Kategorie: Allgemein

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[mooc] Elektromagnetische Kompatibilität – ein Kurs für Ingenieur:innen #imoox #tugraz

Es geht heute ein neuer MOOC mit dem Titel „Elektromagnetische Kompatibilität – ein Kurs für Ingenieur:innen“ an den Start.

Sie sind Ingenieur*in und möchten ihr Wissen im Bereich der elektromagnetischen Verträglichkeit (EMV) erweitern? Dann sind Sie hier genau richtig! 
Das Institut für Elektronik an der Technische Universität Graz gemeinsam mit dem  Austrian Chips Competence Center haben diesen MOOC entwickelt.
Er vermittelt praxisnahes Wissen und unterstützt Ingenieur*innen dabei, ihre Kompetenzen im Bereich EMV gezielt auszubauen – für aktuelle und zukünftige Herausforderungen in Industrie und Forschung.
Der Kurs richtet sich in erster Linie an berufstätige Ingenieur*innen, aber auch Masterstudierende und Doktorand*innen profitieren von den vermittelten Inhalten.

Natürlich ist der MOOC kostenlos: [Link zur kostenlosen Anmeldung]

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Welcome Days 2026 an der TU Graz #tugraz #welcome

Es ist wieder soweit: Das Wintersemester 2026 startet und damit dürfen wir auch heuer unsere Beginnerinnen und Beginner herzlich an der TU Graz begrüßen.

Dafür veranstalten wir – schon traditionell – die Welcome Days, mit dem Ziel kurz und kompakt einen guten Studieneinstieg zu ermöglichen

Das gesamte Programm und weitere Informationen findet man auf der zugehörigen Webseite.

Und natürlich – herzlich Willkommen an der TU Graz.

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[CfP] AI and Data-driven Technologies for Personalized, Inclusive, and Equitable Learning #hcii27 #conference

I will organize a parallel session in the context of the 14th International Conference on Learning and Collaboration Technologies (LCT 2027), an Affiliated Conference of HCI International 2027 (HCII 2027). This session is scheduled to take place between 28 – 30 July as a ‚hybrid‘ event.

My parallel session proposal is entitled:
„AI and Data-driven Technologies for Personalized, Inclusive, and Equitable Learning“

Session description:
The session “AI and Data-driven Technologies for Personalized, Inclusive, and Equitable Learning” explores emerging trends, technologies, and pedagogical innovations shaping education in a rapidly evolving digital landscape. It examines how artificial intelligence, self regulated learning environments, open educational resources (OER), and data-driven approaches are redefining teaching and learning. Experts should share research and case studies highlighting new models for personalized, inclusive, and sustainable digital education. Key topics include the integration of AI in education, the impact of learning analytics on student success, and strategies for fostering digital literacy and equity across diverse learning contexts. The session will also discuss the challenges of ethics, privacy, and accessibility, emphasizing the need for open, collaborative frameworks and global best practices. Participants will gain insights into future-ready skills and the critical role of innovation in shaping equitable, high-quality learning experiences for the next generation.

Important deadlines:
– 30 November 2026: Submit your abstract (800 words) for the review process.
– 10 December 2026: Notification of review outcome
– 29 January 2027: Submit the camera-ready version
– 12 February 2027: Register for the conference

If you are interested in it, just send me a short message, martin.ebner [at] tugraz.at. I will get back to you with a personal invitation.

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[publication] Prompting.School: A Design-Based Research Approach to Teaching AI Literacy Through Guided Prompt Engineering Practice #AIinEducation #tugraz #AI

Our publication (presented at least year ICL conference) about „Prompting.School: A Design-Based Research Approach to Teaching AI Literacy Through Guided Prompt Engineering Practice“ is published now.

Abstract:
We introduce prompting.school, a browser-based learning platform that teaches foundational prompt engineering skills to support AI literacy. Developed using a design-based research approach, the platform was evaluated through four iterative cycles with pre-service and in-service teachers, as well as vocational learners. Aligned with the UNESCO AI Competency Framework and DigComp 2.3 AT, it combines scaffolded lessons, interactive feedback, and real-time AI responses to promote self-regulated learning. Findings show that structured, hands-on prompting practice enhances learners’ understanding, with notable differences in engagement and performance across educational contexts.

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

Reference: Brünner, B., Jahic, I., Ebner, M. (2026). Prompting.School: A Design-Based Research Approach to Teaching AI Literacy Through Guided Prompt Engineering Practice. In: Auer, M.E., Toth, P. (eds) Innovation via Collaborative Learning in Engineering Education. ICL 2025. Lecture Notes in Networks and Systems, vol 1848. Springer, Cham. [https://doi.org/10.1007/978-3-032-20381-6_62]

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

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[publication] On Using an LLM-Based Approach for Automatic Evaluation of Programming Tasks in MOOC Videos #tugraz #AIinEducation

Our publication about „On Using an LLM-Based Approach for Automatic Evaluation of Programming Tasks in MOOC Videos“ has been published.

Abstract:
Interactive videos promote learner engagement by transforming the passive activity of watching videos into an active learning process. LIVE, a web platform developed in previous research that allows for the integration of interactive elements into videos, also supports embedding programming tasks. However, at the beginning of our research, the output of the submitted solution was automatically compared to the reference output, but the code itself still had to be checked manually, as no automatic process was available to verify the solution and provide feedback. To address this, a stand-alone application was developed that automatically evaluates students’ solutions to Python programming tasks using a self-hosted large language model. This application was then integrated into the existing platform. To test this approach, a massive open online course containing four interactive videos with several programming tasks and quizzes was created. Students’ performance was analyzed using quiz results, task submissions, self-assessments, and user statistics provided by the course platform and LIVE. The results indicate that utilizing a large language model for automated feedback can positively impact learning outcomes. However, some limitations must be taken into account, such as the need to correct some of the model’s generated outputs manually due to insufficient feedback quality for certain tasks. This suggests that the combination of automated and manual evaluation seems to be the most effective approach for now.

[full article @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Kindlhofer, C., Wachtler, J., Ebner, M. (2026). On Using an LLM-Based Approach for Automatic Evaluation of Programming Tasks in MOOC Videos. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2026. Lecture Notes in Computer Science, vol 16733. Springer, Cham. https://doi.org/10.1007/978-3-032-30784-2_13

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[publication] Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany #edmedia

We are happy about another publication at this year’s edmedia conference titled „Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany„

Abstract:
Coding bootcamps have expanded rapidly in response to skill shortages in the IT sector and as alternative pathways into the field. However, little is known about how these pathways are perceived and valued within organizations, especially in Austria and Germany. This study therefore examines how companies in Austria and Germany perceive, evaluate, and integrate coding bootcamp graduates. Drawing on a qualitative content analysis of five semi-structured interviews with decision-makers in software development, IT consulting, and human resources, the study focuses on socially situated employer perspectives on skills, potential, and legitimacy. The findings reveal a nuanced picture: while graduates are generally valued for their motivation, adaptability, learning orientation, teamwork, and practical engagement, concerns persist regarding theoretical depth, project experience, and formal recognition. In the case of refugee participants, language proficiency emerged as an additional challenge shaping labor market integration. The findings further suggest that workplace integration depends less on the bootcamp model itself than on organizational conditions such as onboarding structures, mentoring opportunities, and continued professional development. Overall, the study provides exploratory insights into how coding bootcamp qualifications are interpreted and evaluated by employers and contributes to alternative educational pathways into software development careers.

[article @ conference homepage]
[draft @ ResearchGate]

Reference: Wolf, D., Ebner, M. & Brünner, B. (2026). Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany. In Proceedings of EdMedia 2026 Edinburgh (pp. 1170-1184). Edinburgh, Scotland: Association for the Advancement of Computing in Education (AACE). Retrieved July 1, 2026 from https://www.learntechlib.org/primary/p/2129750/.

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[publication] How Embodiment Changes AI Tutoring: Comparing Student Perceptions of Text and AI Human Avatar-Based Chatbot Systems #AIinEducation #chatbot #tugraz

Our publication titled „How Embodiment Changes AI Tutoring: Comparing Student Perceptions of Text and AI Human Avatar-Based Chatbot Systems“ is now published.

Abstract:
Embodied conversational interfaces are able to deliver generative AI tutoring via synthesised speech and human-like video avatars. However, there is limited empirical evidence on how embodiment shapes the learner experience and self-regulated learning (SRL). This study compares the perceptions of students interacting with a text-based Retrieval-Augmented Generation (RAG) tutor and an avatar-based RAG tutor in two authentic higher education contexts (introductory computer science and Python programming) across two European universities. Adopting a Design-Based Research approach, we collected (1) questionnaire data from users and non-users, and (2) anonymised interaction logs comprising 341 user messages, which were coded using an SRL process–action framework. The results show that the perceived level of learning support is largely consistent with previous text-only deployments: the tutor is primarily valued for providing explanations and support related to practice, while motivational support is still comparatively weak. However, embodiment notably improves perceptions of the system as a communication partner, with active users rating this dimension more positively than non-users. Modality ratings suggest that audio output is perceived as more helpful than the visual avatar. Log analyses show that interactions are still dominated by information-seeking (Seeking–Search) and that metacognitive SRL actions (e.g. goal setting and self-evaluation) are rare. Embodiment also introduces additional peripheral interactions (e.g. character-focused prompts and human-likeness checks), thereby increasing the proportion of non-learning dialogue. Overall, the findings suggest that, while embodiment enhances social presence, it does not automatically foster deeper SRL. Explicit pedagogical scaffolding is needed to encourage learners to engage in metacognitive regulation.

[full paper @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Brünner, B., Nestler, M., Pucher, L., Ebner, M. (2026). How Embodiment Changes AI Tutoring: Comparing Student Perceptions of Text and AI Human Avatar-Based Chatbot Systems. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2026. Lecture Notes in Computer Science, vol 16731. Springer, Cham. https://doi.org/10.1007/978-3-032-30542-8_25

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

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[blogpost] Generative KI in der Hochschullehre – Wie wir Innovation verantwortungsvoll gestalten #hfd #tugraz #AI

Wir haben einen kurzen Blogpost über „Generative KI in der Hochschullehre – Wie wir Innovation verantwortungsvoll gestalten,“ beim Hochschulforum Digitalisierung verfasst um auch auf unsere Whitepaper hinzuweisen:

Dieser Blogbeitrag von Philipp Leitner, Benedikt Brünner, Martin Ebner und Sandra Schön bietet Hochschulen eine kompakte Anleitung, wie sie generative KI überlegt in der Lehre einsetzen können. Die Tipps wurden aus der Praxis an der TU Graz entwickelt und getestet und werden ergänzt mit Beispielen sowie Hinweisen auf nützliche Tools.

[Link zum Blogpost]

Whitepaper: Schön, S., Brünner, B., Ebner, M., & Leitner, P. (2026). Evaluating GenAI Innovation in Higher Education. A Whitepaper (Version 1.0 – May 22, 2026). Graz University of Technology. https://doi.org/10.3217/1tfkj-ntj85

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[publication] Empowering Preservice Biology Teachers as Designers of Pedagogical AI Agents: Moving Beyond Data Feeding toward Pedagogical Design #research

Our article about „Empowering Preservice Biology Teachers as Designers of Pedagogical AI Agents: Moving Beyond Data Feeding toward Pedagogical Design“ is published and available online.

Abstract:
Artificial intelligence (AI) influences learning processes, student activities, and the organization of teaching, both in general and specifically in science education. Research indicates that the way AI will affect science learning primarily depends on how it is implemented in teaching. This study examines the ability of preservice biology teachers (PSBTs) to independently develop pedagogical AI agents (TDP-AI agents), most often in the form of chatbots, tailored to teaching goals, content, and students‘ needs. This empirical study, based on a mixed-methods research approach and applying the ICAP theoretical framework, analyzed 54 lesson plans. In addition, the study explored PSBTs‘ perceptions regarding the development and contribution of TDP-AI to biology teaching. The results reveal three patterns of AI agent application in lesson plans: (a) intensive use of TDP-AI agents across all lesson phases, promoting students‘ cognitive engagement, (b) moderate and selective use focused on core activities, and (c) limited use mainly in introductory segments. Five thematic areas reflect PSBTs‘ perspectives: (1) personalization and flexibility of learning, (2) enhancement of student motivation and engagement, (3) development of teachers‘ digital and pedagogical competencies, (4) technical and resource-related challenges in agent development, and (5) pedagogical-methodological barriers in designing student-AI interactions. The findings emphasize the need for systematic support for pre-service teachers in developing digital tools and building pedagogical approaches to ensure AI is used ethically and effectively in science education.

[full article @ publisher’s homepage]
[full article @ ResearchGate]

Reference: Anđić, B., Helm, C., Weinhandl, R. et al. Empowering Preservice Biology Teachers as Designers of Pedagogical AI Agents: Moving Beyond Data Feeding toward Pedagogical Design. Res Sci Educ (2026). https://doi.org/10.1007/s11165-026-10359-0

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

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[mooc] Informatik-FIT #tugraz #brückenkurs

Fast schon traditionell, darf ich den Start des MOOC „Informatik-FIT“ verkünden, welcher vor allem unseren Studienanfänger:innen helfen soll, den Einstieg in die Informatik zu erleichtern:

Die Vielfalt der Probleme, die in der Informatik behandelt werden, macht eine kurze und dennoch vollständige Definition dessen, was Informatik ist, unmöglich.
Unmöglich ist es auch, alle Themen in einem Einführungskurs unterzubringen.
Irgendwo müssen wir aber trotzdem anfangen und so haben wir versucht, die wichtigsten Grundbegriffe und Ideen der Informatik auszuwählen und diese so zu vermitteln, dass sich die Teilnehmer:innen schnell ein breiteres Bild von der Informatik machen können.
Darüber hinaus soll es für die Teilnehmer:innen möglich sein, Zusammenhänge zwischen den einzelnen Themen zu erkennen bzw. herzustellen. 

Der Trailer zum MOOC:

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Die Teilnahme ist natürlich wie immer kostenfrei: [Link zur Anmeldung zum MOOC]