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[lecture] Research approaches and methods in technology-enhanced learning #TEL #research

Sandra was giving a lecture on „Research approaches and methods in technology-enhanced learning“ and therefore we did a rough translation of our L3T-chapter to make a hand out for the students.

This article offers an orientation on how research is done in technology-enhanced learning. Therefore, three different approaches to research in the interdisciplinary field will be presented first: hypothesis and theory testing, hypothesis and theory generating, and design oriented methods. Subsequently, some research methods are assigned to the research process – data collection, data analysis, development – and outlined. Finally, hints on the choice of a research method are given and a typical challenge in the field is mentioned.

[Hand out @ ResearchGate]

Reference: Schön, S., Ebner, M. (2020) Research approaches and methods in technology-enhanced learning. Published online: https://www.researchgate.net/publication/342571764_Research_approaches_and_methods_in_technology-enhanced_learning

[publication] Die Monster-MOOC-Weiterbildung – Erfahrungen mit der Übertragung eines interaktiven Präsenzworkshops in den digitalen Raum #covid19 #research #workshop

Einen interaktiven Workshop gestalten: geschenkt. Doch wie bringt man ihn in den virtuellen Raum? Ich habe die Herausforderung in der COVID-19-Krise angepackt und ein Workshopdesign, mit dem wir im Präsenzformat bei der Universität Passau (Lehre+ Hochschuldidaktik) gute Erfahrungen gemacht haben möglichst 1:1 in den virtuellen Raum übertragen und dort mit Lehrenden der FH Salzburg durchgeführt.

Im Beitrag wird das Konzept eines Präsenzworkshops zur Einführung von MOOCs (Massive Open Online Courses) für Lehrende an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Anteilen von Interaktion und Gruppenarbeit entwickelt wurde. In der Folge der COVID-19-Krise und Umstellung auf Home Office und Online-Begegnungen wurde versucht, das methodisch-didaktische Konzept möglichst gleichartig in den digitalen Raum zu übertragen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse ausgewirkt haben.

Man kann jetzt nicht nur nachlesen wie wir Workshops für MOOC-Einsteiger/innen gestalten in Präsenz und Online gestalten, sondern auch, auf was man beim Übertragen ins Online-Format achten sollte.

[presentation] Implementation fo Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements #iderblog #edil2020 #tel

The third presentation at this year EDMedia conference (online) was about “ Implementation fo Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements „. Find here the slides of the talk of Markus:

[presentation] Practitioner Integration in Computational Thinking Education #edil2020 #research

The second presentation at this year EDMedia conference (online) was about „Practitioner Integration in Computational Thinking Education“. Find here the slides of the talk of Michael:

[presentation] The use of Alexa for mass education #edil2020 #tugraz #alexa #TEL

The first presentation at this year EDMedia conference (online) was about „The use of Alexa for mass education“. Find here the slides of my talk:

[publication] Concepts for E-Assessments in STEM on the Example of Engineering Mechanics #eAssessment #STEMeducation #TEL

Our publication about „Concepts for E-Assessments in STEM on the Example of Engineering Mechanics“ got published in the International Journal for Emerging Technologies in Learning (i-JET).

We discuss if and how it is possible to develop meaningful e-assessments in Engineering Mechanics. The focus is on complex example problems, resembling traditional paper-pencil exams. Moreover, the switch to e-assessments should be as transparent as possible for the students, i.e., it shouldn’t lead to additional difficulties, while still maintaining sufficiently high discrimination indices for all questions. Example problems have been designed in such a way, that it is possible to account for a great variety of inputs ranging from graphical to numerical and algebraic as well as string input types. Thanks to the implementation of random variables it is even possible to create an individual set of initial values for every participant. Additionally, when dealing with complex example problems errors carried forward have to be taken into account. Different approaches to do so are detailed and discussed, e.g., pre-defined paths for sub-questions, usage of students’ previous inputs or decision trees. The main finding is that complex example problems in Engineering Mechanics can very well be used in e-assessments if the design of these questions is well structured into meaningful sub-questions and errors carried forward are accounted for.

[article @ ResearchGate]
[article @ Journal’s Homepage]

Reference: Orthaber, M., Stütz, D., Antretter, T., Ebner, M. (2020) Concepts for E-Assessments in STEM on the Example of Engineering Mechanics. International Journal for Emerging Technologies in Learnig. 15(12). pp. 136-152

[ijet, journal] Journal of Emerging Technologies in Learning Vol. 15 / No. 12 #ijet #research

Issue 15(12) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • A Khan Framework-Based Approach to Successful MOOCs Integration in the Academic Context
  • Current Status, Issues, and Challenges of Blockchain Applications in Education
  • Innovative Graphing Skills Through Interrogation Of Silent Ingredients
  • Modeling of Students Online Social Presence on Social Networking Sites and Academic Performance
  • Social Media in Teaching of Languages
  • Mining Smart Learning Analytics Data Using Ensemble Classifiers
  • Effect of Curriculum Planning for Physical Education in Colleges on Innovation Ability
  • Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education
  • Concepts for E-Assessments in STEM on the Example of Engineering Mechanics
  • A Model for the Influential Factors of the Autonomous Learning Ability of Japanese Majors
  • Learning Analytics: Analyzing Various Aspects of Learners’ Performance in Blended Courses. The Case of Kabul Polytechnic University, Afghanistan
  • Threats, Challenges, And Opportunities for Open Universities and Massive Online Open Courses in The Digital Revolution
  • A proposed Iris Recognition Model for Authentication in Mobile Exams
  • A Fuzzy Information Evaluation Model for Scientific Innovation of Art Talents in Colleges
  • Assessing Using Technology: Is Electronic Portfolio Effective To Assess the Scientific Literacy on Evolution Theory
  • Design Gamification Models in Higher Education: A Study in Indonesia
  • The Role of Edmodo Model for Professional Development: The Uses of Blockchain in School Management
  • Blending Teaching Mode for Computer Courses in the Background of Emerging Engineering Education: A Case Study of Principle and Application of Database
  • Sustainable Development in Developing Societies: The Place of ICT-driven Computer Education

[Link to Issue 15/12]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me :-).

[trailer] MakerDays 2020

In der ersten Augustwoche werden voraussichtlich die MakerDays 2020 an der TU Graz stattfinden – mehr Informationen findet man hier [Link]
Nun aber der neue Trailer:

[dossier] Erschienen: Selbstlerndossier «Einstieg in das Urheberrecht und OER für E-Learning» im Rahmen des CAS eLearning und CAS eLearning Design (Luzern) #OER #openeducation

Für den Lehrgang CAS eLearning und CAS eLearning Design (Luzern) unter der Leitung von Prof. Dr. Andréa Belliger haben wir im April 2019 das folgende Selbstlerndossier für OER im Schweizer Kontext erstellt: «Einstieg in das Urheberrecht und OER für E-Learning»

Das Dossier richtet sich an folgende Zielgruppe und verfolgt folgende Lernziele.

Zielgruppe: Das PDF-Dossier richtet sich an Lehrpersonen aller Bildungsbereiche und
E-Learning-Verantwortliche aus Unternehmen und Verwaltungen, d. h. Praktiker/innen ohne Vorkenntnisse zum Urheberrecht und offene Bildungsressourcen (kurz OER).

Lernziele: Die Teilnehmer/innen) kennen die Begrifflichkeiten rund um Open Content / OER wissen um die Vor- und Nachteile von Open-Content-Lizenzen und erhalten eine Übersicht über Quellen gemeinfreier sowie Bezahl-Inhalte.

[publication] Future Teacher Training of Several Universities with MOOCs as OER – Teaching in #COVID19 Pandemic. Stories from the field #imoox #mooc

#COVID19 was and is a big challenge for many people, for teachers as universities as well. And of course we love to share experiences we made or have seen at the TU Graz as well to enrich the contributions on teaching and learning with technologies in HEI.

This time we contributed to a book which collects 133 (!) experiences from colleagues worldwide, all available under CC BY NC ND. Please have look and check:


Our contribution describes:

To train future Austrian teachers in using digital media, a novel didactic design was implemented at several universities in Austria in summer semester 2019: The course includes the participation in a MOOC (massive open online course) on the topic, an accompanying group work at the universities and multiple-choice tests conducted at the universities. In the summer semester of 2020, due to the COVID-19 crisis, the group work and exams had to be switched to virtual space as well. Because the course materials are available under an open license, i.e. as open educational resources, further use is possible and offered.

Ebner, Martin & Schön, Sandra (2020). Remote Future Teacher Training with MOOCs. In: R.E. Ferdig, E. Baumgartner, E., R. Hartshorne, E. Kaplan-Rakowski, & C. Mouza, C. (Ed). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Pp. 493-497. Book is available under CC BY NC ND: https://www.learntechlib.org/p/216903/;. Preprint at ResearchGate: https://www.researchgate.net/publication/342261714_Remote_Future_Teacher_Training_with_MOOCs