Digitale Lehre an und rund um der Technischen Universität Graz
The next and last presentation at this year’s ED-Media conference is “WhatsApp’s Reign and Email’s Consistency: A Longitudinal Study of Communication Preferences of Study Beginners at TU Graz (2011-2023)“. Find here our slides:
We did a workshop about “Experiences with Artificial Intelligence in the Classroom” at this year’s ED-Media conference and had great discussions. Thanks a lot to all the participants. All notes are documented and available here.
The next presentation at this year’s ED-Media conference is “Federated virtual learning management in a European University alliance: General challenges and first experiences using LTI to connect LMS in Unite!“. Find here our slides:
The next presentation at this year’s ED-Media conference is “The Development of “Teaching Management Patterns” from the Perspective of IT Infrastructure as a Tool for Consulting and Further Development in a European University Alliance“. Find here our slides:
Our first presentation at this year’s ED-Media conference is “The use of programming tasks in interactive videos to increase learning effectiveness at MOOCs“. Find here our slides:
I am thrilled to announce the CallForPapers with the deadline of 15th of May, for this year’s EdMedia Conference (1.7-5.7.2024), located in Brussels.
Find here the poster of the call:
[Link to the conference homepage]
I would love to see you there 🙂
Our research about “Exploring the Utilization of Online Resources and Experiences in Language Learning: A Study of Indonesian Students Learning German as a Foreign Language” is now online available.
Abstract: This study examines the frequency of online resource utilization among German language students at Universitas Negeri Malang (Indonesia) who are at the B1 level. The aim of the research is to investigate the usage of websites and applications during German language studies. Standardized questions were administered to a sample of 54 students to gather information regarding their engagement with online resources throughout their coursework. Additionally, feedback on selected online resources was collected and assessed. The findings reveal that Indonesian students demonstrate a preference for using videos featuring interviews with native German speakers, alongside the inclusion of supportive subtitles to enhance comprehension. However, a significant challenge arises due to the lack of materials specifically tailored for Indonesian learners, which also clearly indicate the intended language proficiency level.
[preprint @ ResearchGate]
[publication @ publisher’s homepage]
Reference: Ebner, M., Schön, S., Hidayat, E. & Ardiyani, D.K. (2023). Exploring the Utilization of Online Resources and Experiences in Language Learning: A Study of Indonesian Students Learning German as a Foreign Language. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1085-1090). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2023 from https://www.learntechlib.org/primary/p/222623/.
Our presentation about “Harnessing the power of artificial intelligence and ChatGPT in education -a first rapid literature review” at the EDMedia and Innovative Learning 2023 conference in Vienna is now online available:
Our conference paper, titled “Practitioner Integrated Education for Vital Computational Thinking Skills“, at EDMedia and Innovative Learning 2023 conference in Vienna is published.
Abstract:
The leap from formal education to a modern work environment is often surprisingly difficult. Having young people struggle in these transitional periods while entrepreneurs and businesses strive to merge new team members is a worthy cause to investigate. The process of teacher education can not adequately cope with the intensity of technological and methodological progress. Based on expert-driven, participatory workshops in Austria, the effects and benefits of practitioner integration are evaluated. In multiple stages based on an action research methodology, the problem-solving approach of Computational Thinking (CT) was introduced to learners aged 16 to 18 (K-12) with the help of outside practitioners. This research project reveals the immense potential of expert integration in a secondary school classroom setting. The primary research question of “What consequences has practitioner integration on Computational Thinking education?” is answered. With the development of sustainable, interdisciplinary interfaces between teaching staff and industry experts a multitude of systemic problems in the educational system can be mitigated and the missing link to Computational Thinking education established. With all involved stakeholders and driven by the needs of young learners a robust and inclusive path to practitioner integrated Computational Thinking education is established.
[draft @ ResearchGate]
[article @ conference’s homepage]
Reference: Pollak, M., Ebner, M. & Sagbauer, N.N. (2023). Practitioner Integrated Education for Vital Computational Thinking Skills. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 593-602). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved August 31, 2023 from https://www.learntechlib.org/primary/p/222704/.
Our anual study results were traditional presented at the EDMedia and Innovative Learning 2023 conference in Vienna titled “Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at TU Graz, Austria“. Here are the slides:
