Kategorie: Publikationen

Veröffentlichungen zu jeweiligen Thema

Veröffentlicht am

[publication] Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas #tugraz #digitaltransformation #research

Our contribution titled „Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas“ was published in the newest issue of Education Sciences.

Abstract:
Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Business Model Canvas and Lean Canvas, the UIC is designed to promote educational technology innovation and foster alignment of the innovation process with strategic objectives of the university: namely, sustainability and user orientation. An evaluation of the UIC based on interview and questionnaire data shows that its usage differs between innovation teams (on paper vs. digital, individual vs. collaborative, co-located vs. remotely, and synchronous vs. asynchronous). UIC usability is linked with these differences and with teams’ experience in realizing innovations. Overall, the UIC is perceived to be useful by (particularly, less-experienced) innovation teams and is successful at supporting sustainable and user-oriented innovations, as 14/15 innovations are still in use after up to four years since completion. To maximize its potential, more effort needs to be devoted to improving understanding of the UIC and supporting different workflows of innovation teams in the future.

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

Reference: Bangerl, M.; Dennerlein, S.; Maitz, K.; Nitschke, M.; Ebner, M.; Pammer-Schindler, V. Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas. Educ. Sci. 2024, 14, 528. https://doi.org/10.3390/educsci14050528

Veröffentlicht am

[ijet, journal] Journal of Emerging Technologies in Learning Vol. 19 / No.04 #ijet #research

Issue 19(04) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • A Large-Scale Study on the Preferred Learning Mode in Higher Education: Which One Suits Me Better in the New Normal?
  • Exploring Common Game Elements in Serious Game Interventions for Health and Obesity Awareness in Children: A Systematic Review
  • Development of a Database of Educational Games Applicable to Production Engineering
  • Evaluating the Usability of a Gamified Virtual Course Designed to Teach Cultural Heritage
  • Exploring Digital Empathy in Vietnamese Tertiary EFL Education: Perspectives of Teachers across Career Stages
  • Web System to Support the Teaching of an Undergraduate Distributed Systems Course
  • Changing Trends in Teaching Computer Vision at Ukrainian Universities in the Age of Artificial Intelligence
  • Star Words Re-Generated: Gamification and GenAI for Effective Training

[Link to Issue 19/04]

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

Veröffentlicht am

[publication] Analysis of Learners‘ Emotions in E-Learning Environments Based on Cognitive Sciences #research

Our article about „Analysis of Learners‘ Emotions in E-Learning Environments Based on Cognitive Sciences“ got published in the International Journal of Interactive Mobile Technologies (iJIM):

Abstract:
The present study aimed to examine students’ emotions in e-learning classes through facial expressions and investigate the influence of different instructional methods on students’ emotional responses. In this study, we examined the facial expressions of 17 undergraduate students using three different methods of presenting educational content (PowerPoint, video, and Kahoot) in online classes and analyzed the data with face reader software. The findings demonstrated that students experienced various positive and negative emotions with different methods of content delivery. Furthermore, comparing the three methods revealed that the Kahoot method elicited the highest average of positive emotions among students compared to the other two methods. This difference can be attributed to the visual attractiveness and interactive nature of the Kahoot environment. Additionally, this study highlights that simply incorporating multimedia materials, such as PowerPoint presentations and videos, is not sufficient to enhance effectiveness and cultivate positive emotions in e-learning. While multimedia materials serve as supportive tools and enhance visualization, interaction at various levels (content, teacher, peers, etc.) is necessary. Nevertheless, the significance of this research lies in the innovative application of a tool for analyzing emotions in online learning classrooms, thereby enhancing the measurement of genuine and objective emotional responses in e-learning environments.

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

Reference: Sahraie, F., Rezvanfar, A., Movahedmohammadi, S. H., Ebner, M., Alambeigi, A., & Farrokhnia, M. (2024). Analysis of Learners’ Emotions in E-Learning Environments Based on Cognitive Sciences. International Journal of Interactive Mobile Technologies (iJIM), 18(07), pp. 34–52. https://doi.org/10.3991/ijim.v18i07.48471

Veröffentlicht am

[publication] Evolving Digital Skills of first-year students: A Pre- and Post-Covid Analysis #zfhe #research

I am very happy that together with my colleagues we contribute to the newest issue of the „Zeitschrift für Hochschulentwicklung“ about Digital Skills. Therefore we present our latest results concerning the skills of our beginners at Graz University of Technology:

Digital skills are necessary for first-year students at Austrian universities. This paper unveils results from two surveys among first-year students at Graz University of Technology (TU Graz): Pre-Covid-19 data (n=921) is derived from a larger study on digital literacy among first-year students in Styria (Janschitz et al., 2021, N=4,676). The same questions were posed in the 2021 ‘Welcome Days’ survey after the Covid-19 distance learning phases (n=1,207). Surprisingly, the only significant change is a noticeable increase of skills concerning the digital signature. This article additionally presents the development of a lecture on digital skills that was implemented at TU Graz as a massive open online course (MOOC).

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

Reference: Ebner, M., Mair, B., Nagler, W., Schön, S., & Edelsbrunner, S. (2024). Evolving Digital Skills of first-year students: A Pre- and Post-Covid Analysis. Zeitschrift für Hochschulentwicklung, 19(1), 45–65. https://doi.org/10.21240/zfhe/19-01/03

Veröffentlicht am

[Ausgabe] Digitale Kompetenzen – Zur Rolle dieser „Future Skills“ im Hochschulkontext: Definition und Bedeutsamkeit, Messung und Förderung #zfhe

Es freut mich sehr, dass ich zusammen mit meinen lieben und fleißigen Kolleg:innen eine Ausgabe der Zeitschrift für Hochschulentwicklung herausgeben durfte rund um das Thema „Digitale Kompetenzen„. Es gab eine hohe Anzahl an Einreichungen und leider konnten wir nur wenige davon berücksichtigen, diese sind aber nun alle offen und frei zugänglich.

Inhaltsverzeichnis:

Die gesamte Ausgabe findet man hier [.pdf] oder auf ResearchGate.

Veröffentlicht am

[report] Aligning IT infrastructures for digital learning amongst the European university alliance Unite! – The Unite! digital campus framework and requirements #unite

After more than one year of exciting work in our community we are a little bit proud to present our first technical report about „Aligning IT infrastructures for digital learning amongst the European university alliance Unite! – The Unite! digital campus framework and requirements„:

The European university alliance „Unite!“ has embarked on a mission to bring together their higher education landscape. As part of this ambitious endeavour, the Erasmus+ Work Package 2, called “Community 2 Digital Campus” or „Cm.2“ for short, was established to shape and implement a cutting-edge digital campus framework within the alliance. The purpose of the present requirement analysis is to collect and list all the key technological, organizational, and legal needs and requirements for an up-to-date European digital campus. This analysis is built upon desk research, utilizing additional methods such as an online survey and stakeholder discussions within the entire Unite! alliance. The requirements analysis results are provided against the background of a short introduction (chapter 1), an overview of platforms for learning management in European university alliances (chapter 2), and a description of the analysis’ procedures, which are the development of descriptions of digital learning and teaching infrastructures of all partners, a survey of the status quo concerning European Student Card Initiative, a survey amongst e-learning support teams, an interactive event for stakeholders and literature and projects desk research (chapter 3). Chapter 4 introduces the federated infrastructures of the Unite! alliance, especially the Metacampus as a federated learning management system based on Moodle. Chapter 5 provides detailed descriptions (including visualizations) of all partners’ digital infrastructures for learning and teaching. Chapter 6 then shares the status quo of the European Student Card Initiative implementation by all partners. Chapter 7 presents five core requirements identified through the analysis, which are the requirements of (a) interoperability between the digital infrastructures of partners and with European standards, (b) the implementation of decision-making concerning IT infrastructure for the digital campus: the Technical Commission, (c) the strategic support for the effective utilization of existing IT systems, especially the Metacampus, (d) clarifying future (learning) scenarios, mobility, and other issues relating to development of the IT infrastructure, and (e) budgetary considerations for the development and maintenance of federated systems. Finally, chapter 8 sketches the next steps and the future of Community 2 Digital Campus and its tasks, and presents (a) the work plan and organisational structure for Community 2 Digital Campus, (b) further development of Metacampus support and resources (T2.3), (c) update of Metacampus and organisational development of support requests, (d) ESCI: improvement of service, (e) eduGAIN maintenance and further development (T2.6), (f) piloting of LTI and integration of MOOCs (T2.6), (g) implementation of meta-data standards for course description (T2.5, T2.6), and (h) support of openness and innovation (T2.1).

The report is open licenced available here:
[repository @ TU Graz]
[ResearchGate]

Furthermore find here some few slides acting as a kind of summary:

Reference: Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Bonani, F., Cruz, L., Espadas, C., Filgueira Xavier, V., Franco, M., Gasplmayr, K., Giralt, J., Hoppe, C., Koschutnig-Ebner, M., Langevin, E., Laurent, R., Leitner, P., Martikainen, J., Matias, J., Muchitsch, M., … Würz, A. (2024). Aligning IT infrastructures for digital learning amongst the European university alliance Unite! – The Unite! digital campus framework and requirements (1.0). Unite! Community 2 Digital Campus, Graz University of Technology. https://doi.org/10.3217/36yen-0wy21

Veröffentlicht am

[presentation] Open Educational Resources (OER) at TU Graz – Institutional Integration and development of OER #OER

Together with Sandra I joined the „Aalto RDM & Open Science Training“ and did a presentation on „Open Educational Resources (OER) at TU Graz – Institutional Integration and development of OER„.

Find here my slides:

Reference: Ebner, M. (2024, März 13). Open Educational Resources (OER) at TU Graz – Institutional Integration and development of OER. Zenodo. https://doi.org/10.5281/zenodo.10812686

Veröffentlicht am

[webinar] Higher Education OER Policies: Examples from institutional to European level #OER #tugraz #UNITE!

I am very happy to announce our webinar on „Higher Education OER Policies: Examples from institutional to European level“ within the UNITE! alliance. Aalto University will be the host and for sure you can get interesting informations on OER from the perspective of Austria:

Open Educational Resources (OER) movement is rooted in accessible high-quality education and enables systematic change in teaching and learning content (https://oercommons.org/about). In this webinar, the topic of Open Educational Resources will be addressed from different strategic perspectives in higher education: Our experts will therefore address the institutional level, a country level and at the level of a European university alliance.

Find here the link and registration possibility for the webinar [link to the webinar]