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Publikationen

Veröffentlichungen zu jeweiligen Thema

[publication] Das O in MOOCs – über die Bedeutung freier Bildungsressourcen in frei zugänglichen Online-Kursen

Zusammen mit meinen drei KollegInnen habe ich an einem Beitrag mitgewirkt, der noch letztes Jahr veröffentlicht wurde. Der Artikel mit dem Titel “Das O in MOOCs – über die Bedeutung freier Bildungsressourcen in frei zugänglichen Online-Kursen” ist hier bei Springer zugänglich (Wer diesen möchte und keinen Zugang hat, möge mich auf researchgate kontaktieren).

Zusammenfassung:

Massive Open Online Courses (MOOCs) und Open Educational Resources (OER) sind Schlagworte der heutigen Bildungswelt. In diesem Beitrag führen wir in beide ein und erklären ihre Abhängigkeit und ihren Zusammenhang. Anhand zweier Beispiele – „oncampus an der Fachhochschule Lübeck sowie „iMooX“ von zwei Grazer Universitäten“ – werden erste Erfahrungen mit MOOCs und OER aufgezeigt. In der abschließenden Diskussion sind sowohl die Herausforderungen als auch die bereits ersichtlichen Vorteile Teil der Betrachtung. Der Beitrag schließt mit der Erkenntnis, dass OER ein wichtiger Bestandteil des Bildungssystems von morgen sind.

Zitation: Martin Ebner, Michael Kopp, Andreas Wittke und Sandra Schön (2014). Das O in MOOCs – über die Bedeutung freier Bildungsressourcen in frei zugänglichen Online-Kursen. In: HMD Praxis der Wirtschaftsinformatik, 1-13, Springer, Dezember 2014 [Link]

[publication] Open Educational Systems – The Challenge of Up-dating when republishing is allowed

Our publication about “Open Educational Systems – The Challenge of Up-dating when republishing is allowed” is now online available. Our study tried to cover problems and risks of Open Educational Systems using the example of L3T.

Abstract:

Open Access and Open Educational Resources are important issues for the future of education even or especially in Higher Education. This contribution introduces a project on a textbook done collaboratively by more than 200 participants. From a technical background the Open Journal Systems is used to assist and manage the whole scientific publishing process. Furthermore a plugin for the system has been developed to open the access to the content to any other third party application like mobile applications. In spite of a fully Open Education System numerous chapters appeared on different platforms because of the nature of openness and the possibility of republishing. This research study aims to address the problem of unnecessary multiplication of learning objects. The report concluded that much more awareness is needed towards sustainability and reliability.

[Link to full article]

Reference: Ebner, M., Schön, S. (2014). Open Educational Systems – The Challenge of Up-dating when republishing is allowed. Bulletin of the Technical Committee on Learning Technology. 16(2/3). pp. 14-17

[workshop] Learning Management Systeme und Open Educational Resources

Im Rahmen des CAS eLearning Zertifikatkurses darf ich das Modul “Learning Managment System und Open Educational Resources” abhalten. Die dafür notwendigen Unterlagen sind hier nochmals übersichtlich dargestellt.


VORMITTAG: Learning Management Systeme

  • “LMS”: Learning Management Systeme – ohne geht’s auch nicht beschäftigt sich mit Learning Management Systemen. Sowohl technische und didaktische Aspekte kommen zur Sprache und auch wie man solche Systeme in Unternehmen/Bildungsinstitutionen einführt.


NACHMITTAG: Open Educational Resources


Als weiterführende Literatur wird das Lehrbuch für Lernen und Lehren mit Technologien empfohlen mit den entsprechenden Kapiteln.

Zur Info für Nicht-Teilnehmer/innen: Es handelt sich um einen ganztägigen Workshop.

[publication] REVENUE VS. COSTS OF MOOC PLATFORMS. DISCUSSION OF BUSINESS MODELS FOR XMOOC PROVIDERS, BASED ON EMPIRICAL FINDINGS AND EXPERIENCES DURING IMPLEMENTATION OF THE PROJECT #IMOOX

Our publication about “REVENUE VS. COSTS OF MOOC PLATFORMS. DISCUSSION OF BUSINESS MODELS FOR XMOOC PROVIDERS, BASED ON EMPIRICAL FINDINGS AND EXPERIENCES DURING IMPLEMENTATION OF THE PROJECT IMOOX” at this year 7th International Conference of Education, Research and Innovation in Sevilla, Spain is now online available.

Abstract:

Massive Open Online Courses, or MOOCs, are a modern phenomenon. Education for anyone, anytime and also from anywhere is the goal of various well-known MOOC platforms. On the one hand there is the noble idea to bring free education to society, but on the other hand there is the interesting question of who should pay for it. This research deals with the following research question: How should a business model for a MOOC platform look like. First, the models of the worldwide leading providers are described. Afterwards, a first cost model of the Austrian platform is presented. In the final section, possible revenues streams are discussed. It is concluded that a working business model will not be an easy task, but will be absolutely necessary for the future of (online) education.

Reference: H. Fischer, S. Dreisiebner, O. Franken, M. Ebner, M. Kopp, T. Köhler (2014). REVENUE VS. COSTS OF MOOC PLATFORMS. DISCUSSION OF BUSINESS MODELS FOR XMOOC PROVIDERS, BASED ON EMPIRICAL FINDINGS AND EXPERIENCES DURING IMPLEMENTATION OF THE PROJECT IMOOX
(pp. 2991-3000), ICERI2014 Proceedings, 7th International Conference of Education, Research and Innovation, Seville (Spain) 17-19 November, 2014: IATED. (ISBN: 978-84-617-2484-0)

[publication] What are we tweeting about? Providing Context for Twitter Analysis

Our publication about “What are we tweeting about? Providing Context for Twitter Analysis” is now published in the International Journal of Computer and Information Technology.

Abstract:

Twitter is a medium, which is primarily used for real-time communication. Due to the limitations of retrieving older tweets, archiving them is necessary to enable users to access and analyze old tweets. When analyzing tweet archives, more contexts can lead to better results. This research work aims to determine the value of context for an analysis of tweet archives. First of all the current state of the art of Twitter analysis research is discussed. Afterwards a tool called TweetCollector is introduced, which provides archiving capabilities. Additionally, a further tool for Twitter analysis called TwitterStat is developed. Finally a real-world use case is performed and discussed in depth. The research study points out that providing this context leads to better understanding of the analysis results.

Reference: Ebner, M., Altmann, T. (2014) What are we tweeting about? Providing Context for Twitter Analysis, International Journal of Computer and Information Technology, 3/6, pp. 1390 – 1397

[Link to full article]

[publication] Mining and Visualizing Trends from Educational Systems using Linked Data

Our contribution about “Mining and Visualizing Trends from Educational Systems using Linked Data” at this year European Immersive Education Summit is now online available.
Abstract:

This work introduces a case study on usage of semantic context modelling and creation of Linked Data from logs in educational systems like a Personal Learning Environment (PLE) with purpose on improvements in generally with respect to social and semantic analysis of the parameters on user and activity centric level [3]. Sample case study demonstrates the usage of semantic modelling of the activity context using adequate domain specific ontologies and semantic technologies and visualization of such data as result of analysis of such modelled data represented in the form of Linked Data. This approach implies the easy interfacing and extensibility on machine or human level offering fast insight on statistical trends.

Reference: Softic, S., Taraghi, B., Ebner, M. (2014) Mining and Visualizing Trends from Educational Systems using Linked Data, European Immersive Education Summit, 2014, Vienna, pp. 164 – 169 [Link to article]

[publication] Determining the Causing Factors of Errors for Multiplication Problems

Our contribution about “Determining the Causing Factors of Errors for Multiplication Problems” at this year European Immersive Education Summit is now online available.

Abstract:

Literature in the area of psychology and education provides domain knowledge to learning applications. This work detects the difficulty levels within a set of multiplication problems and analyses the dataset on different error types as described and determined in several pedagogical surveys and investigations. Our research sheds light to the impact of each error type in simple multiplication problems and the course of error types in problem-size.

Reference: Taraghi, B., Frey, M., Saranti, A., Ebner, M., Müller, V. & Großmann, A. (2014) Determining the Causing Factors of Errors for Multiplication Problems, European Immersive Education Summit, 2014, Vienna, pp. 144 – 153 [Link to article]

[publication] A Contribution to Collaborative Learning Using iPads for School Children

Our contribution about “A Contribution to Collaborative Learning Using iPads for School Children” at this year European Immersive Education Summit is now online available.
Abstract:

Collaboration has a very positive effect on students’ learning experiences as well as their social interactions. Our research study aims towards enhancing the learning experience, stimulating communication and cooperative behavior to improve learning. Making use of recent technological advancements (tablets) and gaming as a motivational factor, a prototype application in form of a multiplayer learning game for iPads was designed and developed. In a face-to-face setting, connecting up to four devices, the players (learners) have to solve word puzzles in a collaborative way. Furthermore, a web-interface for teachers provides the possibility to create custom content as well as to receive feedback of the children’s performance. A first field study at two primary schools in Graz showed promising results for the learning behavior of school children.

Reference: Ebner, M., Kienleitner, B. (2014) A Contribution to Collaborative Learning Using iPads for School Children, European Immersive Education Summit, 2014, Vienna, pp. 87-97 [Link to article]

[publication] Digitale Lernräume an Hochschulen schaffen: E-Learning-Strategien und Institutionalisierungsaspekte

Auf der GMW 2014 durfte ich ja zusammen mit meinen Kolleginnen und Kollegen einen Workshop abhalten rund um das Thema e-Learning Strategie an Universitäten.
Zusammenfassung:

Zur Schaffung digitaler Lernräume an Hochschulen und Universitäten braucht es geeignete Supportstrukturen für Lehrende und Studierende, die die Bereitstellung von Infrastruktur und auch die mediendidaktische Unterstützung der Lehrenden z.B. bei der Entwicklung entsprechender Veranstaltungskonzepte umfassen. Hochschulen und Universitäten sehen sich nach wie vor die Aufgabe gestellt, den Herausforderungen des Einsatzes digitaler Medien in der Lehre zu begegnen.
Insbesondere ist zu klären, wie sie auf die damit verbundenen Anforderungen und Möglichkeiten reagieren wollen, um anschließend geeignete Maßnahmen zu konzipieren und umzusetzen. Während einige Institutionen sich dieser Aufgabe seit einiger Zeit stellen, setzen sich andere erst langsam mit den anstehenden Fragestellungen auseinander, mitunter wird das besondere Wissen einzelner Organisationseinheiten auch übersehen oder vergessen.
Die zentrale Dimension für eine qualitätsvolle und wirtschaftliche Nutzung ist die Einrichtung geeigneter Supportstrukturen für Lehrende und Studierende, die die Bereitstellung von Infrastruktur und auch die veranstaltungsspezifische mediendidaktische Unterstützung der Lehrenden gewährleisten.

[.pdf des Beitrages]

Zitation: Bremer, C., Ebner, M., Hofhues, S., Janoschka, O., Köhler, T. (2014) Digitale Lernräume an Hochschulen schaffen: E-Learning-Strategien und Institutionalisierungsaspekte In: Klaus Rummler (Hrsg.), Lernräume gestalten – Bildungskontexte vielfältig denken, Münster: Waxmann, S. 426-430. Online-Version URL Gesamt-PDF: http://www.waxmann.com/fileadmin/media/zusatztexte/3142Volltext.pdf; URL Beitrag (Kommentierbar): http://2014.gmw-online.de/426/

[CallForPaper] eMOOCs 2015

Bildschirmfoto 2014-11-27 um 22.45.52It’s a great pleasure to announce the Call for Papers for next year eMOOCs conference. The Stakeholder Summit will be held on 18-20 May 2015 at the Université catholique de Louvain campus in Mons (Belgium).

Massive Open Online Courses (MOOCs) and other open education concepts innovate learning: Universities are opening up education to online users and making their learning resources freely accessible. This raises many questions, e.g. how to integrate formal and informal learning settings, how to support the masses of students, and how to monitor their learning progress. The research track aims to feed the general debate on MOOCs with underpinning scientific data.

The deadline for submission will be the 12th January 2015. We are looking forward to see you there :-)