Kategorie: TUG

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[publication] A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021 #edil22 #tugraz

One of our contributions to the EdMedia + Innovate Learning 2022 is about „A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021„

Abstract:
The technical equipment of first-year students and their preferred communication applications are changing, perhaps also influenced by their experiences in the Covid-19 pandemic concerning digital teaching and learning. This paper presents the 2021 survey of first-year students at Graz University of Technology (N=1,207) and compares the results concerning devices and applications with the results of the surveys conducted since 2011. It is striking that there are no striking changes in the endowment of the that can be interpreted as an effect of Covid-19 pandemic. A question introduced in 2021 about experiences with distance online instruction and experiences with online courses before and after Covid-19 shows clearly that new students‘ prior experiences with online learning here have dramatically changed as a result of school closures in Austria.

[Full paper @ conference homepage]
[draft @ ResearchGate]

Reference: Nagler, W., Schön, S., Mair, B., Ebner, M. & Edelsbrunner, S. (2022). A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1060-1067). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 12, 2022 from https://www.learntechlib.org/primary/p/221412/

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[podcast] LectureCast zu MOOCs #tugraz

Einen lieben Dank an Andreas Hebbel-Seeger der mich zu seinem Podcast eingeladen hat und mit mir ein Interview zu MOOCs geführt hat. Der Podcast ist zusammen mit anderen spannenden Folgen online auf vielen Kanälen verfügbar – viel Spaß beim Anhören.

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[master] Development of a WCAG theme for a learning management system #tugraz #research #moodle

Bernhard defended his masterthesis about „Development of a WCAG theme for a learning management system“ successfully and did a great job. Find his find final slides here:

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[master] Math trainer as a chatbot via system(push) messages for Android #tugraz #research #chatbot

Mirza defended successfully his master thesis about „Math trainer as a chatbot via system(push) messages for Android“. Find here his final slides:

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[publication] Evaluation of Mixed Reality Technologies in Remote Teaching #VirtualReality #tugraz #education

Our chapter for the HCII conference 2022 about „Evaluation of Mixed Reality Technologies in Remote Teaching“ got published.

Abstract:
The trend towards remote teaching is steadily increasing and intensified by the current situation of the global pandemic. This is a particular challenge for subjects with a high practical relevance, such as mining engineering education, as practical experiences and on-site excursions are an integral part of the curriculum. In face-to-face teaching settings, mixed reality technologies are already considered a promising medium for the implementation of e.g., virtual field trips. Based on this, the current study addresses the question to what extent the integration of mixed reality technologies is suitable for remote teaching and which strengths and challenges are perceived by students and teachers. For this purpose, two 60-min remote lectures in the field of mining engineering were conducted, in which the use of mixed reality was tested on the basis of shared 360° experiences and 3D models and evaluated by students and teachers. Results reveal that the use of mixed reality in remote teaching was perceived as useful, enabled a realistic experience and improved students’ understanding of presented theory compared to traditional teaching methods. In this paper, we discuss possible potentials and risks of using mixed reality in remote teaching and derive directions for further research.

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

Reference: Daling, L.M., Khoadei, S., Kalkofen, D., Thurner, S., Sieger, J., Shepel, T., Abdelrazeq, A., Ebner, Markus, Ebner, Martin & Isenhardt, I (2022). Evaluation of Mixed Reality Technologies in Remote Teaching. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Novel Technological Environments. HCII 2022. Lecture Notes in Computer Science, vol 13329. Springer, Cham. https://doi.org/10.1007/978-3-031-05675-8_3

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[publication] Introduction to ‘The Future of Learning’ #education #book #chapter

I manged the section „Future of Learning“ for the book Learning with Technologies and Technologies in Learning:

This section deals with the “future of learning” and asked for contributions dealing with meta-studies ore forecasts. This is not a simple task because we all know from the pandemic that changes are unpredictable sometimes. Anyway, we are very happy that seven groups of researchers out of more than 23 proposals tried to give us insights to their research. Those 7 publications deal with different topics—meta studies, Social Interaction and communication, Open Educational Resources, Augmented and Virtual Reality.

[chapter @ book’s homepage]
[draft @ ResearchGate]

Rerference: Ebner, M. (2022). Introduction to ‘The Future of Learning’. In: Auer, M.E., Pester, A., May, D. (eds) Learning with Technologies and Technologies in Learning. Lecture Notes in Networks and Systems, vol 456. Springer, Cham. https://doi.org/10.1007/978-3-031-04286-7_1

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[imoox] University all inclusive – Respektvolle Begegnung mit Studierenden und Mitarbeitenden mit Behinderungen und/oder physischen/psychischen Erkrankungen #mooc #tugraz #inclusion

Einem sehr wichtigen Thema widmet sich der neueste MOOC der TU Graz der soeben online gegangen ist: „University all inclusive – Respektvolle Begegnung mit Studierenden und Mitarbeitenden mit Behinderungen und/oder physischen/psychischen Erkrankungen„

Du möchtest mehr über psychische oder physische Erkrankungen und/oder Behinderungen im Unisetting erfahren und dir einen ersten Überblick darüber verschaffen? Möglicherweise hast du dich schon ein wenig mit der Thematik auseinandergesetzt, dennoch  sind noch viele Fragen offen?
Dieser MOOC (Massive Open Online Course) bietet dir eine gezielte Hilfestellung, damit ein inklusives Miteinander möglich wird. Einige Inhalte sind spezifisch für ein inklusives Unisetting ausgelegt, andere sind ganz allgemein gehalten und richten sich an alle interessierten Personen. Außerdem helfen dir die Inhalte, dich rund um psychische/physische Erkrankungen und/oder Behinderungen mit einigen Grundlagen vertraut zu machen und dich für die Thematik zu sensibilisieren.
Der Kurs wurde von der Servicestelle “Barrierefrei Studieren” initiiert und entstand unter Mitwirkung von Studierenden, Lehrenden sowie Expert*innen zu den jeweiligen Themenbereichen.

Die Anmeldung ist natürlich kostenlos und wir hoffen, dass das Angebot auch nützlich ist: [Anmeldeseite zum kostenlosen Online-Kurs]

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[publication] Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries #LearningAnalytics #tugraz

Our poster/chapter about „Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries“ at HCII 2022 conference is published and available.

Abstract:
Learning analytics (LA) is an emerging field of science due to its great potential to better understand, support and improve the learning and teaching process. Many higher education institutions (HEIs) have already included LA in their digitalisation strategies. This process has been additionally accelerated during the COVID-19 pandemic when HEIs transitioned from face-2-face learning environments to hybrid and e-learning environments and entirely relied on technology to continue operating. Undoubtedly, there was never a time when so much student data was collected, analysed, and reported, which brings numerous ethical and data protection concerns to the forefront. For example, a critical issue when implementing LA is to determine which data should be processed to fulfil pedagogical purposes while making sure that LA is in line with ethical principles and data protection law, such as the European General Data Protection Regulation (GDPR). This article contributes to the discussion on how to design LA applications that are not only useful and innovative but also trustworthy and enable higher education learners to make data-informed decisions about their learning process. For that purpose, we first present the idea and methodology behind the development of our interdisciplinary Criteria Catalogue for trustworthy LA applications intended for students. The Criteria Catalogue is a new normative framework that supports students to assess the trustworthiness of LA applications. It consists of seven defined Core Areas (i.e., autonomy, protection, respect, non-discrimination, responsibility and accountability, transparency, and privacy and good data governance) and corresponding criteria and indicators. Next, we apply this normative framework to learning diaries as a specific LA application. Our goal is to demonstrate how ethical and legal aspects could be translated into specific recommendations and design implications that should accompany the whole lifecycle of LA applications.

[article @ book’s homepage]
[draft @ ResearchGate]

Reference: Veljanova, H., Barreiros, C., Gosch, N., Staudegger, E., Ebner, M., Lindstaedt, S. (2022). Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2022 Posters. HCII 2022. Communications in Computer and Information Science, vol 1582. Springer, Cham. https://doi.org/10.1007/978-3-031-06391-6_19