understanding of the situation of newly arrived migrant students, and of how migration has been part of their own country’s and Europe’s history (possibly their own family history). Teachers will be also taught how to develop awareness and informed debate about the situation of newly arrived migrant students and their impact on Europe.

Participants will also acquire practical experience on Identifying a set of fellow course participants who are facing similar challenges, and how to establish informal connections with them in order to share resources and expertise and support each other after the course by Identifying local partners working with newly arrived migrants who can help to better understand their situation.

An early welcome from the course team

 An early welcome to the Raising Awareness about the Situation of Newly Arrived Migrants course on the Teacher Academy. The course launches in exactly one weeks time, on Monday 31st October. However, in the mean time we would like to already share some important information with you.

Course Series

Please note that this course is part of a 3-part course series, this being the 2nd course in the series. If you missed the first course that looked at Cultural Diversity in your Classroom you can still access all content of the course here. Our current course is targeted at anybody who has been confronted with the topic of newly arrived migrants in a school context. It is not about working with newly arrived migrants in the classroom but as the title says, about raising awareness of their situation. The third course in the series, starting on 28th November, then addresses the direct work with newly arrived migrant students in schools. You can already enrol on the third coursehere.

Pre-course activities

Of course we would like to know more about you, so please tell us something about your background by completing this short survey. Key results of the survey will be shared with all of you in the first week of the course. All information collected will be fully anonymous.

Please also add a marker to our course participant map. You will easily see if there are any colleagues close to you on the course.

How does the course work? 

The course is organized as a Massive Open Online Course (MOOC) and runs over 3 weeks time with one module opening every week. A module consists of a number of sections with videos, activities and assessments. Once a module is open it remains open and you are free to browse through it whenever you want. Most of the course activities you can complete at a time that suits you, however, in the last module there is a peer review activity which has strict deadlines that you need to follow. That means you should reserve about 3-4 hours every week for each course. 

For more information about MOOCs and how you get the most out of them, check out these two videos: video 1 & video 2

Your work on the course will be supported by an active community of your fellow participants and by us, the course team, consisting of Alicia Bankhofer, Erika Hummer, Katja Engelhardt, Aikaterini (Katerina) Topalidou, Nair Carrera Martinez and Benjamin Hertz. We are a very mixed team of educators and communication professionals from around Europe and look forward to working with you on the course.

Engagement via social media is not required on the course but it will substantially enhance your experience. We therefore encourage you to already join us on our course Facebook group and to share any thoughts, questions or ideas linked to the course via Twitter using #diversityMOOCs.

That's it for now. We'll be in touch again soon.

Netiquette, Copyright & eSafety

1 - Netiquette

We are an online learning community and all online communities have their own codes of conducts. It is therefore very important that we all know and follow this code of conduct to create a good working climate and ensure everyone feels safe. In most cases, these are just common-sense rules, good manners and other good practises normally observed in any social interaction. 

However, it is important to take into account that we are communicating online and we miss very important pieces of information, like tone of voice, gestures, etc. Therefore, it’s very easy to misunderstand what others say or take words out of context.

Take a look at our Code of Conduct, Use Policy and Honour Code to make sure you are aware of how to interact on the course.

Given the topic of this course, political views about migration, refugees and multiculturalism can easily feed into the discussions on the course. However, we would like to ensure that our discussions focus on the practicalities of our work in classrooms and schools rather than general political discussions about aspects of cultural diversity. We would therefore very much appreciate if you could help us to ensure that the discussions remain focussed on the questions addressed during the course. Furthermore, it is imperative that we remain respectful and sensitive when talking about our students, fellow colleagues and other stakeholders who might be involved in our day to day work in a culturally diverse classroom.

2 - Copyright

The Internet is a space for sharing and exchanging. But when and how can you use material found on the Internet? Can you use copyrighted music when creating a video/presentation? Can you use a nice picture found on a Flickr album on the web without second thoughts? If you are lost with copyright issues or find hard to understand complicated law statements related to terms and conditions of use of certain materials, take a look at the following website by Childnet International.

And what happens when you create your own material? Would you like to share it with other fellow colleagues but protect it from any misuse? Take a look at Creative Commons which can help you answer these questions. It is a nonprofit organization that enables the sharing and use of materials and resources through free legal tools. Learn more about the different licenses and what they mean. On their website, they have a simple tool that will help you choose the type of license you need. Once you have picked the one you need, you can download it in high quality and different formats here.

3 - eSafety

Your online reputation is the “perception, estimation and opinion that is formed when you are encountered 

online". Learn more about online reputation here. What can you do to protect your personal data and online 

reputation? The golden rule is “think before you post”. Is the content you are about to share online going to affect your or someone else’s privacy? Can you be friends with pupils on social networking services? What should you do if other people post inappropriate images of you online? And if you are victim of cyberbullying? Take a look at this guide which includes advice and interesting question to reflect on regarding your online reputation.

For more information about eSafety as well as lots of resources to use with your students check out the following links:

  1. eTwinning Featured Group: Bringing eSafety into eTwinning projects (you need to be a member of eTwinning to join the group)
  2. Better Internet for Kids
  3. Web We Want
  4. eSafety Label
  5. Safer Internet Day


The above texts have been adapted from the eTwinning Ambassadors course.

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What do I have to do to receive the course certificate?

Visit all course sections, contribute to the course exchanges in the forum or on social media, create a lesson plan and review your peer's lesson plans.

Pass all tests in Modules 1-2 and fill-in the self-assessment form at the end of the course.

Visit all course sections and post at least once on social media or in the forum per module.

If I have a question about the course, how can I most likely and most quickly find an answer?

By sending an email to the Teacher Academy Email account

By posting in the Facebook group

By checking the FAQ section for an answer or visiting the relevant Forum category

What are the course and module deadlines?

The final course deadline is the 20th November. The second module has a peer review activity which has two deadlines, the 1st deadline is on Wednesday 16th November and the 2nd deadline is on Sunday 20th November.

The final course deadline is the 25th September. Each module has a peer review activity which has two deadlines, the 1st deadline is on the Sunday of the same week the module was launched (7 days after the module was first launched) and the 2nd deadline is on the Wednesday of the next week (3 days after the 1st deadline).

The final course deadline is on the 16th November. There are no other deadlines before then.

What is the Learning Diary?

The Learning Diary is the course moderators blog of course announcements

The Learning Diary is a lesson planning tool that we will use on the course to create a learning design for implementing PBL in our own classroom

The Learning Diary is a place where you collect your reflections and contributions to the course as well as all those resources, ideas, tools that you come across on the course that are relevant to your own context.

What is the Learning Designer?

The Learning Designer is a tool we use to create our Learning Diary

The Learning Designer is a lesson planning tool that we will use for the final course activity in Module 2

The Learning Designer is a tool we use in each course section to discuss and exchange resources 

I confirm that I have read and agree to abide by the course Code of Conduct, Acceptable Use and Honour Code.



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