Digitale Lehre an und rund um der Technischen Universität Graz
Neue Entwicklungen
Und wir sind bereits in der zweiten Woche unseres KI-generierten MOOCs und das auch noch zu meinem Lieblingsthema „Bildung im digitalen Zeitalter„:
Hier das entsprechende Video:
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Die Diskussionen, Prompts, die verwendete KI-Software gibt es alles im MOOC und natürlich ist die Teilnahme kostenlos: [Anmeldung zum MOOC Societech]
In der Ausgabe 9/2022 der Deutschen Universtitätszeitung (DUZ) haben wir einen Beitrag zur digitalen Transformation in der Hochschullehre geschrieben – kurz und bündig, steht dieser nun auch als PrePrint zum Nachlesen bereit.
Um einordnen zu können, wie weit sich digitale Innovationen in der Hochschullehre bereits konkret etabliert haben, schlagen die Autorinnen und Autoren vom Team Lehr- und Lerntechnologien der Technischen Universität Graz ein achtstufiges Beurteilungsmodell vor.
Referenz: Ebner, M., Schön, S., Dennerlein, S., Edelsbrunner, S. (2022) Digitale Transformation der Hochschullehre – wann kommt die digitale Innovation an?. In: DUZ (Magazin für Wissenschaft und Gesellschaft). Jg. 78, Ausgabe 9/2022. S. 45-46
I did an interview with Stefanie Panke from AACE about our forthcoming AI-generated MOOC (in german). You can find the whole video right here:
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Thanks very much for the possibility and join our MOOC for free: [registration page of the MOOC]
Es freut uns sehr, dass unser Beitrag zu „Learning Analytics in Hochschulen und Künstliche Intelligenz. Eine Übersicht über Einsatzmöglichkeiten, erste Erfahrungen und Entwicklungen von KI-Anwendungen zur Unterstützung des Lernens und Lehrens.“ nun erschienen ist. Das Ziel war den Unterschied herauszuarbeiten und einen ersten Einblick zu geben in das Themenfeld. Wir hatten seinerzeit auch ein Video, quasi als Teaser für das Kapitel erstellt:
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[full article @ ResearchGate]
[full article @ Verlag Homepage]
Zitation: Schön, Sandra; Leitner, Philipp; Lindner, Jakob & Ebner, Martin (2023). Learning Analytics in Hochschulen und Künstliche Intelligenz. Eine Übersicht über Einsatzmöglichkeiten, erste Erfahrungen und Entwicklungen von KI-Anwendungen zur Unterstützung des Lernens und Lehrens. In: Tobias Schmohl, Alice Watanabe, Kathrin Schelling (Hg.), Künstliche Intelligenz in der Hochschulbildung, Bielefeld: transkript, S. 27-49. Online zugänglich unter: https://www.transcript-verlag.de/media/pdf/c9/16/59/oa9783839457696.pdf
Our chapter about „Development of an Amazon Alexa App for a University Online Search“ for the HCII 2022 conference got published.
Abstract:
Today, our homes become smarter and smarter. We started to interact with our home with Intelligent Personal Assistants, like Amazon Alexa. In this paper we want to present and give a review on the Alexa skill developed for an online search for resources like rooms, courses, and persons. The goal is to provide the users an easy-to-use way to ask for information like phone numbers, e-mail addresses, room details, … and the Alexa Skill should provide this information also in an easy understandable way. We will describe how we solved to formulate suitable search queries from spoken Alexa commands and how we presented them to the user accordingly. Other obstacles like the presentation of the search results, due to the limited context and prioritization for individual search results, to the user will be discussed.
[full article @ book’s homepage]
[draft @ ResearchGate]
Reference: Rupitz, J., Ebner, M., Ebner, M. (2022). Development of an Amazon Alexa App for a University Online Search. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. HCII 2022. Lecture Notes in Computer Science, vol 13328. Springer, Cham. https://doi.org/10.1007/978-3-031-05657-4_10
Our research, we presented at EdMedia + Innovate Learning 2022, about „The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study“ is now online available:
Abstract:
Initially, in March 2020, when COVID-19 forced conventional face-to-face to pure online teaching, didactic matters were only of secondary importance. At Graz University of Technology (TU Graz, Austria) both the support team for Educational Technology as well as the instructors were mostly concerned with solving technical challenges. Nevertheless, a special tool, the ReDesign Canvas, was available to support lecturers in their endeavor to also address the didactic aspects of their teaching systematically. The article presents the work of the Educational Technology team of TU Graz within the March 2020 COVID-19 crisis as well as the application of the canvas in a redesign of an exemplary lecture.
[full article @ conference homepage]
[draft @ ResearchGate]
Reference: Schön, S., Braun, C., Hohla, K., Mütze, A. & Ebner, M. (2022). The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1048-1055). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221410/.
Im Rahmen seiner Masterarbeit hat Stefan Thurner den Einsatz eines Mixed Reality Handbuchs evaluiert. Seine Präsentation steht hier zur Verfügung und wir gratulieren zur erfolgreichen Verteidigung:
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I did a talk about our microcredentials.at iniative at the EADTU-webinar week about microcredentials. Find the slides here online:
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:
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