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[article] The good and the bad of AI in education #AI #education #chatGPT #KI

We just wrote a short article about “The good and the bad of AI in education” and summarized our work on “Harnessing the power of artificial intelligence and ChatGPT in education – a first rapid literature review” for Education Technology Insights

You can acess it right here or get the draft version as .pdf as well

Reference: Ebner, M., Schön, S. & Jahic, I. (2023) The good and the bad of AI in education. Educational Technology Insights (online). https://student-engagement.educationtechnologyinsights.com/cxoinsights/the-good-and-the-bad-of-ai-in-education-nid-2451.html [.pdf]

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Welcome Days an der TU Graz #welcome #tugraz

Livestream

Ich darf heute – wie schon all die letzten Jahre – unsere neuen Studierenden an der TU Graz bei den Welcome Days wiederum begrüßen. Das mach ich gerne, denn es gibt nichts wichtigeres als einen guten Start.

Welcome Days 2023 für Studienanfängerinnen und -anfänger: Zwei Tage – Alles für den erfolgreichen Start ins Studium. Unter diesem Motto veranstaltet die TU Graz in Zusammenarbeit mit alumniTUGraz 1887 auch 2023 wieder die Welcome Days. Bei den Welcome Days (Einführungstagen) erhalten Studienanfängerinnen und -anfänger innerhalb der ersten Studientage die wichtigsten Informationen für einen erfolgreichen Studienbeginn an der TU Graz und gleichzeitig einen ersten Einblick in die Arbeitswelten der Ingenieurinnen und Ingenieure. 

Wir werden den ersten Tag live aus dem Studio streamen, der zweite Tage wird dann vor Ort stattfinden:

[Link zum Livestream]

Das ganze Programm findet man auf der Webseite (https://welcome.tugraz.at) bzw. im Folder. Auf alle Fälle darf ich aber alle Erstsemestrigen einen guten Start in das Studium wünschen und alles Gute 🙂

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 18 / No.17 #ijet #research

Issue 18(16) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • The Perception by University Students of the Use of ChatGPT in Education
  • Influencing Factors of the Quality of MOOCs Based on the KANO Model
  • Effectiveness of Online Collaborative Learning in Gamified Environments
  • Teacher Educators’ Attitudes Towards Using Digital Technologies for Learning and Teaching: The Case of Slovenia
  • The Effect of Using iPad Apps in Developing Components of Cooperative Learning Among Students During the COVID-19 Pandemic
  • A New Collaborative Filtering Recommendation Algorithm for Course Resources Based on Language-Scoring Data
  • Influencing Factors of the Blended Teaching Effect of SPOCs
  • Intelligent Content Distribution System: A Machine Learning–Based Teaching Content Customization Method
  • How Did We Deliver Team-Based Learning (TBL) Remotely to Overcome Digital Divide and Internet Access Inequality?
  • Philosophical Background of Computational Thinking
  • Estimating Learning Task Duration
  • Construction and Application of a Complex Network-Based Case Knowledge Base in an Assisted Instruction System
  • The Effect of Strengths/Opportunities and Weaknesses/Challenges on Online Learning during the COVID -19 Pandemic
  • Design of a Machine Learning Model to Predict Student Attrition
  • Blended Learning in Mathematics Teacher Education: A Systematic Review
  • Influences of Anchored Instruction on Fragmented Learning Outcomes of University Students
  • ChatGPT in Ukrainian Education: Problems and Prospects
  • Multi-Level Text Clustering in Subject Knowledge Library and its Visualization

[Link to Issue 18/17]

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

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[publication] Makification – Bridging the Gap between Formal and Maker Education #MakerEducation #making #research

Our publication titled “Makification – Bridging the Gap between Formal and Maker Education” was presented at EDMedia and Innovative Learning 2023 conference and got published right now.

Abstract: To achieve appropriate education for the future, we propose a gradual process of makification in which characteristic elements of the maker movement are incorporated into formal educational activities. Using the existing literature, we deduce the need for a shift from teacher-centered to student-centered learning while integrating essential 21st century skills into the rigid framework of formal education through makification

[preprint @ ResearchGate]
[publication @ publisher’s homepage]

Reference: Sagbauer, N.N., Pollak, M. & Ebner, M. (2023). Makification – Bridging the Gap between Formal and Maker Education. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 264-271). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2023 from https://www.learntechlib.org/primary/p/222513/

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[publication] Developing an Addition and Subtraction Trainer with Automated Categorization of Errors for Learners in Their First Two Years of Primary School #tugraz #research #mlearning

Our research publication titled “Developing an Addition and Subtraction Trainer with Automated Categorization of Errors for Learners in Their First Two Years of Primary School” for the EDMedia and Innovative Learning 2023 conference is published.

Abstract: This paper discusses the development and testing of a gamified mathematical learning app. Said app is designed for primary school children in their first two years of learning, so that they can practice the arithmetic operations addition and subtraction in a playful way. Predefined error categories are used to specifically eliminate weaknesses. As an incentive for the learners, mascots, stars and a child-oriented look are offered, as well as a mode in which the players can compete with others worldwide and, in the case of good performance, find themselves on the leaderboard. A test run and a subsequently conducted survey with 49 school children showed that the app generally works well and that the subjective perceptions regarding the motivational ability of the mascots correlate with the overall perception of the app.

[preprint @ ResearchGate]
[publication @ publisher’s homepage]

Reference: Zöhrer, H., Wachtler, J. & Ebner, M. (2023). Developing an Addition and Subtraction Trainer with Automated Categorization of Errors for Learners in Their First Two Years of Primary School. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 832-843). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2023 from https://www.learntechlib.org/primary/p/222586/.

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[publication]The Development of Two Math E-Learning Systems for Primary School Children in Android #tugraz #mlearning #research

Our publication titled “The Development of Two Math E-Learning Systems for Primary School Children in Android” for the EDMedia and Innovative Learning 2023 conference is now online available:

Abstract: Electronic learning, with all its different variations, approaches and applications, is a very relevant topic in today’s education. E-Learning is a wide field, as it affects classes in school as well as training scenarios for adult persons. This work describes the development of two E-Learning systems: EinMalEins Trainer and Division Trainer. Both applications are part of the learning lab of Graz University of Technology. This document sums up the theoretical background of the development process as well as the realization. A lot of emphasis in this work laid on applying different testing methods, therefore thinking aloud testing as well as automated testing are handled more deeply. The methodology behind these methods is explained and the results are presented.

[Preprint @ ResearchGate]
[Publication @ Publisher’s homepage]

Reference: Plieschnegger, M., Wachtler, J. & Ebner, M. (2023). The Development of Two Math E-Learning Systems for Primary School Children in Android. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 798-810). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2023 from https://www.learntechlib.org/primary/p/222581/

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[mooc] EMmooc 2023: Ihr Update zur Online-Erwachsenenbildung #imoox #ebmooc23

Also es ist ja fast schon Tradition, dass ein EBmooc auf iMooX startet. Ein Online-Kurs rund um die Erwachsenenbildung um die zunehmende Digitalisierung gezielt zu unterstützen. Selbstverständlich brandneu, spannende Themen und von vorne bis hinten aktualisiert:

Der EBmooc 2023 beinhaltet die aktuellsten Erkenntnisse, Antworten auf gängige Fragen, neue Ressourcen sowie hilfreiche Empfehlungen zur digitalen Erwachsenenbildung. Teilnehmer*innen lernen neue Technologien und Tools kennen, vertiefen ihre Medienkompetenz, befassen sich mit innovativen Bildungsformaten und erhalten einen Ausblick auf digitale Zukunftstrends.
Der Kurs richtet sich an Erwachsenenbildner*innen aus unterschiedlichen Einrichtungen, in unterschiedlichen Beschäftigungsformen und mit unterschiedlichen Aufgaben-Schwerpunkten: Erwachsenenbildner*innen in Training/Lehre/Unterricht, Erwachsenenbildner*innen in Bildungsmanagement/Programmplanung, Erwachsenenbildner*innen in der Lernbegleitung und -beratung.
Dieser MOOC ist ein Kurs für Menschen, die sich gerne selbst aussuchen, wann und wo sie lernen – und die dabei den Austausch untereinander schätzen!

Hier gibt es noch das Teaser-Video:

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Auch bei der dieser Auflage ist natürlich die Teilnahme kostenlos: [Link zur kostenlosen Anmeldung]

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[publication] Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria #tugraz #research #students

Our publication about the results of the welcome days, titled “Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria”, is now online available.

Abstract: Within the last 11 years, more than 10.000 students participated in surveys amongst study beginners at Graz University of Technology (TU Graz) in Austria. In autumn 2022, 1,089 students answered questions on their IT equipment, social media, and communication applications. While the evaluations of the last few years did not reveal major changes, this year is different: The apps Tiktok and Discord, newly introduced as an option in the survey, get equally large shares-of one-third and more than 40%, respectively. For the first time, the presentation of the survey data also includes questions regarding the usage of communication applications for learning. That shall give rise to future research on communication apps for teaching at TU Graz.

[draft @ ResearchGate]
[publication @ publisher’s homeage]

Reference: Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S., Harden, J. & Schön, S. (2023). Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 104-111). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2023 from https://www.learntechlib.org/primary/p/222491/.

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[mooc] iPad Innovation Academy: Video #imoox

Morgen startet ein weiterer Kurs der iPad Innovation Academy auf iMooX rund um das Thema Video und richtet sich wiederum vor allem an Lehrer:innen:

Mit dem iPad hast du dein eigenes Filmstudio immer zur Hand und kannst verschiedene Videoszenarien schnell und einfach aufbereiten – Hollywood liegt in deiner Reichweite. 
Filmproduktion im Unterricht bietet eine Vielzahl von Möglichkeiten. Sie ermöglicht den Schüler:innen kreativen Ausdruck, fördert Medienkompetenz und stärkt ihre Kommunikationsfähigkeiten. Durch die Analyse von Filmen entwickeln sie analytisches Denken und verbessern ihre Präsentationsfähigkeiten. Zudem können sie fachübergreifende Projekte umsetzen. Filmproduktion ist eine motivierende und praktische Methode, um das Lernen zu fördern und den Schüler:innen eine breite Palette an Fähigkeiten zu vermitteln. 
Mit den Apple-eigenen Apps kannst du in kürzester Zeit beeindruckende Ergebnisse erzielen, die du sofort mit deiner Klasse oder online teilen kannst. Darüber hinaus bieten wir verschiedene iPad-Halterungen für eine schnelle Aufnahme an, um das Filmerlebnis noch einfacher zu gestalten.

Die Teilnahme am Kurs ist natürlich wie immer kostenlos: [Kostenlose Anmeldung zum Kurs]

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[publication] Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index #tugraz #digitazation #index #digitalskill

Our conference paper, titled “Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index“, at EDMedia and Innovative Learning 2023 conference in Vienna is published.

Abstract: The Educational Technology team at Graz University of Technology (TU Graz) tried to measure the degree of digitization among first-year students (n=1,029). To achieve this, a digitization index was constructed that incorporates various dimensions of digitization, including IT equipment, digital skills, and usage of digital applications for learning. The index is based on two existing studies, the German D21-Digital-Index and the Austrian DiKoS study. It was adapted to fit the context of first-year students at university. The study revealed an average digitization level among first-year students at TU Graz was 39.60 on a scale from 0 to 100. The analysis of specific groups indicated variations in the degree of digitization. Female students, students under 20 and over 25 years old, as well as those from natural sciences and mathematics fields exhibited lower levels of digitization compared to their counterparts. Furthermore, students who attended grammar school before university had lower digitization levels compared to those from higher vocational schools or secondary technical schools. Based on the digitization index, the students are classified into three groups: digital laggards, digital center, and digital leaders. Most first-year students fell into the digital center category, while a smaller proportion were identified as digital laggards or leaders. These groups differed in terms of their device ownership, digital skills, and usage of digital applications.

[publication @ ResearchGate]
[publication @ proceeding’s homepage]

Reference: Mair, B., Martin, E., Edelsbrunner, S., Nagler, W. & Schön, S. (2023). Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1128-1136). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2023 from https://www.learntechlib.org/primary/p/222629/.