Ab sofort gibt es auf iMooX.at auch eine entsprechende Barrierefreiheitserklärung:
Wir arbeiten auch kontinuierlich daran, die Inhalte möglichst allen kostenfrei zur Verfügung zus stellen.
[presentation] Unite! Higher Education Interoperability Framework (HEIF) use cases and other interoperability activities by Unite! „Digital Campus“ team #unite
We did a presentation for the HEIF community about our activities in UNITE!:
The Unite! HEIF Use Cases presentation (January 28, 2026) provides a comprehensive overview of the technical and organisational work carried out by the Unite! Digital Campus consortium
Sieben Mythen der KI-Nutzung
Wir haben einen kurzen Beitrag zu sieben Mythen verfasst in Bezug auf die KI-Nutzung auf Basis vieler Beobachtungen und Workshops bzw. Umfragen mit Anwender:innen:
Wer das Internet nutzt, kommt im Frühjahr 2026 nicht um Anwendungen generativer Künstlicher Intelligenz (kurz KI) herum. Suchmaschinen bieten neben Links standardmäßig KI-generierte Antworten an, Chatbots unterstützen bei der Buchung von Websites, Schüler:innen lassen sich Tests passend zu den Arbeitsblättern der Lehrer:innen generieren usw. – Doch nicht alles, was uns die KI-Anwendungen liefern, wie wir sie nutzen und ihre Ergebnisse verstehen, ist zutreffend und unproblematisch. Das liegt auch an Missverständnissen darüber, wie KI-Anwendungen funktionieren. Aus unserer Sicht – es gibt dazu noch keine empirische Evidenz – verdienen folgende sieben Aussagen besondere Aufmerksamkeit, insbesondere auch im Kontext von Bildung, Schule und Hochschule:
- KI-Anwendungen sind neutral, objektiv und vorurteilsfrei
- KI-Anwendungen arbeiten logisch
- KI-Anwendungen denken und lernen wie Menschen
- KI-Anwendungen sind empathisch
- KI-Anwendungen sind ökologisch und sozial problemlos
- KI-Nutzung ist rechtlich einwandfrei
- KI-Anwendungen machen Wissen und Kompetenzentwicklung überflüssig
In diesem Beitrag möchten wir diese als „Mythen“ bezeichneten Aussagen beschreiben und aufzeigen, dass und warum sie nichtzutreffend sind. Damit möchten wir einen zukünftig fundierten Umgang und durch die Beschreibung von KI-Mythen Forschung dazu initiieren und unterstützen.
[Beitrag im Repository der TU Graz]
Zitation: Schön, S.; Brünner, B.; Ebner, M., Diesenreither, S., Hanfstingl, B. & Krammer, G. (2026). Sieben Mythen der KI-Nutzung. Report. Graz University of Technology. DOI: 10.3217/170mc-8z498
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.
[imoox] MOOC-Serie zu „Maßgeschneiderte Materialien und Enzyme für industrielle Prozesse“ gestartet #tugraz
Insgesamt 3 MOOCs zusammengefasst in der MOOC-Serie „Maßgeschneiderte Materialien und Enzyme für industrielle Prozesse“ sind diese Woche gestartet:
Die drei Kurse der MOOC-Reihe „Maßgeschneiderte Materialien und Enzyme für industrielle Prozesse“ wurden im Rahmen INTERfaces-Projekts erstellt und sollen interessierten Menschen eine ausführliche Einführung in Biokatalyse geben und wie die Modifikation und Optimierung von Materialien und Prozessen zu nachhaltigen biokatalytischen Prozessen führen kann, die in einem industriellen Umfeld eingesetzt werden können. Der Schwerpunkt liegt auf den Grundkonzepten der Biokatalyse und Verfahrenstechnik. Lernende können ihr Wissen durch Videos und Quizfragen entwickeln.
Link zur Serie und kostenlosen Teilnahme [Link zur MOOC-Serie]
[guidlines] A digital textbook for everyone: Accessible and interactive, from concept to use #accessibility #tugraz #research
Our final guidlines „A digital textbook for everyone: Accessible and interactive, from concept to use“ are now online available:
The Guidelines offer practical orientation on how to design digital schoolbooks that are didactically sound, inclusive, and accessible. They address everyone involved in creating or using learning materials — from publishers, authors, and teachers to designers, developers, parents, and educational stakeholders.
A key feature of the project is its transdisciplinary approach: experts from subject didactics, inclusive education, UX design, computer science, and accessibility worked together to develop methods, processes, and examples. While the work is based on content from mathematics and geography, the principles are transferable to other subjects.
Digital schoolbooks provide new opportunities for individualized, collaborative, and competence-oriented learning. The Guidelines show how digital materials can follow a “Born Accessible” strategy from the very beginning, aligned with the principles of Universal Design for Learning. They provide concrete recommendations, best practices, and examples that can be directly applied to development projects.
The content covers the entire development process — from defining inclusive learning goals to decisions about design and representation, technical implementation, feedback structures, and ongoing quality assurance.
These guidelines were developed as one of three key outcomes of the Erasmus+ project Digital Education Material (DEM).
[English version @ Zenodo]
[German version @ Zenodo]
Reference:
English version: Brnic, M., Degenhardt, S., Edelsbrunner, S., Erdel, T., Greefrath, G., Kargl, B., Lathan, H., Macchia, V., Mönter, L., Schön, S., Schütt, M.-L., Torri, S., Wetzel, M., & Ebner, M. (2025). A digital textbook for everyone: Accessible and interactive, from concept to use. CDV. https://doi.org/10.5281/zenodo.18313228
German version: Brnic, M., Degenhardt, S., Edelsbrunner, S., Erdel, T., Greefrath, G., Kargl, B., Lathan, H., Macchia, V., Mönter, L., Schön, S., Schütt, M.-L., Torri, S., Wetzel, M., & Ebner, M. (2025). Ein digitales Schulbuch für alle: Barrierefrei und interaktiv von der Idee bis zur Nutzung. CDV. https://doi.org/10.5281/zenodo.18301620
[statement] European Universities alliances must embrace open educational resources #oer
Sandra and I did a short essay about „European Universities alliances must embrace open educational resources“ for the European University Assiciation.
Abstract:
To ensure legally compliant, sustainable and digitally sovereign teaching in European Universities alliances, open educational resources are an essential tool.
[essay @ EUA Homepage]
[essay @ ResearchGate]
Reference: Ebner, M., Schön, S. (2026). European Universities alliances must embrace open educational resources. Expert Voices. European University Association. [draft]
[report] Streamlining course catalogue metadata amongst European university alliances. An overview of existing standards, developments, perspectives and challenges (Technical Report) #unite #tugraz
Our report titled „Streamlining course catalogue metadata amongst European university alliances. An overview of existing standards, developments, perspectives and challenges (Technical Report)“ is now online available:
The digital transformation of higher education has created new opportunities and challenges for European university alliances aiming to foster seamless collaboration across institutions. Unite!, a leading European University Alliance focused on technology and engineering, has initiated the Cm.2 Digital Campus work package to develop an integrated digital learning environment. A key component of this initiative is the establishment of course catalogues that facilitate student and staff mobility within the alliance. However, the lack of standardised metadata models and the diverse approaches of partner universities to course cataloguing present significant obstacles to interoperability. This report presents the work of the Unite! Metadata Standards Working Group, established within the Cm.2 “Digital Campus” framework to address these challenges. The purpose of this document is to present a clear, coherent view of the metadata for a course catalogue of a European university alliance. Because the subject matter involves many interrelated topics and dependencies, the needed linear presentation does obscure the logical connections between them. The goal was the identification of sustainable and scalable approaches to course catalogue integration. The report outlines several entry points. Nevertheless, it is designed to bring colleagues on board who are not yet familiar with the background and the various use cases for course catalogues. Consequently, it opens with a basic introduction to the essentials of virtual mobility, the recognition of study achievements using the ECTS users’ guide (EC DG EAC, 2015) and highlights the difficulties of international / multilingual domain vocabulary and other basic issues (chapter 2). As described, we then presented the various access points from multiple perspectives: existing metadata standards (chapter 3), the (potential) role of national standards (chapter 4), two examples from other European university alliances (ENHANCE and YUFE, chapter 5), and results of an exploratory analysis of attributions in university course catalogues (chapter 6). Findings from the analysis of some Unite! partners‘ course catalogues highlighted inconsistencies in metadata usage, challenges related to terminology, and gaps in machine readability. Chapter 7 then summarises challenges surrounding metadata for joint course catalogues and finally, chapter 8 describes strategies for a common course catalogue in university alliances and provides a draft on how to develop and decide upon a course catalogue. This report aims to serve as a foundation for future discussions and technical developments within Unite! and other European alliances seeking to establish interoperable course catalogues. By addressing the challenges of metadata fragmentation and system integration, university alliances can enhance the accessibility and effectiveness of digital learning infrastructures, ultimately improving mobility and collaboration across higher education institutions.
Recommended Citation: Kubik, T., Schön, S., Bertonasco, R., Alcober, J., Diard, J., Ebner, M., Francisco, A., Gasplmayr, K., Hoppe, C., Koschutnig-Ebner, M., Krysiak, J., Martikainen, J., Petersson, J., Szymanska-Kwiecien, A. & Taraghi, B. (2025). Streamlining course catalogue metadata amongst European university alliances. An overview of existing standards, developments, perspectives and challenges (Technical Report). Graz University of Technology. DOI: 10.3217/0xewj-6mb92
This is an impactful contributions, methodological rigor, and exceptional novelty in the field of european alliances in higher education.
[report] Implementing the European Student Card within the European university alliance Unite! #unite #tugraz
Our report about „Implementing the European Student Card within the European university alliance Unite!. A technical report on status, developments, and plans of Unite! universities“ is online available:
This report describes the implementation of the European Student Card Initiative (ESCI), launched by the European Commission in 2022 and comprising Erasmus Without Paper (EWP), the European Student Card (ESC), and the ERASMUS+ App, within the Unite! alliance. The first part focuses specifically on the ESC, drawing on the actions taken and the information gathered within the framework of the initiative. The Unite! alliance, comprising nine universities (Aalto University, Grenoble INP graduate school of engineering and management, University Grenoble Alpes, KTH Royal Institute of Technology, Politecnico di Torino, Graz University of Technology, Universidade de Lisboa, Universitat Politècnica de Catalunya/BarcelonaTech, Technical University of Darmstadt, and Wroclaw University of Science and Technology), aims to promote the concept of a European campus. The report outlines the nature of this initiative, the strategy adopted since 2023, and the current state of implementation within the Unite! alliance (as of August 2025). It presents two solutions for establishing ESCs within the alliance, including internally developed software solutions, such as a virtual student card application created by Politecnico di Torino, and options involving external service providers, such as Capmonetique in France at UGA (as part of the Unite! partner INP-UGA). The report also highlights potential improvements and broader implications of implementing the ESC, with the objective of supporting and informing other universities about the available solutions.
Recommended Citation: Bertonasco, R., Diard, J., Landfahrer Berglez, K., Schön, S., Alcober, J., Büttner, W., Cruz, L., Ebner, M., Espadas, C., Ferrian, C., Fink, J., Gasplmayr, K., Hoppe, C., Järvelä, H., Krysiak, J., Oller, M., Petersson, J., Reignier Tayar, N., Schmidt, A., Sessler, C., Szymanska-Kwiecien, A. & Tadaszak, R. (2025). Implementing European Student Card amongst the European university alliance Unite!: A technical report on status, developments, and plans of Unite! universities (Technical Report). Graz University of Technology. DOI: 10.3217/nzz7b-vam63
This is an impactful contributions, methodological rigor, and exceptional novelty in the field of european alliances in higher education.
[linklist] Educational Technology #tugraz llt
Die Linkliste unserer Abteilung, welche hauptsächlich für Social-Media-Beiträge verwendet wird, ist nun umgezogen und kann ab sofort hier auch immer online aufgerufen werden:
[Linklist Educational Technology @ Graz University of Technology]
[workshop] MOOCs im Curriculum und das vielleicht auch noch KI-gestützt? #tugraz
Im Rahmen der Veranstaltung „Curricula entwickeln mit KI und anderen Tools“ von e-Teaching.org durfte ich einen Workshop zu „MOOCs im Curriculum und das vielleicht auch noch KI-gestützt?“ gestalten. Hier gibt es noch meine Folien nachgereicht:
