[publication] MAKER DAYS for Kids: Learnings from a Pop-up Makerspace #makereducation #makerdays

Our conference contribution at last year Robotics in Education conference got published now titled „MAKER DAYS for Kids: Learnings from a Pop-up Makerspace„.

Abstract:
Makerspaces exist in different forms with different target groups and goals. Dedicated makerspaces are often organized as communities of practise. They provide space, devices, tools and materials for (digital) (re)production to support (social) innovation and to democratize STEAM education. The potential of makerspaces as authentic learning environments to teach 21st century skills is one reason why pop-up makerspaces are especially designed for children and teenagers, with a great focus on the tools and activities offered. The MAKER DAYS for kids are one example of a temporary makerspace for more than 100 participants with an open approach to encourage (especially female) participants to pursue a career in STEAM domains. Based on the gathered data of the last MAKER DAYS in 2018 and 2019 at Graz University of Technology, this publication focuses on the challenges in the design of maker activities in pop-up makerspaces and comments on the changes and improvements that were/are applied to the last/upcoming event.

[article @ publisher’s homepage]
[draft @ ResearchGate]

Cite this paper as: Grandl M., Ebner M., Schön S., Brünner B. (2021) MAKER DAYS for Kids: Learnings from a Pop-up Makerspace. In: Lepuschitz W., Merdan M., Koppensteiner G., Balogh R., Obdržálek D. (eds) Robotics in Education. RiE 2020. Advances in Intelligent Systems and Computing, vol 1316. Springer, Cham. https://doi.org/10.1007/978-3-030-67411-3_33

[publication] Learning Analytics and MOOCs #imoox #hci20 #research

Ebru did a first publication of her PhD-work titled „Learning Analytics and MOOCs“ for this year HCII conference.

Abstract:
There are new discoveries in the field of educational technologies in the 21st century, which we can also call the age of technology. Learning Analytics (LA) has given itself an important research field in the area of Technology Enhanced Learning. It offers analysis, benchmarking, review and development techniques for example in online learning platforms such as those who host Massive Open Online Course (MOOC). MOOCs are online courses addressing a large learning community. Among these participants, large data is obtained from the group with age, gender, psychology, community and educational level differences. These data are gold mines for Learning Analytics. This paper examines the methods, benefits and challenges of applying Learning Analytics in MOOCs based on a literature review. The methods that can be applied with the literature review and the application of the methods are explained. Challenges and benefits and the place of learning analytics in MOOCs are explained. The useful methods of Learning Analytics in MOOCs are described in this study. With the literature review, it indicates: Data mining, statistics and mathematics, Text Mining, Semantics-Linguistics Analysis, visualization, Social network analysis and Gamification areas are implementing Learning Analytics in MOOCs allied with benefits and challenges.

Abstract of the publication

[full article @ publisher’s webpage]
[draft @ researchgate]

Reference: İnan E., Ebner M. (2020) Learning Analytics and MOOCs. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learn- ing Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham. pp. 241-254

[CfP] EMOOCs 2021 #research #callforpapers #conference #moocs #emoocs21

I am very happy that 7th EMOOCs conference will be held in Potsdam next year – in June 2021. Together with Anja Lorenz I will chair the exeperience track and if possible I would love to see you on site.

Now the Call for Papers is online and we invite you to participate:

The Experience Track sessions will provide participants with the opportunity to debate and learn more about the role, current trends and future directions that MOOCs are taking to continue their online learning delivery in Higher Education. The track will bring together diverse stakeholders to discuss four important areas around MOOCs. First, by discussing best practices in MOOC production processes, quality assurance, with emphasis on sustainable models that address the issue of certification and credentialing. A second focus is on the incorporation of pedagogy and MOOC design elements that can bring rich learning experiences, as well as new innovative teaching and learning models that can match the expectations of the stakeholders. Third, we also invite contributions that reimagine and bring new affordances to the role of technology in MOOCs, such as the development or use of new virtual learning environments and social spaces, interactive and interoperable learning objects, immersive and wearable technologies, or techniques such as a gamification, and how all of these impact student engagement and learning outcomes. Last, the multiple roles of analytics within the MOOC ecosystem, for example to systematically optimize production or measure quality, to quantify the effectiveness of different learning designs and models in terms of learners’ engagement and outcomes, or to be included as part of new technological analytics products such as dashboards, adaptation or recommendation engines.

Find the final call right here at the conference website:

Deadline for your contribution is 15th February 2021.

[presentation] Teacher Training at Universities with “Inverse Blended MOOC” #mooc #imoox #tugraz

At the Second Thematic Seminar of the European Schoolnet Academy we contributed with a presentation about our experiences with Teacher Training in an „Inverse Blended MOOC“ setting.

[publication] Implementation of Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements #edil2020 #tugraz #alexa #TEL

At this year EDMedia conference (online) we did a publication about „Implementation of Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements“.

Abstract:
Obviously, reading and writing are important qualities nowadays, likely more so than ever before. Whether that be in school, work or everyday life, it is a skill set that is omnipresent. This is also evident by the countless contributions that are created and published on various online platforms such as Facebook, Twitter, YouTube or WhatsApp. In order to avoid being misunderstood, it is crucial to have the ability to express one’s written thoughts in a structured and error-free manner. To help children in the early age with their spelling skills, the IDeRBlog platform provides a possibility to reach their goals and support their German spelling learning process. On this platform children can create own blog entries which are then corrected by teachers and an intelligent dictionary before they can finally publish it. Mistakes made by the kids are evaluated and on basis of these mistakes, exercises can be recommended so that the kids can improve their spelling. This paper will present these exercises (also called learning objects), which should help children to practice writing, reading and also listening carefully. It focuses not only on the evaluation setup and process but also results will be explained in the end.

[Draft @ ResearchGate]

Reference: Burazer, M., Ebner, M. & Ebner, M. (2020). Implementation of Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements. In Proceedings of EdMedia + Innovate Learning (pp. 672-679). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).

[publication] Learning Analytics and Spelling Acquisition in German – The Path to Individualization in Learning #hcii20 #iderblog

We did a contribution titled „Learning Analytics and Spelling Acquisition in German – The Path to Individualization in Learning“ for this year HCII conference.

Abstract:
This paper shows how Learning Analytic Methods are combined with German orthography in the IDeRBlog-project (www.iderblog.eu). After a short introduction to the core of the platform – the intelligent dictionary – we focus on the presentation and evaluation of a new training format. The aim of this format is, that pupils can train misspelled words individually in a motivating and didactic meaningful setting. As a usability test was run with twenty one third graders, we are able to present the results of this evaluation.

Abstract of the publication

[full article @ publisher’s webpage]
[draft @ researchgate]

Reference: Ebner M., Edtstadler K., Ebner M. (2020) Learning Analytics and Spelling Acquisition in German – The Path to Individualization in Learning. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham. pp. 317-325.

[publication] Der Ansatz der „Citizen Science“ bei der Erstellung von Lehrmaterialien in einem Hochschulprojekt #oer #gmw2020 #tugraz

OER-Projekte und Citizens Science mit Einbindung von Lehrer/innen für die Bildungsressourcen-Entwicklung klingt nach großen Überschneidungen, oder? Das dachte sich Gerald Geier auch, als er den Antrag für das Projekt „You can code – YC2“. In einem Beitrag für die GMW 2020 in Winterthur haben wir die Erfahrungen dokumentiert und zahlreiche offene Fragen formuliert, beispielsweise zur speziellen Methodik von Citizen Science.

Im vorliegenden Artikel wird aufgezeigt, wie der Ansatz von Citizen Science, also der Einbindung von nicht-wissenschaftlichen Personen bei der Entwicklung von Lehr- und Lernmaterialien, für den Einsatz des Lernroboters Ozobot realisiert wurde. Dazu werden im Beitrag Erfahrungen mit Citizen Science im bildungswissenschaftlichen Kontext skizziert sowie das Projekt und die Erfahrungen damit vorgestellt. Der Beitrag schließt mit Thesen zu Citizen Science in der Lehrmittelentwicklung und offenen Forschungsfragen.

  • Geier, Gerald; Schön, Sandra; Ebner, Martin & Braun, Clarissa (2020). Der Ansatz der „Citizen Science“ bei der Erstellung von Lehrmaterialien in einem Hochschulprojekt. In: In: Claude Müller Werder, Jennifer Erlemann (Hrsg.) Seamless Learning – lebenslanges, durchgängiges Lernen ermöglichen. GMW Proceedings 2020 (Tagungsort Winterthur), Münster: Waxmann, S. 91-99. URL: https://www.waxmann.com/index.php?eID=download&buchnr=4244;, ResearchGate: [Link]

[publication] Der Online-Kurs als Vorkurs einer Lehrveranstaltung: Umsetzung und Evaluation des Pre-MOOC-Konzepts in einem technischen Studiengang #gmw2020 #imoox #tugraz

Auf der GMW 2020 in Winterthur wird unser Paper über eine Pre-MOOC-Umsetzung im Rahmen einer Lehrveranstaltung an der TU Graz vorgestellt und ist im Tagungsband erschienen.

Zusammenfassung:

Ein MOOC wird in der Hochschullehre oft als isolierter Online-Kurs betrachtet und damit in seinen didaktischen Einsatzmöglichkeiten innerhalb traditioneller Lehr- und Lernumgebungen unterschätzt. In diesem Beitrag wird das „Pre-MOOC“-Design exemplarisch vorgestellt, bei dem die didaktische Einbettung eines Online-Kurses als erste Phase einer Lehrveranstaltung erfolgt, sprich der MOOC als Vorkurs genutzt wird. Nach einer Skizze des Forschungsstands, wird dazu im Beitrag die Konzeption mit Hilfe des Instructional-Design-Modells ADDIE und die Durchführung einer Lehrveranstaltung in einem technischen Studiengang beschrieben. Die Evaluationsergebnisse werden im Beitrag im Hinblick auf das Konzept des Pre-MOOCs ausgewertet, aus den Rückmeldungen der Studierenden und Lehrenden werden abschließend Empfehlungen für die Neukonzeption einer Lehrveranstaltung im Pre-MOOC-Design festgehalten.

[publication] Individualized Differentiated Spelling with Blogs – Implementing and Individualizing (IDeRBlog ii) #iderblog #hcii2020 #tugraz

We did a contribution titled „Individualized Differentiated Spelling with Blogs – Implementing and Individualizing (IDeRBlog ii)“ for this year HCII conference.

Abstract:
The paper depicts the Erasmus+ project “Individual DifferEntiated correct writing with Blogs – Individualizing and Implementing (IDeRBlog ii)”. IDeRBlog ii is a follow-up project evolving the result of IDeRBlog, a blogging platform for pupils aged eight and above. The project is an international cooperation between 3 countries in Europe. This paper presents an overview of possibilities in context of individualization of the exercises. Further, it covers the benefits of using the platform, e.g. learning about media competences, how to communicate online and the possibility to get individualized exercises for supported during their writing process by the feedback of the intelligent dictionary.

Abstract of the publication

[full article @ publisher’s webpage]
[draft @ researchgate]

Reference: Leidinger N., Gros, M., Ebner, M., Ebner, M., Edtstadler, K. Herunter, E., Heide J., Pfeifer, S., Huppertz, A. & Kistemann V. (2020) Individualized Differentiated Spelling with Blogs – Implementing and Individualizing (IDeRBlog ii). In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham. pp. 368-279