Digitale Lehre an und rund um der Technischen Universität Graz
Veröffentlichungen zu jeweiligen Thema
We just wrote a short essay about the digital transformation in higher education and how we are able to describe the current situation. Therfore, we propose a stage model of digital transformation.
[Blog article @ Hochschulforum Digitalisierung]
[article @ ResearchGate]
Reference: Ebner, M., Edelsbrunner, S., Schön, S., Dennerlein, S. (2022) Das Stufenmodell der digitalen Transformation. Hochschulforum Digitalisierung
I gave a short presentation about the latest issues in digital higher education in Austria for the International Conference: VISION – Digitalization in Higher Education. Here you can find my slides
Wir haben unsere Arbeiten der letzten Jahre zusammengefasst und beschrieben wie wir versuchen die digitale Transformation der Hochschullehre an der TU Graz zu gestalten und umzusetzen. Wie es uns gelingt müssen andere beurteilen, jedenfalls ist unser Bemühen groß und hat durchaus System, auch wenn es von außen nicht so scheinen mag 
. Vielen Dank auch an meine vielen Mitstreiter:innen, insbesondere auch an die Mitautor:innenund dem besten Team der Welt 
.
Nun aber der Artikel über „Digitale Transformation der Lehre an Hochschulen – ein Werkstattbericht“
Zusammenfassung:
Der Einsatz von digitalen Technologien in der Lehre, um diese abwechslungsreicher, verteilter oder auch zugänglicher bzw. inklusiver zu gestalten, wird an vielen Hochschulen unterschiedlich systematisch betrieben. Dieser Beitrag beschreibt Digitalisierungsprojekte und entsprechende Erfahrungen der digitalen Transformation an der Technischen Universität Graz (TU Graz) am Beispiel Lehre. In Form eines Werkstattberichts werden die Aktivi- täten und Methoden der TU Graz und insbesondere der Organisationseinheit Lehr- und Lerntechnologien zur Begleitung und Einstufung der Digitalen Transformation unter besonderer Berücksichtigung der Rolle der Covid-19-Pandemie beschrieben. Der Beitrag endet mit einer Reflexion der Erfahrungen, Ableitung von Einsichten und daraus folgenden Empfehlungen im Sinne der partizipativen und nachhaltigen Digitalisierung von Hochschulen.
[preliminary version @ ResearchGate]
Referenz: Martin Ebner, Sandra Schön, Sebastian Dennerlein, Sarah Edelsbrunner, Maria Haas und Walther Nagle (2021). Digitale Transformation der Lehre an Hochschulen – ein Werkstattbericht. In K. Wilbers & A. Hohenstein (Hrsg.), Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien, 94. Erg.-Lfg. Dezember 2021, Beitrag 3.41.
Issue 17(13) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).
Table of Contents:
Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .
I did a short presentation for the International workshop on FUTURE FOCUSED BLENDED LEARNING IN SCIENCE AND ENGINEERING and adressed the topic MOOCs in general and their usage for teaching and learning in particular. Here you can find my slides:
Im Rahmen der Veranstaltungsreihe «Bildung und Digitaliät» der PH Zürich wurde ich eingeladen rund um das Thema MOOCs & OER zu reden. Herausgekommen sind diese Folien:
Wir freuen uns, dass wir unsere Präsentation rund um digitale Kompetenzen in der Erwachsenenbildung auf dem 28. DGfE-Kongress mit dem Thema ENT | GRENZ | UNGEN vorstellen konnten. Die Präsentation war Teil mehrerer Vorträge der AG Digitalisierung in der Erwachsenen- und Weiterbildung: Potenziale digitaler Medien für Zugänge zu Weiterbildungsangeboten.
Our contribuation to this year ED-Media 2021 conference about „Making of an Open Makerspace in a Secondary Vocational School in Austria: Development, Activities, User Behaviour and Gender Balance“ got published. The slides are already here online.
Abstract:
This research shows the development process of an open makerspace on the premises of a higher secondary vocational school (HTL) in Austria from 2017 till today. It illustrates the need for this space, the acquisition of initial funding and the legal framework. User policy and machinery are presented, as well as safety and security systems. An insight on the organizational structure is given. We present regular dedicated maker classes and curricular integration of the makerspace for K-12 students. Makerspace activities like maker challenges and holiday camps for divergent participants like primary school children and girls are discussed and the role of females in engineering education and makerspaces is reviewed. Qualitative observations of different stakeholders are reproduced and supplemented by statistical data. We also show setbacks and difficulties due to the Corona crisis and give an overview of future maker initiatives.
[draft @ ResearchGate]
[final publication @ lerntechlib]
Reference: Sagbauer, N.N., Stocker, K., Pollak, M. & Ebner, M. (2021). Making of an Open Makerspace in a Secondary Vocational School in Austria: Development, Activities, User Behaviour and Gender Balance. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 467-479). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 1, 2021 from https://www.learntechlib.org/primary/p/219695/.
Togehter with my colleagues we did a research about OER policies in Higher Education with a strong focus on Germany, Austria and Switzerland for the Asian Journal of Distance Education:
Abstract:
The 2019 UNESCO recommendation on Open Educational Resources (OER) encourages member states to monitor policies and mechanisms in OER across the world. In higher education, there are many initiatives and policies around OER. This contribution gives insights into the current situation concerning OER policy documents that are of national or institutional relevance for public higher education institutions in Germany, Switzerland, and Austria. For each country, a different approach for identifying OER policy documents was chosen, dependent on the availability of documents and different dominant forms of documentation. Whereas digital documents available on the web were found as helpful sources for Germany, and performance agreements between the national ministry and individual universities were used for analysis in Austria, a survey amongst all universities was the chosen research approach in Switzerland to give an overview about potentially OER related policy documents. All these documents are now made available via the OER World Map. With this contribution, the authors also highlight the possibility of using the OER World Map as a powerful tool to collect and evaluate OER policy documents.
[full paper @ journal’s Homepage]
[full paper @ ResearchGate]
Reference: Neumann, J., Schön, S., Bedenlier, S., Ebner, M., Edelsbrunner, S., Krüger, N., Lüthi-Esposito, G., Marin, V. I., Orr, D., Peters, L. N., Reimer, R. T., & Zawacki-Richter, O. (2022). Approaches to Monitor and Evaluate OER Policies in Higher Education – Tracing Developments in Germany, Austria, and Switzerland. Asian Journal of Distance Education.
I just wrote a short essay about „MOOCs and their Role for Future Education“ for the Education Technology Insight Magazin (website). The original article has been published on their website.
[Link to article]
[article @ ResearchGate]
Reference: Ebner, M. (2021) MOOCs and their Role for Future Education. Education Technology Insights. https://distance-and-remote-learning-europe.educationtechnologyinsights.com/cxoinsights/moocs-and-their-role-for-future-education-nid-1525.html