Martin Ebner
Graz University of Technology, Educational Technology, Department Member
- Educational Technology, Higher Education, Distance Education, Mobile Learning, Digital Media & Learning, Computer-Based Learning, and 12 moreInformation Systems (Business Informatics), Computer Science Education, Multimedia Learning, Hochschuldidaktik, Wissenschaftliches Schreiben, Lehrerinnen- und Lehrerbildung, Education, E-learning, ICT in Education, Open Educational Resources (OER), Learning Analytics, and Massive Open Online Courses (MOOCs)edit
- Research Gate Profil: https://www.researchgate.net/profile/Martin_Ebner2
Adjunct Prof. (Priv.-Doz. Dr.) in Media Informatics (Bildungsinformatik)edit
This paper explores the challenges and first experiences of implementing federated virtual learning management within the European University Alliance "Unite!". Through the lens of Learning Tools Interoperability (LTI), the study... more
This paper explores the challenges and first experiences of implementing federated virtual learning management within the European University Alliance "Unite!". Through the lens of Learning Tools Interoperability (LTI), the study investigates the complexities inherent in connecting Learning Management Systems (LMS) across diverse institutional contexts. This research examines the general hurdles faced by European university alliances in adopting federated LMS. Additionally, it outlines the LMS infrastructure of Unite! in early 2024 and discusses the pilot initiatives undertaken to utilize LTI for connecting LMS platforms at Graz University of Technology (TU Graz). The pilots involve integrating Unite!'s Metacampus with various platforms, including Moodle-based systems from TU Graz. The pilots demonstrate that the integration of LTI is not trivial, as it impacts technology, administration, and teaching due to the novelty of the system (requiring an explanation of how it works). However, the implementation is successful, with difficulties encountered only in specific browsers. Drawing from these pilot experiences, the paper presents insights and lessons learned regarding the efficacy of LTI in facilitating cross-platform connectivity within Unite! and offers implications for future implementations.
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This paper introduces Teaching Management Patterns (TMP) as a descriptive and communicative framework for addressing challenges and decision-making processes related to IT infrastructure in the Unite! European university alliance. The aim... more
This paper introduces Teaching Management Patterns (TMP) as a descriptive and communicative framework for addressing challenges and decision-making processes related to IT infrastructure in the Unite! European university alliance. The aim is to support decision-making and consultation in utilizing the alliance's IT infrastructure effectively. TMP offer abstract descriptions for educational scenarios, considering factors such as organizational structures, technical capabilities, legal frameworks, and didactic requirements. The paper presents the development of these patterns specifically for the Unite! alliance, highlighting their role in decision support for using the transversal, alliance-wide learning management system, Metacampus. Three exemplary cases illustrate the challenges, including continuing education for staff, joint lectures involving multiple universities, and research contributions. The patterns are categorized based on their compatibility with Metacampus, providing visual representations. The paper also introduces a decision tree as a counseling tool for determining the appropriateness of using Metacampus, considering legal and organizational restrictions. In conclusion, TMP offer a systematic approach for addressing IT infrastructure complexities in a European university alliance. The presented patterns and a decision tree serve as valuable consultation tools for decision-making processes regarding thealliance's IT infrastructure.
Research Interests: Teaching and Learning, Education, Educational Technology, Higher Education, Pattern Recognition, and 8 moreStrategic Alliances, E Learning Management System, Technology Enhanced Learning, Learning Management Systems, Technology-enhanced Learning, Learning Management System, Technology Enhanced Education, and Bildungsinformatik
The importance of digital technologies, especially videos, increased over the course of the last few years. Whether they are used to watching the latest news or for entertainment purposes, one could say they have become almost omnipresent... more
The importance of digital technologies, especially videos, increased over the course of the last few years. Whether they are used to watching the latest news or for entertainment purposes, one could say they have become almost omnipresent in everyday's life. This development has also influenced education. Therefore, we want to examine the effects of interactive overlays such as programming tasks in interactive learning videos. For this purpose, a MOOC course was created to gain information about participants` learning success. To evaluate whether the interactive elements have a positive effect, two test groups completed the course. The results revealed that the test group with overlays performed better on average than the group without. Some limitations had to be considered, such as the smaller peer group that watched the videos without interactive elements.
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The study from Graz University of Technology highlights the evolving technology needs and communication habits of first-year students over the past 17 years. Data collected through annual surveys at a centralized introductory event reveal... more
The study from Graz University of Technology highlights the evolving technology needs and communication habits of first-year students over the past 17 years. Data collected through annual surveys at a centralized introductory event reveal significant trends. In 2023, the survey focused on the role of messaging services and AI tools like Deepl and ChatGPT. The results show a high prevalence of smartphones, a rising use of iPhones, and an increasing ownership of tablets. Wearables like smart watches are also on the rise. Social media usage trends indicate a significant rise in Instagram and TikTok, while platforms like Facebook see a decline. For communication, WhatsApp and email remain dominant. The study emphasizes the importance of adapting e-learning tools to these evolving trends to better support students' academic needs.
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This workshop, titled "Experiences with Artificial Intelligence in the Classroom", explored the transformative potential of AI in education. Held on July 3, it provided a platform for educators to share their practical experiences,... more
This workshop, titled "Experiences with Artificial Intelligence in the Classroom", explored the transformative potential of AI in education. Held on July 3, it provided a platform for educators to share their practical experiences, challenges, successes, and concerns regarding the integration of AI into their teaching practices. The workshop revealed that AI has initiated new educational processes, personalized assessment methods, and broadened educational strategies. However, it also highlighted significant challenges, including a lack of guidance and best practices, concerns about the accuracy and reliability of AI applications, and issues related to inclusivity, particularly for minority languages. Specific initiatives discussed included the use of AI for eLearning content creation, music, character, and image generation, and the comparative analysis of AI-enhanced versus traditional educational processes. Overall, the workshop underscored the need for clear guidelines and proven practices to fully realize the benefits of AI in education while addressing its inherent challenges.
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The workshop "Creating Educational Videos with an AI Avatar Video Generator," led by Martin Ebner and Benedikt Brünner, provided participants with a comprehensive overview of AI-driven video creation processes. The session began with an... more
The workshop "Creating Educational Videos with an AI Avatar Video Generator," led by Martin Ebner and Benedikt Brünner, provided participants with a comprehensive overview of AI-driven video creation processes. The session began with an introduction of the presenters, highlighting their expertise in educational technology and their roles at Graz University of Technology. The workshop aimed to familiarize attendees with the use of AI avatar software, particularly the HeyGen platform, for creating educational videos. Through interactive demonstrations and hands-on exercises, participants explored the technological capabilities and advancements in AI-generated video content. The RMVPro (Rapid MultiLingual Video Production) process, introduced during the workshop, focuses on the efficient and rapid creation of multilingual educational videos using AI. The process consists of three main stages: stage 1: video planning, storyboard and asset creation; stage 2: storyboard translation; stage 3: video generation. The initial stage involved defining the video topic, target audience, and creating a detailed storyboard, followed by feedback from experts. During the workshop, participants translated the storyboard into multiple languages using AI tools, ensuring accurate pronunciation and grammar. The final phase, to be conducted post-conference, includes video generation with HeyGen and iterative feedback for quality control. Participants received a preview of a forthcoming publication, detailing the RMVPro method and workshop outcomes. The workshop effectively demonstrated the potential of AI technologies in educational video production, offering participants practical experience and insights for application in their projects. The RMVPro process showcases the efficiency and effectiveness of AI-driven multilingual video creation, highlighting significant advancements and future possibilities in educational technology.
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The COVID-19 pandemic has greatly affected universities in Austria, leading to a rapid shift to distance learning. This study analyzed 59 surveys conducted between March 2020 and October 2021. The quality of distance learning varies among... more
The COVID-19 pandemic has greatly affected universities in Austria, leading to a rapid shift to distance learning. This study analyzed 59 surveys conducted between March 2020 and October 2021. The quality of distance learning varies among universities and lecturers. Effective communication and access to information along with an appropriate workload for online teaching are key aspects. Adequate examination dates, seats, and time to complete courses are necessary. Students appreciated video recordings and some examination formats but preferred face-to-face exams in the future. This shows that online teaching is useful as a complement but not in itself. Using blended and hybrid learning methods can preserve the identified advantages.
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Automated editing technology offers notable efficiencies in educational video production. This study contrasts the time-saving benefits of automated editing against manual professional editing. Raw learning video footage was recorded in a... more
Automated editing technology offers notable efficiencies in educational video production. This study contrasts the time-saving benefits of automated editing against manual professional editing. Raw learning video footage was recorded in a professional studio with a green screen and presented in a frontal lecture style. The raw footage underwent editing by both an automated tool and professional editors. Time comparison results revealed significant savings with the use of automated tools. The paper further investigates the impact of automated editing on the learning video quality from the learners' viewpoint. An online survey with 129 participants evaluated their perceptions of potential learning outcomes after viewing automatically and manually edited versions of two videos. The survey found a statistically significant difference in perceived learning potential from one of the videos, although not for both. Additionally, the study considers how differences in study group characteristics might influence these results. In summary, while automated editing presents a compelling case for production time reduction, its impact on the perceived quality of educational videos remains uncertain, necessitating additional research to understand the subtleties of learner interaction with video content.
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Artificial Intelligence (AI) already plays a significant role in education and society altogether. With the rapid and largely impactful development in the field of generative AI, we must consider the potential changes and shifts of the... more
Artificial Intelligence (AI) already plays a significant role in education and society altogether. With the rapid and largely impactful development in the field of generative AI, we must consider the potential changes and shifts of the new normal. Generative models like ChatGPT, Google Bard, Bing Chat, DALL-E, and many others, are proving to be powerful allies and assistants in practically every branch and aspect of life. Given their proficiency in language and their technical capabilities, we must acknowledge their significance and ensure they are not overlooked. In this work, we focus on their impact on education and what is the feedback from the educational community. Building on our preliminary paper from April 2023, we want to explore and broaden our topic more by performing a literature review. We want to determine exactly how generative AI is used and how it can be used in education. Our goal is to review more, and new papers, to classify the papers based on the subject the paper has covered, the type of the study, the educational level it concerns, and how is generative AI generally perceived. After the analysis, we conclude that it is perceived as generally positive, with most papers focusing on higher education, and STEM subjects while mostly using qualitative research methods.
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Different learning approaches and new Learning Environment Systems (LES) are evolving rapidly these days and are designed by taking more and more individual skills and personal characteristics and preferences into account. Also Emotional... more
Different learning approaches and new Learning Environment Systems (LES) are evolving rapidly these days and are designed by taking more and more individual skills and personal characteristics and preferences into account. Also Emotional Learning is gaining more importance when it comes to different learning environments in the technical domain as well as in the social context. Emotional Learning can help to support the overall engagement in learning and approaching learning achievements significantly. This paper should give some deeper insights into Emotional Learning, which possibilities exist to support it in a meaningful way and how feedback of emotional states can be obtained in Learning Environment Systems in higher education. For this purpose a literature review was chosen as the underlying research method to explore and find the necessary answers in various scientific articles, encyclopedias and relevant conference papers from different sources. The outcome will show different state-of-the-art approaches and tools to promote Emotional Learning and how to incorporate emotional learning support in Learning Environments.
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Human-centred design is a well-established approach within research fields such as human-computer interaction, ergonomics, and human factors. Recently Learning Analytics (LA) researchers and practitioners have manifested great interest in... more
Human-centred design is a well-established approach within research fields such as human-computer interaction, ergonomics, and human factors. Recently Learning Analytics (LA) researchers and practitioners have manifested great interest in exploring methods and techniques associated with this approach to manage the design process in ways that can enhance human interaction with LA technology. The project "Learning Analytics-Students in Focus" aims to use student-related data to support the learning and teaching process in a higher educational context. Our interdisciplinary team investigates LA tools that leverage students' academic success by acquiring or developing self-regulated learning skills. We adopted a Human-Centred Learning Analytics (HCLA) approach involving students, teachers, and other educational stakeholders in the iterative design of our LA tools. This article contributes to the discussion on how to design LA tools using a human-centred approach. We describe the analysis, design, implementation, and evaluation process of three LA tools comprised in our students' dashboard, i.e., the planner, the activity graph, and the learning diary. In addition, we present key results gained in several empirical studies which had an implication on the tools' design. Finally, we provide insights about our experience with the HCLA approach, pointing out benefits and limitations in practice.
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Eine Übersicht über Einsatzmöglichkeiten, erste Erfahrungen und Entwicklungen von KI-Anwendungen zur Unterstützung des Lernens und Lehrens.
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The trend towards remote teaching is steadily increasing and intensified by the current situation of the global pandemic. This is a particular challenge for subjects with a high practical relevance, such as mining engineering education,... more
The trend towards remote teaching is steadily increasing and intensified by the current situation of the global pandemic. This is a particular challenge for subjects with a high practical relevance, such as mining engineering education, as practical experiences and on-site excursions are an integral part of the curriculum. In face-to-face teaching settings, mixed reality technologies are already considered a promising medium for the implementation of e.g., virtual field trips. Based on this, the current study addresses the question to what extent the integration of mixed reality technologies is suitable for remote teaching and which strengths and challenges are perceived by students and teachers. For this purpose, two 60-min remote lectures in the field of mining engineering were conducted, in which the use of mixed reality was tested on the basis of shared 360° experiences and 3D models and evaluated by students and teachers. Results reveal that the use of mixed reality in remote teaching was perceived as useful, enabled a realistic experience and improved students’ understanding of presented theory compared to traditional teaching methods. In this paper, we discuss possible potentials and risks of using mixed reality in remote teaching and derive directions for further research.
Research Interests: Computer Science, Education, Higher Education, Augmented Reality, Technology Enhanced Learning, and 8 moreMixed Reality, Curriculum, Virtual Reality, Use of Internet-based technologies for collaboration and learning, Virtual Reality Technology, Remote Teaching, Bildungsinformatik, and Springer Ebooks
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Research Interests: Computer Science, Education, Educational Technology, Higher Education, Metadata, and 10 moreDigital repositories, Open Education, Open Educational Resources, Open Educational Resources (Education), Open and Distance Education, Open Educational Resources (OER), Learning management, Implementation, Technoloy Enhanced Learning, and Bildungsinformatik
When makerspaces are designed for children, special motivation and reasoning needs to be made. Within this article, we describe a case study: A temporary four-day open makerspace for about 40 children per day. Motivation, considerations... more
When makerspaces are designed for children, special motivation and reasoning needs to be made. Within this article, we describe a case study: A temporary four-day open makerspace for about 40 children per day. Motivation, considerations and the development process as well as the actual realization are described and discussed. We comment on how such a space for children and adolescents should be arranged for future studies. As described, considerations in terms of participation, peer tutoring and gender mainstreaming influence the design of the space, the methods used, as well as the general setting.
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The focus of this research is to find OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at University of... more
The focus of this research is to find OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at University of Malang (Indonesia). An overview of the OER will be given, which was categorized language learning level, themes, among others level and themes. From the implementation in university classes with about 19-21 years old, our interviews with five lecturers and their answers in an online questionnaire showed that the OER material in learning did provide many benefits for lecturers and students, including the variety of materials, the forms, and the economic aspect. However, the existing OER still have some downsides, like their suitability to the needs of lecturers and students, in terms of their themes, the technical requirements and levels of difficulty.
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Die Universität Graz und die TU Graz veröffentlichten im Jahr 2020 OER-Policys - Erschienen als: Schön, Sandra; Ebner, Martin & Kopp, Michael (2021). Systematische Förderung von offenen Bildungsressourcen an österreichischen Hochschulen... more
Die Universität Graz und die TU Graz veröffentlichten im Jahr 2020 OER-Policys - Erschienen als: Schön, Sandra; Ebner, Martin & Kopp, Michael (2021). Systematische Förderung von offenen Bildungsressourcen an österreichischen Hochschulen mit OER-Policies. In: fnma Magazin 01/2021, Themenschwerpunkt zu "Chatbots in der (Hochschul-) Lehre", S. 7-10, URL: https://www.fnma.at/content/download/2239/12258
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Ende Mai 2020 wurden die Studierenden der Technischen Universität Graz im Rahmen einer studentischen Qualifizierungsarbeit zu guten Lehrerfahrungen in der der Notfall-Online-Lehre durch die CoViD-19-Pandemie im Sommersemester 2020... more
Ende Mai 2020 wurden die Studierenden der Technischen Universität Graz im Rahmen einer studentischen Qualifizierungsarbeit zu guten Lehrerfahrungen in der der Notfall-Online-Lehre durch die CoViD-19-Pandemie im Sommersemester 2020 befragt. 137 Beispiele für gute Lehre von unterschiedlichen Teilnehmenden werden für den Beitrag ausgewertet. Die Analyse der Antworten zeigen, dass in einem Gros der Lehrveranstaltungen die als gelungen erlebt wurden, (auch) Videotechnik zum Einsatz kommt (90 %), bei mehr als der Hälfte (auch) Videos zur Verfügung gestellt werden und bei der Hälfte Live-, d. h. synchrone Veranstaltungen angeboten werden. Ein wesentliches Merkmal für gute Lehrbeispiele ist, dass Studierende etwas gelernt haben (77 % «trifft voll zu») und bei Beschreibungen der Lehrbeispiele erwähnen rund ein Drittel, dass die Umstellung der Lehrveranstaltung, die sie als gute Lehre erlebten, zügig erfolgte. Methodisch-didaktische Besonderheiten werden damit in der frühen Phase des Distance...
Research Interests: Education, Humanities, Adult Education, Higher Education, Political Science, and 11 moreTechnology Enhanced Learning, Teaching, Students, Hochschule, Lehre, Technology Enhanced Education, Studierende, Bildungsinformatik, COVID-19 PANDEMIC, Coronavirus Disease 2019 (COVID-19), and Emergency Remote teaching (ERT)
In diesem Beitrag wird nach einer Kurzeinführung zu MOOCs und Learning Analytics, die in diesem Projekt weiter ausgebaute Learning-Analytics-Infrastruktur vorgestellt. Danach werden die erhobenen Ergebnisse präsentiert und diskutiert.... more
In diesem Beitrag wird nach einer Kurzeinführung zu MOOCs und Learning Analytics, die in diesem Projekt weiter ausgebaute Learning-Analytics-Infrastruktur vorgestellt. Danach werden die erhobenen Ergebnisse präsentiert und diskutiert. Einerseits kann gezeigt werden, dass sich die Kurse mit jenen aus der Literatur vergleichen lassen und andererseits, dass sehr wohl Effekte aufgrund der didaktischen Maßnahmen zu beobachten sind.
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In dieser Arbeit werden die erforderlichen Masnahmen und Schritte zur Umsetzung einer visualanalytischen Plattform in Form eines Dashboards zum Zweck der Analyse und Visualisierung von Informationen sowie der Verfolgung von... more
In dieser Arbeit werden die erforderlichen Masnahmen und Schritte zur Umsetzung einer visualanalytischen Plattform in Form eines Dashboards zum Zweck der Analyse und Visualisierung von Informationen sowie der Verfolgung von Lernaktivitaten in der eigens entwickelten Lernumgebung namens Personal Learning Environment (PLE) vorgestellt. Daruber hinaus prasentieren wir einen neuartigen Semantic Web orientierten Ansatz zur Modellierung der Lernaktivitaten und tatigkeitsbezogener Zusammenhange unter Zuhilfenahme entsprechender Ontologien.
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As the digital transformation clearly highlights the role of universities and institutes of higher education in shaping a higher education system that is more open and provides education to everyone who can benefit from it, this study... more
As the digital transformation clearly highlights the role of universities and institutes of higher education in shaping a higher education system that is more open and provides education to everyone who can benefit from it, this study seeks to analyze, in more detail, what developments are having an impact on higher education and develops future scenarios for education in 2030. The UK study Solving future skills challenges implies that the linear model of education–employment–career will no longer be sufficient in the future, requiring new combinations of skills, experience, and collaboration from educators and employers. This UK study serves as a starting point for the AHEAD trend analysis for a higher education landscape in 2030. Five premises ranging from “No naive innovation view” to “Realistic approach,” and “Diversity in higher education” provide the basis for a search for concepts for the higher education of the future.
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There are many reasons for the implementation of authentication on learning platforms. For instance, it is required for the teachers to identify individual students if the learning platform offers some kind of assessment. In addition,... more
There are many reasons for the implementation of authentication on learning platforms. For instance, it is required for the teachers to identify individual students if the learning platform offers some kind of assessment. In addition, authentication is the base for a successful monitoring of the attendance of the students. Compulsory attendance is often applied because many positive effects have been reported by authors of several studies. To monitor the attendance at online videos interactive components can be applied. Another benefit of such interactive components is that they help retain the attention of the students. This study was carried out to examine how the students used a video learning platform which provides interactive components of the videos as part of a course offered at Graz University of Technology. Up until now, a major drawback of this platform has been that the students have been required to register manually on the platform. Now, students are able to use the platform without manual registration and authentication, because these steps happen automatically via the main learning platform that provides all of the course materials. Furthermore, the course design and the application of the interactive components, presenting multiple-choice questions, are evaluated. It is pointed out that the concept improves the performance of the students and equips the teacher with valuable feedback regarding the students' interests.
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Die Stärkung der MINT-Fächer und daher auch insbesondere der Informatik ist ein zentrales Anliegen der (politischen) Bestrebungen im Bildungsbereich, wie einerseits die Digital Roadmap oder der Regierungsplan zu Bildung 4.0 fordert. Dabei... more
Die Stärkung der MINT-Fächer und daher auch insbesondere der Informatik ist ein zentrales Anliegen der (politischen) Bestrebungen im Bildungsbereich, wie einerseits die Digital Roadmap oder der Regierungsplan zu Bildung 4.0 fordert. Dabei geht es aber nicht nur darum das Programmieren an sich zu schulen, sondern vielmehr auch zu zeigen, dass der kreative Einsatz von digitalen Werkzeugen wesentlich ist für die Gesellschaft von morgen. Diese Aktivitäten werden auch gerne unter dem Begriff " Maker Education " (vom engl. " to make " für " machen ") zusammengefasst. Making umschreibt also Aktivitäten, bei denen jede/r selbst aktiv wird und ein Produkt, ggf. auch digital, entwickelt, adaptiert, gestaltet und produziert, und dabei (auch oder eigentlich insbesondere) digitale Technologien zum Einsatz kommen (Schön et al, 2016). Aus informatischer Sicht steht dabei neben der Fähigkeit zu programmieren vor allem auch das logische und strukturierte Denken sowie ein Verständnis für täglich benutzte Technologien im Vordergrund. Um Kindern und Jugendlichen erste Schritte zu zeigen bzw. erste Erfahrungen sammeln zu lassen wurde an der TU Graz Pocket Code, eine gratis App des dort beheimateten Non-Profit Projektes " Catrobat " , entwickelt. Basierend auf einem Lego-artigen Bausteine-Prinzip sollen typische Probleme wegfallen, welche in traditionellen Programmiersprachen auftreten (Abb. 1). Kinder können sich aufgrund dieser einfachen und visuellen Benutzeroberfläche voll und ganz auf die Umsetzung ihrer eigenen kreativen Ideen konzentrieren. Gerade dem oft geglaubtem Vorurteil " So eine App zu erstellen ist doch viel zu schwer für mich " soll so mit Pocket Code entgegnet werden.
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The main topic of this paper is the development of a web-based application that helps children to learn the one-digit multiplication table. The developed application supports individual learning process of the pupils and also provides the... more
The main topic of this paper is the development of a web-based application that helps children to learn the one-digit multiplication table. The developed application supports individual learning process of the pupils and also provides the teachers with the possibility to intervene according to the analysis of users' answers. The application uses modern technologies in order to offer high performance and availability to the users. The system also provides an interface for mobile clients, which present the questions and the processed data in different forms. The answers of the pupils, as well as other gathered data from the application show interesting results related to the participation and learning improvement.
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Die berufspraktische Ausbildung angehender Lehrpersonen und Medizinerinnen bzw. Mediziner bietet eine wichtige Gelegenheit, theoretisch erworbenes Wissen mit praktischen Erfahrungen zu verknupfen. Allerdings zeigen Studien, dass sich... more
Die berufspraktische Ausbildung angehender Lehrpersonen und Medizinerinnen bzw. Mediziner bietet eine wichtige Gelegenheit, theoretisch erworbenes Wissen mit praktischen Erfahrungen zu verknupfen. Allerdings zeigen Studien, dass sich Studierende beider Disziplinen wahrend ihrer Praktika auch uberfordert, hilflos und zu wenig unterstutzt fuhlen. In diesem Beitrag wird ein disziplinubergreifender Ansatz zur Online-Reflexion in Form gefuhrten Weblogschreibens vorgestellt, der konkret bei moglichen Belastungen im Praktikum ansetzt und Bewaltigungsprozesse initiiert. Es wird dabei der Frage nachgegangen, wie diese Online-Reflexionen charakterisiert sind. Es wurden dazu Blogbeitrage von 141 angehenden Lehrpersonen und von 146 Medizinstudierenden analysiert. Die Ergebnisse deuten darauf hin, dass sich Weblogschreiben zur gesundheitsforderlichen Reflexion belastender Erlebnisse disziplinubergreifend einsetzen lasst. Dabei zeigen sich jedoch auch Unterschiede im Schreibverhalten und in der B...
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This chapter provides four models of higher education for the year 2030, namely the Tamagotchi, Jenga, Lego Set, and Transformer models. The Tamagotchi model represents the classic approach to higher education, starting right after... more
This chapter provides four models of higher education for the year 2030, namely the Tamagotchi, Jenga, Lego Set, and Transformer models. The Tamagotchi model represents the classic approach to higher education, starting right after secondary school and leading up to a bachelor’s or master’s degree and then transitioning into employment, finishing the path of higher education. The Jenga model, while similar to Tamagotchi, appeals to nontraditional students because of its shorter learning span and focuses on later phases of self-learning and -organization. The Lego Set model is fittingly named after the individually combined modules of different sizes, making for a self-reliant and non-standardized learning path rather than one compact unit. The Transformer model represents learners whose initial phase of education may have long passed, but who return to higher education to acquire new basic knowledge or upskill their formal education. It relies on the idea that everyone must have opp...
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Since 2007, Graz University of Technology has been conducting an annual poll amongst its first-year students about their IT preferences and competence. On the basis of more than 8600 data records, this long-term survey reports the changes... more
Since 2007, Graz University of Technology has been conducting an annual poll amongst its first-year students about their IT preferences and competence. On the basis of more than 8600 data records, this long-term survey reports the changes regarding students´IT device ownership, communicative behavior via IT devices, and use of apps as well as social media services over a time period of eleven years. Furthermore, this publication answers the question, whether the use of emerging technologies in classroom has an influence on these changes or not. It can be stated that an " IT-friendly " environment (most of all internet access) and teaching at secondary school level significantly promotes IT and coding skills but does not intensify the use of social media applications.
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This papers focuses on the use of learning dashboards in higher education to foster self-regulated learning and open education. Students in higher education have to evolve to independent and lifelong learners. Actionable feedback during... more
This papers focuses on the use of learning dashboards in higher education to foster self-regulated learning and open education. Students in higher education have to evolve to independent and lifelong learners. Actionable feedback during learning that evokes critical self-reflection, helps to set learning goals, and strengthens self-regulation will be supportive in the process. Therefore, this paper presents three case studies of learning analytics in higher education and the experiences in transferring them from one higher education institute than the other. The learning dashboard from the three case studies is based on two common underlying principles. First, they focus on the inherent scalability and transferability of the dashboard: both considering the underlying data and the technology involved. Second, the dashboard use as underlying theoretical principles Actionable Feedback and the Social Comparison Theory. The learning dashboards from the case studies are not considered as ...
Research Interests: Computer Science, Education, Educational Technology, Knowledge Management, Higher Education, and 11 moreCase Studies, Technology Enhanced Learning, Secondary Education, Learning Analytics, Technology Enhanced Education, Scalability, Dashboard, Open Learning, Small Data, Bildungsinformatik, and Transferability
Reflecting the change in perspective taken in this book, our survey put questions about institutional support, governance, quality assurance or financial issues aside. Moreover, digitization is not only a technical innovation but always a... more
Reflecting the change in perspective taken in this book, our survey put questions about institutional support, governance, quality assurance or financial issues aside. Moreover, digitization is not only a technical innovation but always a social one as well. This fundamental change of perspective leads to questions such as “What does the learner need?” that universities will have to face in the future. Within the survey, international experts were requested to assess the quantitative success of the different learning pathways, distributing current and future students among the four models. Unsurprisingly, the “new” learning paths were expected to become more important, although the actual prospective importance of these learning paths will depend on the supply and demand for academic studies, allowing decision-makers to rethink the educational designs based on the AHEAD modeling.
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12.08.2016 | Herwig Rehatschek, Ursula Leopold, Martin Ebner, Michael Kopp, Patrick Schweighofer, Manfred Rechberger, Martin Teufel & Anastasia Sfiri (Graz)
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Abstract: This paper presents extensions that have been programmed by the Department Social Learning (DSL) at Graz University of Technology (TU Graz) for a blogosphere used at TU Graz called TU Graz LearnLand (TUGLL) on base of the open... more
Abstract: This paper presents extensions that have been programmed by the Department Social Learning (DSL) at Graz University of Technology (TU Graz) for a blogosphere used at TU Graz called TU Graz LearnLand (TUGLL) on base of the open source software ELGG. These extensions are useful upgrades to the system following the demands of the pedagogical strategy of the TU Graz. A description of the extensions and didactical considerations are discussed. Keywords: Higher Education, Weblog, Web 2.0, e-Learning
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The digitization of (higher) education has exposed copyright infringement issues, as the unauthorized use of copyrighted materials has become more visible. This article explores the importance of open educational resources (OER) in higher... more
The digitization of (higher) education has exposed copyright infringement issues, as the unauthorized use of copyrighted materials has become more visible. This article explores the importance of open educational resources (OER) in higher education, focusing on their development, how they are understood, and the opportunities they offer. OER are defined as learning materials released under open licenses, allowing no-cost access, reuse, adaptation, and redistribution. The article discusses the OER movement, its milestones, and its integration into educational practice. It also presents arguments for OER: they enable free access to education, improve teaching practice, diminish legal issues, and foster open science. In addition, it highlights criticisms, including resistance from traditional publishers and concerns about marketing influence. The article concludes by examining current OER implementation in higher education and its promise of innovation. While OER are increasingly adopted, proprietary resources still dominate. The article emphasizes the need for educators to use open licenses meaningfully and innovatively and presents research on OER acceptance and usage. The monitoring of OER development in higher education is essential, but approaches may vary across countries.
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This paper focuses on enhancing touch-typing skills through state-of-the-art deep learning technologies. It has been demonstrated that writing posture can be assessed using integrated keyboard detection and hand pose estimation in... more
This paper focuses on enhancing touch-typing skills through state-of-the-art deep learning technologies. It has been demonstrated that writing posture can be assessed using integrated keyboard detection and hand pose estimation in real-time browser environments. A unique dataset was created for training the object detection model to recognize individual keyboards. The object detection models were trained using various architectures and then assessed for both inference time and accuracy. In addition, a hand pose estimation was implemented to precisely recognize 21 knuckle points of the hand and compute their exact positions. In order to implement object detection and hand pose estimation, a stream transmission of the keyboard and hand scene is required. For this purpose, server-client communication via a QR code connection is implemented to transfer the stream between two mobile devices. Based on these deep learning technologies, a mobile web app was developed that offers 170 learning courses for touch-typing training. With the help of the Typing Learning Academy prototype, a study was conducted as part of this paper to evaluate the usability and utility of the learning app. This research demonstrates the potential for enhancing the development of writing skills through touch typing through the utilization of advanced deep learning technologies.
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The use of digital technologies in teaching to make it more varied, better, more diverse, or even more accessible is being pursued systematically at many universities. This article shows the developments in the digital transformation of... more
The use of digital technologies in teaching to make it more varied, better, more diverse, or even more accessible is being pursued systematically at many universities. This article shows the developments in the digital transformation of teaching at Graz University of Technology (TU Graz) over the last 17 years. In the process, the various activities of Graz University of Technology and of the central department of teaching and learning technologies about the digital transformation of teaching and its focus and change during this period are described in the form of a workshop report. The consequences and developments of the Covid-19 pandemic on digital transformation efforts are also addressed. This is contrasted with results of two students’ surveys from 2014 (N = 1,502 complete questionnaires) and 2021 (N = 1,386 complete questionnaires). Within this contribution, the authors use the survey’s data to assess how students’ attitudes towards technology-enhanced teaching were changing at TU Graz. Mean indices were created to be able to compare the two surveys. This shows that despite the less good experience with teaching at TU Graz during the pandemic the attitude towards digital teaching is relatively satisfying. Nevertheless, the authors point out that the students clearly indicate that digital (distance) learning has a negative impact on communication between students and teachers as well as between students themselves, and that measures would be desirable here.
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In this paper, an exploratory mixed-method study is presented examining the video-related behavior of participants of a massive open online course (MOOC; N=1.238). Firstly, detailed log-file analysis of six videos has been carried out to... more
In this paper, an exploratory mixed-method study is presented examining the video-related behavior of participants of a massive open online course (MOOC; N=1.238). Firstly, detailed log-file analysis of six videos has been carried out to compare clickstreams of videos with and without integrated H5P quiz integration. It shows quite different seeking and watching pattern behavior in video with H5P quizzes. In a second step, learners participated in an online questionnaire (N=707): Most of them see the quizzes in videos as always or mostly helpful (67%). The survey also shows that for many, taking notes, turning on subtitles, using the transcripts or even increasing the speed are important activities when learning with the videos in the MOOC. In a third step, interviews with ten MOOC participants are a source for qualitative insights in how the learners use the learning videos.
Research Interests: Computer Science, Education, Educational Technology, Higher Education, Multimedia, and 12 moreDigital video analysis in education, Online Learning, Technology Enhanced Learning, Online Video, Video Analysis, Educational Techology, Exploratory Research, Technology Enhanced Education, Massive Open Online Courses (MOOCs), MOOCs, Educational Videos, and Bildungsinformatik
For some years now, "maker education" has been conquering the world, and with extensive literature describing projects and activities as well as their characteristics and effects. Many authors have described principles... more
For some years now, "maker education" has been conquering the world, and with extensive literature describing projects and activities as well as their characteristics and effects. Many authors have described principles of maker education such as working on a product and do-it-yourself activities. However, the literature on how to develop and design a maker activity with children is still limited. This would be of interest to and inform the systematic training of teachers and maker educators. In this paper we propose an overview of the methodological-didactical variations in maker education base on the systematic analysis of the original principles of adults learning in makerspaces to extrapolate the principles for working with children in maker education. Therefore, this paper offers a collection of methodological-didactical variations concerning three aspects, namely (a) the inclusion of the learner's own interests, (b) learning from and with others, and (c) the kinds of task available at hand. In this way it is intended to offer practitioners support for the design and development of their own maker education programs.
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Das gemeinsame Schreiben in kurzen Zeiträumen in sogenannten "Booksprints" hat vor allem durch digitale Technologien an Fahrt gewonnen. Plattformen zur virtuellen Kooperation und Kommunikation sowie schließlich auch zur... more
Das gemeinsame Schreiben in kurzen Zeiträumen in sogenannten "Booksprints" hat vor allem durch digitale Technologien an Fahrt gewonnen. Plattformen zur virtuellen Kooperation und Kommunikation sowie schließlich auch zur Online-Veröffentlichung ermöglichen einen gemeinsamen, räumlich verteilten und parallelisierten Veröffentlichungsprozess, welcher Absprachen und Übergänge teils drastisch verkürzt. Gerade im Bereich der Hochschulen gibt es jedoch nur wenige Beispiele für Booksprints. In der folgenden vergleichenden Fallstudie werden drei erfolgreiche Beispiele miteinander verglichen: eine beim E-Learning-Tag in Koblenz in drei Stunden erstellte Textsammlung zu persönlichen Erinnerungen an Lieblings-Lernmedien, die Überarbeitung des Lehrbuchs "Lernen und Lehren mit Technologien" in sieben Tagen, an dem sich mehr als 250 Mitwirkende beteiligten sowie ein dreitägiger Booksprint mit der Sammlung von innovativen Fallbeispielen zu neuartigen Geschäftsmodellen des Hochsc...
Research Interests: Education, Educational Technology, Art, Electronic publishing, Higher Education, and 14 moreCooperation, Medienpädagogik, Case Study, Wissensproduktion, Higher Education Institute, Hochschule, Wissenschaftliches Schreiben, DDC, Kollaboration, Booksprint, Scientific Work, Kooperation, Wissenschaftliches Arbeiten, and Fallstudie
Research Interests: Education, Educational Technology, Higher Education, Open Access, Political Science, and 15 moreMedicine, Open Education, Open Educational Resources, Cooperation, Medienpädagogik, Educational Innovation, Online Courses, Wissenschaftliches Schreiben, Sciences of Education, DDC, MOOCs, Erziehungswissenschaft, Allgemeine Erziehungswissenschaft, Kollaboration, and Kooperation
The initiative "Open Education Austria Advanced'' develops infrastructures for open educational resources (OER) in higher education. One part is the development of certification procedures to point out OER... more
The initiative "Open Education Austria Advanced'' develops infrastructures for open educational resources (OER) in higher education. One part is the development of certification procedures to point out OER competencies of teachers in higher education and OER activities at Austrian universities. We present the results of our research on existing OER certification procedures from the German and English-speaking world. We started by searching in the OER World Map and there listed OER policies of universities worldwide and then tried to find examples for existing OER certification for people and organisations. There are several examples for certifications of persons such as in MOOCs on OER, university training on OER or the Creative Commons certification itself. We found only a few references of (partly) OER certificates for organisations. The publication then describes ambitions towards openness of the OER movement regarding possible certification procedures, namely open development, open content, open assessment and open certificates. 265 Schön et al.
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Open Tools and Methods to Support the Development of MOOCs: A Collection of How-tos, Monster Assignment and Kits (Poster Presentation of Full Paper at EMOOCS 21)
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CONTEXT The economic and financial crisis is having an important socioeconomic effect in Europe and is threatening Europe's economic growth model and employment and the sustainability of Europe's welfare model. To counter the crisis,... more
CONTEXT The economic and financial crisis is having an important socioeconomic effect in Europe and is threatening Europe's economic growth model and employment and the sustainability of Europe's welfare model. To counter the crisis, Europe should further evolve to a knowledge-driven and technology-based economy. This evolution however causes a rise in the demand for personnel with post-secondary education diploma, since many jobs in such a knowledge en technology-drive economy require at least a postsecondary education (Carnevale & Desrochers 2003). However, during the transition from secondary to higher education a lot of high-potential students drop out (Banger 2008). The transition to higher education is challenging both from the academic and social perspective (Tinto 1993). Firstly, students have to adjust to the life at the higher education institute, which is often totally different from living at home and going to secondary education. Secondly, the academic expectations of higher education are different than the ones from secondary education. Students have to evolve to independent learners that take their own responsibility for coping with the high study workload. This requires that first-year students in higher education have to go through a transition from learning dependence to learning autonomy. A successful transition from secondary to higher education can be characterized by different features: 1. Academic achievement (e.g. credits obtained, GPA, timely graduation) 2. Realistic academic self-concept and expectations (e.g. correct positioning with respect to peers) 3. Well-being, good perceived-fit, good quality of motivation, and 4. In-time reorientation of field of study in case of wrong study choice SUPPORTING LITERATURE The study of Briggs et al. (2012) indicates the importance of encouragement and individual support during the transition and targeted activities that enable learning about higher education. The transition period from learning dependence to learning autonomy also provides the opportunity for students to reflect on their conceptions of learning and assessment, and how the first-year experience may allow individuals to prepare for university study and develop key skills for their future careers (Hodgson et al. 2010). Therefore instead of perceiving assessment during the transition as hoops to jump through, it can also be seen as the basis of a critical environment in which students can develop confidence and become more sophisticated learners (Hodgson et al. 2010). This however requires that each student receives immediate and continuous feedback throughout the entire transition and learning process. The focus of this feedback is not summative (i.e. connected to exams within the study program) but rather comparative (i.e. positioning with respect to the peers) and formative (i.e. feedback based on monitoring the student learning in order to improve their learning process). Moreover, the quality of this feedback should be high. Therefore, the feedback should not be merely automatic (e.g. based on learning analytics) but supplemented with personalized feedback from student counsellors. Students with disadvantaged background can especially profit from this feedback (For a detailed explanation see next section). Foster & Lefever (2011) found that male students reported that they were less engaged with their studies and had weaker relationships with students and
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Viele Jugendliche haben mit Lese-und Schreib-oder Rechtschreibproblemen zu kämp-fen. Werden diese nicht erkannt und gefördert, wirkt sich das im Erwachsenenalter negativ aus [SMH08]. In diesem Beitrag beschreiben wir ein... more
Viele Jugendliche haben mit Lese-und Schreib-oder Rechtschreibproblemen zu kämp-fen. Werden diese nicht erkannt und gefördert, wirkt sich das im Erwachsenenalter negativ aus [SMH08]. In diesem Beitrag beschreiben wir ein Informationssystem für den deutschsprachigen Raum, das sich derzeit im Aufbau befindet und mit Hilfe von Learning Analytics versucht perso-nalisiertes Lernen zu fördern. Die Zielgruppe des Forschungsprojekts sind Kinder im Alter zwi-schen 8 und 12 Jahren. Schülerinnen und Schüler können Texte in Form von Blogeinträgen verfas-sen, welche automatisiert auf orthografische Fehler ausgewertet werden. Die qualitative Analyse wird mit Hilfe eines eigens dafür entwickelten Wörterbuches umgesetzt und den Lehrkräften zur Verfügung gestellt.
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Der University Innovation Report ist der Wegweiser, um schnell erste Informatio- nen einzuholen, direkt zu den digitalen Innovationen aus Lehre, Verwaltung und Forschung der TU Graz zu gelangen und mit den Methoden und Events des Mar-... more
Der University Innovation Report ist der Wegweiser, um schnell erste Informatio- nen einzuholen, direkt zu den digitalen Innovationen aus Lehre, Verwaltung und Forschung der TU Graz zu gelangen und mit den Methoden und Events des Mar- ketplace die Universität von morgen mit- zugestalten.
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Conference proceeding of EMOOCs 2021 in Potsdam, Germany
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Studierende werden vermehrt als „Digital Natives“ bezeichnet, bei denen ein kompetenter Umgang mit digitalen Technologien vorausgesetzt wird. Die wissenschaftliche Auseinandersetzung im Hochschulsektor hat sich deshalb bisher... more
Studierende werden vermehrt als „Digital Natives“ bezeichnet, bei denen ein kompetenter Umgang mit digitalen Technologien vorausgesetzt wird. Die wissenschaftliche Auseinandersetzung im Hochschulsektor hat sich deshalb bisher hauptsächlich auf die Erforschung digitaler Kompetenzen der Lehrenden, der sogenannten „Digital Immigrants“, konzentriert (vgl. Prensky2001). Dass auch Lernende ihre digitalen Kompetenzen nicht zwangsläufig auf den Studienalltag übertragen können, hat sich nicht zuletzt während der COVID19 Pandemie im Sommersemester 2020 gezeigt: Viele der Studierenden hörten erstmals von VPN Zugängen, wurden mit Distance und Blended Learning Szenarien konfrontiert und fühlten sich ob der steigenden Anzahl an erforderlichen Applikationen und Anwendungen, die für die Teilnahme an Online Lehrveranstaltungen vorausgesetzt wurden, überfordert. Die Notwendigkeit zur Improvisation im Rahmen der Online Lehre, die im Zuge der COVID19 bedingten Einstellung des Präsenzlehrbetriebes im März 2020 sowohl von den Lehrenden als auch den Lernenden gefordert wurde, führte zu einer Beschleunigung des Digitalisierungsprozesses an Hochschulen. Diese neue Situation brachte und bringt nach wie vor viele Herausforderungen für alle Beteiligten mit sich, birgt jedoch gleichzeitig das Potenzial, aus der Krise zu lernen und eine nachhaltige Veränderung der Hochschullehre anzustoßen, die auf einen didaktisch motivierten Einsatz von neuen Medien und Technologien setzt. Die Frage nach einem zielgruppenadäquaten Bildungsangebot, das die österreichische Gesellschaft nachhaltig auf die Chancen und Herausforderungen der digitalen Transformation vorbereitet, scheint ob COVID19 aktueller denn je. Um jedoch Inhalt und Form dieser Bildungsangebote auf die jeweilige Zielgruppe und den spezifischen Kontext, in dem digitale Kompetenzen erforderlich sind, abstimmen zu können, ist es notwendig, einen Überblick über den vorhandenen Digitalisierungsgrad der Zielgruppe zu haben. So können auch etwaige Kompetenzdefizite aufgedeckt werden. Das von der Steirischen Hochschulkonferenz koordinierte Projekt „Analyse und Förderung des Erwerbs digitaler Kompetenzen von Studierenden“ (kurz: DiKoS - Digitale Kompetenzen von Studierenden) setzt dieses Vorhaben für die Gruppe der Studienanfänger*innen im steirischen Hochschulraum um. Durch die Erhebung der Selbsteinschätzung digitaler Kompetenzen sowie unterschiedlicher Kompetenzfacetten wird ein umfassendes Bild zum Digitalisierungsgrad der Studienanfänger*innen aller neun steirischen Hochschulen gezeichnet. Im Zuge des Projektvorhabens wurde eine Datenbasis geschaffen, welche die Erwartungen an die Hochschullehre sowie die Selbsteinschätzung digitaler Kompetenzen von Studienanfänger*inne*n aller neun steirischen Hochschulen abbildet. Mithilfe der Daten kann festgestellt werden, welche Voraussetzungen die Studierenden zu Studienbeginn mitbringen und wie das digitale Bildungsangebot der Hochschulen bestmöglich auf diese Eingangsvoraussetzung abgestimmt werden kann. Zudem können mögliche Kompetenzdefizite aufgedeckt und basierend darauf Handlungsempfehlungen zur Ausgestaltung des zukünftigen didaktisch motivierten Einsatzes von Technologien an Hochschulen abgeleitet werden. Die gewonnene Datenbasis wird genutzt, um digitale Lehr und Lernsettings zu entwickeln, die Studierende nicht nur in ihrem Studium bestmöglich unterstützen, sondern sie auch auf die digitalen Herausforderungen ihres zukünftigen Berufslebens vorbereiten.
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Between February 2018 and January 2019, a systematic analysis of current trends and requirements in the areas of knowledge and competence was carried out within the project “(A) Higher Education Digital (AHEAD)—International Horizon... more
Between February 2018 and January 2019, a systematic analysis of current trends and requirements in the areas of knowledge and competence was carried out within the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning/Trend Analysis on Digital Higher Education.” One aim of this project was to examine the latest developments in learning theory, didactics, and digital-education technology against the background of (increasingly) digitized higher education. The analysis formed the basis for a horizon scanning of higher education in 2030, designed to develop future scenarios that would meet future higher education demands by taking advantage of social and digital innovations.
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Das Projekt „(A) Higher Education Digital (AHEAD) - Internationales Horizon-Scanning / Trendanaly- se zur digitalen Hochschulbildung“ hat von Februar 2018 bis Januar 2019 eine systematische Ana- lyse der aktuellen Trends und Anforderungen... more
Das Projekt „(A) Higher Education Digital (AHEAD) - Internationales Horizon-Scanning / Trendanaly- se zur digitalen Hochschulbildung“ hat von Februar 2018 bis Januar 2019 eine systematische Ana- lyse der aktuellen Trends und Anforderungen in den Bereichen Wissens- und Kompetenzanforde- rungen unternommen und die neuesten Entwicklungen in der Lerntheorie, Didaktik sowie in der digitalen Bildungstechnologie vor dem Hintergrund einer (zunehmend) digitalisierten Hochschulbil- dung untersucht. Die Analyse bildete die Grundlage für ein Horizon-Scanning für die Hochschulbil- dung im Jahr 2030, das Zukunftsszenarien entwickelt, die sich soziale und digitale Innovationen zunutze machen, um künftige Anforderungen an das Hochschulwesen erfüllen zu können. Die Studie wurde im Auftrag des Bundesministeriums für Bildung und Forschung (BMBF) vom FiBS Forschungsinstitut für Bildungs- und Sozialökonomie zusammen mit dem Institut für Hochschul- entwicklung (HIS-HE) durchgeführt.
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„OER“ hat sich in den letzten Jahren, auch im deutschsprachigen Raum, als Abkürzung für „Open Educational Resources“ (engl. für offene Bildungsressourcen) etabliert. OER-Schulbücher bieten unter anderem die Möglichkeit der rechtssicheren... more
„OER“ hat sich in den letzten Jahren, auch im deutschsprachigen Raum, als Abkürzung für „Open Educational Resources“ (engl. für offene Bildungsressourcen) etabliert. OER-Schulbücher bieten unter anderem die Möglichkeit der rechtssicheren Nutzung, des kostenlosen Zugangs auf die digitale Version sowie die Möglichkeit der Modifikation und Wiederveröffentlichung der Materialien. Von OER-Schulbüchern wird erwartet, dass sie sich mittelbar auch positiv auf die Bedingungen, Gelegenheiten und Möglichkeiten des Lernens und Lehrens und damit auch auf den Wissenszuwachs und Kompetenzaufbau von Schülerinnen und Schülern auswirken. Zudem eröffnen sie mithilfe digitaler Unterrichtsmaterialien vielfältige Gestaltungsspielräume für innovative Pädagogik. Die Machbarkeitsstudie zu OER-Schulbüchern in Österreich zeigt potentielle Veränderungen, Chancen und Herausforderungen sowie mögliche Szenarien für die Einführung von OER-Schulbüchern auf. In der Machbarkeitsstudie werden dazu sechs Szenarien für OER-Schulbücher in Österreich, ausgehend von möglichen Aktivitäten der zuständigen österreichischen Bundesministerien, beschrieben. Darauf aufbauend geben die Autorinnen und Autoren der Studie auch Empfehlungen für eine nationale Strategie zur Umsetzung von OER-Schulbüchern und OER allgemein. Die Studie wurde von der Salzburg Research Forschungsgesellschaft m.B.H. in Kooperation mit der Universität Innsbruck und der Technischen Universität Graz im Auftrag des Bundeskanzleramts und des Bundesministeriums für Bildung durchgeführt. Sie erscheint als Band 6 der Reihe „InnovationLab Arbeitsberichte“, herausgegeben vom Forschungsbereich InnovationLab der Salzburg Research Forschungsgesellschaft mbH (Salzburg: Salzburg Research) und gleichzeitig als Band 15 der Reihe „Beiträge zu offenen Bildungsressourcen (O3R.eu), herausgegeben von Martin Ebner und Sandra Schön.
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http://www.igi-global.com/book/digital-tools-seamless-learning/162795 In recent years, the use of technology has become increasingly integrated into classroom settings. By utilizing new innovations, students can be provided with a deeper... more
http://www.igi-global.com/book/digital-tools-seamless-learning/162795
In recent years, the use of technology has become increasingly integrated into classroom settings. By utilizing new innovations, students can be provided with a deeper learning experience.
Digital Tools for Seamless Learning is a pivotal reference source for the latest scholarly material on the implementation of technology in modern classrooms and provides a thorough overview of how such applications assist in the learning process. Highlighting pedagogical approaches, theoretical foundations, and curriculum development strategies, this book is ideally designed for teachers, researchers, professionals, upper-level students, and practitioners actively involved in the education field.
In recent years, the use of technology has become increasingly integrated into classroom settings. By utilizing new innovations, students can be provided with a deeper learning experience.
Digital Tools for Seamless Learning is a pivotal reference source for the latest scholarly material on the implementation of technology in modern classrooms and provides a thorough overview of how such applications assist in the learning process. Highlighting pedagogical approaches, theoretical foundations, and curriculum development strategies, this book is ideally designed for teachers, researchers, professionals, upper-level students, and practitioners actively involved in the education field.
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Das Arbeitspapier fokussiert eine neue Form von Lehr- und Lernformaten an Hochschulen, bei denen sog. „analoge“, also herkömmliche Formen des Lernen und Lehren mit digitalen Formen verschmelzen und dabei das Internet sowie die mobilen... more
Das Arbeitspapier fokussiert eine neue Form von Lehr- und Lernformaten an Hochschulen, bei denen sog. „analoge“, also herkömmliche Formen des Lernen und Lehren mit digitalen Formen verschmelzen und dabei das Internet sowie die mobilen Geräte der Studierenden genutzt werden. Die Entwicklung kann dabei in zwei Richtungen erfolgen: Bislang rein digitale Lernangebote erfahren Verankerung im Präsenzlehren und -lernen, z.B. wenn Online-Videos in Flipped-Classroom-Arrangements zur Vorbereitung für die Präsenzveran- staltung genutzt werden und die Wissensvertiefung dann in der Präsenzveranstaltung erfolgt. Umgekehrt werden Präsenzveranstaltungen mit digitalen Technologien, z.B. durch die Nutzung von Audience-Response-Systemen mit den Smartphones der Studierenden, zu einem neuartigen Lehrformat erweitert (vgl. Abbildung 1).
Eine Reihe von Fragen werden dem Arbeitspapier vorangestellt, so u.a. nach Beispielen für Lehr- und Lernformate an Hochschulen die eine Vorreiterrolle einnehmen oder nach Angeboten zur Kompetenzentwicklung an Hochschulen
Eine Reihe von Fragen werden dem Arbeitspapier vorangestellt, so u.a. nach Beispielen für Lehr- und Lernformate an Hochschulen die eine Vorreiterrolle einnehmen oder nach Angeboten zur Kompetenzentwicklung an Hochschulen
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Der Begriff „Neue Medien“ ist den Teenagerjahren inzwischen entwachsen. Vieles, was vor 15 Jahren darunter verstanden wurde, ist mittlerweile selbstverständlicher Teil unseres täglichen Arbeits- und Privatlebens. Den digitalen Wandel und... more
Der Begriff „Neue Medien“ ist den Teenagerjahren inzwischen entwachsen. Vieles, was vor 15 Jahren darunter verstanden wurde, ist mittlerweile selbstverständlicher Teil unseres täglichen Arbeits- und Privatlebens. Den digitalen Wandel und seine Dynamik zu beobachten, ihn kritisch zu hinterfragen, aktiv zu gestalten und wissenschaftlich zu begleiten, ist eine zentrale Aufgabe der Gesellschaft für Medien in der Wissenschaft e.V., kurz GMW.
Dieser Band versammelt die Beiträge der Jahrestagung 2016 unter dem Titel „Digitale Medien: Zusammenarbeit in der Bildung“. Zentrales Thema sind dabei die Schnittstellen zwischen Institutionen, Lernenden, Lehrenden, wissenschaftlichen Disziplinen und Technologien, wobei insbesondere technologiegestützte Möglichkeiten der Zusammenarbeit in der Gestaltung von Bildungsangeboten betrachtet werden.
Dieser Band versammelt die Beiträge der Jahrestagung 2016 unter dem Titel „Digitale Medien: Zusammenarbeit in der Bildung“. Zentrales Thema sind dabei die Schnittstellen zwischen Institutionen, Lernenden, Lehrenden, wissenschaftlichen Disziplinen und Technologien, wobei insbesondere technologiegestützte Möglichkeiten der Zusammenarbeit in der Gestaltung von Bildungsangeboten betrachtet werden.
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An den österreichischen Hochschulen kommen Bildungstechnologien seit nunmehr über einem Jahrzehnt zum Einsatz. Das Ausmaß und die mit dem Einsatz von E-Learning bzw. Blended Learning verbundenen Erfahrungen sind unterschiedlich... more
An den österreichischen Hochschulen kommen Bildungstechnologien seit nunmehr über einem Jahrzehnt zum Einsatz. Das Ausmaß und die mit dem Einsatz von E-Learning bzw. Blended Learning verbundenen Erfahrungen sind unterschiedlich ausgeprägt, jedoch allgemein von rasantem Wachstum gekennzeichnet. Eine möglichst vollständige Bestandserfassung der augenscheinlich heterogenen E-Learning-Landschaft des gesamten tertiären Bildungssektors hat hierzulande bislang noch nicht stattgefunden. Die Erfassung des Status quo hinsichtlich Strategie, Ressourcen, Organisation und Erfahrungen liefert eine Grundlage, die für bildungs- und wirtschaftspolitische Maßnahmen auf dem Gebiet der technologiegestützten Lehre für das gesamte Bildungswesen unerlässlich ist. Das Forum neue Medien in der Lehre Austria (fnm-a) ist als landesweites hochschulübergreifendes E-Learning-Netzwerk prädestiniert, eine Studie zur Sachverhaltsdarstellung durchzuführen.
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33 Projekte rund um das kreative digitale Gestalten mit Kindern und Jugendlichen in der Schule, in der Freizeit und MINT-Initiativen werden in diesem Handbuch vorgestellt. Dazu werden Hintergründe zum Making beschrieben. Unter den... more
33 Projekte rund um das kreative digitale Gestalten mit Kindern und Jugendlichen in der Schule, in der Freizeit und MINT-Initiativen werden in diesem Handbuch vorgestellt. Dazu werden Hintergründe zum Making beschrieben. Unter den Projektbeschreibungen sind Konzepte für offene digitale Werkstätten für Kinder, Jugend-Hackathons, Makerspaces an der Schule, Workshop-Angebote und Unterrichstunden rund um 3D-Modellierung, Optik, Stereoskopie und virtuelle Realität. Ob Programmieren, 3D-Druck, Fotografie mit Smartphone oder Trickfilmerstellung mit Tablets, das Löten von LED oder die Arbeit mit Raspberry Pi, dem MaKey-MaKey-Kit oder andere neue und alte Werkzeuge: Immer dreht es sich darum, wie gemeinsam mit Kindern die Welt rund um Digitales und Technik kreativ gestaltet und neu erfunden werden kann. Dabei werden bevorzugt Projekte beschrieben, die auch von Einsteiger/innen umgesetzt und für eigene Zwecke angepasst werden können: Upcycling, Müllvermeidung, Partizipation, günstige Materialien und kostenlose Tools sowie weitgehende Verzicht auf speziellle und teure Bausätze sind dabei Grundlage der Auswahl.
Mit Beiträgen von Ralf Appelt, Matthias Andrasch, Silvana Aureli, Dominik Bartel, Gerhard Brandhofer, Henrike Boy, Guido Brombach, Martin Ebner, Gerald Geier, Steffen Griesinger, Tobias Hübner, Julia Kleeberger, Gregor Lütolf, Victoria Mader, Kurt Meister, Werner Moser, Kristin Narr, Zwetana Penova, Markus Peißl, Hans-Bodo Pohla, Ingrid Reip, Eike Rösch, Bettina Scheurer, Martin Schön, Sandra Schön, Björn Schreiber, Christine Schwarz, Daniel Seitz, Friederike Siller, Markus Sindermann, Michael Spitzer, Michael Tillmann, Karin Winkel, Mathias Wunderlich, Isabel Zorn und Yvonne Zylka.
Mit Beiträgen von Ralf Appelt, Matthias Andrasch, Silvana Aureli, Dominik Bartel, Gerhard Brandhofer, Henrike Boy, Guido Brombach, Martin Ebner, Gerald Geier, Steffen Griesinger, Tobias Hübner, Julia Kleeberger, Gregor Lütolf, Victoria Mader, Kurt Meister, Werner Moser, Kristin Narr, Zwetana Penova, Markus Peißl, Hans-Bodo Pohla, Ingrid Reip, Eike Rösch, Bettina Scheurer, Martin Schön, Sandra Schön, Björn Schreiber, Christine Schwarz, Daniel Seitz, Friederike Siller, Markus Sindermann, Michael Spitzer, Michael Tillmann, Karin Winkel, Mathias Wunderlich, Isabel Zorn und Yvonne Zylka.
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Where does the use of a certain technology - for example a learning management system or the use of OER - stand in the higher education landscape? A stage model, developed by Martin Ebner et al., could help to describe this in the future
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This article offers an orientation on how research is done in technology-enhanced learning. Therefore, three different approaches to research in the interdisciplinary field will be presented first: hypothesis and theory testing,... more
This article offers an orientation on how research is done in technology-enhanced learning. Therefore, three different approaches to research in the interdisciplinary field will be presented first: hypothesis and theory testing, hypothesis and theory generating, and design oriented methods. Subsequently, some research methods are assigned to the research process - data collection, data analysis, development - and outlined. Finally, hints on the choice of a research method are given and a typical challenge in the field is mentioned.
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JRIT&L is a bi-annual refereed research journal published by Emerald Group Publishing in collaboration with National University, La Jolla, CA USA. JRIT&L invites high-quality submissions based on a variety of research topics focusing on... more
JRIT&L is a bi-annual refereed research journal published by Emerald Group Publishing in collaboration with National University, La Jolla, CA USA.
JRIT&L invites high-quality submissions based on a variety of research topics focusing on transformative innovations and emerging trends in education.
The first issue will be published this March. Submissions for the 2nd issue to be published in September of 2017 are accepted until April 15, 2017 via our website at http://www.emeraldgrouppublishing.com/services/publishing/jrit/index.htm. Look for the news on special issues.
JRIT&L invites high-quality submissions based on a variety of research topics focusing on transformative innovations and emerging trends in education.
The first issue will be published this March. Submissions for the 2nd issue to be published in September of 2017 are accepted until April 15, 2017 via our website at http://www.emeraldgrouppublishing.com/services/publishing/jrit/index.htm. Look for the news on special issues.
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The area of Learning Analytics has developed enormously since the first International Conference on Learning Analytics and Knowledge (LAK) in 2011. It is a field that combines different disciplines such as computer science, statistics,... more
The area of Learning Analytics has developed enormously since the first International Conference on Learning Analytics and Knowledge (LAK) in 2011. It is a field that combines different disciplines such as computer science, statistics, psychology and pedagogy to achieve its intended objectives. The main goals illustrate in creating convenient interventions on learning as well as its environment and the final optimization about learning domain's stakeholders (Khalil & Ebner, 2015b). Because the field matures and is now adapted in diverse educational settings, we believe there is a pressing need to list its own research methods and specify its objectives and dilemmas. This paper surveys publications from Learning Analytics and Knowledge conference from 2013 to 2015 and lists the significant research areas in this sphere. We consider the method profile and classify them into seven different categories with a brief description on each. Furthermore, we show the most cited method categories using Google scholar. Finally, the authors raise the challenges and constraints that affect its ethical approach through the meta-analysis study. It is believed that this paper will help researchers to identify the common methods used in Learning Analytics, and it will assist by establishing a future forecast towards new research work taking into account the privacy and ethical issues of this strongly emerged field.
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The e-book market is currently in a strong upswing. This research study deals with the question which practical uses the e-book format EPUB3 offers for (higher) education. By means of a didactic content analysis, a range of interactive... more
The e-book market is currently in a strong upswing. This research study deals with the question which practical uses the e-book format EPUB3 offers for (higher) education. By means of a didactic content analysis, a range of interactive exercise types were developed as a result of conversations with teachers. For this purpose, a didactic and technical concept has been developed. Different kinds of exercises were prototypically implemented in an e-book. Finally, a brief overview reflects the present state of the current e-book readers. A subsequent discussion illuminates the strengths and weaknesses of the format. In summary , it can be remarked that EPUB3 is suitable for a variety of different exercises and that it is able to serve as a basic format for forthcoming digital textbooks. Furthermore the openness of EPUB3 will assist Open Learning and Teaching in a meaningful way.
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Für mehr OER in Hochschulen: Der neue Online-Kurs zu offenen Bildungsressourcen vereint geballte humane und künstliche Intelligenz, die für Mehrsprachigkeit sorgt. Dank der offenen Lizenz finden die Inhalte schon vor Start des MOOCs „OER... more
Für mehr OER in Hochschulen: Der neue Online-Kurs zu offenen Bildungsressourcen vereint geballte humane und künstliche Intelligenz, die für Mehrsprachigkeit sorgt. Dank der offenen Lizenz finden die Inhalte schon vor Start des MOOCs „OER in Higher Education“ Anwendung.
Research Interests: Educational Technology, Higher Education, Technology Enhanced Learning, Open Education, Open Educational Resources, and 7 moreOpen Educational Resources (Education), Open Educational Resources (OER), Technology Enhanced Education, Massive Open Online Courses (MOOCs), MOOC, Open educational resources (OERs), and Bildungsinformatik
Although less well established than in other parts of the world, higher education institutions in German-speaking countries have seen a marked increase in the number of open educational resource (OER) initiatives and in... more
Although less well established than in other parts of the world, higher education institutions in German-speaking countries have seen a marked increase in the number of open educational resource (OER) initiatives and in government-supported OER funding in recent years. OER implementation, however, brings with it a unique set of challenges in German-speaking higher education contexts, stemming in part from copyright laws and use permissions that have made sharing and reuse of educational materials less prevalent. The article discusses how instructional
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Together with my colleague I like to call for submissions on the topic „Learning Analytics„. The contributions will appear as Special Issue of the Journal of Research in Innovative Teaching & Learning that is an open access journal... more
Together with my colleague I like to call for submissions on the topic „Learning Analytics„. The contributions will appear as Special Issue of the Journal of Research in Innovative Teaching & Learning that is an open access journal published by Emerald Publishing Services.
Please consider to send us a scientific contribution on 28th April 2014 at latest
Please consider to send us a scientific contribution on 28th April 2014 at latest
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This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... more
This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political 'actors', just like their human counterparts, having 'agency' – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) 'battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development.