Digitale Lehre an und rund um der Technischen Universität Graz
Veröffentlichungen zu jeweiligen Thema
The Call for Paper for next year eMOOCs summit at Graz is now online available. We are asking for research or experience studies concerning the phenomena of Massive Open Online Courses. The deadline for submissions will be the 28th of September 2015. Furthermore also a Institutional and Corporate track will be offered to bring all stakeholders together.
Please spread the world, we would love to welcome you next year in Graz.
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Our publication at this year ED-Media 2015 conference „Learning Analytics: Principles and Constraints“ is now online available.
Abstract:
Within the evolution of technology in education, Learning Analytics has reserved its position as a robust technological field that promises to empower instructors and learners in different educational fields. The 2014 horizon report (Johnson et al., 2014), expects it to be adopted by educational institutions in the near future. However, the processes and phases as well as constraints are still not deeply debated. In this research study, the authors talk about the essence, objectives and methodologies of Learning Analytics and propose a first prototype life cycle that describes its entire process. Furthermore, the authors raise substantial questions related to challenges such as security, policy and ethics issues that limit the beneficial appliances of Learning Analytics processes.
Reference: Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE
Finally we feel very honored that we get an „Outstanding Paper Award“ for this research work:
Our fifth presentation at this year ED-Media conference in Montreal is about „mpacts of Interactions in Learning-Videos: A Subjective and Objective Analysis„. Here you can find the slides:
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Our fourth presentation at this year ED-Media conference in Montreal is about „Emerging Technologies – from m- to seamless learning„. Here you can find the slides:
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Our third presentation at this year ED-Media conference in Montreal is about „Learning Analytics – Principles & Constraints„. Here you can find the slides:
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Our second presentation at this year ED-Media conference in Montreal is about „Why Facebook Swallowed WhatsApp!„. Here you can find the slides:
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Our first presentation at this year ED-Media conference in Montreal is about „Teamsketch – Collaborative Drawing on iPads„. Here you can find the slides:
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Our publication about „MOOCs as granular systems: design patterns to foster participant activity“ is now published as part of the new eLearning papers issue.
Abstract:
MOOCs often suffer from high drop-out and low completion rates. At the beginning of the course, the audience is indeed “massive”; thousands of people wait for the course to begin, but in the end only a low number of participants stay active and complete the course. This paper answers the research question “Is there a specific point during an xMOOC where learners decide to drop out of the course or to become lurkers?” by identifying MOOCs as a challenging learning setting with a “drop-out problem” and a decrease in participant activity after the fourth to fifth course week. These are the first results of a Learning Analytics view on participant activity within three Austrian MOOCs. This “drop-out point” led the paper to introduce a design pattern or strategy to overcome the “drop-out point”: “Think granular!” can be seen as an instructional design claim for MOOCs in order to keep participant activity and motivation high, and that results in three design patterns: four-week MOOCs, granular certificates and suspense peak narratives
Reference: Lackner, E., Ebner, M., Khalil, M. (2015) MOOCs as granular systems: design patterns to foster participant activity, eLearning Papers, 42 (2015), pp. 28-37
Im Rahmen der 13. uDays an der FH Vorarlberg stellte ich unsere ersten Evalutionsergebnisse von iMooX vor. Mit dem Titel „All About MOOCs“ gibt es Zahlen, Fakten und vielleicht auch neue Erkenntnisse rund um diese Form der Online-Kurse. Hier einmal die Folien:
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Our publication about „Visualizing Collaborations and Online Social Interactions at Scientific Conferences for Scholarly Networking“ at this year World Wide Web Conference is now online available.
Abstract:
The various ways of interacting with social media, web collaboration tools, co-authorship and citation networks for scientific and research purposes remain distinct. In this paper, we propose a solution to align such information. We particularly developed an exploratory visualization of research networks. The result is a scholar centered, multi-perspective view of conferences and people based on their collaborations and online interactions. We measured the relevance and user acceptance of this type of interactive visualization. Preliminary results indicate a high precision both for recognized people and conferences. The majority in a group of test-users responded positively to a set of statements about the acceptance.
Reference: De Vocht, L.; Selver, S.; Anastasia, D.; Verborgh, R. .; Mannens, E.; Ebner, M.; Van de Walle, R. (2015) Visualizing Collaborations and Online Social Interactions at Scientific Conferences for Scholarly Networking. – in: WWW 2015 Companion (2015), pp. 1053 – 1054, International World Wide Web Conference