Beiträge

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[presentation] Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review

Benedikt presented our research about „Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review“ at this year’s EDMEDIA conference.

The findings show that FC approaches is promising positive on motivational effects, self efficacy, and participation, particularly among low achieving learners, while emphasizing the importance of effective instructional design and strong teacher support in overcoming technical and organizational challenges.

[Link to the slides]

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[presentation] The OER Paradox in Ukraine #edmedia #research

Another presentation at this year’s EDMedia Conférence is about „The OER Paradox in Ukraine„

This study analyses the impact of the new Law of Ukraine „On Copyright and Related Rights“ (2811-IX) on the use of educational materials in the context of digital transformation and military crisis. Using the benchmarking methodology „15 cases in 15 countries“ and qualitative interviews with teachers, the work compares Ukrainian norms with the practice of EU countries. The results show that broad educational exceptions (in particular, Articles 22 and 24) create a situation of „legal comfort“ for the academic community, allowing the legal use of protected content in closed digital environments. However, this gives rise to the „OER paradox“: the absence of legal barriers to the use of proprietary resources reduces the motivation to create full-fledged open educational resources under free licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.

[Link to the slides]

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[poster] A Whitepaper on Evaluating GenAI Innovation in Higher Education #edmedia26

This year, we present a poster about „A Whitepaper on Evaluating GenAI Innovation in Higher Education“ at EDMedia 2026.

Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support, personalization, and synthetic media. A whitepaper now presents a practice-derived framework developed through a cross-case synthesis of nine diverse GenAI implementations at Graz University of Technology. Analyzing projects ranging from AI-generated content to RAG-based chatbots, recurring decision points and risk patterns were identified to formulate a five-phase, non-linear evaluation model.

[Link to the poster]
[Link to ResearchGate]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[presentation] Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011‑2025): Challenges of Tablet and AI Dominance for University Digital‑Sovereignty Initiatives #edmedia

Thanks to Benedikt, who will present our paper about „Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011‑2025): Challenges of Tablet and AI Dominance for University Digital‑Sovereignty Initiatives“ at this year’s EDMedia 2026 conference in Edinburgh:

Over the last thirteen years, more than 14 000 freshmen at the Graz University of Technology (TU Graz) have taken part in the annual “Welcome Days” surveys. This study analyses the responses collected between 2011 and 2025 to chart the shifting digital profile of incoming students. The results highlight evolving patterns in hardware ownership, social‑media activity, communication preferences, digital recreation, and the utilization of online information sources. Notably, the data reveal a steady increase in the adoption of artificial‑intelligence applications and tablet devices, alongside a decline in the use of Wikipedia and open‑source software. These trends pose significant challenges for TU Graz, prompting the need for initiatives that strengthen digital sovereignty and promote on‑premise hosting of open‑source solutions.

[Link to the slides]

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[presentation] Impact of AI on teaching strategy #tugraz

Today I give a short presentation about „Impact of AI on teaching strategy“ at TAM CONFERENCE on “ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION” in Kazakhstan. I will introduce the LISA Framework and provide examples from Graz University of Technology.

[Link to the slides @ Repository TU Graz]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education. It explains a powerful framwork, named LISA framework to categorize AI teaching and learning activities.

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[report] Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria. #tugraz

Our report about „Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria.“ for the european project DIGISET is now online avaible.

Abstract:
This report from the Erasmus+ project DigiSET (Grant No. 101249272) highlights that Austria is remarkably advanced when it comes to digital competences and AI integration in education. The national digital teaching competence framework for teachers, digi.kompP (updated in 2026), already explicitly addresses both AI and sustainability — a significant strength. At the same time, it is understandable that policy mandates, such as embedding sustainability as a cross-cutting theme across all curricula, take time to unfold their full effect in practice. While digital pedagogy and AI training are increasingly well established in teacher education, the seamless integration of digital and sustainability perspectives in everyday teaching is still developing. Areas like hands-on OER creation, critical reflection on AI bias, and connecting digital tools to ecological impact need continued attention. The report encourages building on Austria’s strong foundation by fostering more interdisciplinary training formats that bridge digital and sustainable education — turning an already promising landscape into a truly integrated one.

[report @ zenodo]
[report @ TU Graz repository]
[report @ ResearchGate]

Reference: Schön, S., Brünner, B., Ebner, M., Keser Aschenberger, F., Aral, N., & Aydin, D. (2026). Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria. Graz University of Technology. https://doi.org/10.3217/5rybf-96s62

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OERs von und für Studierende #lecture

Es ist schon eine kleine Tradition, dass ich mit Sandra Schön eine Lehrveranstaltung der PH Oberösterreich durchführen darf – zum Thema Open Educational Resources. Und daher gibt es vieles zu sehen und zu teilen für andere – wie schön <3

Ausschnitt/Screenshot CC BY 4.0 Medine Coskun - https://zenodo.org/records/19370687

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Finales Programm und die letzten Tickets #UFF #festival #TUGraz

Es freut uns ja sehr, dass wir eine der Partnerbühnen des großen University Future Festivals vom 22.6. – 24.6. 2026 sein werden. Und es ist jetzt soweit, das finale Programm ist online. Weiters darf ich verraten, dass es noch wenige Resttickets für unsere Bühne vor Ort geben würde – also schnell sein und diese noch sichern:

Hier findet ihr den finalen Link zur Programmübersicht:
https://festival.hfd.digital/de/programm-2026/

Anbei findet ihr zudem die Links zu den jeweiligen Partnerbühnen:
NRW:Stage Essen
Future-Tech:Stage Braunschweig
AI Force:Stage Graz
Shifting:Stage Nürnberg
Open for Change:Stage Hamburg

Und wer sich noch Tickets bei uns für den 23.6.2026 sicher möchte: https://festival.hfd.digital/de/tickets-2026/

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 21 / No.02 #ijet #research

Issue 21/02 of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Responsible Generative Artificial Intelligence for Sustainable Pedagogy Systems
  • Inclusive Virtual Worlds for Differentiating Programming Language Syntax: An Action Research Approach
  • Emerging Technologies in Engineering Mechanics Education
  • Online Assessment Framework for Namibian Higher Education Institutions
  • Algorithm-Based Selection of MRI Images to Support Medical Education and Cognitive Skill Development
  • Automated University Timetabling: An AI Approach for Efficient Schedule Management

[Link to Issue 21/02]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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[report] OER an der TU Graz 09/2025: Vierter Bericht zu offenen Bildungsressourcen (OER) der Technischen Universität Graz #tugraz

Wir freuen uns ankündigen zu können, dass der mittlerweile 4. OER Impact-Report der TU Graz veröffentlicht werden konnte:

Der vierte OER-Bericht der TU Graz gibt einen Überblick über die Entwicklungen im Bereich Offene Bildungsressourcen (OER) im Zeitraum 10/2024 bis 09/2025. Die OER-Aktivitäten der TU Graz werden berichtet, hier ist ein Höhepunkt die Vergabe des Zertifikats „Certified OER Higher Education Institution“ von fnma im Mai 2025. Als Schwerpunktthema werden die Zusammenhänge zwischen OER und Nachhaltigkeit beleuchtet, insbesondere im Hinblick auf Bildung für nachhaltige Entwicklung (BNE). Dabei werden Verknüpfungen mit dem Hochschulzertifikat BNE aufgezeigt, das eine strukturelle Verankerung nachhaltiger Lehransätze ermöglicht. Ergänzend wird das Programm der MOOC Fellowships als Maßnahme zur Förderung nachhaltiger Nutzung von OER beschrieben

[Link zum Report]

Zitation: Ebner, M., Schön, S., Edelsbrunner, S., Hohla-Sejkora, K., Mair, B., Nagler, W., Ruffeis, D., Grigoriadis, Y., Haiden, M., Haas, M., Janisch, S., Ladurner, C., & Ortner, C. (2026). OER an der TU Graz 09/2025: Vierter Bericht zu offenen Bildungsressourcen (OER) der Technischen Universität Graz. Graz University of Technology. https://doi.org/10.3217/wmr1f-8k253