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schule.tugraz.at

schule.tugraz.at
Rechtzeitig zum Schulbeginn haben wir nun endlich alles umgestellt und unsere Aktivitäten im Bereich Schule und Learning Analytics gebündelt. Ab sofort steht die Seite schule.tugraz.at zur Verfügung und bündelt den Einmaleins-Trainer, den Additions- und Subtraktionstrainer, den mehrstelligen Multiplikationstrainer, sowie auch die Apps für den Lesestest und der Buchstabenpost.
Wir hoffen, dass das Angebot auch weiterhin noch ausgebaut werden kann (zumindest wird von den Studierenden im Hintergrund fleißig gearbeitet) und freuen uns natürlich auch auf Rückmeldungen :-) .


This is my last blogpost for the next two weeks – I will go for vacation with my family. In the meanwhile have a pleasant time and come back with me on 18th of August :-)


[publication] Learning with Mobile Devices Perceptions of Students and Teachers at Lower Secondary Schools in Austria

Our contribution at this year ED-MEDIA conference in Tampere, Finnland about “Learning with Mobile Devices Perceptions of Students and Teachers at Lower Secondary Schools in Austria” is now online available. The slides have alreday been published here.

Abstract:

This publication aims to report on the findings of a study of readiness for integrating mobile phones in secondary schools (grade 5 – 8) in Austria. Surveys are used to examine the ownership and usage of mobile phones of kids of the age from 10 to 14 years, teachers and additionally teacher candidates. Findings indicate that gathered data show the reality outside school and the lack of readiness of teachers and teacher candidates. Educators and school authority need to take a serious approach to accepting 21st century technology. It can be summarized that the educational system has to be adapted to today’s and tomorrow’s technologies. Issues based on the research and compared with data from the recent JIM Study are discussed: Youth and mobile technologies, school – demands and challenges-, teacher education and Bring Your Own Device (BOYD).



Reference: Grimus, M. & Ebner, M. (2014). Learning with Mobile Devices Perceptions of Students and Teachers at Lower Secondary Schools in Austria. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 1600-1609). Chesapeake, VA: AACE.

[iPhone] Real Expense Tracker

Bildschirmfoto 2014-06-22 um 17.50.36Im Rahmen unserer Vorlesung “Mobile Applications 2014” ist die App Real Expense Tracker entstanden. Damit sollten sämtliche Ausgaben in der Zukunft nachvollziehbar sein :-) :

Real Expense Tracker gibt Ihnen einen Überblick über ihre Ausgaben. Es ermöglicht Ihnen einfach ihre
Ausgaben zu protokollieren, sie zu beschreiben und sie über Monate und Jahre zu analysieren
und zu verfolgen. Diese Daten werden einfach per iCloud auf allen ihren Geräten synchronisiert.

So funktioniert's:

  1. Wählen Sie eine Kategorie
  2. Geben Sie die ausgegebene Geldsumme ein
  3. Drücken Sie “Sichern”

Wertvolle Funktionen:

  • hinzufügen einer Ausgabe
  • wählen einer Kategorie
  • hinzufügen einer Beschreibung, Datum, Titel (Name) der Ausgabe
  • bearbeiten und löschen existierender Ausgaben
  • extrem einfache Benutzerschnittstelle, auch für jeden leicht bedienbar
  • Suchfeld um bestimmte Ausgaben zu finden
  • iCloud Sync, somit können sie auch von anderen Apple-Geräten darauf zugreifen
  • grafische Darstellung mittels Diagramme
  • und vieles mehr

[Link zur App]

[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.

[iPhone] CalcMan

Bildschirmfoto 2014-06-22 um 17.37.54Im Rahmen unserer Vorlesung “Mobile Applications 2014” ist die App CalcMan entstanden. Wir haben uns an das Arcadegame Pacman orientiert mit dem Unterschied, dass man zuerst eine einfache Rechnung lösen muss um die Monster fressen zu können. Hoffe es macht Spaß :-) :

Das Konzept eines Retro-Spiels vereint mit Rechenaufgaben. Unser Spiel, basierend auf dem sehr bekannten PacMan erweitert dessen Funktionen um einen Rechenteil, der es Kindern ermöglicht, auf einfache und lustige Weise rechnen zu lernen.
Das Spiel läuft fast gleich wie das Original ab, mit dem einzigen Unterschied, dass auf dem Spielfeld eine Rechnung angezeigt wird, und man die richtige Lösung fressen muss. Wird die falsche Lösung gefressen, verfolgt einen ein zusätzlicher böser Geist.
Die App bietet neben drei verschiedenen Schwierigkeitsgraden Highscores und eine gut gestaltete Oberfläche.

[Link zur App]

[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.

Inverse Blended Learning – Why we need and how we try it!

Sandra and I prepare a MOOC about Free Learning with the Web in German language at the imoox.at platform. It will be of course an OER course (CC BY), but what is even more challenging: The target group are people with some or even less Internet know-how without any e-learning background.
Thinking about the consequences on how we may adress them (not only before, but even while the course) and not being limited on the pure online aspect, we are developing a “inverse blended learning” scenario.
We will bring the open online course more into the “concrete”, “practical” and “real” surrounding and context of the learners. (And we are sure that this is not only interesting for our “very special target group”).
Our first ideas are:

  • Delivering a .pdf for own print, but also printed versions (for free) in local organisations (in German speaking countries). Following the idea that people need some additional learning material we will also provide a small textbook for the course.
  • Asking supporter for local meetings of learners, eventually parallel presence courses to the online course. Due to the fact that learning is a highly social process we would like to give learners the chance to be part of an online as well as offline community.
  • Inviting to a central final closing event.

… and we are happy to get your feedback on this!

Inverse Blended Learning

[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