Schlagwort: conference

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[publication] Understanding the Core of LLMs as genAI -CollectiveGPT and Human Intelligence #tugraz #workshop

At this year’s ED-Media conference, we also did a workshop on „Understanding the Core of LLMs as genAI -CollectiveGPT and Human Intelligence„. Find a short published summary about it.

Abstract:
This workshop provides an engaging and interactive exploration of Large Language Models (LLMs), with a focus on how they operate at a foundational level. Using CollectiveGPT, an educational chatbot developed by the Ed-Tech Research Community Graz, participants gained firsthand experience understanding the principles behind generative AI (genAI) systems such as ChatGPT. Designed for educators of all disciplines, the workshop demystifies key LLM concepts such as probability-based word prediction, contextual understanding, and the role of training data. Attendees generated texts and compare their results with real-time outputs from ChatGPT, highlighting the differences between human reasoning and AI prediction. Key topics include prompting techniques, context framing, training bias, misinformation, and ethical considerations in AI use. Participants explored system prompt injection techniques and developed advanced prompting skills to optimize responses from AI systems. This workshop empowered educators with the knowledge to critically evaluate and responsibly use AI tools in their teaching. By fostering AI literacy, attendees got clear understanding of how LLMs work and how they can be leveraged to enhance learning experiences across diverse educational settings.

[publication @ conference website]
[draft @ ResearchGate]

Reference: Brünner, B. & Ebner, M. (2025). Understanding the Core of LLMs as genAI – CollectiveGPT and Human Intelligence. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 153-154). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved June 14, 2025 from https://www.learntechlib.org/primary/p/226329/.

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[publication] Rapid Multilingual Video Production utilizing Artificial Intelligence #AI

At this year’s EDMedia conference, we published a publication titled „Rapid Multilingual Video Production utilizing Artificial Intelligence„.

Abstract:
This study presents the Rapid Multilingual Video Production (RMVPro) framework, an optimized process for creating high-quality multilingual educational videos using artificial intelligence (AI). The framework involves three stages: planning, translation, and production, with each stage involving iterative feedback loops with experts and native speakers to ensure linguistic and cultural accuracy of the translations. The framework for the Multilingual Video Sprint was tested during an international conference and the produced multilingual videos showing an AI human avatar were evaluated in a MOOC with feedback from 128 students. Results showed that AI could be utilized to accelerate video production while maintaining the clarity and comprehensibility of educational content. However, feedback indicated mixed perceptions of AI-generated human avatars, with some students preferring human facilitators for reasons of authenticity. The use of AI avatars in multilingual educational videos must be implemented carefully, but the RMVPro framework ensures high quality while utilizing the potential of AI to rapidly produce multilingual educational videos.

[draft @ researchgate]
[full version @ conference website]

Reference: Brünner, B. & Ebner, M. (2025). Rapid Multilingual Video Production utilizing Artificial Intelligence. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1223-1230). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 28, 2025 from https://www.learntechlib.org/primary/p/226280/.

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[publication] Open Educational Resources in Ukraine: Current Status and Future Directions #edmedia #OER

Our publication titled „Open Educational Resources in Ukraine: Current Status and Future Directions“ was published at this year’s ED-Media conference in Barcelona, Spain.

Abstract:
This study investigates the current landscape and perceived need for Open Educational Resources (OER) in Ukraine. A comprehensive literature review and analysis of national and international sources was undertaken, and the research identified key benefits of OER, such as affordability, accessibility, and adaptability. The relevance of these benefits in the context of Ukraine’s ongoing digital transformation and crisis conditions was also explored. Survey data and academic initiatives indicate a growing interest in OER among educators and librarians, although awareness and implementation remain uneven, particularly in rural areas. Barriers such as limited digital infrastructure, low digital literacy, and lack of familiarity with licensing were also identified. The study draws upon successful practices from Austria and Germany, emphasising the need for coordinated national strategies, policy development, and educator training. While the research does not confirm a universal demand for OER, it shows clear potential and interest, laying the groundwork for future empirical studies to assess the educational impact of OER implementation in Ukraine.

[draft @ researchgate]
[full version @ conference website]

Reference: Andriichenko, Y., Ebner, M. & Schön, S. (2025). Open Educational Resources in Ukraine: Current Status and Future Directions. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1034-1043). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2025 from https://www.learntechlib.org/primary/p/226255/.

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[publication] Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition #edmedia #research

Our research titled „Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition“ got published at this year’s ED-Media conference in Barcelona.

Abstract:
This paper presents the refactoring and evaluation of IDeRBlog, an educational blog platform designed to support German language acquisition in primary schools. Originally developed as part of an EU Erasmus project, IDeRBlog aims to improve students’ spelling skills through a combination of intelligent feedback and blogging features. The recent redevelopment focused on updating the user interface for mobile compatibility and integrating modern web technologies. To assess the impact of these improvements on user experience, two test classes used the IDeRBlog system during regular German lessons. Students received automated feedback on their writing, while teachers tracked progress using learning analytics to identify common error categories. The evaluation demonstrates significant improvements in usability and user experience due to the refactoring, highlighting its positive impact on both student engagement and learning outcomes.

[draft @ researchgate]
[full Version @ conference website]

Reference: Buchacher, F., Wachtler, J. & Ebner, M. (2025). Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 611-621). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2025 from https://www.learntechlib.org/primary/p/226203/.

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[publication] Inspired by generative AI, Ignoring Open Knowledge? Findings from a Longitudinal Study on Digital Equipment and Activities of Study Beginners at TU Graz (2011–2024) #edmedia #research

Our paper titled „Inspired by generative AI, Ignoring Open Knowledge? Findings from a Longitudinal Study on Digital Equipment and Activities of Study Beginners at TU Graz (2011–2024)“ at this year’s ED-Media conference in Barcelona got published.

Abstract:
Over the past 13 years, nearly 13,000 students participated in annual surveys during the “Welcome Days” for first-year students at Graz University of Technology (TU Graz) in Austria. This paper presents an analysis of data from 2011 to 2024, offering insights into the evolving digital landscape of incoming students. It explores trends in IT equipment, social media use, communication tools, digital leisure, and engagement with online resources. A key finding is the rising adoption of AI tools, with ChatGPT usage nearly doubling compared to the previous year. At the same time, the use of Wikipedia and open-source software has declined, suggesting shifts in information-seeking and digital work habits. Smartphones and digital communication tools remain essential, though preferences are changing—for example, Discord is gaining popularity while SMS continues to decline. Streaming services are still dominant for digital leisure, yet platforms such as Netflix and Prime are no longer surveyed separately, reflecting broader changes in media use. This longitudinal study provides valuable insights into how students’ digital habits evolve, informing digital learning strategies, educational technologies, and student support services. By understanding these trends, universities can better tailor e-learning environments and digital literacy initiatives to support new student cohorts effectively.

[draft @ researchgate]
[full paper @ conference website]

Reference: Nagler, W., Mair, B., Ebner, M. & Schön, S. (2025). Inspired by generative AI, Ignoring Open Knowledge? Findings from a Longitudinal Study on Digital Equipment and Activities of Study Beginners at TU Graz (2011–2024). In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1161-1169). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2025 from https://www.learntechlib.org/primary/p/226272/.

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[presentation] Rapid Multilingual Video Production (RMVPro) utilizing Artificial Intelligence #tugraz #ai #video

Our next talk at this year’s ED-Media conference is about „Rapid Multilingual Video Production (RMVPro) utilizing Artificial Intelligence“. Find the slides right here:

Brünner, B. & Ebner, M., (2025). Rapid Multilingual Video Production (RMVPro) utilizing Artificial Intelligence. ED-Media 2025 conference, presentation, Barcelona [slides]

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[publication] Chatbots in Education: A Systematic Rapid Literature Review #AIinEdu #tugraz #research

Our contribution to this year’s SITE conference in Orlando titled „Chatbots in Education: A Systematic Rapid Literature Review“ is published.

Abstract:
This review explores the role of chatbots in education through a detailed literature review of 60 records. As chatbots become increasingly embedded in students‘ daily lives, their presence in primary, secondary, and tertiary education is expanding rapidly. By analyzing the selected papers, this review highlights both the opportunities and challenges faced by educators and students when using chatbots. The findings indicate that the integration of AI in education offers significant potential but requires careful consideration. In particular, the study emphasizes the need for improved teacher and student training, updated policies, and effective assessments to maintain academic integrity and enhance learning outcomes.

[publication @ ResearchGate]

Reference: Gregorac, A., Brünner, B. & Ebner, M. (2025). Chatbots in Education: A Systematic Rapid Literature Review. In Proceedings of SITE 2025 (pp. 588-593). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2025 from https://www.learntechlib.org/primary/p/225579/.

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[presentation] Beyond Open Access: Open Educational Resources (OER) for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances #tugraz #OER #UNITE!

We did a presentation about „Beyond Open Access: Open Educational Resources (OER) for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances“ at the 2nd Unite!-Ed Future Conference.

Open Educational Resources (OER) are widely recognized for improving access to education and enabling the sharing of knowledge. However, in the context of European university alliances, such as Unite!, OER offer additional, often underappreciated benefits that are crucial for cross-border collaboration and sustainable development in higher education. This position paper explores three key aspects of OER that are particularly relevant for European alliances. First, OER enable the legally secure use of educational resources across national borders, addressing uncertainties about copyright laws, particularly for translations and adaptations. This ensures compliance with different legal frameworks while fostering collaboration. Second, OER support sustainability by ensuring that investments in educational materials are not limited by restrictive usage rights. This is particularly critical in alliances where shared resources play a central role in fostering long-term cooperation and aligning with sustainability goals, a priority for Unite!. Finally, OER contribute to digital sovereignty by empowering institutions and educators to create, adapt, and share resources without reliance on proprietary platforms or licenses. This aligns with the broader strategic objectives of European alliances to promote autonomy and resilience in their digital ecosystems. By highlighting these often-overlooked benefits of OER, this research aims to broaden the perspective on their strategic importance in fostering collaboration, sustainability, and sovereignty within European university alliances.

Find our slides here:

Ebner, M., & Schön, S. (2025, März 13). Beyond Open Access: Open Educational Resources (OER) for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances. Presentation at the Unite! Ed Future Conference, March 13, 2025. Graz University of Technology. https://doi.org/10.3217/cz2rm-g9g13

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[presentation] Building OER Competence Across the Unite! Alliance. Insights from the „Unite! OER Courses“ Project #OER #tugraz #research

For the 2nd Unite!-Ed Future Conference, we presented the results of our OER course, titled „Building OER Competence Across the Unite! Alliance. Insights from the „Unite! OER Courses“ Project„

The „Unite! OER Courses“ seed fund project successfully advanced Open Educational Resources (OER) competence among students and lecturers across the Unite! alliance. A major milestone was the development of a Massive Open Online Course (MOOC) on OER, licensed under CC BY 4.0 International and translated into 11 languages, including Turkish and Indonesian, with the help of AI avatars and tools. Since its launch on May 6, 2024, the MOOC has attracted over 1,200 participants. Additionally, an OER course in English was introduced on the Unite! federated learning management system Metacampus.
To further enhance capacity, a dedicated OER training for lecturers was conducted, which resulted in the publication of a collection of tools and methods for future OER training initiatives. In this contribution, we build upon previous work, particularly insights from our project report (Unite, 2024) and various presentations on the topic, including preliminary findings on the impact at partner universities (Schön et al., n.d., submitted for JODDE).
Methodologically, we addressed different research questions primarily through a case study, allowing us to analyse the implementation, reception, and institutional effects of the OER initiatives within the alliance. The collected data provides valuable insights for the establishment of a future Unite! Open Science Academy.
This presentation will share the project’s achievements, methodologies, and outcomes while addressing challenges and opportunities for promoting OER practices in international higher education settings.

Find the slides here:

Schön, S., Ebner, M., & Vicente-Saéz, R. (2025, März 13). Building OER Competence Across the Unite! Alliance. Insights from the „Unite! OER Courses“ Project. Presentation at Unite! Ed Future Conference, March 13, 2025. Graz University of Technology. https://doi.org/10.3217/hm2aw-dvh27

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[presentation] The Metacampus as a Teaching Hub for the Unite! Alliance #unite #moodle

For the 2nd Unite!-Ed Future Conference, Katharina presented details about the Metacampus, titled „The Metacampus as a Teaching Hub for the Unite! Alliance„:

The Unite! alliance has developed the Metacampus, a federated LMS based on Moodle, to facilitate seamless collaboration and resource sharing among partner universities. This presentation showcases how the Metacampus supports teaching and learning across the alliance by addressing diverse needs and enabling innovative approaches. Key use cases where the Metacampus proves particularly beneficial are outlined, along with resources created to guide users, including detailed documentation, courses, and instructional videos (produced with AI avatars). Activities such as targeted training sessions and the streamlined submission of requests and special requirements via an integrated request form are highlighted. LTI pilot activities, aimed at integrating local LMS systems with the Metacampus, are presented, along with insights from regular E-Learning Support Group meetings. Success stories demonstrate the platform’s impact and potential for enhancing collaboration within Unite!. In conclusion, challenges extending beyond technical solutions are addressed, such as the lack of incentives to adopt Unite!-specific courses or to fully utilize the Metacampus. These insights foster dialogue on how to further support teaching and learning within the Unite! alliance.

Find the slides here:

Gasplmayr, K., Schön, S., Alcober, J., Ebner, M., & Molins, X. (2025, März 13). The Metacampus as a Teaching Hub for the Unite! Alliance. Presentation at the Unite! Ed Future Conference 2025, March 13, 2025. Graz University of Technology. https://doi.org/10.3217/eeqtz-1f759