TUG – Seite 2 – e-Learning Blog

Juli 22, 2026Juni 30, 2026

[mooc] Woche 5 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ #imoox #digiskill26

Woche 4 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ liegt vor uns. Diese Woche geht es um Sicherheit und selbstverständlich war dies auch Thema beim DigiStammtisch. Viel Spaß damit:

Und natürlich ist das alles kostenfrei und offen lizenziert – daher einfach anmelden, wir freuen uns auf viele Teilnehmer:innen:

[Kostenlose Anmeldeseite MOOC „Digitale Kompetenzen für Studienanfänger:innen„]

Juli 20, 2026Juni 30, 2026

[publication] Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Tablet and AI Dominance for University Digital-Sovereignty Initiatives #tugraz #welcomedays

Our most traditional research publication about the outcomes of the welcome days‘ survey is now published, titled „Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Tablet and AI Dominance for University Digital-Sovereignty Initiatives„

Abstract:
Over the last thirteen years, more than 14 000 freshmen at the Graz University of Technology (TU Graz) have taken part in the annual „Welcome Days“ surveys. This study analyses the responses collected between 2011 and 2025 to chart the shifting digital profile of incoming students. The results highlight evolving patterns in hardware ownership, social-media activity, communication preferences, digital recreation, and the utilization of online information sources. Notably, the data reveal a steady increase in the adoption of artificial-intelligence applications and tablet devices, alongside a decline in the use of Wikipedia and open-source software. These trends pose significant challenges for TU Graz, prompting the need for initiatives that strengthen digital sovereignty and promote on-premise hosting of open-source solutions.

[publication @ conference’s homepage]
[preview @ ResearchGate]

Reference: Nagler, W., Mayr, B., Ebner, M., Schön, S. & Bruenner, B. (2026). Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Tablet and AI Dominance for University Digital-Sovereignty Initiatives. In Proceedings of EdMedia 2026 Edinburgh (pp. 119-129). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129631/.

Juli 17, 2026Juni 30, 2026

[publication] Whitepaper on Evaluating GenAI Innovation in Higher Education #tugraz #research #AIinEducation

Our publication, „Whitepaper on Evaluating GenAI Innovation in Higher Education,“ is included in the proceedings of the EDMedia 2026 conference.

Abstract:
Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support, personalization, and synthetic media. However, its value cannot be determined solely by technical performance, novelty, or efficiency. This paper presents an evaluation framework for quality genAI applications in higher education. This paper presents a practice-derived framework developed through a cross-case synthesis of nine diverse GenAI implementations at Graz University of Technology. Analyzing projects ranging from AI-generated content to RAG-based chatbots, we identified recurring decision points and risk patterns to formulate a five-phase, non-linear evaluation model. The framework guides institutions through specifying context, assessing feasibility, selecting implementation strategies, conducting multi-layered pilots, and performing data-informed analysis. A defining feature is the integration of explicit „Sustain-or-Discontinue“ decision gates at each stage, ensuring resources are committed only to viable applications while providing a structured pathway to terminate initiatives that fail to meet pedagogical or ethical standards. We argue that the core institutional capability lies not in rapid adoption, but in the discipline to evaluate responsibly, balancing experimentation with the rigor to govern and discontinue when necessary.

[publication @ conference’s homepage]
[preview @ ResearchGate]

Reference: Schön, S., Brünner, B., Ebner, M. & Leitner, P. (2026). Whitepaper on Evaluating GenAI Innovation in Higher Education. In Proceedings of EdMedia 2026 Edinburgh (pp. 697-703). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129693/.

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

Juli 15, 2026Juni 30, 2026

[mooc] Woche 4 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ #imoox #digiskill26

Woche 3 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ liegt vor uns. Diese Woche geht es um das Kreation digitaler Inhalte und natürlich haben wir wieder im Digi-Stammtisch darüber geredet. Viel Spaß damit:

Und natürlich ist das alles kostenfrei und offen lizenziert – daher einfach anmelden, wir freuen uns auf viele Teilnehmer:innen:

[Kostenlose Anmeldeseite MOOC „Digitale Kompetenzen für Studienanfänger:innen„]

Juli 8, 2026Juni 30, 2026

[mooc] Woche 3 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ #imoox #digiskill26

Woche 2 im MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ liegt vor uns. Diese Woche geht es um das Thema Kommunikation und Zusammenarbeit und da haben wir auch wieder Vides vorbereitet aus unserem Digi-Stammtisch. Viel Spaß damit:

Und natürlich ist das alles kostenfrei und offen lizenziert – daher einfach anmelden, wir freuen uns auf viele Teilnehmer:innen:

[Kostenlose Anmeldeseite MOOC „Digitale Kompetenzen für Studienanfänger:innen„]

Juli 6, 2026Juni 15, 2026

[publication] The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices #OER #research

Our publication about „The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices“ is published in the conference proceedings of this year’s EDMedia conference.

Abstract:
This study analyses the impact of the new Law of Ukraine „On Copyright and Related Rights“ (2811-IX) on the use of educational materials in the context of digital transformation and military crisis. Using the benchmarking methodology „15 cases in 15 countries“ and qualitative interviews with teachers, the work compares Ukrainian norms with the practice of European countries. The results show that broad educational exceptions (in particular, Articles 22 and 24) create a situation of „legal comfort“ for the academic community, allowing the legal use of protected content in closed digital environments. However, this gives rise to the „OER paradox“: the absence of legal barriers to the use of proprietary resources reduces the motivation to create full-fledged open educational resources under open licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.

[publication @ conference’s homepage]
[preview @ ResearchGate]

Reference: Andriichenko, Y., Ebner, M., Schön, S. & Brünner, B. (2026). The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices. In Proceedings of EdMedia 2026 Edinburgh (pp. 1589-1599). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129797/.

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of Open Educational Resources (OER).

Juni 29, 2026Juni 10, 2026

[presentation] OER-Zertifizierung an der TU Graz #OER #fnma

Im Rahmen des OER-Zertifizierungsspecial der SIG OER der fnma durfte ich einen kurzen Einblick in die Praxis der TU Graz geben. Meine Folien sind hier einsehbar:

Referenz: Ebner, M. (2026, Juni 10). OER-Zertifizierung an der TU Graz. Graz University of Technology. https://doi.org/10.3217/epdgp-jfr73

Juni 26, 2026Juni 3, 2026

[event] European Digital Campus: Lessons Learned from Unite!

We are very happy that we can invite you to our closing event of the 4-year-long work on the digital infrastructure of our European alliance UNITE!. We would like to share our final results in a hybrid session – so you can join us in Stockholm as well as online:

How can EU university alliances build a truly federated digital campus? On 13 October 2026, from 14:30 to 16:00 CET, the Unite! Alliance invites stakeholders to an interactive session exploring the practical realities of developing a shared digital higher education ecosystem.

Find here the webpage for further details and for the registration: [Eventpage]

Juni 24, 2026Juni 3, 2026

[podcast] Lehrvideos und KI-Avatare

Es freut mich, dass ich nach 3 Jahren nochmals bei Andreas zu Gast sein durfte in seinem großartigen LectureCast. Dieses Mal rund um das Thema der KI-Avatare.

Nach gut 3 Jahren zum zweiten Mal zu Gast im LectureCast ist PD Dr. Martin Ebner, Leiter der Abteilung für Lerntechnologien an der TU Graz und Kopf der österreichischen MOOC-Plattform iMOOX-AT. Im Mittelpunkt unseres Gesprächs steht die KI-gestützte Produktion von Lehrvideos mit Avataren und mehrsprachigen Synchronisierungen. Ebner schildert, wie an der TU Graz zunächst aus dem Wunsch nach niedrigschwelliger Mehrsprachigkeit im europäischen Hochschulraum heraus erste Experimente mit Talking-Head-Avataren entstanden, welche Rolle das Prinzip „Human in the Loop“ dabei für die Qualitätssicherung spielt und welche rechtlichen wie ethischen Fragen insbesondere in Bezug auf das synthetisierte Double dabei noch ungeklärt sind. Darüber hinaus diskutieren wir, ob die Personalisierung von Lernmaterialien durch KI mittelfristig zu einem Paradigmenwechsel in der Hochschullehre führt: weg vom idealtypischen Lehrenden-Avatar, hin zu einem Lernangebot, das Lernende selbst nach ihren Präferenzen konfigurieren können. Ebners Fazit bleibt dabei nüchtern-optimistisch: je mehr Technologie, desto wichtiger werde die Rolle der Lehrperson für die Orchestrierung des Lernprozesses.

[Link zum LectureCast Episode 123]

Juni 22, 2026Juni 2, 2026

[publication] Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite! #zfhe

Our article about „Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!“ has been published within the issue „European University Alliances in Action“ of the Journal of Higher Education Development (ZFHE)

Abstract:
European University Alliances seek to integrate teaching, research, and administration across borders by aligning digital and internationalisation strategies. This paper first outlines the alliances’ common objectives and governance models. It then highlights the pivotal role of a federated IT infrastructure—providing identity management or interoperable learning systems—and explains why ongoing technical decisions are necessary to meet evolving regulations and the need for scaling and interoperability, as described, for example, in the Higher Education Interoperability Framework (HEIF). Using the Technical Commission (TC) of Unite! as a case study, the article maps its mandate, composition, and end‑to‑end workflow. The final sections reflect on lessons learned, noting success factors and future directions (e.g. the implementation of the TC within the core organisation of the alliance) to sustain transnational collaboration.

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

Cite as: Ebner, M., Gasplmayr, K., Koschutnig-Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Diar, J., Francisco, A., Hoppe, C., Martikainen, J., Krysiak, J., Petersson, J. & Szymanka-Kwiencien, A. (2026). Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 21(2), 111–130. [https://doi.org/10.21240/zfhe/21-2/06]