[presentation] Making of an Open Makerspace in a Secondary Vocational School in Austria: Development, Activities, User Behaviour and Gender Balance #edil21 #research

We were happy to present our research about „Making of an Open Makerspace in a Secondary Vocational School in Austria: Development, Activities, User Behaviour and Gender Balance “ at this year „EdMedia + Innovate Learning 2021“ conference.

[presentation] 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 #edil21 #research #tugraz

We were happy to present our research 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“ at this year „EdMedia + Innovate Learning 2021“ conference.

[presentation] 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 #edil21 #research #tugraz

We were happy to present our research 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 survey “ at this year „EdMedia + Innovate Learning 2021“ conference.

[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] Practitioner Integration in Computational Thinking Education #edil20 #CT #tugraz

At this year EDMedia conference (online) we did a publication about „Practitioner Integration in Computational Thinking Education“.

Abstract:
This pilot study implemented an expert driven participatory workshop in a rural Austrian economic school. An action research approach was utilised to introduce the problem solving method named computational thinking (CT) to students aged 16 to 18 (K-12) in five after school workshop sessions. This research revealed the basic benefits of industry expert integration in a classroom setting with the aim to develop sustainable interdisciplinary interfaces that allow schools and individual teachers to independently showcase possible pathways. Drawbacks of the methods were identified, for example the high overhead efforts currently required without interfaces between practitioners and educators in place or the demanding time requirements. To create a strong, inclusive path to CT education for all young minds, these challenges need to be addressed and ultimately overcome with the support of all involved stakeholders.

[Draft @ ResearchGate]

Reference: Pollak, M. & Ebner, M. (2020). Practitioner Integration in Computational Thinking Education. In Proceedings of EdMedia + Innovate Learning (pp. 570-580). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2020 from https://www.learntechlib.org/primary/p/217354/.

[publication] The use of Alexa for mass education #edil2020 #tugraz #alexa #TEL

At this year EDMedia conference (online) we did a publication about „The Use of Alexa for Mass education“.

Abstract:
The amount of digitalized information increases day by day. Everyone connected to the internet through different devices or interfaces can acquire information of specific topics and interests at every time on every place. Nowadays, nearly every child owns a mobile device or at least has access to a mobile device connected to the internet. The main focus of children is to watch videos or play games on their device, so they always see it as an interesting, entertaining virtual friend. The use of mobile devices containing apps which deliver selected information opens a very interesting channel to deliver knowledge in a hidden way to children. This research deals with the development of an Alexa skill prototype to train 1×1 calculation skills of children in primary school in a very funny and playfully way. To evaluate the speech-assistant technology connected to an education game, a field study in was realized. As the Alexa speech-assistant is anyway absolutely magnetic to children, the feedback of the 1×1 calculation skill was better than expected and motivated us to enhance the base functionalities.

[Draft @ ResearchGate]

Reference: Schoegler, P., Ebner, M. & Ebner, M. (2020). The Use of Alexa for Mass Education. In Proceedings of EdMedia + Innovate Learning (pp. 721-730). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE)