Digitale Lehre an und rund um der Technischen Universität Graz
Yesterday we gave a talk about „How to Use Learning Analytics to Improve Educational Design of MOOCs“ at the 80th International Scientific Conference of the University of Latvia. Here you will find the slides:
Im Rahmen der OER-Konferenz gab es noch einen weiteren Beitrag von uns zu „Dezentral bereitstellen – zentral finden. Zur Umsetzung hochschulübergreifender OER-Angebote“. Hier beschreiben wir erstmals die technische Komponente des Projekts im Open Education Austria Projekt.
Abstract:
Um OER nutzen zu können, müssen sie gefunden werden. Dieser Beitrag beschreibt eine Lösung für den österreichischen Hochschulraum durch die Zusammenführung von lokalen Hochschul-OER-Repositorien.
[Beitrag @ ReserachGate]
[Konferenzproceeding]
Referenz: Gröblinger, O., Ganguly, R., Hack, C., Ebner, M., Kopp, M. (2021). Dezentral bereitstellen – zentral finden. Zur Umsetzung hochschulübergreifender OER-Angebote. In: Cinzia Gabellini, Sabrina Gallner, Franziska Imboden, Maaike Kuurstra und Peter Tremp (Hrsg.) Lehrentwicklung by Openness – Open Educational Resources im Hochschulkontext, Luzern: Pädagogische Hochschule Luzern, S. 39-44, https://doi.org/10.5281/zenodo.5004445
Our contribuation to this year ED-Media 2021 conference about „The relation of prior IT usage, IT skills and field of study: A multiple correspondence analysis of first-year students at a University of Technology“ got published. The slides are already here online.
Abstract:
Starting from the question of whether the students in the different fields of study differ in terms of several variables related to IT and learning with IT, namely their general extent of IT usage, the extent of IT usage for learning, the IT skills of the students, their participation in online courses, if they learned coding basics at school and the extent of IT usage in class at school, a multiple correspondence analysis (MCA) was chosen to find answers. The MCA resulted in four clusters of fields of study. The inclusion of the variables in the biplot shows that for one dimension the IT skills of the students are crucial, and for the second dimension a further variable, the type of school added as supplementary points, explains the differences between subjects. Finally, the article discusses that these insights might change drastically – especially due to the changed conditions of first-year students with regard to their experiences with the use of IT in learning as a result of the school closures during COVID-19 pandemic. The data for this analysis come from the survey of first-year students at Graz University of Technology (TU Graz) in 2020 (N=955) which is subjected to a secondary analysis in this article.
[article @ learntechlib]
[preprint @ ResearchGate]
Refrence: Mair, B., Ebner, M., Nagler, W., Edelsbrunner, S. & Schön, S. (2021). The relation of prior IT usage, IT skills and field of study: A multiple correspondence analysis of first-year students at a University of Technology. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 304-312). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2021 from https://www.learntechlib.org/primary/p/219673/.
Ich bin eingeladen worden für die GMW Tagung 2022 (12.-9-14.9.22) ins Programmkomitee zu kommen. Dem bin ich natürlich gerne gefolgt. Jetzt gibt es den Call for Papers:
Mit dem vorliegenden Aufruf laden wir Wissenschaftlerinnen und Praktikerinnen aller Fachdisziplinen dazu ein, Beiträge zu folgenden Themenbereichen vorzuschlagen:
Den ganzen Call findet man hier. Wichtig ist auch die Deadline für die Einreichung: 31.3.2022 (für Beiträge, alle anderen sind dann hier gelistet)
Our contribuation to this year ED-Media 2021 conference about „Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term“ got published. The slides are already here online.
Abstract:
The technical equipment of first-year students and their preferred communication applications are changing. This paper presents the two latest, unpublished surveys of first-year students at Graz University of Technology (TU Graz) from 2019 (N=824) and 2020 (N=955) and compares the results concerning devices and applications with the results of the surveys conducted since 2011. The analysis shows that laptops, desktop computers and smartphones are among the most important and widespread multifunctional devices, while the MP3 player in particular or the social media application Facebook have lost most of their former importance. The increasing importance of photo-based social media applications, first and foremost Instagram, is striking. If comparing the data from 2019 to those from 2020, the first academic year start that took place within the COVID-19 pandemic, the same applies to the use of Facebook and Facebook Messenger, which now only have the same minor significance as Telegram, Signal, Skype, or others. Concerning effects of the COVID-19 pandemic on the equipment and communication tools used, the authors see a major impact on the prevalence of portable powerpacks.
[article @ learntechlib]
[preprint @ ResearchGate]
Reference: Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 107-114). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2021 from https://www.learntechlib.org/primary/p/219645/.
Our contribuation to this year ED-Media 2021 conference about „Effects of Remote Learning on Practitioner Integration“ got published. The slides are already here online.
Abstract:
The widespread inclusion of experts and practitioners in educational settings to teach and collaboratively learn can help alleviate a multitude of systemic problems. A new, inclusive path to teach youth the skills needed to utilise the problem solving approach named computational thinking is explored in this case study. During 2020 remote learning became ubiquitous and after a successful face to face workshop the consequences of a virtual environment were evaluated. This publication answers three questions based on an action research approach: What effect has remote learning on practitioner integration? What learning outcomes does a flipped classroom approach lead to? What lessons can be learned for a post-social-distancing world? Data was gathered during an expert driven virtual workshop, in an Austrian technical school with predominantly male students aged 17 to 18 (K-12). Analysis revealed the benefits of remote expert integration as relatively little overhead can establish practical knowledge and differentiated perspectives in an almost uninterrupted virtual workflow. The integration of practitioners should be made possible within virtual environments to minimise distraction and overhead if applicable. Despite its clear benefits a blended environment with additional face to face settings led to more interaction and excitement from the learners. Easy access to experts and practitioners is key to offer young people the tools necessary to face the challenges of the future.
[draft @ ResearchGate]
[final publication @ learntechlib]
Reference: Pollak, M., Sagbauer, N.N. & Ebner, M. (2021). Effects of Remote Learning on Practitioner Integration. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 389-400). United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 28, 2021 from https://www.learntechlib.org/primary/p/219684/
Our contribuation to this year ED-Media 2021 conference about „School Start Screening Tool“ got published. The slides are already here online.
Abstract:
This paper concentrates on the implementation of a new screening method in Austrian schools to assess children and find out if they have any special educational needs in educational areas like phonology, counting, knowledge of letters and numbers and others. The underlying structure of the assignments was developed by developmental psychologists from the University of Graz and the University of Vienna and then implemented as a mobile application for Android tablets. For testing and evaluation purposes, the app’s prototype was first used voluntary by multiple Austrian schools. Furthermore, the mobile application had to be fully functional when offline as well as a central web application had to be developed to give the developmental psychologists access to the screening results. However, the main goal was to develop the application in a way that especially children without sufficient skills in reading and writing are able to understand the assignment’s tasks and to perform input.
[Draft @ ResearchGate]
[article @ LearnTechLib]
Reference: Krassnig, P., Ebner, M. & Ebner, M. (2021). School Start Screening Tool. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 213-226). United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 26, 2021 from https://www.learntechlib.org/primary/p/219660/.
Im Rahmen der Veranstaltungen „Chancen und Herausforderungen der Qualitätssicherung von OER“ bin ich gebeten worden einen Einführungsvortrag zu OER zu halten. Dabei versuch ich zu betonen, dass OER auf sehr vielen Ebenen gedacht werden muss. Die Folien sind hier veröffentlicht:
[Ebner, M. (2021) OER an Hochschulen und ihrer gesellschaftlichen Bedeutung]
Ich darf heute über „Digitalisierung der Lehre – warum, wozu, wie?“ meine Gedanken online schildern und freue mich auf viele Rückmeldungen. Hier gibt es einmal die Folien:
We are happy to present our research about „Evaluation Design for Learning with Mixed Reality in Mining Education based on a Literature Review“ at this year HCI International 2021 conference. Markus will introduce our work within the mirebook-project, which deals with mixed reality in education. Here you can find his slides: