Social Cooperative of the Cyclades- ALTERA VITA


 E-Learning Altera Vita - Distance Learning  Seminars

Experts with special knowledge, experience, and training in their subject offer the opportunity for trainees to follow a flexible program from wherever they are, with only limited access to the internet. 
The alternative education programs became topical due to increasing social and professional changes in areas such as the social economy, Organic Farming, Environment, and Sustainable Development, the Arts and Culture, Pedagogy, Psychology, new technologies, which give the ability to specialize and update knowledge through non-formal ways of training as well as qualitative. 
The aim of these seminars is to make use of the new knowledge gained by the participants and their application in their professional, personal and social life. 
The material is given gradually and follows work and activities with final work. 
Distance learning seminars are for Professionals, unemployed, farmers, kindergartens, teachers, educators, teachers, parents, students, animators, Health Professionals, Local Government Executives.


The seminars can be attended by all those who have a Windows operating system and are familiar with the basics of using the computer (word processor, web browsing, email). 
Participants divide into groups of 15-20 people. Each group is a virtual, E-class within which learners will work together and with the trainers.  Upon completion of each seminar, a certificate of participation is issued.
Our distance learning system based on the use of e-Learning Moodle platform. 
The Moodle (Modular Object-Oriented Developmental Learning Environment) is a certified free educational content management software (Course Management System).
Moodle is primarily used for the purpose of asynchronous Distance learning.


The advantage of this type of learning is:

  •  Learning happens at the learner’s convenience
  •  Learners gain in-depth subject knowledge as they have more time to learn
  •  Learning is available just-in-time, for instant access to knowledge
  •  Training reaches all learners, simultaneously
  •  There is uniform learning across the organization – at no extra cost

Blended learning can also be a blend of:
 Offline and online courses
 Structured and unstructured learning
 Self-paced and collaborative learning
 Customized content and off-the-shelf content
 Work and learning


 ALTERA VITA. organizes domestic and transnational training sessions on a wide range of topics. To this end, it collaborates with a network of experienced trainers and experts in various fields. It has excellent in-house training facilities, including equipment for simultaneous interpretation.

We organize training courses of different types:

  • In-service training courses for staff of education and training organizations across Europe, funded by the Erasmus+ program of the European Commission.
  • E-learning courses on vocational subjects or on key skills acquisition.
  • Training courses complementary to our consulting activities e.g. staff training 
  • Brainstorming
  • Role play games
  • Projects
  • Social learning
  • Workshops




All information is available on the web site of your National Agency.  (http://ec.europa.eu/programmes/erasmus-plus/contact_en)
 Some advice to be considered:
 Applications must be submitted by the organization where the participants work and not by each individual participant or group.
The grant application form can be downloaded from the website of your National Agency or from here: Application  e- Forms

You can view a list of the national agencies here.

Course applicants cannot apply for a course in their own country.
You have the opportunity to apply for the grant once a year. Course fees, transportation, meals, and accommodation can be covered by the Erasmus+ (Erasmus Plus) program. 

How do you apply for Erasmus+ funding?

 If you would like to join us for our courses in your Erasmus+ KA1 application (one or several courses), the first thing to do is to fill out the interest form registration,  after deciding which courses, dates, and locations you would like to apply for. 
Project applications must be submitted by your organization directly to the national agency responsible for Erasmus+ in your country.  Next deadline is 5th February 2019.
After the national agency has approved your project, you can contact us to confirm your course places.
But if your school isn’t registered in the Education Participant Portal (PIC) yet, then it should follow this proceeding:
Organization registration - Education Participant Portal
This process will give a PIC number, which your school will need for the application.
Once the school has done this, you can start completing the application form. Notice that applications must be made by an organization (individuals can no longer apply). Organizations can apply for several courses and dates in different locations for just one or two years. Each school can apply for a small number of teachers or the whole teaching staff.
 The European Programme Erasmus+ Key Activity 1 is addressed for school teachers, headmasters, inspectors, trainers, training organizations and non-teaching staff across Europe.
The mobility grant’s request must be submitted by each group or individual participant’s school.
In your application, you must apply for a grant for Course Fees, Organizational Support (pedagogic support, learning outcomes validation, and certification), Individual Support (accommodation, meals, local transport) and International Travel (to and from the course location) mobility grants. A draft application form to assist in the preparation of your application is available in the Erasmus+’s website. The application form for 2018 will be available soon in your National Agency. You will then complete the application form and submit it electronically to your national agency, before the deadline (1 February 2019).        

 ALTERA VITA´s PIC code is 911152623
 After your grant application has been successfully delivered, your national agency will contact you. Afterward, you should contact us to confirm your place. We provide an all-inclusive package which includes accommodation, food, and local transportation, as well as organizational support provided that your fees have been received before your arrival.
 Before starting the course, you will receive final information’s, such as travel directions and your accommodation details and other practical tips.


Our methodology is based on group activities, brainstorming, cooperative learning, simulation and best practices’ exchange, which means sharing and seeking out new knowledge with a special emphasis on the social and cultural dimension of Europe.
Our courses provide cultural visits, practical group work, networking and the last one to the course roundup and review, validation of learning outcomes and certification. We offer full modules for preparation, monitoring, and validation.
The training is delivered by skillful trainers with experience in the field or in the core knowledge category of the training topic.
You can apply for funding for all our training courses in the framework of Erasmus+ Key Action 1 Learning Mobility of Individuals.
Lifelong learning is essential for everyone, for improving self-confidence, quality of life, vocational skills and competencies.
The new Erasmus + programme presents unique opportunities to staff and teachers/ trainers at all levels of education and training to get funding and participate in European training courses, where apart from concrete learning outcomes, you will have the chance to meet people from various countries, share social and intercultural experiences and spend an enjoyable week in a foreign country.
In the framework of Erasmus+ Key Action 1 Learning mobility for individuals, ALTERA VITA has designed and offers a wide list of training courses dealing with education managementpedagogicsacquisition of new skills for the 21st century, etc. 
All our courses have a European dimension and most of them have been developed in the framework of European projects.

You can ask a grant from your National Agency (http://ec.europa.eu/programmes/erasmus-plus/contact/national-agencies_en)  for Erasmus+. 

The deadline for the 2019 grant applications is 5th February 2019.
The mobility grants for a visit in Greece include:
Support to travel cost: It is based on distance from your place to the destination. You can use the distance calculator.
There is also the possibility to claim a top-up of 180 euros per participant for expensive domestic travel costs (over 225 euros), e.g. need of 2 flights in order to reach a HUB/airport (domestic and/or in the destination).
Individual support: It is based on a number of days. For Greece, the amount for individual support will range between 70 – 140 euros per day and will be announced by your National Agency.
Training fee: You will get support for the training fee, to attend structured training courses of staff in school education and in adult education. It is based on the number of days, 70 euros per participant per day.

The grant application should be submitted by an eligible organization (higher education institute, school, VET school, VET training center, adult learning organization, etc). 

Applications will be submitted to the National Agency of your country.

The procedure for the grant application is:

  • Register online to the training course of your choice or contact us, if you have specific requests.
  • Ensure that your organization has a PIC code.
  • Visit the website of your National Agency and download the application form and the relevant information material for your funding proposal.
  • Fill in the application form. Our consultants are available to provide any support in filling in the application form.
  • Send the application form to your National Agency and wait for the selection results.

 All our trainings can be funded through the Erasmus+ program of the European Commission

Regist bellow here your interest in one or more courses.

                                                               COURSES FOR 2019

                                          Non-violent Conflict Resolution -School Mediation

APPLY: https://goo.gl/forms/qOTFCr5v7mdSnWbt2  

Prevention of Bullying and Cyberbullying in Schools

APPLY: https://goo.gl/forms/HJFISUbI8mxSudAPlG3



Traditional sailing for youth

APPLY: https://goo.gl/forms/IApHxsiQbnGj2haf2

If you would like to join us for our courses in your Erasmus+ KA1 application (one or several courses) the first thing to do is fulfill the registration of interest form on just below, after deciding which courses, dates and locations that you would like to apply for.

Miltos Sakellariou           Vasilis Chasandrinos          Giannis Lappas  




Tillgängliga kurser

“Knowledge is what you remain with after you forget everything you learned.”

Our aims are to learn:

  • Principles and utility of storytelling in training 
  • General Characteristics of the stories and of the narrative processes that are essential to a conscious use of the storytelling techniques in education.
  • How to choose and collect stories 
  • The features of the videos and related e-training course produced 
  • How to use the videos in face to face training in a class /workshop settings

This is a course to help practitioners to develop skills and behaviours for marginalised young people´s democratic participation.

This course is primarily intended to support the integration of dialogue principles in youth professionals in order to stimulate young people’s trust in democratic institutions and values. These tools can transform discussions into an enriching learning experience in order to promote civic participation.

Rotterdam University of Applied Sciences and the University of Utrecht with the cooperation of Social Cooperative of Cyclades as receiving Organisation we organise a Minor Project for Telemedicine in Greece.

The traineeship is aimed at investigating and finding ways to improve the telemedicine system in Greece.

To do so we will apply the method of Design thinking. This method has a lot of tools to help find a solution to a complicated problem.

The activities consist of visiting health care organisations in Greece, interviewing people that are involved with telemedicine, applying tools to better understand the problem, find ideas and experiment with solutions.

Telemedicine would be considered as the most important technology as it makes it possible to treat patients effectively at a low cost. Today, it may seem to be a novel approach, but very soon, telemedicine software would be commonly used by healthcare professionals.

School violence in recent years is also taking on a large dimension in  schools. One of its most effective practices for prevention,  is "School Mediation". This is a process in which pupils and students, after being trained by teachers, teacherswho have been involved in and trained on this subject,mediate student conflicts.The need to set up a Network of Schools for School Mediation is great because only the personal involvementof children can reduce the intensity and duration of schoolviolence and intimidation.


The training is addressed to all Primary and Secondary Education Teachers,  in Mental Health Professionals, to parents and generally to those who are interested.

School violence and bullying  is a multidimensional social phenomenon with worrying dimensions and harmful effects on the child's psycho-emotional development and learning process. The purpose of this course is to examine some fundamental conceptual and theoretical issues concerning the phenomenon of school violence and intimidation.

             Miltos Sakellariou

Prevention Counselor in Addictions 

    MSc Counseling Psychology

Η ενδοσχολική βία τα τελευταία χρόνια λαμβάνει μεγάλες διαστάσεις και στα ελληνικά σχολεία. Μία από τις αποτελεσματικότερες πρακτικές αντιμετώπισής της είναι η «Σχολική Διαμεσολάβηση». Πρόκειται για μία διαδικασία κατά την οποία μαθήτριες και μαθητές, αφού εκπαιδευτούν από καθηγήτριες, καθηγητές τους που έχουν ασχοληθεί και επιμορφωθεί σχετικά με αυτό το θέμα, διαμεσολαβούν σε μαθητικές συγκρούσεις. 

Η σχολική διαμεσολάβηση έχει θεαματικά αποτελέσματα ως προς την μείωση της ενδοσχολικής βίας , την ένταση, τη συχνότητα και τη διάρκειά της, επειδή παρέχει ΧΩΡΟ ΚΑΙ ΧΡΟΝΟ στα παιδιά να μιλήσουν και κυρίως να ακουστούν.  

                               Μίλτος Σακελλαρίου

                      ΜSc Counseling Psychology

Traditionally, adolescents in many cultures were not given any information on sexual matters, with the discussion of these issues being considered taboo. Such instruction, as was given, was traditionally left to a child's parents, and often this was put off until just before a child's marriage. The progressive education movement of the late 19th century, however, led to the introduction of "social hygiene" in North American school curricula and the advent of school-based sex education.

From the results of the survey conducted in 2013 and 2014 for students of the three grades of the Lyceums of Cyclades Prefecture, with a sample of approximately 2,300 students, (following the approval of the Ministry of Education and Science), the extremely low level of knowledge and awareness of the students was revealed for:

1.The HPV virus

2.The severity of its complications

3. Their vulnerability to the virus

4.The ways through which it is transmitted

5.Precautions from its transmission

6.The role of the vaccine as a protection measure at primary prevention level

7. The role of the Papanikolaou test as a secondary prevention protection measure

8.Safe sex.

With this in mind, we have created a web-based intervention aimed at educators, health professionals and parents, which aims to put a small but very substantial stumbling block to informing and raising awareness of the issue of cervical cancer and more generally of Intercultural Relations, for discussion in schools, health services and the community.

        Miltos Sakellariou

Prevention Councelor in Addictions

    ΜSc Counseling Psychology

The Problem
This proposal initially addresses the problem of traumatised children (5 years+) suffering from forms of dissociative amnesia (DA). These involve disruptions of memory, awareness, identity, and perception. When one or more of these is disrupted, it traps children in an unhappy present. Because, “being able to
remember past events and planning for the future go hand in hand”, (T. Zentall,U. of Wisconsin, 2007), “their visualisations of future events will be disorganised and emotionless” (E. Maguire, Wellcome Trust Centre, 2007).

“Our awareness of self, time and distance is developed within the context of early awareness and reliability which becomes the foundation of future understanding of knowledge.” (H. Geddes, Therapeutic Care Journal. 2016).
Aspiration, without reconciling the past seems impossible.
The scale of problem is indicated by Young Minds (2016):
• 1 in 10 children (5 – 16 years) have a mental health disorder.
• 1 in 12 -15 children deliberately self-harm.
• 72% of children in care have behavioural/emotional problems.
• 95% of imprisoned young offenders have a mental health disorder.
The loss of direction, belief and hope is reflected in the Chief Medical Officer’s Annual Report (2012):
‘Mental health problems in children have wide-ranging effects, including impacts on educational attainment and social relationships’.
The London School of Economics (2012) concluded ‘poor mental health has a strong association with educational outcomes and of being “not in education, employment or training”.
The Solution
The solution involves the production of a ‘Double-Helix App’ and a training course in its use.
The ‘double-helix’ is an interactive tool (developed over 25 years), designed to record life events on one helix and the underlying narratives on another. As confidence grows, it is possible to access memories in greater numbers/details and build meaningful interpretations. Reflecting on the sequence and
relationship of these, leads to understanding and articulation of ones legacies of experience.

The future can then be envisioned and populated with achievable steps, encouraging progression.
This process develops in collaboration with an appropriately skilled professional or volunteer.
The skills and qualities needed to facilitate this are addressed in the course. It supports the cultivation of cognitive and emotional empathy, vital in the recovery process, according to medical research. It contains guidance on building systemic support around emerging outcomes. This ‘mentoring’ course,
accredited, by the Institute of Leadership & Management, at Level 3, can be delivered on-line or face-to-face.
The ‘app’ provides an interactive model held by the child and the course contributes to professional/volunteer development
The solution targets all vulnerable children, their educational/support staff, families and volunteers. The tool is purchased as part of the training course.
Children services, globally, are responding to escalating needs from numbers of vulnerable children. The complex process of social exclusion are further complicated by issues such as refugee numbers, radicalisation and polarisation of societal groups.
This solution combines research and experience from medical, educational, technological and social theory in a form that a range of people will engage with and use in a variety of settings, individual, group or organisational.
A literature review conducted by the Serious Games Institute, at Coventry University suggests that current available resources tend to focus on brain injury recovery or CBT methods. The theories informing these tend to be separate and disconnected. None of the available apps involve building a relationship with a helpful other, whose importance cannot be underestimated.
This solution contributes to the building of social capital in and between communities and should also help stimulate cross-sectoral collaboration between health, social services and education sectors.
This idea has been developed over 25 years within a systemic response to vulnerable children in London and also in a number of European countries,
during European Commission funded projects. The tool has also been tested, and evaluated through a community development project. Responses from young people and practitioners have indicated that participants have reported:
A liberation of memories
More able to reflect and identify repetitive and patterned behaviour, i.e. greater self awareness
Growing understanding of and articulation of underlying themes of thinking & behaviour
Effective and less anti-social decision-making
Engagement with the pleasure and process of learning and an increased sense of creativity
Re-discovery and practice of inter-dependency skills
More resilience in responding to complex problems and demands in their environments
Actively engaging with new social networks
Motivation to make positive life changes
An increasing ability to self-motivate and exercise self-discipline

Creator - Facilitator : Brian de Lord




Communication is a complex mechanism of interaction, especially in the context of group actions. Very often, people with different principles and values, different needs and personal peculiarities are invited to interact to implement an action or achieve a common goal. The main purpose of this training material is to highlight the importance of effective communication for the improvement of interpersonal relationships as well as the better and more functional cooperation of the members of a group among them.
The aims of the seminar are:

Upon completion of the study of the present educational material, the trainees will be able to: define the communication, group and group dynamics, distinguish different types of groups, present the roles, stages and functionalities of a group, recognize the process and the obstacles to communication and to propose ways of dealing with them, they use the verbal and non-verbal messages in communication, they use techniques for effective communication within team groups support the process of active listening and positive feedback, appreciate the value of group action in their personal and professional lives.

 Cyclades Sailing School

Nic Comton

The Cyclades Sailing School begins lessons of Traditional Sailing in Syros. The purpose of school is learning Traditional Sailing and  the promotion of our cultural heritage, the preservation of our traditional boats and survival of professions related to their construction specialy to Syros, with the huge shipbuilding tradition.

The documentation and recording of the whole process of the Traditional Sailing School hope to highlight and preserve the methods of construction and rigging of these vessels, to train young people in traditional sailing that although in recent years has been forgotten.


 The program includes theoretical courses:

• TYPES OF TRADITIONAL sailing boats 
• Latin boats 
• HISTORY OF Wooden Boat Bilding


After certification of the knowledge and written exam, the practice is done with sailing boats and traditional boats for a week in Syros.


You must specify the complete email confirmation form recording personal data following the Seminar distance. 

Συντήρηση του Ηλεκτρονικού Υπολογιστή μας-Αντιμετώπιση προβλημάτων για επιχειρήσεις

Περιγραφή του σεμιναρίου
Το σεμινάριο διοργανώνεται από την Κοιν.Σ.Επ. Κυκλάδων και την ομάδα των τεχνικών της.
Σε γενικές γραμμές υπάρχει η ανάγκη σε τακτά χρονικά διαστήματα για τη συντήρηση του ΗΥ μας. 
Αυτό γίνεται αντιληπτό όταν συνειδητοποιούμε πως καθυστερεί πιο πολύ από ότι παλαιότερα, παράθυρα με μηνύματα των windows μας προειδοποιούν για κάποια κατάσταση, παράθυρα με διαφημίσεις πετάγονται συχνότερα και γενικά μας δίνεται η αίσθηση πως κάτι δεν πάει καλά. 
Σε αυτό το σεμινάριο θα δούμε πως μπορούμε να κάνουμε μόνοι μας μια περιοδική και βασική συντήρηση και στη συνέχεια να αποφασίσουμε αν θα πρέπει να απευθυνθούμε σε τεχνικό.
Στο σεμινάριο μπορούν να συμμετέχουν όλοι όσοι έχουν έναν ΗΥ με λειτουργικό Windows και να γνωρίζουν τα βασικά στη χρήση του υπολογιστή (επεξεργαστή κειμένου, πλοήγηση στο διαδίκτυο, email). 
Οι συμμετέχοντες θα χωριστούν σε ομάδες των 15-20 ατόμων. Κάθε ομάδα συνιστά μια εικονική, e-τάξη, μέσα στο πλαίσιο της οποίας οι εκπαιδευόμενοι θα συνεργάζονται μεταξύ τους και  με τον επιμορφωτή. 
Η επικοινωνία θα πραγματοποιείται με τη χρήση σύγχρονων και ασύγχρονων συνεργατικών εργαλείων.
Σκοπός του σεμιναρίου είναι να εξοικειωθούν οι εκπαιδευόμενοι με το ελεύθερο και ανοιχτό λογισμικό που υπάρχει για τη συντήρηση του λειτουργικού windows ενός ΗΥ καθώς και με βασικές εργασίες και επεμβάσεις που μπορούν να γίνουν σε έναν desktopΗΥ.  
Διάρκεια: Το πρόγραμμα  είναι  50 διδακτικών ωρών και διαρκούν 2,5  μήνες  (10 εβδομάδες).
Κόστος Συμμετοχής: 50 Ευρώ
Χρόνος έναρξης: 8/1/2017
To υλικό θα δίνεται σταδιακά και θα ακολουθούν εργασίες και δραστηριότητες με μία τελική εργασία.
Το σεμινάριο βασίζεται στις μεθόδους της ασύγχρονης τηλεκπαίδευσης μέσω υπολογιστή.
Με το πέρας του μαθήματος χορηγείται βεβαίωση συμμετοχής.
Προσδοκώμενα Αποτελέσματα
Με την ολοκλήρωση του σεμιναρίου οι εκπαιδευόμενοι θα είναι σε θέση να:
-       εξοικειωθούν με τις έννοιες της συντήρησης ενός ΗΥ,
-       εξοικειωθούν με το λογισμικό για τη συντήρηση ενός ΗΥ
-       εξοικειωθούν με το υλικό ενός ΗΥ, 
-       αποκτήσουν επαρκείς εμπειρίες, ώστε να είναι ικανοί να συντηρούν μόνοι τους έναν ΗΥ

ΘΕΑΤΡΙΚΟ ΕΡΓΑΣΤΗΡΙ -Δημιουργία θεατρικής παράστασης

Η περσινή συμμετοχή στο διεθνές αυτό φεστιβάλ με την θεατρική μας ομάδα από την Σύρο, που ήταν η μοναδική ελληνική συμμετοχή, με χαρά συναποφασίσαμε μαζί με άλλες 12 χώρες να προετοιμάσουμε αντίστοιχες δράσεις στην Ελλάδα που προάγουν πολυεπίπεδα την ανάπτυξη του τόπου μας, καθώς και την δυνατότητα φιλοξενίας θεατρικών ομάδων από όλη την Ευρώπη.  
Στην Ευρώπη και συγκεκριμένα στην GRENOBLEεδώ και 28 χρόνια γύρω από τις συναντήσεις του Νεανικού  Ευρωπαϊκού Θεάτρου, υπάρχει και αναπτύσσεται μια κίνηση καλλιτεχνική και πολιτισμού που μέλη της ΚΟΙΝΣΕΠ ΚΥΚΛΑΔΩΝ μετέχουν εδώ και 10 χρόνια. Περισσότερα κάντε κλικ εδώ: ΘΕΑΤΡΙΚΟ ΕΡΓΑΣΤΗΡΙ  ΚΟΙΝΣΕΠ ΚΥΚΛΑΔΩΝ

Σκοπός αυτής του σεμιναρίου είναι η κατανόηση της διαδικασίας παραγωγής μιας θεατρικής παράστασης, καθώς και η εμπέδωση της μεθοδολογίας για την πρακτική εφαρμογή αυτής της διαδικασίας. 

Η δημιουργία μιας θεατρικής παράστασης είναι μια σύνθετη διαδικασία, γιατί απαιτείται ο συνδυασμός δύο διαφορετικών πεδίων. Από τη μια, είναι το πεδίο της καλλιτεχνικής δημιουργίας και από την άλλη, είναι το πεδίο της παραγωγής, δηλαδή της διαχείρισης και της οργάνωσης της όλης διαδρομής από τη σύλληψη της ιδέας έως την τελευταία παράσταση. Όλη αυτή η διαδικασία πρέπει να ολοκληρωθεί μέσα σε ένα συγκεκριμένο χρονικό πλαίσιο, από μια ομάδα ανθρώπων με διαφορετική παιδεία και προσλαμβάνουσες και με συγκεκριμένο προϋπολογισμό.

Προσδοκώμενα Αποτελέσματα

Ολοκληρώνοντας τη μελέτη της ενότητας αυτής, οι εκπαιδευόμενοι θα είναι σε θέση: 

Να μπορούν να σχεδιάσουν τη διαδικασία από τη σύλληψη της άυλης ιδέας έως την πραγμάτωση της θεατρικής παράστασης. Να μπορούν να τεκμηριώσουν τις καλλιτεχνικές τους επιλογές.

Να κατανοήσουν τη διάκριση των ρόλων όλων των μετεχόντων στην παραγωγή της θεατρικής παράστασης, να κατανείμουν καθήκοντα στα αντίστοιχα πρόσωπα ή ομάδες και να μεθοδεύσουν το συντονισμό όλων. Να εμπεδώσουν θεωρητικά και πρακτικά τις μεθόδους εργασίας της καλλιτεχνικής ομάδας πριν την έναρξη των προβών καθώς και μετά. 

Να εμπεδώσουν τις μεθόδους εργασίας της ομάδας παραγωγής και διαχείρισης του όλου έργου πριν την έναρξη των προβών, κατά τη διάρκειά του και έως το τέλος των παραστάσεων.

Διάρκεια: Το πρόγραμμα  είναι  50 διδακτικών ωρών και διαρκούν 2,5  μήνες  (10 εβδομάδες).

Κόστος Συμμετοχής: 50 Ευρώ

Χρόνος έναρξης: 8/1/2017

To υλικό θα δίνεται σταδιακά και θα ακολουθούν εργασίες και δραστηριότητες με μία τελική εργασία.

Το σεμινάριο βασίζεται στις μεθόδους της ασύγχρονης τηλεκπαίδευσης μέσω υπολογιστή.

Με το πέρας του μαθήματος χορηγείται βεβαίωση συμμετοχής.

Καλώς ήρθατε στο Virtual Learning Environment (VLE): ένα ηλεκτρονικό εργαλείο εκμάθησης, για τις παραδοσιακές δεξιότητες κατασκευής πλοίων. Εδώ θα βρείτε περισσότερες από 50 βασικές ικανότητες κατασκευής πλοίων που τεκμηριώνονται με:

  • Εύκολη βήμα προς βήμα οδηγίες 
  • Συνεντεύξεις με έμπειρους επαγγελματίες κατασκευαστές σκαφών
  • Βίντεο κλιπ που αποδεικνύουν δεξιότητες στη δράση
  • Φωτογραφίες που απεικονίζουν βασικά βήματα οικοδόμησης πλοίων
  • Επιπλέον, ένα πλαίσιο μάθησης που μπορεί να ενσωματωθεί σε προγράμματα κατάρτισης (π.χ. μαθητεία).



Η Σχολή Ιστιοπλοΐας της ΚΟΙΝΣΕΠ ΚΥΚΛΑΔΩΝ ξεκινά μαθήματα Παραδοσιακής ιστιοπλοΐας εξ αποστάσεως, για πρώτη φορά στην Ελλάδα.

Σκοπός της σχολής είναι η  εκμάθηση Παραδοσιακής Ιστιοπλοΐας,  η ανάδειξη της πολιτιστικής μας κληρονομιάς, η διάσωση των παραδοσιακών μας σκαριών και η επιβίωση των επαγγελμάτων που σχετίζονται  με την ναυπήγηση τους ιδιαίτερα στη Σύρο, με την τεράστια  ναυπηγική παράδοση.

Πρόκριμα της δικής μας προσπάθειας είναι να έρθουν σε επαφή με το άθλημα της Παραδοσιακής Ιστιοπλοΐας, αποκτώντας γνώσεις και δεξιότητες θεωρητικές και πρακτικές όσοι περισσότεροι με την ελπίδα να συνεχίσει στην χώρα μας η αγάπη για το παραδοσιακό σκάφος.

Ο κύκλος των θεωρητικών μαθημάτων εξ αποστάσεως είναι 6 μήνες.

Το πρόγραμμα των θεωρητικών μαθημάτων περιλαμβάνει: 


















  • Μετά από πιστοποίηση των γνώσεων και γραπτές εξετάσεις , η πρακτική εξάσκηση γίνεται με ιστιοφόρα σκάφη και παραδοσιακά σκάφη για μια εβδομάδα στην Σύρο. 

  • Το σύστημα εκπαίδευσης εξ αποστάσεως, βασίζεται στη χρήση της πλατφόρμας ΤΗΛΕΚΠΑΙΔΕΥΣΗΣ  Moodle.

    Διάρκεια: Το πρόγραμμα  είναι 100 διδακτικών ωρών θεωρίας εξ αποστάσεως, και 50 ωρών πρακτικής και διαρκούν 4 μήνες  (16 βδομάδες θεωρίας- 1 εβδομάδα- πρακτικής στις Κυκλάδες) 

  • Το σεμινάριο βασίζεται στις μεθόδους της ασύγχρονης τηλεκπαίδευσης μέσω υπολογιστή.
    Με το πέρας του θεωρητικού μαθήματος χορηγείται βεβαίωση συμμετοχής.
    ΑΜΚΕ : 00003103110
    Α.Φ.Μ. : 997192458
    Διεύθυνση: Αγρός Τ.Θ. Ε.11
    Τηλέφωνο 2281086249, Κιν: 6972204356 
    Φαξ: 2281042848
    Web: http://www.altera-cyclades.gr 
    Ε-Learning: http://alteravita-cyclades.weebly.com/articles/e-courses


Το ΕΝ ΧΟΡΔΑΙΣ & ΟΡΓΑΝΟΙΣ {Η Μεγάλη του Μάρκου Σχολή} 

είναι ένα μη κερδοσκοπικό σωματείο που ιδρύθηκε το 2017 στη Σύρο, την ιδιαίτερη πατρίδα του Μάρκου Βαμβακάρη. Στεγάζεται σε ένα διώροφο ανακαινισμένο κτήριο του 1830, στο κέντρο της Ερμούπολης. Ο τίτλος του παραπέμπει στον Ψαλμό 150.4, «αἰνεῖτε αὐτὸν ἐν τυμπάνῳ καὶ χορῷ, αἰνεῖτε αὐτὸν ἐν χορδαῖς καὶ ὀργάνω» και μας εμπνέει ιδιαίτερο ενθουσιασμό για την βυζαντινή και την

παραδοσιακή μας μουσική.

Ο Σταύρος Ξαρχάκος εμπιστεύθηκε λαϊκούς και βυζαντινούς δασκάλους μουσικής οι οποίοι και ανέλαβαν να διδάξουν στη Σχολή, μεταφέροντας την εμπειρία και τις γνώσεις τους.

Η δημιουργία της μουσικής σχολής αποτίει τον ελάχιστο φόρο τιμής στον Μάρκο Βαμβακάρη. 

Έχει σκοπό την ανάδειξη και διαφύλαξη της πολιτιστικής κληρονομιάς της ρεμπέτικης μουσικής, σε ανταπόκριση μιας σκέψης που εξέφρασε ο Σταύρος Ξαρχάκος, κατά τη διάρκεια εκδήλωσης του Μουσικού Ομίλου Σύρου προς τιμήν του το καλοκαίρι του 2016. 

Η συμμετοχή, σε αυτή την εκδήλωση, ενός μουσικού συνόλου παιδιών, «Το Μυστικό Μπουζούκι», προσέθεσε στην πρωτοβουλία του Μαέστρου ένα, επιπλέον, κίνητρο για την άμεση δημιουργία της Σχολής.

Η Βυζαντινή Μουσική είναι η μουσική της Βυζαντινής Αυτοκρατορίας, που μεταφράζεται και απαρτίζεται αποκλειστικά από ελληνικά κείμενα ως μελωδία. Έλληνες και ξένοι ιστορικοί συμφωνούν ότι αυτές οι μελωδίες, οι εκκλησιαστικοί Ήχοι και γενικά το όλο σύστημα της βυζαντινής μουσικής, συνδέεται στενά με το αρχαίο ελληνικό μουσικό σύστημα. Οι αρχές της χρονολογούνται από ορισμένους μελετητές στον 4ο αιώνα μ.Χ, λίγο μετά τη μεταφορά της πρωτεύουσας της Ρωμαϊκής Αυτοκρατορίας στην Κωνσταντινούπολη από το Μέγα Κωνσταντίνο.

Η βυζαντινή μουσική που διασώζεται, είναι στο σύνολό της εκκλησιαστική, με εξαίρεση κάποιους αυτοκρατορικούς ύμνους, που και αυτοί έχουν θρησκευτικά στοιχεία. Το βυζαντινό άσμα ήταν μονωδικό, σε ελεύθερο ρυθμό και προσπάθησε συχνά να απεικονίσει μελωδικά την έννοια των λέξεων. Η γλώσσα που χρησιμοποιήθηκε ήταν η ελληνική. Ο βυζαντινός ύμνος, του οποίου υπήρξαν τρεις τύποι, ήταν η μέγιστη έκφανση αυτού του μουσικού είδους.

Μέρος της βυζαντινής μουσικής, αν και χρονικά μεταγενέστερο και με αρκετές δυτικές επιρροές, κυρίως από το 1204 και μετά, μπορεί να θεωρηθεί το δημοτικό τραγούδι· διαφέρει από την εκκλησιαστική μουσική στο ότι έχει σταθερό μέτρο, ώστε να εξυπηρετείται και ο χορευτικός σκοπός. Αυτό δεν είναι τυχαίο: στον ίδιο γεωγραφικό χώρο, από τον ίδιο πολιτισμό η μουσική είναι ενιαία. 

Μην ξεχνάμε πως η πρώτη φορά που διδάχθηκε (ευρέως) η δυτική μουσική στον Ελληνικό χώρο, ήταν με την έλευση του Όθωνα. Μέχρι τότε η μουσική που εκτελείτο, ακουγόταν καταγραφόταν και διδασκόταν (εμπειρικά ή/και σε μουσικοδιδασκαλεία) ήταν η βυζαντινή.

Υπεύθυνος εκπαίδευσης: Βασίλης Χασανδρινός

 Διπλωματούχος Βυζαντινής Μουσικής-Πρωτοψάλτης

Φιλόλογος Εθνικού και Καποδιστρικού Παν/μιου Αθηνών

Finding my true voice

 Project Description

 Finding my true voice” is a project dealing with the human singing and talking voice. Through voice many different cultures have very unique and interesting ways to express happiness and sorrow, to express different emotions. Learning about the possibilities of our voice we learn about ourselves and how to interact with others. It opens up a space to understand our common ways to express our feelings to be more productive and successful in our jobs and our life.

It is based on non-formal learning with learning by doing approach. Training exercises are about the best new methods about singing and talking voice technics.  A holistic approach of the voice includes body and mind: Carefully selected activities with body and breathing exercises, about relaxation of the muscles dealing with the voice and empowering diaphragm breathing, outdoor activities that will enhance the intercultural dialogue of young people from different countries, role-playing, small performances in front of the audience, group activities and  gamification  of the overall process will be a new innovative way to learn new skills about the proper use of the voice and how it helps to  have a better life in all its aspects.

The development of our singing identity can benefit other identities. It can lead to self-awareness and improve self-esteem and self-confidence. Performing in front of audiences by talking or singing can significantly contribute to constructing positive self-perception and can lead to a transformation of the young people for a better understanding of themselves.

Singing or talking in front of audiences can then be viewed as an activity which has the capacity to benefit every aspect of who we are. In order to better understand our personal identity, the positive effects of singing can be examined collectively rather than in isolation. This also bears relevance to the importance of singing in the context of the wider community and the feeling of shared identity it can bring about. This activity can help in preventing violent radicalization of young people because they will feel the acceptation, sharing and being part of the community. When singing is done collectively there is synchronization among the singers which symbolizes that there is a universal identity with which they are all connected.

Every complex individual will have a complex set of keys to unlock the various vocal challenges they face. By utilizing various vocal techniques, young people working in groups achieving a true voice. The voice is fundamentally connected to the idea of self.

Actively engaging in the process will serve to enhance the capability of the expressive instrument provides the individual with the feeling that they are getting closer to an understanding of themselves. As they learn to remove extraneous tensions and external layers which inhibit the voice the individual is accessing a more authentic self or something that was inherent and waiting to be accessed.

There are exercises that can enable young people to change their physical habits. Changing physical habits will lead to a change in the way we feel emotionally. Whichever we choose to alter - our psychological state or our physical state - the other will respond.

These targeted exercises facilitate a change in the way one is able to use their vocal apparatus, and this change is reflected in the sound of their voice. The true voice can be understood as many things, ultimately it is whatever the individual wants it to be. The true voice is both a metaphor for truth as well as a philosophy of vocal development. The exercises allow complete enhancement in the practice of the true voice and approach both voice-work and an understanding of personal identity. It provides a way of working, through which individuals can find their own true voice.

Using the exercises to develop their voice will assist the individual in being able to carry out the intention of the words or the music they wish to talk or sing. The exercises are universal and create the same positive behavioural habits in those who use them. The exercises become a means by which to prepare the vocal apparatus to be used in an efficient and correct way. When the voice instrument is in good working order, it can more effectively convey what the voice user wants from their tone, timbre, words, the message, and style of delivery. This new technique will help young people to become a better self and concord their goals. This mobility project combines the below activities:

Equipping youth workers with competences and methods for their professional development by believing more to their selves and their capabilities,

Reaching out to marginalized young people by giving them new tools and competencies to be more efficient and acceptable by the community, intercultural dialogue by meeting people from different countries and languages but the same working way of the vocal instrument and the same challenges.


Young people at the age of 18-30 years old who are resident of countries listed below.


Submission: 30th. of APRIL 2019, submission of the application under Mobility of Young People

Date of the youth exchange: 1-10  August 2019 (excluding travel dates)



What is intercultural competence?

Intercultural competence is a key working life skill in our highly networked world. Coaches, trainers, teachers and other instructors have daily encounters with diverse groups: young people from all around the world and varying socio-economic backgrounds. To ensure a culturally sensitive approach and inclusive groups, instructors need training and practice in intercultural competence. 

In ICY, intercultural competence is defined through Deardorff’s studies (2006) in interculturality. The competence can be divided in three categories: 

  1. Knowledge: self-awareness, knowledge of other cultures and current global issues, and socio-linguistic awareness
  2. Skills: listening, observing, evaluating, empathy
  3. Attitudes: respect, openness and discovery, curiosity

Throughout the project, we will keep these elements in mind aiming to develop all aspects of Intercultural Competence. 



A web platform (Moodle) where the partner organizations will provide materials and direct the teachings for the teachers or youth workers through which the student will achieve knowledge about the ecosystems, to make them able to answer questions like:

- What is an ecosystem, and which are the components?

- Which could be different ecosystems?

- Which are the processes that regulate the ecosystems?

The goal is to analyze later how human beings take part in the ecosystem and affect it.

The virtual exchange will be followed by a Youth Exchange where the participant will apply some of the knowledge achieved in the real-life through workshops, teamwork, everyday life problems solving.

Main Aims:

The aims are referred to two different target groups, first, one of the teachers who will take part in the virtual exchange and the aims are:

- To give them the chance to work in an international environment thanks to which they will learn from other cultures and they will develop new skills (language, adapting, distance teamwork, intercultural communication).

- To make them work in a virtual platform thanks to which they will achieve new digital competences and they will facilitate the learning of students in non-traditional technology-based learning environments.

Regarding the students the aims are:

- To give them more information about ecosystems and the environment and to know more about the earth where they live on.

- Analyzing how human beings participate in the ecosystems regulation they will understand why all of us should balance himself and which are good practices.

- Thanks to this multidisciplinary and holistic vision they will understand how things, in general, are closely related and interdependent.


Main Objectives:

- Encouraging intercultural dialogue using technologies

- Promoting Virtual Exchanges to benefit intercultural and international experiences more easily.

- To develop skills like intercultural communication, teamworking, adaptability, organization.

- To gain a greater awareness of oneself and the role that we have on this planet.

- To explore and understand the skills, knowledge and attitude of act as part of our ecosystem, taking care of it.

- To follow a range of recognition pathways

- To explore the opportunities for realising their potential through Erasmus+

                                                What is intercultural competence?

Intercultural competence is a key working life skill in our highly networked world. Coaches, trainers, teachers and other instructors have daily encounters with diverse groups: young people from all around the world and varying socio-economic backgrounds. To ensure a culturally sensitive approach and inclusive groups, instructors need training and practice in intercultural competence. 

In ICY, intercultural competence is defined through Deardorff’s studies (2006) in interculturality. 

The competence can be divided into three categories: 

  1. Knowledge: self-awareness, knowledge of other cultures and current global issues, and socio-linguistic awareness
  2. Skills: listening, observing, evaluating, empathy
  3. Attitudes: respect, openness and discovery, curiosity

Throughout the project, we will keep these elements in mind aiming to develop all aspects of Intercultural Competence. 

From: https://moktraining.squarespace.com/icy-project-erasmus