Kategorie: Publikationen

Veröffentlichungen zu jeweiligen Thema

Veröffentlicht am

[publication] Metastandard für den internationalen Austausch von MOOCs – der MOOChub als erster Prototyp #tugraz #moochub #imoox #mooc #zfhe

In der Ausgabe 18/1 der Zeitschrift für Hochschulentwicklung haben wir einen Artikel zu „Metastandard für den internationalen Austausch von MOOCs – der MOOChub als erster Prototyp“ und berichten hier einerseits über die Entstehung und die Idee des MOOChub als auch den Quasi-Standard den alle deutschsprachigen MOOC-Plattformen verwenden:

Zusammenfassung:
Der MOOChub ist eine Webseite, die weit über 700 Massive Open Online Courses (MOOCs) aus dem deutschsprachigen Raum von insgesamt neun unterschiedlichen Partner:innen listet. Damit eine solche Seite automatisiert aufgebaut werden kann, ist es notwendig, dass alle Partner:innen die Metadaten der Kurse in gleicher Weise beschreiben und verfügbar machen. Dieser Artikel beschreibt zunächst die Entstehung der Idee eines gemeinsamen Standards und wie dieser im Anschluss entwickelt worden ist. Das Ergebnis ist einerseits ein offen lizenzierter Quasi-Standard, der sich an üblichen Standards orientiert, und ein erster Prototyp, der sogenannte MOOChub, auf dem nun alle Kurse auffindbar und durchsuchbar sind. Abschließend wird über die nächsten möglichen und auch notwendigen Entwicklungen berichtet, die die Schnittstelle weiter optimieren sollen.

[Artikel @ Homepage ZFHE]
[Artikel @ ResearchGate]

Referenz: Ebner, M., Koschutnig-Ebner, M., Rampelt, F., Serth, S., Staubitz, T., van Stetten, A., Max, T., Wittke, A., (2023) Metastandard für den internationalen Austausch von MOOCs – der MOOChub als erster Prototyp. In Zeitschrift für Hochschulentwicklung 18/1, S. 17-35

Veröffentlicht am

[ijet, journal] Journal of Emerging Technologies in Learning Vol. 18 / No.17 #ijet #research

Issue 18(16) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • The Perception by University Students of the Use of ChatGPT in Education
  • Influencing Factors of the Quality of MOOCs Based on the KANO Model
  • Effectiveness of Online Collaborative Learning in Gamified Environments
  • Teacher Educators’ Attitudes Towards Using Digital Technologies for Learning and Teaching: The Case of Slovenia
  • The Effect of Using iPad Apps in Developing Components of Cooperative Learning Among Students During the COVID-19 Pandemic
  • A New Collaborative Filtering Recommendation Algorithm for Course Resources Based on Language-Scoring Data
  • Influencing Factors of the Blended Teaching Effect of SPOCs
  • Intelligent Content Distribution System: A Machine Learning–Based Teaching Content Customization Method
  • How Did We Deliver Team-Based Learning (TBL) Remotely to Overcome Digital Divide and Internet Access Inequality?
  • Philosophical Background of Computational Thinking
  • Estimating Learning Task Duration
  • Construction and Application of a Complex Network-Based Case Knowledge Base in an Assisted Instruction System
  • The Effect of Strengths/Opportunities and Weaknesses/Challenges on Online Learning during the COVID -19 Pandemic
  • Design of a Machine Learning Model to Predict Student Attrition
  • Blended Learning in Mathematics Teacher Education: A Systematic Review
  • Influences of Anchored Instruction on Fragmented Learning Outcomes of University Students
  • ChatGPT in Ukrainian Education: Problems and Prospects
  • Multi-Level Text Clustering in Subject Knowledge Library and its Visualization

[Link to Issue 18/17]

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

Veröffentlicht am

[publication] Makification – Bridging the Gap between Formal and Maker Education #MakerEducation #making #research

Our publication titled „Makification – Bridging the Gap between Formal and Maker Education“ was presented at EDMedia and Innovative Learning 2023 conference and got published right now.

Abstract: To achieve appropriate education for the future, we propose a gradual process of makification in which characteristic elements of the maker movement are incorporated into formal educational activities. Using the existing literature, we deduce the need for a shift from teacher-centered to student-centered learning while integrating essential 21st century skills into the rigid framework of formal education through makification

[preprint @ ResearchGate]
[publication @ publisher’s homepage]

Reference: Sagbauer, N.N., Pollak, M. & Ebner, M. (2023). Makification – Bridging the Gap between Formal and Maker Education. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 264-271). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2023 from https://www.learntechlib.org/primary/p/222513/

Veröffentlicht am

[publication] Developing an Addition and Subtraction Trainer with Automated Categorization of Errors for Learners in Their First Two Years of Primary School #tugraz #research #mlearning

Our research publication titled „Developing an Addition and Subtraction Trainer with Automated Categorization of Errors for Learners in Their First Two Years of Primary School“ for the EDMedia and Innovative Learning 2023 conference is published.

Abstract: This paper discusses the development and testing of a gamified mathematical learning app. Said app is designed for primary school children in their first two years of learning, so that they can practice the arithmetic operations addition and subtraction in a playful way. Predefined error categories are used to specifically eliminate weaknesses. As an incentive for the learners, mascots, stars and a child-oriented look are offered, as well as a mode in which the players can compete with others worldwide and, in the case of good performance, find themselves on the leaderboard. A test run and a subsequently conducted survey with 49 school children showed that the app generally works well and that the subjective perceptions regarding the motivational ability of the mascots correlate with the overall perception of the app.

[preprint @ ResearchGate]
[publication @ publisher’s homepage]

Reference: Zöhrer, H., Wachtler, J. & Ebner, M. (2023). Developing an Addition and Subtraction Trainer with Automated Categorization of Errors for Learners in Their First Two Years of Primary School. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 832-843). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2023 from https://www.learntechlib.org/primary/p/222586/.

Veröffentlicht am

[publication]The Development of Two Math E-Learning Systems for Primary School Children in Android #tugraz #mlearning #research

Our publication titled „The Development of Two Math E-Learning Systems for Primary School Children in Android“ for the EDMedia and Innovative Learning 2023 conference is now online available:

Abstract: Electronic learning, with all its different variations, approaches and applications, is a very relevant topic in today’s education. E-Learning is a wide field, as it affects classes in school as well as training scenarios for adult persons. This work describes the development of two E-Learning systems: EinMalEins Trainer and Division Trainer. Both applications are part of the learning lab of Graz University of Technology. This document sums up the theoretical background of the development process as well as the realization. A lot of emphasis in this work laid on applying different testing methods, therefore thinking aloud testing as well as automated testing are handled more deeply. The methodology behind these methods is explained and the results are presented.

[Preprint @ ResearchGate]
[Publication @ Publisher’s homepage]

Reference: Plieschnegger, M., Wachtler, J. & Ebner, M. (2023). The Development of Two Math E-Learning Systems for Primary School Children in Android. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 798-810). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2023 from https://www.learntechlib.org/primary/p/222581/

Veröffentlicht am

[publication] Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria #tugraz #research #students

Our publication about the results of the welcome days, titled „Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria“, is now online available.

Abstract: Within the last 11 years, more than 10.000 students participated in surveys amongst study beginners at Graz University of Technology (TU Graz) in Austria. In autumn 2022, 1,089 students answered questions on their IT equipment, social media, and communication applications. While the evaluations of the last few years did not reveal major changes, this year is different: The apps Tiktok and Discord, newly introduced as an option in the survey, get equally large shares-of one-third and more than 40%, respectively. For the first time, the presentation of the survey data also includes questions regarding the usage of communication applications for learning. That shall give rise to future research on communication apps for teaching at TU Graz.

[draft @ ResearchGate]
[publication @ publisher’s homeage]

Reference: Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S., Harden, J. & Schön, S. (2023). Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 104-111). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2023 from https://www.learntechlib.org/primary/p/222491/.

Veröffentlicht am

[publication] Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index #tugraz #digitazation #index #digitalskill

Our conference paper, titled „Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index„, at EDMedia and Innovative Learning 2023 conference in Vienna is published.

Abstract: The Educational Technology team at Graz University of Technology (TU Graz) tried to measure the degree of digitization among first-year students (n=1,029). To achieve this, a digitization index was constructed that incorporates various dimensions of digitization, including IT equipment, digital skills, and usage of digital applications for learning. The index is based on two existing studies, the German D21-Digital-Index and the Austrian DiKoS study. It was adapted to fit the context of first-year students at university. The study revealed an average digitization level among first-year students at TU Graz was 39.60 on a scale from 0 to 100. The analysis of specific groups indicated variations in the degree of digitization. Female students, students under 20 and over 25 years old, as well as those from natural sciences and mathematics fields exhibited lower levels of digitization compared to their counterparts. Furthermore, students who attended grammar school before university had lower digitization levels compared to those from higher vocational schools or secondary technical schools. Based on the digitization index, the students are classified into three groups: digital laggards, digital center, and digital leaders. Most first-year students fell into the digital center category, while a smaller proportion were identified as digital laggards or leaders. These groups differed in terms of their device ownership, digital skills, and usage of digital applications.

[publication @ ResearchGate]
[publication @ proceeding’s homepage]

Reference: Mair, B., Martin, E., Edelsbrunner, S., Nagler, W. & Schön, S. (2023). Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1128-1136). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2023 from https://www.learntechlib.org/primary/p/222629/.

Veröffentlicht am

[imoox] Dekarbonisierung & Nachhaltigkeitsmanagement: Der Weg zum klimaneutralen Unternehmen #microcredential #mooc #tugraz

Es freut uns, dass wir morgen den MOOC zu „Dekarbonisierung & Nachhaltigkeitsmanagement: Der Weg zum klimaneutralen Unternehmen„n bereits zum zweiten Mal startne, als Teil unseres Microcredential-Programm der TU Graz. Ein sehr wichtiges und zeitgemäßes Thema, welches sich besonders an Unternehmen richtet. Und wir haben den MOOC erweitert bzw. auch upgedatet 🙂 .

Der Green Deal der EU mit dem Ziel der Klimaneutralität nimmt die Unternehmen nun endgültig in die Pflicht und erzeugt einen Handlungs- und Innovationsdruck in der Gesamtwirtschaft und speziell in der Industrie. Die aktuelle Situation in den Unternehmen lässt sich wie folgt beschreiben: 
Viele Unternehmen haben schon einzelne Maßnahmen für mehr Nachhaltigkeit gesetzt, aber ihnen fehlt der Überblick.
Der große Teil der Unternehmen hat noch keine laufende Treibhausgasbilanzierung.
Bisher lag der Fokus auf Energie, nicht auf Klima (inkl. Aspekte wie grüne Lieferkette, etc.)
Klimaschutz wird aktuell oft in einer Abteilung angesiedelt, wird aber nicht abteilungsübergreifend gelebt.
Um die damit verbundenen „Change“-Herausforderungen als Chancen in Richtung Wettbewerbsvorteil wahrnehmen zu können, sind vor allem auch die Führungskräfte aufgefordert, grundlegendes Wissen in den für die Dekarbonisierung von Unternehmen relevanten Handlungsfeldern wie Energie & Grüne Produktion (Produkte und Services), nachhaltige Gebäude, betriebliche Mobilität anzueignen und sich speziell mit den Fragen des Nachhaltigkeits- und Changemanagement vertieft auseinanderzusetzen.

[Hier geht es zum Microcredential-Angebot der TU Graz]

Veröffentlicht am

[presentation] Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index #tugraz #index #tel

We present our research about „Examining the Digitization Level of First-Year Students at Graz University of Technology (Austria): Insights from a Digitization Index“ at the EDMedia and Innovative Learning 2023 conference in Vienna. Here you can find the slides:

[slides @ ResearchGate]