Kategorie: Publikationen

Veröffentlichungen zu jeweiligen Thema

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[presentation] Business models for Open Educational Resources: how to exploit OER after a funded project? #edil19 #edmedia19 #tugraz #OER

DOIT is not only working on social innovation in makerspaces – the project also tries to spread the ideas and materials in a sustainable way. DOIT’s considerations include how the partner might use the open educational resources that are developed after the project. Guntram Geser and Sandra Schön (both Salzburg Research), together with me, – DOIT advisor – wrote a contribution on „Business models for Open Educational Resources: how to exploit OER after a funded project?„. I am going to present the paper at the EdMedia conference in Amsterdam today.

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And of course we are proud to share or business cards with all of you. If you want to think and co-create potential business models for your OER projects and future exploitation, use these as inspiration. You can e.g. decide which 3 cards fits best and then build your business model or you can force you to adapt business models which were selected by chance for your own case. Sounds weird, but the best ideas are not always developed in straight ways. Enjoy!

OER_BM_cards

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[presentation] Professor YouTube and Their Interactive Colleagues #edil19 #edmedia #tugraz #research

Our first presentation at this year ED-Media 2019 conference in Amsterdam is about our survey taken every year from the beginners. This time we also concentrate on YouTub and learning with videos. Here you can find the slides:

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 14 / No. 11 #ijet #research

Issue 14(11) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • School Readiness From Kindergarten to Primary School
  • A Study of Applying Automated Assessment in Teaching College English Writing Based on Juku Correction Network
  • Innovation Technologies in Student’s Independent Activity and Creativity Development: The Case of Medical Education
  • Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research
  • Exploring the Effectiveness of Glog in Language Learning
  • Evaluation of an Academic Program: The Case of Computing Accreditation Commission Framework in Higher Education
  • Skill-Centered Assessment in an Academic Course: A Formative Approach to Evaluate Student Performance and Make Continuous Quality Improvements in Pedagogy
  • Using Data Expedition as a Formative Assessment Tool in Data Science Education: Reasoning, Justification, and Evaluation
  • Understanding Language MOOC Learners: The Issue of Capability Development
  • A Cognitive Assistant that Uses Small Talk in Tutoring Conversation
  • A Novel Expert Evaluation Methodology Based on Fuzzy Logic
  • A Semantic Web Solution for Enhancing The Interoperability of E-learning Systems by Using Next Generation of SCORM Specifications
  • Organization of Student Project Based Activities through Individual Learning Routes
  • Proposed Model of Multiplayer Matching Game Plugins Using Websocket in Moodle
  • Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

[Link to Issue 14/11]

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

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Fachtreffen im Rahmen der Makerdays #makerdays #tugraz

Im Rahmen der Makerdays organisieren wir auch aufgrund der vielen Rückfragen ein Fachtreffen und zwar inmitten der Veranstaltungswoche am 7.8.2019 von 10-16.00 Uhr. Dann kann man sich gleich vor Ort überzeugen (lassen) wie die Workshops aussehen und welche kleinen Projekte wir gerade umsetzen mit den Kindern.

Interessierte Studierende, Lehrende und Personen aus dem Bereich Forschung und Wirtschaft sind herzlich eingeladen, die Bedeutung von Making-Aktivitäten und Makerspaces in der Bildung (von der Primarstufe bis zur Hochschule) im Rahmen des Fachtreffens zu diskutieren.

Dabei sollte natürlich auch das „Making“ nicht zu kurz kommen. Beim Fachtreffen können Sie in die Rolle einer Teilnehmerin/eines Teilnehmers der MAKER DAYS schlüpfen und all das ausprobieren, was Sie bei der Führung durch den Makerspace begeistert hat.

Es erwarten Sie kurze Fachvorträge von Martin Ebner, Kristin Narr, Sandra Schön und Maria Grandl.

Die Veranstaltung ist kostenfrei und wir freuen uns über jede Anmeldung: [Link zum Anmeldefomular]

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[publication] Effects of a Mathematical Bridging Course #MOOC #imoox #MatheFit

Our contribution about „Effects of a Mathematical Bridging Course“ to this year eMOOCs conference in Naples got published now:

The secondary to tertiary transition is generally considered as problematic. Thereby, especially mathematics is a significant barrier for students of universities. The reasons are diverse and occur not least because of the changes in the school curriculum caused by the centralised school leaving examination. Subsequently, many universities and academies in the European area provide various approaches to work against the widely spread issue. In 2018, a free accessible online bridging courses for mathematics was designed by Graz University of Technology. The course is provided on the iMooX platform 1 and represents a form of technology-enhanced learning. The aim is to optimise the design of the course considering the needs of freshmen and freshwomen. Following the active course period, course participants take part in evaluations. The outcomes are investigated, which represents the empirical part of the paper. The online course receives positive feedback. As a consequence, it is recommended to continue the course offer within the next few years.

[Full article @ ResearchGate]

[Conference Proceeding eMOOCs 2019]

Reference: Reich, S., Ebner, M., Ebner, M. (2019) Effects of a Mathematical Bridging Course. Proceedings of EMOOCs conference, pp. 197-202, Naples (Italy)

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[publication] Conception of a Conversational Interface to Provide a Guided Search of Study Related Data #chatbot

Our research about „Conception of a Conversational Interface to Provide a Guided Search of Study Related Data“ got published in the International Journal of Emerging Technologies.

Abstract:

Since the beginning of software development, solution approaches and technolo-gies have changed massively, including the requirements for a user interface. At the very beginning, it was the desktop application, with a classic Graphical User Interface (GUI), which fulfilled the needs of a user. Nowadays, many applica-tions moved to web respectively mobile and the user behavior changed. A very modern concept to handle the communication between a computer and a user is a chatbot. The range of functions of a chatbot can be very simple up to complex ar-tificial intelligence based solutions. This publication focuses on a chatbot solution for Graz University of Technology (TU Graz), which should support the student by finding study related information via a conversational interface.

[Full Article @ Journal’s Homepage]

[Full Article @ ResearchGate]

Reference: Berger, R., Ebner, M. & Ebner, M. (2019) Conception of a Conversational Interface to Provide a Guided Search of Study Related Data. International Journal of Emerging Technologies (i-JET). 14(7). pp. 37-47

Veröffentlicht am

[podcast] Wir bauen eine Stadt #makerdays #tugraz #makereducation

Maria hat in einem kurzen Interview über die Makerdays an der TU Graz berichtet und auch gleichzeitig noch angekündigt, dass es ein paar wenige Restplätze gibt. Die Anmeldung ist hier möglich.

Technik zugänglich und angreifbar zu machen: Das ist das Ziel des Projekts „Maker Days for Kids“. Die TU Graz und der gemeinnützige Verein BIMS e.V. bietet Kindern und Jugendlichen im Sommer die Möglichkeit, in einer offenen Werkstatt kreativ zu arbeiten.

[Link zum Podcast bei Aircampus]

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[publication] Experiences with a MOOC-platform — Who are our learners and what do they think about MOOCs? #research #MOOC #emoocs #imoox

Our contribution about „Experiences with a MOOC-platform — Who are our learners and what do they think about MOOCs?“ to this year eMOOCs conference in Naples got published now:

iMooX, the first and currently only Austrian MOOC platform, has been hosting xMOOCs since 2014. Directly after the start a survey of the first three MOOCs was conducted and published in 2015. In the meantime, the MOOC platform contains more than 45 courses and serves many thousands of learners. Therefore, we are investigating, if there is a change towards the learners themselves, their expectations and experiences regarding learning with MOOCs as well as with the platform. Using the exact same survey as years before it can be shown that there are little changes in the right directions or maybe it can be concluded that learning with MOOCs became more common to a broader public, at least in the academic world.

[Full article @ ResearchGate]

[Conference Proceeding eMOOCs 2019]

Reference: Leitner, P., Ebner, M. (2019) Experiences with a MOOC-platform — Who are our learners and what do they think about MOOCs?. Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019co-located with the (European MOOCs Stakeholders Submmit 2019) Conference. pp 163-168. Naples, Italy

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[publication] Influential factors for technology-enhanced learning: professionals’ views #tugraz #research

Our publication about „Influential factors for technology-enhanced learning: professionals’ views“ got published in the Journal of Research in Innovative Teaching &Learning.

Abstract:

Purpose
The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced learning (TEL) approaches. An analysis of such studies revealed that (1) regional differences seem to determine the CSF for TEL approaches, (2) certain CSF are relevant for TEL approaches in general, and (3) professionals in higher education determine which influential factors they consider when implementing TEL approaches. Thus, the question arises: in general, which influential factors do professionals in Austrian and German institutions of higher education actually consider when implementing TEL approaches?

Design/methodology/approach
The study is a quantitative research approach based on survey data.

Findings
The results show that certain influential factors seem to be generally important, such as the factors of respecting learning success or motivation. However, the outcome of the study also indicated that different moderating variables like experiences and personal relevance affect the professionals’ choices.

Originality/value
The originality and value are in the approach to identify generally important influential factors for the implementation of TEL approaches in Austrian and German institutions of higher education.

[Article @ Journal’s Homepage]

[Article @ ResearchGate]

Reference: Schweighofer, P., Weitlaner, D., Ebner, M., Rothe, H. (2019) Influential factors fortechnology-enhanced learning: professionals’ views. Journal of Research in Innovative Teaching &Learning, https://doi.org/10.1108/JRIT-09-2017-0023

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[study] AHEAD – Internationales Horizon-Scanning: Trendanalyse zu einer Hochschullandschaft in 2030 #tugraz

Es freut uns, dass die Studie zu „AHEAD – Internationales Horizon-Scanning: Trendanalyse zu einer Hochschullandschaft in 2030“ nun öffentlich zugänglich ist. Wir haben über ein Jahr mit dem internationalen Konsortiuum arbeiten dürfen (AHEAD-Webseite) und freuen uns über das Ergebnis:

Das Projekt „(A) Higher Education Digital (AHEAD) – Internationales Horizon-Scanning / Trendanaly- se zur digitalen Hochschulbildung“ hat von Februar 2018 bis Januar 2019 eine systematische Ana- lyse der aktuellen Trends und Anforderungen in den Bereichen Wissens- und Kompetenzanforde- rungen unternommen und die neuesten Entwicklungen in der Lerntheorie, Didaktik sowie in der digitalen Bildungstechnologie vor dem Hintergrund einer (zunehmend) digitalisierten Hochschulbil- dung untersucht. Die Analyse bildete die Grundlage für ein Horizon-Scanning für die Hochschulbil- dung im Jahr 2030, das Zukunftsszenarien entwickelt, die sich soziale und digitale Innovationen zunutze machen, um künftige Anforderungen an das Hochschulwesen erfüllen zu können. Die Studie wurde im Auftrag des Bundesministeriums für Bildung und Forschung (BMBF) vom FiBS Forschungsinstitut für Bildungs- und Sozialökonomie zusammen mit dem Institut für Hochschul- entwicklung (HIS-HE) durchgeführt.

[Studie beim Hochschulforum Digitalisierung]

[Studie @ ResearchGate]

Zitation: Orr, D., Lübcke, M., Schmidt, P. Ebner, M., Wannemacher, K., Ebner, M., Dohmen, D. (2019). AHEAD – Internationales Horizon-Scanning: Trendanalyse zu einer Hochschullandschaft in 2030 – Hauptbericht der AHEAD-Studie. Arbeitspapier Nr. 42. Berlin: Hochschulforum Digitalisierung. DOI: 10.5281/zenodo.2677655