Digitale Lehre an und rund um der Technischen Universität Graz
Im Rahmen der GMW 2026 Tagung hat Sandra einen Vortrag zu „KI-generierte Lerngrafiken und -Illustrationen. Erste Einsichten zur Erstellung und Überlegungen zur systematischen Qualitätsbewertung“ gehalten. Hier einmal die Folien, Publikation folgt dann noch:
[Link zum Download der Folien]
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.
Im Rahmen einer Tagung in Wien bin ich gebeten worden etwas zur Digitalen Mündigkeit zu sagen – daher gibt es hier nun meine entsprechenden Folien zum Vortrag „Digitale Mündigkeit als Basis für die digitale Gesellschaft von morgen„
Im Rahmen der heurigen DELFI Tagung haben wir einen Beitrag zu „Wenn Sehen nicht mehr Glauben heißt: Förderung von AI Literacy im Umgang mit Deepfakes im Schulunterricht“ eingereicht. Dieser ist nun im Tagungsband erschienen.
Zusammenfassung:
„Ich habe es mit meinen eigenen Augen gesehen“ galt lange als Ausdruck besonders verlässlicher Evidenz. Mit der zunehmenden Verbreitung generativer KI verliert diese Annahme jedoch an Bedeutung. Deepfakes stellen neue Herausforderungen für Medienkompetenz, Informationsbewertung und den kritischen Umgang mit digitalen Inhalten dar. Der Beitrag präsentiert ein praxisorientiertes Unterrichtskonzept, das Deepfakes als Ausgangspunkt nutzt, um grundlegende Prinzipien künstlicher Intelligenz sowie deren gesellschaftliche Auswirkungen zu vermitteln. Das Konzept wurde in der 1. und 2. Klasse einer österreichischen Handelsakademie sowie einer 3. Klasse einer Handelsschule umgesetzt. Zur Untersuchung der unmittelbaren Wahrnehmungen von KI wurden 80 schriftliche Reflexionen direkt nach der Rezeption einer Dokumentation zu Deepfakes qualitativ ausgewertet. Die Ergebnisse zeigen, dass sich die Lernenden mit der Leistungsfähigkeit generativer KI, der zunehmenden Schwierigkeit der Unterscheidung zwischen authentischen und KI-generierten Inhalten sowie gesellschaftlichen Risiken wie Fake News und Manipulation auseinandersetzen. Darüber hinaus formulieren sie konkrete Handlungsstrategien zum kritischen Umgang mit KI-generierten Inhalten. Die Ergebnisse weisen darauf hin, dass die durch Deepfakes ausgelöste Irritation einen geeigneten Ausgangspunkt für die Auseinandersetzung mit AI-Literacy und kritischer Medienreflexion darstellen kann.
[Tagungsband]
[Beitrag @ ResearchGate]
Zitation: Wolf, D., Ebner, E., Miklos, J. (2026) Wenn Sehen nicht mehr Glauben heißt: Förderung von AI Literacy im Umgang mit Deepfakes im Schulunterricht. 24. Fachtagung Bildungstechnologien (DELFI). DOI: 10.18420/delfi2026. Bonn: Gesellschaft für Informatik e.V.. PISSN: 2944-7682. pp. 297-303. Potsdam, Germany. 15.-17. September 2026. Schumacher, Clara; Röpke, René(ed.)
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.
For all my colleagues and friends in the field of IT, for learning and teaching at universities, specifically in university alliances: We will present our lessons learned from Unite! University Network for Innovation, Technology and Engineering after 4 years, in a hybrid presentation at October 13, 14:30-16:00 CET at KTH Royal Institute of Technology / online. Please book a spot for online participation if you are interested in – or even visit us at KTH in Stockholm ❤️
Please find more information here:
https://www.unite-university.eu/unitenews/european-digital-campus-lessons-learned-from-unite
Presentations and insights from my wonderful experts and colleagues such as Joakim Petersson, Jesus Alcober, Juha Martikainen, Jarek Krysiak, Katharina Gasplmayr, Christian Hoppe, Roberto Bertonasco, Behnam Taraghi and more ….
I will organize a parallel session in the context of the 14th International Conference on Learning and Collaboration Technologies (LCT 2027), an Affiliated Conference of HCI International 2027 (HCII 2027). This session is scheduled to take place between 28 – 30 July as a ‚hybrid‘ event.
My parallel session proposal is entitled:
„AI and Data-driven Technologies for Personalized, Inclusive, and Equitable Learning“
Session description:
The session “AI and Data-driven Technologies for Personalized, Inclusive, and Equitable Learning” explores emerging trends, technologies, and pedagogical innovations shaping education in a rapidly evolving digital landscape. It examines how artificial intelligence, self regulated learning environments, open educational resources (OER), and data-driven approaches are redefining teaching and learning. Experts should share research and case studies highlighting new models for personalized, inclusive, and sustainable digital education. Key topics include the integration of AI in education, the impact of learning analytics on student success, and strategies for fostering digital literacy and equity across diverse learning contexts. The session will also discuss the challenges of ethics, privacy, and accessibility, emphasizing the need for open, collaborative frameworks and global best practices. Participants will gain insights into future-ready skills and the critical role of innovation in shaping equitable, high-quality learning experiences for the next generation.
Important deadlines:
– 30 November 2026: Submit your abstract (800 words) for the review process.
– 10 December 2026: Notification of review outcome
– 29 January 2027: Submit the camera-ready version
– 12 February 2027: Register for the conference
If you are interested in it, just send me a short message, martin.ebner [at] tugraz.at. I will get back to you with a personal invitation.
Our publication, „Whitepaper on Evaluating GenAI Innovation in Higher Education,“ is included in the proceedings of the EDMedia 2026 conference.
Abstract:
Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support, personalization, and synthetic media. However, its value cannot be determined solely by technical performance, novelty, or efficiency. This paper presents an evaluation framework for quality genAI applications in higher education. This paper presents a practice-derived framework developed through a cross-case synthesis of nine diverse GenAI implementations at Graz University of Technology. Analyzing projects ranging from AI-generated content to RAG-based chatbots, we identified recurring decision points and risk patterns to formulate a five-phase, non-linear evaluation model. The framework guides institutions through specifying context, assessing feasibility, selecting implementation strategies, conducting multi-layered pilots, and performing data-informed analysis. A defining feature is the integration of explicit „Sustain-or-Discontinue“ decision gates at each stage, ensuring resources are committed only to viable applications while providing a structured pathway to terminate initiatives that fail to meet pedagogical or ethical standards. We argue that the core institutional capability lies not in rapid adoption, but in the discipline to evaluate responsibly, balancing experimentation with the rigor to govern and discontinue when necessary.
[publication @ conference’s homepage]
[preview @ ResearchGate]
Reference: Schön, S., Brünner, B., Ebner, M. & Leitner, P. (2026). Whitepaper on Evaluating GenAI Innovation in Higher Education. In Proceedings of EdMedia 2026 Edinburgh (pp. 697-703). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129693/.
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.
Our publication about „The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices“ is published in the conference proceedings of this year’s EDMedia conference.
Abstract:
This study analyses the impact of the new Law of Ukraine „On Copyright and Related Rights“ (2811-IX) on the use of educational materials in the context of digital transformation and military crisis. Using the benchmarking methodology „15 cases in 15 countries“ and qualitative interviews with teachers, the work compares Ukrainian norms with the practice of European countries. The results show that broad educational exceptions (in particular, Articles 22 and 24) create a situation of „legal comfort“ for the academic community, allowing the legal use of protected content in closed digital environments. However, this gives rise to the „OER paradox“: the absence of legal barriers to the use of proprietary resources reduces the motivation to create full-fledged open educational resources under open licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.
[publication @ conference’s homepage]
[preview @ ResearchGate]
Reference: Andriichenko, Y., Ebner, M., Schön, S. & Brünner, B. (2026). The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices. In Proceedings of EdMedia 2026 Edinburgh (pp. 1589-1599). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129797/.
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of Open Educational Resources (OER).
Im Rahmen des OER-Zertifizierungsspecial der SIG OER der fnma durfte ich einen kurzen Einblick in die Praxis der TU Graz geben. Meine Folien sind hier einsehbar:
Referenz: Ebner, M. (2026, Juni 10). OER-Zertifizierung an der TU Graz. Graz University of Technology. https://doi.org/10.3217/epdgp-jfr73
We also did, as usual, the SIG (Special Interest Group) for Emerging Technologies at the EDMedia Conference. This year the session was titled „Guiding Innovation with Rapid EdTech User Experience Research Nodes„
This presentation is from the Special Interest Group Emerging Technologies for Learning and Teaching from EdMedia 2026 conference workshop on Guiding Innovation with Rapid EdTech User Experience Research Nodes (RETURN). It includes supporting resources for the RETURN Manifesto, selected EdTech case examples, and documentation related to rapid user experience research in educational technology contexts.
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.
Another talk we did at this year’s EDMEDIA conference is about the research of Daniela, titled „Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany„
Coding bootcamps have expanded rapidly in response to persistent skill shortages in the IT sector and as alternative pathways into the field, particularly for groups underrepresented in technology, such as refugees and women. However, little is known about how these pathways are perceived and valued within organizations, especially in Austria and Germany.
This study therefore examines how companies in Austria and Germany perceive, evaluate, and integrate coding bootcamp graduates. Drawing on a qualitative content analysis of five semi-structured interviews with decision-makers in software development, IT consulting, and human resources, the study focuses on socially situated employer perspectives on skills, potential, and legitimacy, rather than measuring effectiveness in terms of employment outcomes.
The findings reveal an ambivalent picture: while graduates are valued for their motivation, adaptability, teamwork, and practical orientation, concerns persist regarding their theoretical depth and level of project experience. In the case of refugee participants, language proficiency is additionally identified as a key challenge. Overall, the study provides exploratory insights into how coding bootcamp qualifications are interpreted and evaluated by employers, rather than aiming to produce generalizable conclusions.
