Publikationen – e-Learning Blog

Im Rahmen der AG „Quantifizierung der Hochschullehre“ haben wir uns in einer Untergruppe mit den rechtlichen Rahmenbedingungen der unterschiedlichen Hochschulen beschäftigt. Dieser Text ist nun auch in der Neue@Hochschulzeitung erschienen:

Zusammenfassung:
Das „Forum Neue Medien in der Lehre Austria“ untersucht aktuell das Thema „Quantifizierung von virtueller Lehre an österreichischen Hochschulen“. Im Folgenden werden die wesentlichen Ergebnisse der „Unterarbeitsgruppe Recht“ des genannten Forums dargestellt. Dabei wird geklärt, ob bzw. in welchem Umfang das Thema „virtuelle Lehre“ in den einschlägigen Hochschulgesetzen abgebildet ist.

[draft @ ResearchGate]

Zitation: Ebner, M., Grün, E., Hauser, W., Karpf, K., Mantler, H., Niederl, F. (2022) Rechtliche Parameter zur „virtuellen Lehre“ im österreichischen Hochschul-Bereich. In: Neue@Hochschulzeitung, 2022 (1), S. 10-14 ISSN 2306-6059

Juni 15, 2022April 19, 2022

[publication] Promoting Digital Skills for Austrian Employees through a MOOC: Results and Lessons Learned from Design and Implementation #mooc #imoox

Our publication about „Promoting Digital Skills for Austrian Employees through a MOOC: Results and Lessons Learned from Design and Implementation“ got published in the journal Education Sciences:

Abstract:
Digital skills are now essential, not only in information and communications technology (ICT) jobs, but for employees across all sectors. The aim of this article is to detail how employees’ digital skills can be fostered through a Massive Open Online Course (MOOC), how such an offer is used and what the effects of such a measure are. Using an approach oriented at action research and design-based research activities, the authors describe the basics of their finding on existing European competence frameworks for digital skills and European projects that used MOOCs, the development and design of the MOOC, the evaluation on the basis of learning analytics insights and a questionnaire, as well as a reflection. The MOOC was offered as Open Educational Resources (OER) on the Austrian MOOC platform iMOOX.at from March to April 2021, with 2083 participants, of whom 381 fully completed the course (at end of June 2021) and 489 filled out the final questionnaire

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

Reference: Edelsbrunner S, Steiner K, Schön S, Ebner M, Leitner P. Promoting Digital Skills for Austrian Employees through a MOOC: Results and Lessons Learned from Design and Implementation. Education Sciences. 2022; 12(2):89. https://doi.org/10.3390/educsci12020089

Juni 10, 2022Juni 8, 2022

[ijet, journal] Journal of Emerging Technologies in Learning Vol. 17 / No.11 #ijet #research

Issue 17(11) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

Interactive PDF Forms to Conduct Online Examinations in University Education: Practical Experience and Lessons Learned
Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling
The Effects of a Debate-Based Awareness Lecture on Cheating in Online Exams
Correlations Between Teaching and Scientific Research Ability and Professional Development of College Teachers
Online Live Teaching is Effective: An Empirical Study
The Emergence of the Emergency in Higher Education in Argentina
Evaluation and Measurement of Student Satisfaction with Online Learning Under Integration of Teaching Resources
Effectiveness of Collaborative Constructivist Strategies to Minimize Gaps in Students’ Understanding of Biological Concepts
A Ubiquitous Learning Model for Education and Training Processes Supported by TV Everywhere Platforms
Effects and the Analyzing of E-Learning on Higher Education During COVID-19 Period Time – Case Study University „Ukshin HOTI” Prizren
Feasibility Analysis of Visual Interaction Mode in Digital Art Design Teaching
The Camera-on or Camera-off, Is It a Dilemma? Sparking Engagement, Motivation, and Autonomy Through Microsoft Teams Videoconferencing
A Semantic Representation of Online Teaching Business Process Architecture
Development of the Improved Exercise Generation Metaheuristic Algorithm EGAL+ for End Users
Practice and Principle of Blended Learning in ESL/EFL Pedagogy: Strategies, Techniques and Challenges
Application of a Gamified Approach to Learning in the Treatment of Problems in Software Process Improvement: Analysis and Discussion of Results
Influence of Quality Development Over College Students’ Entrepreneurial Competency
Influence of Self-Regulated Strategy Development on the Performance of Virtual Reality-Based Teaching in Online Learning
Satisfaction of University Students with Teaching Performance, When Applying Virtual Teaching in the Context of COVID-19

[Link to Issue 17/11]

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

Juni 9, 2022April 13, 2022

[publication] Learning Experience Design – zur Gestaltung von technologiegestützten Lernerfahrungen mit Methoden der Design-Entwicklung #LXD #UX #design #tugraz

Wir haben in einem Beitrag für das E-Learning Handbuch unsere langjährige Erfahrungen zusammen geschrieben, um damit einen besseren Überblick über die Notwendigkeit von Learning Experience Design in Zusammenhang mit den Lehr- und Lernsystemen der Zukunft zu geben.

Zusammenfassung:
Learning Experience Design (LXD), also die bewusste, auf Grundlagen und Methoden der Designdisziplin erfolgten Gestaltung von Lernerfahrungen, ist ein Begriff der immer häufiger bei der Gestaltung von (digitalen) Lernumgebungen genannt wird. Zielsetzung ist dabei, das Lernen zu einer positiven, spannenden Erfahrung für die Lerner/innen zu machen. Dieser Beitrag beschreibt den Prozess des Learning Experience Designs im deutschsprachigen Raum und erläutert, wie sich diese Designdisziplin zur Gestaltung von Lernerfahrungen mit Lernenden anwenden lässt und nennt Bezüge zu Design im Allgemeinen, Learning Experience Design, Interaction Design, User Experience Design sowie Grafikdesign. Es werden dazu Fachbegriffe erläutert, Abläufe, Methoden und Verfahren zur Umsetzung, sowie zahlreiche Beispiele, u.a. aus unterschiedlichen Umsetzungen der Technischen Universität Graz (TU Graz) dargestellt. Der Beitrag schließt mit einer Beschreibung von Herausforderungen sowie einen Ausblick auf die aktuellen Professionalisierungsbestrebungen und -entwicklungen.

[Vorabversion @ ResearchGate]

Referenz: Jacqueline Kircher, Eva-Maria Burger, Martin Ebner und Sandra Schön (2021). Learning Experience Design – zur Gestaltung von technologiegestützten Lernerfahrungen mit Methoden der Design-Entwicklung. In K. Wilbers & A. Hohenstein (Hrsg.), Handbuch E- Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien, 93. Erg.-Lfg. Oktober 2021, Beitrag 4.78.

Juni 7, 2022April 3, 2022

[publication] Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts #imoox #moox #tugraz

Our chapter about „Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts“ got published:

Abstract:
Massive open online course (MOOC) platforms within the so-called xMOOC framework typically host quizzes, sometimes as part of the course assessment. Within our contribution we look at and describe quizzes and their results as a feedback for learners. Additionally, we describe current research on quizzes in MOOCs, especially from a learning analytics perspective. Building upon this, we explore data from a single MOOC (N = 1,484) from the Austrian MOOC platform iMooX.at where quizzes are used for final assessment but can be repeated up to five times within the course. The analysis of quiz activities shows a moderate correlation (r = 0,2765, N = 957) of the very first attempt with the final MOOC success.

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

Reference: Schön S., Leitner P., Ebner M., Edelsbrunner S., Hohla K. (2022) Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. In: Auer M.E., Hortsch H., Michler O., Köhler T. (eds) Mobility for Smart Cities and Regional Development – Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, vol 389. Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_94

Juni 3, 2022April 3, 2022

[keynote] iMooX – a MOOC platform for all (universities) #research #imoox #tugraz

I am very happy that I get an invitation from an indonesian conference, called ICEEIE 2021, to give a keynote talk about iMoox.at – find here my slides: