Digitale Lehre an und rund um der Technischen Universität Graz
We did a short presentation about our Learning Analytics Initiatives at Graz University of Technology for the moodle association. Find here our slides:
Our research, we presented at EdMedia + Innovate Learning 2022, about „The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study“ is now online available:
Abstract:
Initially, in March 2020, when COVID-19 forced conventional face-to-face to pure online teaching, didactic matters were only of secondary importance. At Graz University of Technology (TU Graz, Austria) both the support team for Educational Technology as well as the instructors were mostly concerned with solving technical challenges. Nevertheless, a special tool, the ReDesign Canvas, was available to support lecturers in their endeavor to also address the didactic aspects of their teaching systematically. The article presents the work of the Educational Technology team of TU Graz within the March 2020 COVID-19 crisis as well as the application of the canvas in a redesign of an exemplary lecture.
[full article @ conference homepage]
[draft @ ResearchGate]
Reference: Schön, S., Braun, C., Hohla, K., Mütze, A. & Ebner, M. (2022). The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1048-1055). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221410/.
At NLASI in Stockholm we presented what was developed and experienced concerning Learning Analytics at the national MOOC platform iMooX.at
Find here the slides @ ResearchGate.
One of our contributions to the EdMedia + Innovate Learning 2022 is about „A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021„
Abstract:
The technical equipment of first-year students and their preferred communication applications are changing, perhaps also influenced by their experiences in the Covid-19 pandemic concerning digital teaching and learning. This paper presents the 2021 survey of first-year students at Graz University of Technology (N=1,207) and compares the results concerning devices and applications with the results of the surveys conducted since 2011. It is striking that there are no striking changes in the endowment of the that can be interpreted as an effect of Covid-19 pandemic. A question introduced in 2021 about experiences with distance online instruction and experiences with online courses before and after Covid-19 shows clearly that new students‘ prior experiences with online learning here have dramatically changed as a result of school closures in Austria.
[Full paper @ conference homepage]
[draft @ ResearchGate]
Reference: Nagler, W., Schön, S., Mair, B., Ebner, M. & Edelsbrunner, S. (2022). A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1060-1067). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 12, 2022 from https://www.learntechlib.org/primary/p/221412/
I did a talk about our microcredentials.at iniative at the EADTU-webinar week about microcredentials. Find the slides here online:
Es freut uns, dass wir nun den 13. Teil unserer Podcast-Serie „Lehren – Lernen – Lauschen“ auf der TELucation-Webseite zur Verfügung stellen können. Diesesmal spricht Daniel Gruss über seine Erfahrungen:
Daniel Gruss (Institute of Applied Information Processing and Communications) spricht in diesem Podcast über seine Lehrveranstaltung Betriebssysteme, seine Leidenschaft für gute Lehre und seine Abneigung gegen Proctoring in der Online-Lehre. Außerdem verrät er uns, wie er zum Protagonisten einer Sitcom wurde und award-winning Musik geschrieben hat.
[#12: Daniel Gruss über kreative Lehrmethoden und Prüfungen in der IT-Security]
Und nicht übersehen – der Podcast ist auch in allen gängigen Portalen verfügbar:
Sarah hat im Rahmen der GMW 2022 Tagung in Karlsruhe unseren Beitrag zu „Der OER-Canvas für Lehrende: Werkstattbericht zum Einsatz von Learning Experience Design“ vorgestellt. Die Präsentationsfolien dazu sind auf ResearchGate online:
Martin is invited to give a keynote talk at 9th International Conference on Computer Technology Applications (ICCTA 2023) in May 2023. He will give an overview and insights about our running projects on MOOCs, Learning Analytics and Open Educational Resources.
Abstract of the talk:
In this talk the different research fields of MOOCs, Learning Analytics and OER are addressed and brought together. Over a couple of years now, different proponents announcing MOOS or OER or Learning Analytics. Nevertheless, the idea is to put all the research results together and provide it as a service for education, especially in Higher Education.
Using the example from Graz University of Technology the talk will provide insights how we can deal with it in the future based on research findings and hands-on experiences with real student data.
We would be happy if you join us in Vienna next year: [conference website]
With this announcement I would like to wish you merry christmas and a happy, healthy year 2023 – I will be back after my holidays in January 2023. Hopefully we got a little bit of snow in our mountains, because I would love to make some tours with my skis 🙂
Feel free to take a look to my tour descriptions to get an idea what I am taking about: [Link to profile @ Alpenverein]
Our research about „Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting“ was presented at EdMedia + Innovate Learning 2022:
Abstract:
The analysis of learner data in MOOCs provides numerous opportunities to look for patterns that may indicate participants‘ learning strategies. In this article, we investigated how participants in a MOOC (N=1,200), in which they must successfully complete a quiz in each unit, deal with the fact that they can repeat this quiz up to five times. On the one hand, patterns can be identified regarding the success of the quiz attempts: For example, 32.7% of the course participants always repeat the quizzes up to a full score, while about 16.0% of the participants repeat, but only until they pass all quizzes. Regarding the number of attempts, independent of the success, there is only a uniformity in „single attempt“; 12.6% of the participants only take exactly one attempt at each of the quizzes in the MOOC. An analysis of a subgroup of 80 learners which were students of a course where the MOOC was obligatory, shows that the proportion of learners attributed to patterns making more attempts is generally bigger. It can be shown as well that learners who uses several attempts, even after a full score results, tend to get better exam. The article concludes by discussing how these patterns can be interpreted and how they might influence future MOOC developments.
[full article @ conference homepage]
[draft @ ResearchGate]
Reference: Mair, B., Schön, S., Ebner, M., Edelsbrunner, S., Leitner, P., Schlager, A., Teufel, M. & Thurner, S. (2022). Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1169-1179). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221430/
