Michale did his masterthesis about „The use of programming tasks in interactive videos to increase learning effectiveness at MOOCs“ and here you can find his slides of the successful defense:
[presentation] Exploring the Utilization of Online Resources and Experiences in Language Learning – A Study of Indonesian Students Learning German as a Foreign Language #edil23 #language #OER #learning
Our research together with the University of Malang about „Exploring the Utilization of Online Resources and Experiences in Language Learning – A Study of Indonesian Students Learning German as a Foreign Language“ at the EDMedia and Innovative Learning 2023 conference in Vienna is now online available – here you can find the slides:
[ijet, journal] Journal of Emerging Technologies in Learning Vol. 19 / No.02 #ijet #research
Issue 19(02) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).
Table of Contents:
- Digital Inclusion in English Language Teaching in Ukraine
- Teachers‘ Perspectives on Using Technology to Facilitate Pupil Participation
- Construction and Innovative Application of Fundamental Training Educational Resource Repository Using Data Mining Techniques
- Integration of Internet Technology and Environmental Design Education: Cross-disciplinary Curriculum System Construction and Its Teaching Effect Evaluation
- Utilising Big Data Analysis to Augment Student Learning: A Deep Dive into Customised Teaching and Management Mode
- Research on Retrieval Method of Online English Grammar Questions Based on Natural Language Processing
- Using Artificial Intelligence to Reform the Collaborative Teaching Mode of Visual Communication Design Courses
- Transformation of Students’ Societal Perceptions through Data-Driven Pedagogies in Sociology Courses
- Leveraging Gamification Strategies for Enhanced Environmental Education: An Exploration into Design, Technology, and Learning Outcomes
Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .
[publication] Porting a Native Android App to iOS #ios #appdevelopment #tugraz
Our publication on „Porting a Native Android App to iOS“ got published in the nternational Journal of Interactive Mobile Technologies (iJIM):
Abstract:
The two mobile operating systems Android and i(Pad)OS have dominated the smartphone and tablet market for years and app providers have to offer their apps for both systems in most cases in order to be competitive or to be able to reach the majority of potential customers. In native app development, separate applications have to be written and maintained for each platform. Often, apps are developed for one platform first and the second app is developed at a later stage, after some feedback could be collected. This porting from one system to the other can be either (partially) automated or manual, but in any case, it has its challenges. Both systems were designed with different approaches and differ greatly in some parts from each other – not only visually, but also in terms of the underlying structure. To illustrate the porting process, the Android app “Schoolstart Screening App”, which was developed for the Federal Ministry of Education, Science and Research of Austria by Graz University of Technology at the OU Educational Technology, was ported so that it can be used also on iPads. Automated approaches were discussed and the chosen process is explained to get a good overview of the topic.
[article @ journal’s homepage]
[article @ ResearchGate]
Reference: Rauter, M., Wachtler, J., & Ebner, M. (2023). Porting a Native Android App to iOS: Porting Process Shown by the Example of the “Schoolstart Screening App”. International Journal of Interactive Mobile Technologies (iJIM), 17(23), pp. 20–31. https://doi.org/10.3991/ijim.v17i23.43829
[publication] The Analysis of Learning Management System towards Students’ Cognitive Learning Outcome #tugraz #researg
Our article titled „The Analysis of Learning Management System towards Students’ Cognitive Learning Outcome“ got published in the Journal of Emerging Technologies in Learning (iJET).
Abstract:
The purpose of this study was to determine the implementation of the moodle and edmodo learning management system (LMS) in education, to identify the specific features of the LMS that were utilized in the learning process, and to assess the impact of the LMS on student learning outcomes, drawing on cognitive learning theory. The research method is a systematic literature review (SLR) using the Scopus and Taylor & Francis databases, guided by the PRISMA (preferred reporting items for systematic review and meta-analyses) protocol, to analyze the data. The validity of the study was tested using the Gregory test with four expert examiners, namely an SLR expert, an LMS expert, and experts in cognitive learning outcomes. The results of the electronic database search focused on articles related to LMS implementation, LMS features, and student cognitive learning outcomes. This systematic literature review identified four key stages that serve as indicators of LMS implementation: 1) introduction, 2) registration, 3) learning materials, and 4) evaluation (assessment or feedback). The LMS features used in learning are grouped into four sections: communication features, course content features, course delivery features, and assignment features. The findings of the literature review indicate that the implementation of LMS and the features utilized in the learning process have an impact on various aspects of learning. These include learning satisfaction, engagement, learning experience, comfort, effectiveness, motivation, and the improvement of student learning outcomes.
[full article @ journal’s homepage]
[full article @ ResearchGate]
Reference: Aulianda, N., Wijayati, P. H., Ebner, M., & Schön, S. (2023). The Analysis of Learning Management System towards Students’ Cognitive Learning Outcome: A Systematic Literature Review. International Journal of Emerging Technologies in Learning (iJET), 18(23), pp. 4–26. https://doi.org/10.3991/ijet.v18i23.36443
[publication] Die Wirkung von MOOCs und iMooX.at aus Sicht von Kursersteller:innen #zfhe #tugraz #research #imoox #mooc
Im Rahmen der Sonderausgabe zu Digitalisierung der Hochschullehre – Projekte österreichischer Hochschulen 2020–2024 haben wir einen Beitrag über iMooX.at erstellt mit dem Titel „Die Wirkung von MOOCs und iMooX.at aus Sicht von Kursersteller:innen“
Zusammenfassung:
iMooX.at wird im Rahmen des Projekts „MooX – Die MOOC-Plattform als Service für alle österreichischen Universitäten“ (2020–2023) als nationale Plattform für Hochschulen ausgebaut. Im Beitrag werden bisherige Ergebnisse und Wirkungen des Projekts dargestellt. So wurden bereits 70 MOOCs durchgeführt (geplant waren 33). In problemzentrierten Interviews mit fünf Kursersteller:innen wurden zudem Wirkungen von MOOCs und iMooX.at als Plattform gesammelt. Kursersteller:innen bestätigen in einer Online-Befragung (n=17) im hohen Maße, dass iMooX.at zur Verbreitung von OER beiträgt und positive Wirkungen für unterschiedliche Gruppen hat.
[Beitrag @ Zeitschrift für Hoschulentwicklung]
[Beitrag @ ResearchGate]
Referenz: Ebner, M., Edelsbrunner, S., Haas, M., Hohla-Sejkora, K., Leitner, P., Lipp, S., Mair, B., Schön, S., Steinkellner, I., Stojevic, I., & Zwiauer, C. (2023). Die Wirkung von MOOCs und iMooX.at aus Sicht von Kursersteller:innen. Zeitschrift für Hochschulentwicklung , 18, 51-76. https://doi.org/10.3217/zfhe-SH-HL/04
[presentation] Harnessing the power of artificial intelligence and ChatGPT in education -a first rapid literature review #chatGPT #research #tugraz #AI #education
Our presentation about „Harnessing the power of artificial intelligence and ChatGPT in education -a first rapid literature review“ at the EDMedia and Innovative Learning 2023 conference in Vienna is now online available:
[publication] Digital Transformation of Teaching and Perception at TU Graz from the Students’ Perspective: Developments from the Last 17 Years #tugraz #education
Our chapter on „Digital Transformation of Teaching and Perception at TU Graz from the Students’ Perspective: Developments from the Last 17 Years“ we presented last year at ICL-conference is now online available:
The use of digital technologies in teaching to make it more varied, better, more diverse, or even more accessible is being pursued systematically at many universities. This article shows the developments in the digital transformation of teaching at Graz University of Technology (TU Graz) over the last 17 years. In the process, the various activities of Graz University of Technology and of the central department of teaching and learning technologies about the digital transformation of teaching and its focus and change during this period are described in the form of a workshop report. The consequences and developments of the Covid-19 pandemic on digital transformation efforts are also addressed. This is contrasted with results of two students’ surveys from 2014 (N = 1,502 complete questionnaires) and 2021 (N = 1,386 complete questionnaires). Within this contribution, the authors use the survey’s data to assess how students’ attitudes towards technology-enhanced teaching were changing at TU Graz. Mean indices were created to be able to compare the two surveys. This shows that despite the less good experience with teaching at TU Graz during the pandemic the attitude towards digital teaching is relatively satisfying. Nevertheless, the authors point out that the students clearly indicate that digital (distance) learning has a negative impact on communication between students and teachers as well as between students themselves, and that measures would be desirable here.
[full chapter @ book homepage]
[draft @ ResearchGate]
Reference: Martin Ebner; Bettina Mair; Christoph De Marinis; Hannes Müller; Walther Nagler; Sandra Schön; Stefan Thurner (2023). Digital Transformation of Teaching and Perception at TU Graz from the Students’ Perspective: Developments from the Last 17 Years. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham, pp 366–377. doi.org/10.1007/978-3-031-26876-2_34
[mooc] Driving change in digital economy #imoox #microcredential
Ein weiterer MOOC zum Thema „Driving change in digital economy“ startet heute und das besondere ist, dass dieser MOOC Teil eines weiteren Microcredential-Angebots der TU Graz ist. Kurzum man kann in Zusammenhang mit einer Präsenzveranstaltung, dies als Weiterbildung besuchen und dafür auch EC erhalten. Aber zunächst einmal zu den MOOC-Inhalten:
Dieser Kurs umfasst neun Lektionen, die Ihnen einen Einblick in die dynamische Landschaft der digitalen Wirtschaft geben. In diesem Kurs erwerben Sie die wesentlichen Kenntnisse und Fähigkeiten, die Sie in der sich wandelnden digitalen Welt benötigen.
In der Zeit der digitalen Transformation bietet dieser Kurs eine ganzheitliche Einführung in den Erfolg in der digitalen Wirtschaft. In neun miteinander verwobenen Einheiten erhalten Sie Einblicke in die wichtigsten Aspekte von Innovation, Datenanalyse, Technologie und Geschäftsmodellentwicklung. Jede Einheit bietet eine einzigartige Perspektive und liefert praktische Werkzeuge für die Navigation.
Hier gibt es noch den Trailer:
Mit dem Laden des Videos akzeptieren Sie die Datenschutzerklärung von YouTube.
Mehr erfahren
Der MOOC selbst ist wie gewohnt kostenlos besuchbar: [Link zur kostenlosen Anmeldung zum MOOC]
Wenn jemand die gesamte Weiterbildungsmaßnahme besuchen möchte, kann er dies über die Webseite microcredentials.at
[ijet, journal] Journal of Emerging Technologies in Learning Vol. 18 / No.24 #ijet #research
Issue 18(24) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).
Table of Contents:
- Analysis of Students’ Behavior Watching iMooX Courses with Interactive Elements
- Development of the Creative Potential of Future Teachers Based on Smart Education
- AI-Assisted Emotion Recognition: Impacts on Mental Health Education and Learning Motivation
- The Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students
- Educators’ Perspectives on the Main Challenges and Opportunities for Implementing Digital Solutions in Learning and Teaching
- Using Autonomous Learning Mode to Improve Students’ Learning Willingness and Resilience
- Distributed Communicative Language Training Platform Using Automatic Speech Recognition Technology for Smart University
- Effects of Multimedia Education Integrated Marketing Course Teaching on Students’ Marketing Awareness and Marketing Attitude
- The Impact of Scene Teaching in Smart Classrooms on Learners’ Learning Performance and Effectiveness
- Enhancing Students‘ Metacognition via AI-Driven Educational Support Systems
- Bilingual Teaching Environment Creation and Multi-Attribute Teaching Decisions
- Optimizing Vocational Education Design with Big Data and Educational Technology
- Predictors of Success and Preference for Full Online Distance Education: Insights Moving Forward the New Normal in Education
- Research of Flipped Teaching to MICE Students’ Learning Interests and Learning Effectiveness
- Developing Students’ Scientific Literacy through Wikipedia Digital Library
Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .