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] 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.

Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication… by Martin

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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

[publication] Attention Profiling Algorithm for Video-based Lectures

Our first publication at this year HCII conference in Crete, Greece about “Attention Profiling Algorithm for Video-based Lectures” is now online available as prelimiary version. The slides are already published here.
Abstract:

Due to the fact that students’ attention is the most crucial resource in a high-quality course it is from high importance to control and analyze it. This could be done by using the interaction and the communication because they are known as valuable influencing factors of the attention. In this publication we introduce a web-based information system which implements an attention-profiling algorithm for learningvideos
as well as live-broadcastings of lectures. For that different methods of interaction are offered and analyzed. The evaluation points out that the attention profiling algorithm delivers realistic values.

Attention Profiling Algorithm for Video-based Lectures by Martin

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Reference: Wachtler, J., Ebner, M., Taraghi, B. (2014). Attention Profiling Algorithm for Video-based Lectures. Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Panayiotis, Z., Ioannou, A. (Ed.), Springer Lecture Notes, pp. 358-367

[iPhone] Shoppingliste

ShoppinglisteIm Rahmen unserer Vorlesung “Mobile Applications 2014” ist auch die App Shoppingliste programmiert worden. Wie unschwer zu erraten ist, kann man sich damit seine persönliche Einkaufsliste erstellen:

Einkaufskorb ist eine einfache, trotzdem effiziente und einfach zu bedienende App.
Mit dieser App gehören die Einkaufszettel der Vergangenheit an.
Die vorgegebenen Kategorien und Artikel ermöglichen es, die Struktur der App zu verstehen
und neue Artikel wie auch Kategorien hinzuzufügen.
Außerdem werden die Daten mit der iCloud synchronisiert, wodurch es auch möglich ist, auf verschiedenen
Geräten Daten zu speichern und/oder zu ändern.

[Link zur App]

[recording] Big Data – Wie gut kann und sollte ich meine Nutzer kennen?

Die Aufzeichung vom 11.05.2014 aus der heurigen Vorlesung “Gesellschaftliche Aspekte der Informationstechnologie” sind nun verfügbar. Aus technischen Gründen wurde mein Vortrag zu freien Bildungsressourcen nicht aufgezeichnet, aber dazu gibt es bereits hier einen ähnlichen Vortrag.

  1. Martin Gersch: Big Data: wie gut kann und sollte ich meine Nutzer kennen?
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Eine Lächel-Hupe? … und was passiert da?

Mitten in Bad Reichenhall stand vor einigen Wochen eine “Lächel-Hupe”. Einige Passanten haben neugierig gehupt. Was passierte, seht Ihr in diesem Video:

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… Schwuppdiwupp, schon wieder ein Projekt zu Ende. Bei der unserer Abschlusspräsentation von “Lächeln in der Kurstadt” haben wir das Video zum ersten vorgestellt – und nun für alle auch hier im Blog: Das Video zur großen Lächel-Aktion. Viel Spaß!

[publication] Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching

Our contribution at this year International Computer Assisted Assessment Conference (CAA 2014) about “Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching” is now online available.
Abstract:

Much has been written lately about the potential of Learning Analyt- ics for improving learning and teaching. Nevertheless, most of the contributions to date are concentrating on the abstract theoretical or algorithmic level, or, deal with academic efficiencies like teachers’ grading habits. This paper wants to fo- cus on the value that Learning Analytics brings to pedagogic interventions and feedback for reflection. We first analyse what Learning Analytics has to offer in this respect, and, then, present a practical use case of applied Learning Analytics for didactic support in primary school Arithmetic.

Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching by Martin

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Reference: Greller, W., Ebner, M., Schön, M. (2014) Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching. In: Computer Assisted Assessment. Kalz, Marco, Ras, Eric (Eds.) -Research into E-Assessment, Communications in Computer and Information Science Volume 439, 2014, pp 79-87. Springer, New York

[presentation] Attention Profiling Algorithm for Video-based Lectures

Our first presentation at this year HCII 2014 conferece in Creta Maris, Heraklion, Crete, Greece was about “Attention Profiling Algorithm for Video-based Lectures“. First of all find here the slides:

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[recording] Digitale Ich & Green IT

Die Aufzeichungen vom 14.05.2014 aus der heurigen Vorlesung “Gesellschaftliche Aspekte der Informationstechnologie” sind nun verfügbar.

  1. Rüdiger Wetzl: Problematiken und Chancen in der Beschaffung und Entsorgung von Elektronikgeräten
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  3. Wolfgang Schinagl: Das Ich – Personale Identität zwischen Vermassung und Individualität im digitalen Zeitalter
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[presentation] Do You Mind NSA Affair? Does the Global Surveillance Disclosure Impact Our Students?

Our last presentation at this year ED-Media Conference in Tampere, Finland is about the “Do You Mind NSA Affair? Does the Global Surveillance Disclosure Impact Our Students?” – enjoy the slides:

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