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Publikationen

Veröffentlichungen zu jeweiligen Thema

[publication] MOOCs Completion Rates and Possible Methods to Improve Retention – A Literature Review

Our contribution at this year ED-MEDIA conference in Tampere, Finnland about “MOOCs Completion Rates and Possible Methods to Improve Retention – A Literature Review” is now online available. The slides have alreday been published here.

Abstract:

Many MOOCs initiatives continue to report high attrition rates among distance education students. This study investigates why students dropped out or failed their MOOCs. It also provides strategies that can be implemented to increase the retention rate as well as increasing overall student satisfaction. Through studying literature, accurate data analysis and personal observations, the most significant factors that cause high attrition rate of MOOCs are identified. The reasons found are lack of time, lack of learners’ motivation, feelings of isolation and the lack of interactivity in MOOCs, insufficient background and skills, and finally hidden costs. As a result, some strategies are identified to increase the online retention rate, and will allow more online students to graduate.



Reference: Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention – A Literature Review. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 1236-1244). Chesapeake, VA: AACE.

[publication] Support of Video-Based lectures with Interactions – Implementation of a first prototype

Our contribution at this year ED-MEDIA conference in Tampere, Finnland about “Support of Video-Based lectures with Interactions – Implementation of a first prototype” is now online available. The slides have alreday been published here.

Abstract:

In general videos have a more or less consuming character without any interaction possibilities. Due to this fact a web-based application is developed which offers different methods of communication and interaction to a certain learning-video. This should help attendees to avoid that they become tired and annoyed. The lecturer is able to use interactions to omit whether learners are able to understand the content of the video. For instance the developed web-application offers the possibility to add multiple-choice-questions at predefined positions. Furthermore there are many different kind of analysis as for example a detailed attention-profile. In this publication the implementation of a first prototype is described as well as a first field study which points out that learners? interactions and engagements increased arbitrarily.

Reference: Wachtler, J. & Ebner, M. (2014). Support of Video-Based lectures with Interactions – Implementation of a first prototype. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 562-571). Chesapeake, VA: AACE.

[publication] Finding and Exploring Commonalities Between Researchers Using the ResXplorer

Our publication about “Finding and Exploring Commonalities Between Researchers Using the ResXplorer” at this year HCII conference in Crete, Greece is now online available.

Abstract:

Researcher community produces a vast of content on the Web. We assume that every researcher interest oneself in events, persons and findings of other related community members who share the same interest. Although research related archives give access to their content most of them lack on analytic services and adequate visualizations for this data. This work resides on our previous achievements we made on semantically and Linked Data driven search and user inter- faces for Research 2.0. We show how researchers can find and visually explore commonalities between each other within their interest domain, by introducing for this matter the user interface of “ResXplorer”, and underlying search infrastructure operating over Linked Data Knowledge Base of research resources. We discuss and test most important com- ponents of “ResXplorer” relevant for detecting commonalities between researchers, closing up with conclusions and outlook for future work.

Reference: Softic, S., De Vocht, L., Mannens, E., Van de Walle, R., Ebner, M. (2014). Finding and Exploring Commonalities Between Researchers Using the ResXplorer. Learning and Collaboration Technologies. Technology-Rich Environments for Learning and Collaboration. Panayiotis, Z., Ioannou, A. (Ed.) Lecture Notes in Computer Science, Volume 8524. Springer, pp. 486-494

[GOL14] Unser MOOC “Gratis Online Lernen” braucht eure Unterstützung :-)

gol14_ankuendigung

So, der Kurs “steht” zwar noch nicht komplett, aber die Videos sind seit Ostern “im Kasten” – und wir intensivieren unsere Suche nach Unterstützer/innen …. [zum Google Doc mit allen aktuellen! Informationen]

[publication] Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication

Our second publication at this year HCII conference in Crete, Greece is about “Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication“.

Abstract:

In this work we focus on a specific application named “1×1 trainer” that has been designed to assist children in primary school to learn one digit multiplications. We investigate the database of learners’ answers to the asked questions by applying Markov chain and classification algorithms. The analysis identifies different clusters of one digit multiplication problems in respect to their difficulty for the learners. Next we present and discuss the outcomes of our analysis considering Markov chain of different orders for each question. The results of the analysis influence the learning path for every pupil and offer a personalized recommendation proposal that optimizes the way questions are asked to each pupil individually.

Reference: Taraghi, B., Saranti, A., Ebner, M., Schön, M. (2014) Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication. Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Panayiotis, Z., Ioannou, A. (Ed.), Springer Lecture Notes, pp. 322-322

[publication] Attention Profiling Algorithm for Video-based Lectures

Our first publication at this year HCII conference in Crete, Greece about “Attention Profiling Algorithm for Video-based Lectures” is now online available as prelimiary version. The slides are already published here.

Abstract:

Due to the fact that students’ attention is the most crucial resource in a high-quality course it is from high importance to control and analyze it. This could be done by using the interaction and the communication because they are known as valuable influencing factors of the attention. In this publication we introduce a web-based information system which implements an attention-profiling algorithm for learningvideos
as well as live-broadcastings of lectures. For that different methods of interaction are offered and analyzed. The evaluation points out that the attention profiling algorithm delivers realistic values.

Reference: Wachtler, J., Ebner, M., Taraghi, B. (2014). Attention Profiling Algorithm for Video-based Lectures. Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Panayiotis, Z., Ioannou, A. (Ed.), Springer Lecture Notes, pp. 358-367

[recording] Big Data – Wie gut kann und sollte ich meine Nutzer kennen?

Die Aufzeichung vom 11.05.2014 aus der heurigen Vorlesung “Gesellschaftliche Aspekte der Informationstechnologie” sind nun verfügbar. Aus technischen Gründen wurde mein Vortrag zu freien Bildungsressourcen nicht aufgezeichnet, aber dazu gibt es bereits hier einen ähnlichen Vortrag.

  1. Martin Gersch: Big Data: wie gut kann und sollte ich meine Nutzer kennen?

[publication] The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching

Together with Swapna Kurma and Sandra I did an short intrdocution to the increasing maker movement which was published right now: “The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching“.

The “Maker Movement” deals with innovative forms of production and do-it-yourself work. It is not only a way for new business models and developments, e.g. using 3D print or other new digital tools and gizmos, but also influencing education. This paper introduces several diverse terms (from FabLabs to Hackerspaces) and gives insights into background, practice and existing experiences from Maker Movement in educational settings amongst all age groups. As a conclusion, the authors present reasons why practitioners and researcher should consider its educational potential. Besides its creative and technological impacts, learning by making is an important component of problem-solving and relating educational content to the real world. Besides this, digital tools for making are not expensive, for example apps for mobile devices or rents for 3D printer (compared with desktops in 1:1 settings). The Maker Movement is seen as an inspiring and creative way to deal with our world, it is aware of ecological challenges and of course, and it is able to develop technological interest and competences casually.
Finally, the authors give recommendation for reading for all who got interested in making.

Bildschirmfoto 2014-07-04 um 23.16.56
Reference: Schön, Sandra; Ebner, Martin & Kurma, Swapna (2014). The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching. In: eLearning Papers, 39, July 2014, pp.14-25., URL: http://www.openeducationeuropa.eu/en/article/Learning-in-cyber-physical-worlds_In-depth_39_2?paper=145315

[publication] Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching

Our contribution at this year International Computer Assisted Assessment Conference (CAA 2014) about “Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching” is now online available.

Abstract:

Much has been written lately about the potential of Learning Analyt- ics for improving learning and teaching. Nevertheless, most of the contributions to date are concentrating on the abstract theoretical or algorithmic level, or, deal with academic efficiencies like teachers’ grading habits. This paper wants to fo- cus on the value that Learning Analytics brings to pedagogic interventions and feedback for reflection. We first analyse what Learning Analytics has to offer in this respect, and, then, present a practical use case of applied Learning Analytics for didactic support in primary school Arithmetic.



Reference: Greller, W., Ebner, M., Schön, M. (2014) Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching. In: Computer Assisted Assessment. Kalz, Marco, Ras, Eric (Eds.) -Research into E-Assessment, Communications in Computer and Information Science Volume 439, 2014, pp 79-87. Springer, New York

[presentation] Learning Analytics in Math – Why Open Education?

Marieke asked me if I can give a short input for the Open Education Working Group about aspects of Open Education for Learning Analytics. Here you will find the event and this are the slides I will use for the short talk: