Digitale Lehre an und rund um der Technischen Universität Graz
Veröffentlichungen zu jeweiligen Thema
Find here our slides from the presentation of our paper, „Insights into Teachers‘ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education“ at
Find slides right here.
At this year’s ICL conference in Budapest, one of our presentations was about „Developing and Testing a Peer-Review Process for Content Quality Assurance in MOOCs: A Case Study on an E-Assessment Course„
This contribution presents the development and testing of a peer-review process for content quality assurance in MOOCs, implemented in the course “E-Assessment – auf Kurs gebracht”. The process was evaluated regarding complexity, duration, collaboration with external reviewers, and learners’ perception. Results show that the procedure can be smoothly integrated into MOOC development. Reviewers contributed beyond expectations by providing materials, didactic advice, and legal-ethical reflections. Learners rated the videos (very) positively (92.7% positive ratings, 100 participants, n=812 answers), especially for structure and coherence. Slightly lower ratings for ‚visual appearance‘ and ‚use of supportive linguistic elements‘ can be explained by the course’s retro video de-sign and the viewers’ understanding of how linguistic devices can be effectively used in educational videos. The study confirms peer review as a feasible and effective quality as-surance approach that supports both collaboration and content improvement.
Find the slides in TU Graz repository.
Es ist wieder soweit, wir dürfen im Rahmen der Welcome Days unsere Studienanfängerinnen und -anfänger heute wieder an der TU Graz begrüßen. Heuer in einem gänzlich neuen Format, vor Ort, im Hörsaal und am Campus mit Festivalcharakter. Wir sind mindestens so gespannt wie unsere Studierenden wie gut es klappen wird. Hoffen wir also auf gutes Wetter, dann kann es wohl nichts Schöneres geben als in Graz sein Studium heute zu beginnen.
Dazu gratuliere ich herzlich und freu mich, dass wir wieder ins neue Semester voller Energie starten können.
Ahja, alle Infos gibt es natürlich hier: Welcome Days TU Graz
Our publication „Federated Virtual Learning Management in a European University Alliance: First Experiences Using LTI to Connect LMS in Unite!“ is now published in the International Journal on E-Learning.
Abstract:
This paper explores the challenges and first experiences of implementing federated virtual learning management within the European University Alliance “Unite!”. Through the lens of Learning Tools Interoperability (LTI), the study investigates the complexities inherent in connecting Learning Management Systems (LMS) across diverse institutional contexts. This research examines the general hurdles faced by European university alliances in adopting federated LMS. Additionally, it outlines the LMS infrastructure of Unite! in early 2024 and discusses the pilot initiatives undertaken to utilize LTI for connecting LMS platforms at Graz University of Technology (TU Graz). The pilots involve integrating Unite!’s Metacampus with various platforms, including Moodle-based systems from TU Graz. The pilots demonstrate that the integration of LTI is not trivial, as it impacts technology, administration, and teaching due to the novelty of the system (requiring an explanation of how it works). However, the implementation is successful, with difficulties encountered only in specific browsers. Drawing from these pilot experiences, the paper presents insights and lessons learned regarding the efficacy of LTI in facilitating cross-platform connectivity within Unite! and offers implications for future implementations.
[publication @ ResearchGate]
[publication @ Publishers‘ homepage]
Reference: Ebner, M., Edelsbrunner, S., Gasplmayr, K., Hohla-Sejkora, K., Leitner, P., Taraghi, B. & Schön, S. (2025). Federated Virtual Learning Management in a European University Alliance: First Experiences Using LTI to Connect LMS in Unite!. In G. Marks (Ed.), Proceedings of International Journal on E-Learning 2025 (pp. 213-239). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2025 from https://www.learntechlib.org/primary/p/226307/.
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of technolgy enhanced learning, with a focus on Learning Management Systems, european Alliances in Higher Education and LTI.
Es freut uns, dass der Standard unsere neuesten Ergebnisse im Bereich KI und Avatare aufgegriffen hat und einen kleinen Beitrag mit dem Titel „KI als Lehrer“ abgedruckt hat in der Ausgabe vom 17.09.205
Künstliche Intelligenz und Avatare in der Lehre haben den Standard beschäftigt. Die Zeitung hat darüber mit Sandra Schön von der Organisationseinheit Lehr- und Lerntechnologien gesprochen, wo ein Team untersucht hat, wie sich schulischer, aber auch universitärer Unterricht mithilfe digitaler Methoden sowie mit und durch KI gestalten lässt.
Wer sich gerne ein Bild davon machen möchte, wie die Avatare umgesetzt sind, ist herzlich eingeladen sich jederzeit kostenlos in diesen MOOC einzuschreiben: Open Educational Resources in Higher Education
Im Rahmen des KI-Forums in Hannover hat Benedikt einen Workshop zu „Mitdenken in Echtzeit: KI-gestützte ARS in der Hochschullehre“ gehalten:
Welche Chancen bietet Künstliche Intelligenz, um Hochschullehre interaktiver zu gestalten und individuelles Feedback zu fördern? In diesem Workshop erleben die Teilnehmenden den Einsatz von KI-basierten Audience Response Systemen (ARS) am Beispiel des Open-Source-Tools echoQuiz.eu. Sie erfahren, wie explorative Frageformate die aktive Teilnahme in synchronen Lehrveranstaltungen steigern und wie Lehrende durch KI in Echtzeit didaktisch unterstützt werden können. In diesem Workshop werden gemeinsam Fragen entwickelt, praktisch erprobt und didaktisch reflektiert.
Seine Folien sind hier zugänglich:
Sandra and I did a short statement about „Artificial Intelligence is creating impressive teaching avatars, but also ethical dilemmas„, which was published on the European University Association website.
Abstract:
AI avatars are opening new possibilities for teaching and learning, for example in multilingual online courses. But as universities experiment with these technologies, we must urgently address the ethical, pedagogical and institutional implications of ‘avatarised’ educators.
[full article @ ResearchGate]
[full article @ Website]
Reference: Ebner, M., Schön, S. (2025). Artificial Intelligence is creating impressive teaching avatars, but also ethical dilemmas. Expert Voices. European University Association. [website]
Issue 20(03) 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 gave an interview for the Education Technology Insights magazine, which is now entitled „ADVANCING DIGITAL TEACHING AND LIFELONG LEARNING„
Have fun reading it, if there are any comments, I am happy to discuss them.
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education and Self-Regulated Learning.
Our research work titled „Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review“ is published.
Abstract:
Self-regulated learning (SRL) has been demonstrated in numerous scientific studies as an effective alternative to traditional teaching methods, fostering individual learning processes. The added value of educational technology in supporting SRL has also been widely researched and largely validated. Within this context, the teacher plays a pivotal role. However, much of the existing research has been conducted at universities , while the secondary education level has received comparatively less attention. To gain an overview of the teacher’s influence on students‘ SRL processes, a PRISMA based systematic literature review was conducted. From an initial pool of 553 documents, 27 relevant studies were identified and analyzed. The selected studies were examined to collect data addressing the research questions, focusing on identifying effective teaching methods and essential teacher competencies for fostering SRL in technology-enhanced classrooms. Furthermore, the analysis highlights the evolving role of teachers and underscores the need for additional training to support these changes.
[full article @ publisher’s website]
[draft @ researchgate]
Reference: Geier, G., Ebner, M., Burgsteiner, H. (2025). Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_5