Kategorie: Publikationen

Veröffentlichungen zu jeweiligen Thema

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[publication] Will Personal Learning Environments Become Ubiquitous through the Use of Widgets?

Our publication „Will Personal Learning Environments Become Ubiquitous through the Use of Widgets?“ for this year i-Know Conference is now online available.
Abstract:

Nowadays Personal Learning Environments (PLEs) are described as the use of different social software tools for learning and teaching. The use of common web browsers often is a precondition to fulfil the requirements of social software tools. In this publication a new perspective as well as a couple of prototypes is presented to allow a more independent solution in this context. Using the new JavaFX technology so called widgets are implemented which can be used on different devices as well as different operating systems. Furthermore also the web browser can be replaced by a browser instance. It can be summarized that through the use of widgets the learning environment of the future can be more individualized and personalized.

Reference: Taraghi, B., Mühlburger, H.; Ebner, M.; Nagler, W. (2009) Will Personal Learning Environments Become Ubiquitous through the Use of Widgets?, Tochtermann, K. and Maurer, H. (ed.), Proceedings of I-KNOW ’09 and I-SEMANTICS ’09, Graz, Austria, pp. 329-335

Here you will find the online copy.

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[review] Tweet, Tweet , Retweet: Conversational Aspects of Retweeting on Twitter

Danah Boyd, Scott Golder und Gilad Lotan sind der Frage nachgegangen, wie Personen sogenannte Retweets auf Twitter verwenden. Also warum dupliziert jemand auf Twitter eine Nachricht und welche Form hat diese dann. Der Artikel selbst erscheint erst in den Proceedings of HICSS-43 im Jänner 2010, trotzdem findet man ein PrePrint Version vorab im Netz:

Tweet, Tweet, Retweet: Conversational Aspects of Retweeting on Twitter

Nun neben einer relative großen Datenanalyse von von fast 720.000 tweets (erste Studie) und 203.371 tweets (zweite Studie) erfolgte auch eine Kurzumfrage. Die wesentlichsten Aussagen sind m. E.:

  • 36% der tweet waren ein reply (@), 5% der tweets hatten einen hashtag (#), 22% der tweets enhielten eine URL und 3% der tweets waren ein retweet (wobei 88% ein RT inkludierten und nur 11% „via“)
  • 52% der retweets enthielten eine URL und 18% einen hastag (#)

Es wird auch aufgezeigt, dass es verschiedene Arten von Retweets gibt und dass sich hier noch keine wirkliche Norm eingebürgt hat. Genauso sehen es die Autoren bei der Analyse warum jemand etwas retweetet. Es werden hier etliche Gründe angeführt:

  • um den Inhalt eines Tweets weiter zu verbreiten und seinen eigenen Followern mitzuteilen
  • um den Originaltweet zu kommentieren und damit eine Diskussion anzuregen
  • um jemanden seiner Community sichtbarer zu machen
  • um jemanden zuzustimmen
  • als eine Art freundschaftliche Geste
  • um eigene Followers zu gewinnen
  • um den Tweet bei sich abzulegen

Auch bei der Frage was denn retweetet wird, kann aufgezeigt werden, dass es primär dann erfolgt wenn man glaubt, dass es für seine Community relevant bzw. wichtig ist – oder aus einer sozialen Aktion heraus. Die Autoren verweisen zum Schluss auch noch auf die Gefahr, dass durch die Beschränkheit der Zeichenanzahl es durchaus zu einer Sinnveränderung des Original Tweets kommen kann und auf weitere Effekte wie die Bitte nach einem Retweet oder ein Ego-Retweet (Retweet eines Tweets in dem man selbst schon vorkommt).
Alles in allem kann, fasst dieser Artikel das Phänomen Retweet auf Twitter sehr gut zusammen und ich kann ihn allen jenen weiterempfehlen, die sich damit näher beschäftigen. Für einen erfahrenen Twitterexperten verbirgt sich eigentlich wenig Neues, zeigt also die gelebte alltägliche Praxis auf.

(via heise.de)

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[publication] Interactive Technology for Enhancing Distributed Learning: A Study on Weblogs

Our contribution to this year HCI 2009 conference about „Interactive Technology for Enhancing Distributed Learning: A Study on Weblogs“ is now online available.
Abstract:

In this study, it was investigated whether, and to what extent, Web 2.0 technologies, actually Weblogs, can be a suitable instrument for enhancing the practice of distributed learning. In educational settings, which are based on traditional lectures many students begin serious study shortly before the exam. However, from previous empirical research, it is known that the practice of distributed learning is much more conducive to retaining knowledge than that of massed learning. A 2*2 factorial design (within – repeated measures) with pre-test and post-test in a real life setting was applied; the study lasted for the whole summer term 2007. Participants were N=28 computer science undergraduates of Graz University of Technology. We randomly assigned them to two groups of equal size: The experimental group given the Weblog treatment are referred to as Group W; whereas the control group with no access are referred to as Group C. Students of group W were instructed to use the Weblog for developing their paper and studying during the lecture and they were requested not to reveal their group affiliation. The results showed that performance scores of group W were significantly higher than that of group C. This demonstrates that Weblogs can be an appropriate instrument to supplement a classical lecture in order to enable deeper processing of information over a longer period of time, consequently resulting in enhanced learning performance.

Reference: Holzinger, A.; Kickmeier-Rust, M.; Ebner, M. (2009) Interactive Technology for Enhancing Distributed Learning: A Study on Weblogs, Proceedings of HCI 2009 The 23nd British HCI Group Annual Conference, Cambridge, London, pp. 309-312

The PrePrint is available here.

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Online Round Table – In preparation for Educamp Graz

educamp_logoI am very happy that I can announce again three very exciting Online Round Tables in preparation for our EduCamp here in Graz:

As we have grown used to, the Online Round tables, in preparation for the upcoming Educamp Event (November 6-7, in Austria), are back!
Once again, the online sessions will be supported by the JISC sponsored EVOLVE Community. Graham Attwell and Cristina Costa, two of the co-founders of EVOLVE, will co-moderate the online events. Together with Martin Ebner they will organise these events. Three sessions will be offered prior to the face to face event in Graz, Austria.

Please found all details here – the date, the theme and the exciting speakers.
Furthermore the registration for Graz at edumixxt is open till now.

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[publication] How Web 2.0 Enhance Knowledge Construction in Civil Engineering

Our research article about the use of Web 2.0 technologies in Civil Engineering Education „How Web 2.0 Enhance Knowledge Construction in Civil Engineering“ has been published.
Abstract:

At Graz University of Technology (TU Graz) lots of experience using multimedia or internet based applications in higher education has been gathered. Especially in the field of civil engineering we can refer to a seven year long practical employment. During the very first e-Learning boom at universities in Austria in 2001 some projects in the field of civil engineering have been started in order to investigate the possibilities of web-based education. Nowadays a radical change of the Web, often called Web 2.0, offers possibilities, which can change the e-Education dramatically. The use of Wikis and Weblogs lead to a more collaborative teaching and learning process. Podcasts, in the same way as web based software helps to support the learner of today in a much more efficient way as in the years before.
This paper will discuss how modern technologies can be used in the field of Civil Engineering Education and will show a lot of practical examples of today’s effort in this field at TU Graz. The authors conclude that e-Education will play a very important role in the future of higher education. Bearing in mind that learners of today are the working society of tomorrow this change leads to arbitrarily new situations. Has industry to prepare for a new kind of generation?

Reference: Ebner, M. (2009) How Web 2.0 Enhance Knowledge Construction in Civil Engineering, A. Starcic and M. Kovac (ed.), University & Industry – Knowledge Transfer and Innovation, WSEAS Press, Athen, 2009, p. 77-101

Here you will get the Draftversion.

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[CfP] ED-Media 2010 (Toronto/Canada)

Nachdem die heurige ED-Media Konferenz vorüber ist, gibt es ab sofort den Call for Papers (Deadline 18. Dezember 2009) für die nextjährige die in Toronto in Kanada stattfinden wird:

ED-MEDIA – World Conference on Educational Multimedia, Hypermedia & Telecommunications is an international conference, organized by the Association for the Advancement of Computing in Education (AACE).

This annual conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education.

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Open Content about Technology Enhanced Learning

Till now a new blogpage will help to give an overview about usable content from us – we like to share our eBooks mainly about the topics „Web 2.0, elearning and mlearning“ to a worldwide community as well as our given presentations.
Here we will list all useful contributions and please do not hesitate to use it. We would also be very happy if you will us give feedback or report problems.

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[publication] Emotion Detection: Application of the Valence Arousal Space for Rapid Biological Usability Testing to enhance Universal Access

A Draftversion of our publication „Emotion Detection: Application of the Valence Arousal Space for Rapid Biological Usability Testing to enhance Universal Access“ at this year HCII Conference is now online available.
Abstract:

Emotion is an important mental and physiological state, influencing cognition, perception, learning, communication, decision making, etc. It is considered as a definitive important aspect of user experience (UX), although at least well developed and most of all lacking experimental evidence. This paper deals with an application for emotion detection in usability testing of software.
It describes the approach to utilize the valence arousal space for emotion modeling in a formal experiment. Our study revealed correlations between low performance and negative emotional states. Reliable emotion detection in usability tests will help to prevent negative emotions and attitudes iproducts. This can be a great advantage to enhance Universal Access.

Reference: Stickel, C.; Ebner, M.; Steinbach-Nordmann, S.; Searle, G.; Holzinger, A. (2009) Emotion Detection: Application of the Valence Arousal Space for Rapid Biological Usability Testing to enhance Universal Access. – in: Springer Lecture Notes in Computer Science. (2009) In Press
Here you will find the Draftversion and here the slides.