Chrysi Rapanta

Chrysi Rapanta, https://www.researchgate.net/profile/Chrysi_Rapanta

ORCID: 0000-0002-9424-3286 Scientific Publications 35 Date of birth: 12/02/1982 Oral communications 26 (of which 6 invited) Nationality: Greek Google Scholar citations 115 Civil status: Single Scopus Author citations 42

Education 2011 Doctor of Philosophy in Communication sciences (Dissertation title: Communication Processes in E-learning Design and Development. An Interaction Analysis Approach) Faculty of Communication, Universitá della Svizzera italiana, Switzerland Supervisor: Prof. Dr. Lorenzo Cantoni (Qualification: cum Laude) 2006 D.E.A. in Pedagogy and Psychopedagogy (Dissertation title: Argumentation competences of pre-service teachers) Faculty of Education, University of Granada, Spain (Qualification: Excellent) 2004 Degree (pre-Bologna) in Psychology Faculty of Philosophy, Aristotle University, Greece (Qualification: 8.13/10)

Professional experience (selected)

July 2015 – currently Post-doctoral researcher in Argumentation and Education, ArgLab, Institute of Philosophy at Universidade Nova de Lisboa, Portugal Jan 2012 – Jun 2015 Assistant Professor in Communication, Zayed University, College of Business, Dubai, United Arab Emirates Apr 2008 – Sep 2011 Research and teaching assistant, Universitá della Svizzera italiana, NewMineLab, Lugano, Switzerland 2007 – 2008 Educational Psychologist Refugees´ Asylum Centre, Thessaloniki, Greece

RESEARCH ACTIVITIES

Participation in research projects

• 2016- 2017, “IMPACT: Improving Instructional Practices through Argument-based Classroom Teaching", Exploratory project, Faculdade de Ciências Sociais e Humanas, Lisbon, Portugal. Role: PI.

• 2015(Dec)- currently, “Learning in Communities of Practice: an argumentative approach to educational praxis”: FCT Postdoctoral grant, SFRH/BPD/109331/2015, IFILNOVA, Lisbon, Portugal. Role: PI.

• 2015 (July-November), “Argumentation schemes in education”: Exploratory project

IF/00945/2013, IFILNOVA, Lisbon, Portugal. Role: Researcher. Principal Investigator: Dr. Fabrizio Macagno.

• 2014-2015, “Redundantly persuasive! Uncovering the limitations of repetition through argument teaching to Arabic undergraduates in English-speaking Universities”: Research Incentive Fund, Zayed University, UAE. Role: PI. Collaboration with: Lebanese American University.

• 2014-2015, "The Carneades Argumentation System": Research Project of the Social Sciences and Humanities Research Council of Canada Insight Grant. Role: Researcher. Principal Investigator: Prof. Douglas Walton

• 2014-2015, “The effect of external representations on students´ conceptual change”: Ministry of Economy and Competitiveness, Spain. Role: External collaborator with University of Barcelona.

• 2013-2014, “How to support and assess pregraduates´ argument skills: a cross-cultural and cross-disciplinary study”: Start-up Research grant, Zayed University. Role: PI. Collaboration with: University of Maryland, USA.

• 2010-11, “Communication process in eLearning design teams”: Mobility Fund for Young Researchers, Swiss National Science Foundation. Role: PI. Collaboration with: Universitat Oberta de Catalunya, Spain.

• 2008-11, “The role of communication in Rethinking Education in the Knowledge society”: Pre- doctoral research grant, Swiss National Science Foundation. Role: PI. In collaboration with: University of Lugano

TEACHING ACTIVITIES

Supervision of graduate students

2016 – Co-orientation of the PhD dissertation of Ana Catarina Almeida in the field of Argumentation and Education, titled “Argumentar para aprender no 1o Ciclo de escolaridade”, Faculty of Social sciences and Humanities (FCSH), Universidade Nova de Lisboa (UNL). 2016 – Co-orientation of the PhD dissertation of Adriana Padilha da Rosa Ramos in the field of Communication and Language, titled “A comunicação argumentativa da criança com Português como Língua Adicional no 1o Ciclo de escolaridade”, UNL-FCSH. 2014 – 2015 Co-orientation of the Masters’ dissertation of Dimitrios Hatzipanagiotou titled “Perspectives of Secondary School Directors about the use of ICT in the direction. The case of Serres district”, Faculty of Education, European University of Cyprus. 2014 – 2015 Co-orientation of the Masters’ dissertation of Niki Fakukaki titled “The use of ICT by Primary School teachers in teaching Mathematics and their perspectives of computers as alternative medium of teaching. A case study of the primary schools of Heraklion Perfecture”, Faculty of Education, European University of Cyprus.

Courses taught

2017 – Academic writing (Phd seminar), UNL, Portugal. 2016 – 2017 Argumentation and Education (Post-graduate course), UNL, Portugal

2016 – 2017 Argumentation strategies at school (teacher training course), UNL, Portugal 2012 – 2015 Business communications, Business writing lab, Language in the workplace (Under- graduate courses), Zayed University, United Arab Emirates 2008 – 2011 eLearning (teaching assistant), Universitá della Svizzera italiana, Switzerland

Courses designed

I was the developer for 6 of the 7 teaching units mentioned above, namely: Academic Writing, Argumentation and Education, Argumentation strategies at school, Business communications, Business writing lab, and Language in the workplace. Students’ evaluations are available upon request for 5 of them (the sixth is still ongoing).

KNOWLEDGE DISSEMINATION

Training experience

2016– 2017 Teacher trainer at two public schools (Escola Secundária Dona Rainha Amélia and Pedro Nunes) a part of the IMPACT project (See below). 2014 Assurance of learning (professional trainer), Dubai Properties Group, UAE 2012 Advisor, Index holding, Dubai, UAE 2007-2008 Spanish language teacher, Private Language School (SIGMANET), Thessaloniki, Greece 2005-2006 Socio-cultural animator, RECREA Ltd, Malaga, Spain

Participation in intervention projects

2016 – 2017 IMPACT project: Improving instructional practices through argument-based classroom teaching (Supported by the FCSH of the Universidade Nova de Lisboa). My role: PI.

Service to profession

2016 – Portuguese Society of the Education Sciences, Member 2016 – Editorial board member, Business & Professional Communication Quarterly 2016 – Reviewer, Science Education 2015 – Reviewer, International Journal of Educational Research 2014 – Consulting editor, Educational Technology Research & Development 2013 Review panel member, Swiss Society for Research in Education 2010 – Member, Ontario Society for the Study of Argumentation (OSSA) 2006 – Member, International Society for the Study of Argumentation (ISSA)

Invited talks and seminars

June 2017 “Teaching teachers how to argue: A shift of what?”: Invited talk at Cambridge University, UK; Cambridge Educational Dialogue Research Group

March 2016 “Argumentation and online learning”: Invited talk for the Masters´ program in Education of the European University of Cyprus Sept. 2015 “Identifying and cultivating educational communities of practice”: Keynote presentation for the Phd program of the Doctoral School Crossfield, Switzerland June 2010 “Co-construction processes in team design”: Invited open seminar at the Open University, UK July 2010 “Co-construction processes in team design: Open lecture at the Center for Research in Reasoning, Argumentation and Rhetoric (CRRAR), Windsor, Canada Nov. 2010 “Collaboration in a team of e-learning design”: Invited talk at the Universitat Oberta de Catalunya, Spain

ACADEMIC ADMINISTRATION

Organisation of scientific meetings

2016 Main organiser, International Research Meeting on Argumentation and Education, Lisbon, Portugal 2015 Co-organiser together with Dr. Fabrizio Macagno of a panel on “Argumentation methods in education” as part of the 1st European Conference on Argumentation, Lisbon, Portugal 2010 Volunteer in the organisational committee, ENTER conference, Lugano, Switzerland 2000 Volunteer in the organisational committee, International Conference: Counselling in the New Millenium, Thessaloniki, Greece

Institutional responsibilities

2014 – 2015 Designated Member of the Mobile Learning University Committee, Zayed University, UAE 2012 – 2015 Vice-director of the Educational Technology and Blended Learning Faculty Committee, Zayed University, UAE

Participation in academic juries

2017-2018 Member of the Evaluation Jury for the Final Project (Trabalho final) of Adriana Padilha da Rosa Ramos, UNL-FCSH 2016-2017 Member of the Evaluation Jury for the Final Project (Trabalho final) of Ana Catarina Almeida, UNL-FCSH 2014 – 2015 Member of the Evaluation Jury for the Masters’ dissertation of Dimitrios Hatzipanagiotou, Faculty of Education, European University of Cyprus 2014 – 2015 Member of the Evaluation Jury for the Masters’ dissertation of Niki Fakukaki, Faculty of Education, European University of Cyprus

OTHER

Grants & Awards

2017 Best paper award by the Association for Business Communication 2012 – 2013 Remarkable merit award for faculty, Zayed University, Dubai 2010 – 2011 Mobility grant for young researchers, Swiss National Science Foundation (SNSF) 2005 – 2006 Mobility grant for young researchers, Ministry of Education, Spain 1999 – 2001 Two grants for undergraduate primacy, Greek National Scholarships Institute

Languages

Greek Mother tongue English Professorship level Spanish Professorship level Italian Professorship level French Very good Portuguese Professorship level

Statistics and other Data analysis software

SPSS Proficient use EPPI Review software Proficient use Atlas Proficient use Argument map tools Proficient use

SCIENTIFIC DISSEMINATION

Presentations at International Conferences

2017: Workshop facilitation at the 1st International Seminar on Science Education, 14-16 September, Viana do Castelo, Portugal. Title: “Aprender a argumentar na educação em ciências”. 2017: Poster presentation at the European Science Education Research Association (ESERA) Conference, 21-25 August, Dublin, Ireland. Title: “Teaching science teachers how to argue: from research to action and vice versa”. 2017: Paper presentation at the European Conference on Argumentation (ECA), 20-23 June, Fribourg, Switzerland. Title: “Effect of intuitiveness of teachers’ arguments on quality of adolescent students’ inferences in social and natural sciences”. 2017: Critical commentary presented at the European Conference on Argumentation (ECA), 20-23 June, Fribourg, Switzerland: Title: Commentary on Greco et al. “Analysing implicit premises within children’s argumentative inferences”. 2016: Paper presentation at 7th International Conference at Intercultural Pragmatics and Communication (INPRA), 10-12 June, Split, Croatia. Title: “Different minds, different ideas: a comparative analysis of the epistemic background effect on the type of contributions and roles emerged during team decision-making”. 2015: Paper presentation at the 1st European Conference on Argumentation, Lisbon, Portugal. Title: “AI systems for supporting argument evaluation and construction with argument maps in Higher Education”. 2014: Paper presentation at the International Society for the Study of Argumentation Conference,

Amsterdam, The Netherlands. Title: “Current trends in educational research on argumentation. What comes after Toulmin?” 2014: Paper presentation at the Towards a Sustainable Excellence: Leading a Successful Transformation Conference, Dubai, UAE. Title: “Co-creating courseware with Middle-Eastern learners using iPads in class: a mobile blended learning experiment”. 2013: Paper presentation at the 4th International Conference on Argumentation, Rhetoric, Debate and the Pedagogy of Empowerment, Doha, Qatar. Title: “How do young Arab Emiratis argue?” 2012: Paper presentation at the 11th Asia-Pacific Conference of Association for Business, Seoul, Korea (2nd best paper award). Title: “Construction, co-construction, and re-construction of knowledge: how professional design teams actually deliberate”. 2011: Paper presentation at the Rethinking Education (RED) Conference, Ascona, Switzerland. Title: “Moments of collaboration in a context of eLearning design”. 2011: Paper presentation at the 9th International Conference of the Ontario Society for the Study of Argumentation (OSSA), Windsor, Canada-Ontario. Title: “Argumentation and design deliberation: a mutual relationship”. 2010: Paper presentation at the Design Research Society Conference (DRS2010), Montreal, Canada- Quebec. Title: “Understanding team design communication through the designers’ eye: a descriptive- analytic approach”. 2010: Paper presentation at the World Conference on Educational Media and technology (Ed Media), Toronto, Canada-Ontario. Title: “Design and communication patterns observed in an eLearning design team: A case-study”. 2010: Paper presentation at the International Conference on Logic, Argumentation and Critical Thinking, Santiago, Chile. Title: “Argumentation patterns in team design communication”. 2010: Paper presentation at the International Conference on the Design of Co-operative systems, Aix- en-provence, France. Title: “Understanding collaboration in team design, task-oriented interactions”. 2009: Paper presentation at the Communicating (by) design Conference, Brussels, Belgium. Title: “Communication patterns in design teams”. 2009: Paper presentation at the EPIQUE- Colloque de Psychologie Ergonomique, Nice, France. Title: “Design rationale of team design: a proposal of methodology”. 2009: Paper presentation at the Design Conference, Berlin, Germany. Title: “The activity theory as a framework to describe and analyze design communication”. 2008: Paper presentation at the International Conference of Education, Research and Innovation, Madrid, Spain. Title: “The epistemological level as a barrier to learning: The role of argumentation”.

Journal publications (with * the ones indexed in Scopus)

1. Rapanta, C. (2016). Professores como facilitadores de argumentação entre estudantes: Uma necessidade emergente. Revista Portuguesa de Pedagogia, 50(2), 41-62.

2. *Rapanta, C., & Cantoni, L. (online first). The LinkedIn endorsement game: Why and how professionals attribute skills to others. Business and Professional Communication Quarterly. (SJR score: 0.444; Ranked 77/285 in Business, Management, and Accounting)

3. *Nickerson, C., Goby, V. P., & Rapanta, C. (online first). Mobile or not? Assessing the instructional value of mobile learning. Business and Professional Communication Quarterly. (SJR score: 0.444; Ranked 77/285 in Business, Management, and Accounting)

4. *Rapanta, C., & Badran, D. (2016). Supporting Emirati females leadership skills through teaching them how to debate: Design, assessment, and considerations. International Journal of Management Education, 14(2), 133-145. (Impact per paper: 0.774)

5. *Rapanta, C. & Macagno, F. (2016). Argumentation methods in educational contexts. Introduction to the special issue. International Journal of Educational Research, 79, 142-150. (Impact factor: 1.244; Impact per paper: 1.511)

6. *Rapanta, C. & Walton, D. (2016). The use of argument maps as an assessment tool in higher education. International Journal of Educational Research, 79, 211-220. (Impact factor: 1.244; Impact per paper: 1.511)

7. *Rapanta, C. & Walton, D. (2016). Identifying paralogisms in two ethnically different contexts at University level. Revista Infancia y Aprendizaje, 39(1), 119-149.

8. *Rapanta, C. & Hample, D. (2015). Orientations to interpersonal arguing in the United Arab Emirates with comparisons to the United States, China and India. Journal of Intercultural Communication Research, 1-25.

9. Rapanta, C. & Badran, D. (2015). Same but different: Perceptions of interpersonal arguing in two Arabic populations (UAE and Lebanon). Journal of Media Critiques, 1(2), 119-131.

10. Rapanta, C. (2014). “Insha´Allah I´ll do my homework”: Adapting to Arabic undergraduates at an English-medium University in Dubai. Learning and Teaching in Higher Education: Gulf perspectives, 11(2).

11. Rapanta, C. (2014). Book review: Teaching as a design science. Learning and Teaching in Higher Education: Gulf perspectives, 11(1).

12. *Rapanta, C., Nickerson, C., & Goby, V. P. (2014). "Going mobile" in Business Communication at an Arabian Gulf University. Business and Professional Communication Quarterly, 77, 357-375. (SJR score: 0.444; Ranked 77/285 in Business, Management, and Accounting)

13. *Rapanta, C., Garcia-Mila, M., & Gilabert, S. (2013). What is meant by argumentative competence? An integrative review of methods of analysis and assessment in education. Review of Educational Research, 83(4), 483-520. (Impact factor: 5. 235; Ranked 2/230 in Education and Educational Research)

14. *Rapanta, C., & Cantoni, L. (2013). Being in the users´ shoes: Anticipating experience while designing online courses. British Journal of Educational Technology. doi: 10.1111/bjet.12102. (Impact factor: 1.633; Ranked 38/230 in Education and Educational Research)

15. *Rapanta, C., Maina, M., Lotz, N., & Bacchelli, A. (2013). Team design communication patterns in e-learning design and development. Educational Technology Research and Development, 61(4), 581-605. (Impact factor: 1.171)

16. Rapanta, C. (2013). Book review: Higher education in virtual worlds. Learning and Teaching in Higher Education: Gulf perspectives, 10(1).

17. Rapanta, C. (2010). Argumentation sequences in team design communication. Praxis, Revista de Psicologia, 18, 107-124.

18. Rapanta, C. (2010). Understanding collaboration in team design, task-oriented interactions. International Reports on Socio-Informatics, 7(1), 70-77.

19. Rapanta, C. (2009). The activity theory as a framework to describe and analyze design communication. Design Principles & Practices: An International Journal, 3(3), 406-415.

Books and Book chapters

1. Goby, V. P., Nickerson, C., & Rapanta, C. (2016). Managerial Communication for the Arabian Gulf. Business Expert Press. (Monograph).

2. *Rapanta, C. (2016). Are you ready to collaborate? An adaptive measurement of students´ arguing skills before expecting them to learn together. In Verbert, K., Sharples, M., & Klobucar, T. (Eds.) Adaptive and adaptable learning (pp. 234-246). Amsterdam, Netherlands: Springer. (Book indexed in Scopus).

Publications in Conference Proceedings

1. Rapanta, C. (forthcoming). Effect of explicitness of teachers’ arguments on quality of adolescent students’ inferences in history and science. In Proceedings of the 2nd European Conference on Argumentation, 20-24 June, Fribourg, Switzerland.

2. Rapanta, C. (forthcoming). Commentary on Greco et al. “Analysing implicit premises within children’s argumentative inferences”. In Proceedings of the 2nd European Conference on Argumentation, 20-24 June, Fribourg, Switzerland.

3. Rapanta, C. & Garcia-Mila, M. (2014). Current trends in educational research on argumentation. What comes after Toulmin? In Proceedings of the 8th International Conference of the Society for the Study of Argumentation, 1-4 July, Amsterdam.

4. Rapanta, C., & Nickerson. C., & Goby, V. P. (2014). Co-creating courseware with Middle- Eastern learners using iPads in class: a mobile blended learning experiment. In Proceedings of Towards a Sustainable Excellence: Leading a Successful Transformation, HBMeU, 3-5 March, Dubai.

5. Rapanta, C. (2013). How do young Arab Emiratis argue? In Proceedings of the 4th International Conference on Argumentation, Rhetoric, Debate and the Pedagogy of Empowerment, 10-13 January, Doha, Qatar. Bloomsbury Publishers, London.

6. Rapanta, C. (2012). Construction, co-construction, and re-construction of knowledge: how professional design teams actually deliberate. In Proceedings of the 11th Asia-Pacific Conference of Association for Business Communication, 29-31 March, Seoul, Korea.

7. Rapanta, C. (2011). Argumentation and design deliberation: a mutual relationship. In F. Zenker (Ed.), Argumentation: Cognition and Community. Proceedings of the 9th International Conference of the Ontario Society for the Study of Argumentation (OSSA), May 18-21, 2011 (pp. 1-20). Windsor, ON: University of Windsor.

8. Rapanta, C. (2011). Moments of collaboration in a context of eLearning design. In CD-ROM Proceedings of the RED (Rethinking Education) Conference, 7-10 March, Ascona, Switzerland.

9. Holden, G., Schadewitz, N., & Rapanta. C. (2010). Patterns for the creation of elearning content and activities in a university setting. Proceedings of the 15th European Conference on Pattern Languages of Programs (Euro PLoP 2010), Article No 10. ACM: New York.

10. Rapanta, C., Schadewitz, N., & Holden, G. (2010). Design and communication patterns observed in an eLearning design team: A case-study. Proceedings of ED-MEDIA Conference, 28 June-2 July, Toronto, Canada.

11. Rapanta, C., Botturi, L. & Schmeil, A. (2010). Understanding team design communication through the designers’ eye: a descriptive-analytic approach. Proceedings of DRS2010- Design Research Society Conference, July 7-9, Montreal, Canada.

12. Rapanta C., Cantoni L. (2009). Design rationale of team design: a proposal of methodology. Proceedings of Epique 2009, 5iéme Colloque de Psychologie Ergonomique, 28-30 September, Nice, France.

13. Botturi, L., Rapanta, C., & Schmeil, A. (2009). Communication patterns in design teams. In Proceedings of Communicating (by) Design, April 15-17, University Saint-Lucas, Belgium.

14. Rapanta, C. & Carmona, F. M. (2008). The epistemological level as a barrier to learning: The role of argumentation. In CD ROM Proceedings of International Conference of Education, Research, and Innovation (ICERI), November 17-19, Madrid, Spain.