Digitale Lehre an und rund um der Technischen Universität Graz
Our presentation at this year ED-Media Conference in Vancouver about „Mobile Phones and Learning – Perceptions of Austrian Students, aged 11 to 14 Years“ is now online available. Here are the slides:
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Our presentation at this year ED-Media Conference in Vancouver about „Smart glass integration in edcuational environments“ is now online available. Here are the slides:
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Für die Ausgabe 2016 (1) des Magazins L.A. Multimedia haben wir einen Beitrag verfasst wo wir kurz die innovative Softwareapplikation neo-lernhilfen beschrieben haben. Für alle Mathematiker, es lohnt sich wirklich ein Blick darauf.
Zusammenfassung:
Das digitale Schulbuch ist in aller Munde. Eine bloße „Eins-zu-Eins-Übersetzung“ der Schulbücher in eine digitale Version schöpft die Möglichkeiten der digitalen Welt jedoch nur unzureichend aus. Hier gilt es, innovativ zu denken: Warum nicht auch Übungsbeispiele automatisch generieren, inklusive vollständigem Lösungsweg? Warum nicht auch Kompetenz-Checks individuell für jeden Lernenden automatisch erstellen?
[Preversion @ Researchgate (.pdf)]
Zitation: Neuherz, E., Ebner, M. (2016) Das digitale Übungsheft. L.A. Multimedia 2016 (1). S. 35-38
The lecutre slides for this year lecture on Mobile Applications at TU Graz are now online available. Enjoy it:
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Our chapter about „Cooperative Face-to-Face Learning with Connected Mobile Devices: The Future of Classroom Learning?“ got published as chapter of the book Mobile, Ubiquitous, and Pervasive Learning.
Abstract:
Communication and collaboration among peers influence learning outcomes in a positive way. Therefore our research work focuses on enhancing face-to-face group learning with the usage of mobile devices by developing a learning game for iPhone/iPad devices called MatheBingo. The app allows up to four learners to connect to each other through their mobile devices and learn together in a face-to-face setting. An initial evaluation in this field of research indicates the usefulness of such activities and how they uniquely motivate children to learn. It can be summarized that the connection of mobile devices is an important step towards the future of face-to-face classroom learning.
[Link to full chapter @ Springer]
[Link to Draft version @ ResearchGate]
Reference: Ebner, M., Schön, S., Khalil, H., Zuliani, B. (2016) Cooperative Face-to- Face Learning with Connected Mobile Devices: The Future of Classroom Learning? In: Mobile, Ubiquitous, and Pervasive Learning Fundaments, Applications, and Trends, Edition: 1st, Publisher: Springer, Editors: Alejandro Peña-Ayala, pp.121-138
Our chapter about „Prospective Teachers – Are They Already Mobile“ got published as chapter of the book Mobile, Ubiquitous, and Pervasive Learning.
Abstract:
This research study investigated the prospective teachers’ purposes of using mobile phones and laptops, as well as the significant differences across genders and grades. Furthermore, the frequency of connecting to Internet via both mobile devices was investigated comparatively. The study was designed based on cross-sectional survey and casual-comparative methodologies in order to first determine specific characteristics of the relevant population, and to determine the possible causes for differences in terms of variables investigated. A total of 650 prospective Turkish teachers participated in the study. The results point out that, compared to mobile phones, laptops were used more frequently for various purposes, particularly the educational ones. However, in-class use of both laptops and mobile phones for educational purposes was not very common. Mobile phones were used less for educational purposes, but more for communication and entertainment purposes. Though there were statistically significant differences in terms of some purposes, given the lack of practical significance, both male and female prospective teachers can be said to use mobile phones and laptops for various purposes with similar frequencies. The same was also true for the grade variable: all prospective teachers from first to fourth years used mobile phones and laptops for various purposes with similar frequencies in practice. The present study also revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops. The findings in general suggested a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.
[Link to full chapter @ Springer]
[Link to Draft version @ ResearchGate]
Reference: Süleyman, N. S., Özlem, G., Ebner, M. (2016) Prospective Teachers – Are They Already Mobile? In: Mobile, Ubiquitous, and Pervasive Learning Fundaments, Applications, and Trends, Edition: 1st, Publisher: Springer, Editors: Alejandro Peña-Ayala, pp.139-166
Our paper about „Google Glass in Face-to-face Lectures – Prototype and First Experiences“ got published in the International Journal of Interactive Mobile Technologies.
Abstract:
Graz University of Technology has a long tradition in doing technology-enhanced courses. Following the latest trends, as mentioned in the NMC Horizon Report [32], we reviewed the possibility to use a wearable technology, in our case the Google GlassTM, in courses to improve the interaction between the lecturer and the audience with a special focus on huge classes. The lack of interaction in traditional face-to-face lectures is a well-known problem with a long research history [4], [12]. New technologies in Audience Response Systems (ARS) offer new ways to improve the interaction between teacher and student by enabling to ask questions to the audience [5] to get instant feedback during a lecture. Currently many types of web-based ARSs are available on the market [15]. Our research focused on finding an ARS suitable for the visualization in the Google Glass display. Further we developed a prototype and described first practical experiences.
Reference: Ebner, M., Mühlburger, H., Ebner, M. (2016) Google Glass in Face-to-face Lectures – Prototype and First Experiences. International Journal of Interactive Mobile Technologies (iJIM). 10(1). pp. 27-34
Our contribution to the book „Mobile Learning and STEM: Case Studies in Practice“ titled „Mobile Learning and STEM – First Experiences in a Public Secondary High School in Ghana“ got published.
Abstract:
The publication provides preliminary findings of an interdisciplinary project, where working in teacher-student teams was experienced as a solution to exploit the capacity of mobile devices for learning in combination with launching STEM (Science, Technology, Engineering, and Mathematics) interventions in order to enrich activities in learning and teaching. In three workshops it was investigated how mobile devices can trigger creativity and initiate shifts in education-practice at a Secondary High School in Ghana. Teacher-student collaboration was identified as stimulation for content development and tackling cross-disciplinary learning activities.
[Draft version at ResearchGate]
Reference: Grimus, M., Ebner, M. (2016) Mobile Learning and STEM – First Experiences in a Senior High School in Ghana. In: Mobile Learning and STEM: Case Studies in Practice. Crompton, H, Traxler, J. (ed.) Routledge. pp. 1-16
One of mine masterstudents developed an educational app for google cardboard. The app is called Mathrallye and hopefully children enjoy the crazy game AND learning math. Feedback how it works would be much appreciated.
[Link to Matherallye for Android]
Ich darf heute an der PH Luzern einen Einführungsworkshop zu Social Media Learning und Mobile Learning halten. Heute gleich einmal die Folien als .pdf zum Download: