Schlagwort: edmedia

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[publication] aicast: Combining AI-Generated and Instructor-Defined Content in Educational Podcasts #research #tugraz

At this year’s ED-Media conference, we introduced a new AI-based concept for educational podcasts: „aicast: Combining AI-Generated and Instructor-Defined Content in Educational Podcasts„.

Abstract:
Generative AI is transforming educational content. In this poster, we present aicast.fyi, an open-source platform for producing personalized educational podcasts that combine AI-generated and instructor-defined content. Each track contains dynamic and fixed segments. Instructors define guiding questions during track design, ensuring alignment with learning objectives. This hybrid approach addresses concerns about maintaining instructional integrity with automation and personalization. The poster provides an architectural overview and demonstrates how the system integrates text generation and voice synthesis to produce audio-based learning experiences. Instructional designers must play an active role in shaping AI-assisted educational tools. This poster invites educators, designers, and researchers to engage with aicast and collaborate on developing high-quality, responsible, and learner-centered audio content. By allowing learners to control content sequences and personalize segments based on their own inputs, aicast.fyi also supports self-regulated learning (SRL), empowering users to take ownership of their educational journey.

[draft @ ResearchGate]
[full article @ conference website]

Reference: Brünner, B., Leitner, P., Geier, G. & Ebner, M. (2025). aicast: Combining AI-Generated and Instructor-Defined Content in Educational Podcasts. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 148-152). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved June 4, 2025 from https://www.learntechlib.org/primary/p/226139/

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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] Workshop for Special Interest Group Emerging Technologies for Learning and Teaching: Exploring Educational Podcasts with AI #tugraz #research

We also did workshops at this year’s ED-Media conference. One of them was titled „Workshop for Special Interest Group Emerging Technologies for Learning and Teaching: Exploring Educational Podcasts with AI“ and followed the idea of open discussions.

Abstract:
How can educators unleash the power of AI without losing control over core educational strategies? In this workshop, we introduced aicast, an open-source platform for educational podcasts that combines the best of both worlds: AI-generated elements for personalization and flexibility, and fixed elements, with instructor-defined content to ensure pedagogical accuracy. This hybrid approach reduces the risks associated with AI-generated materials like hallucinations. Attendees experienced how the platform utilizes LLMs like ChatGPT for personalized content authoring and ElevenLabs for high-quality voice synthesis, enabling real-time creation of educational audio content. After a short demo and hands-on session, participants engaged in a guided discussion: What is the core of an educational podcast? Most importantly from the perspective of an instructional designer, how must an educational podcast be? This session was part of the Special Interest Group on Emerging Technologies for Learning and Teaching at the ED-Media 2025 conference.

[draft @ ResearchGate]
[full article @ conference website]

Reference: Ebner, M. & Brünner, B. (2025). Workshop for Special Interest Group Emerging Technologies for Learning and Teaching: Exploring Educational Podcasts with AI. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1375-1376). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved June 4, 2025 from https://www.learntechlib.org/primary/p/226347/.

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[publication] Empowering Students through Visual Analytics: A Dashboard Redesign for Modern #learninganalytics #tugraz

Our paper, „Empowering Students through Visual Analytics: A Dashboard Redesign for Modern,“ which was awarded at this year’s EDMedia conference, is now available online.

Abstract:
Graz University of Technology originally launched a study progress dashboard in 2020 to help students monitor their academic progress and better understand their degree structures. In response to systematic changes in the university’s academic data modeling and the phasing out of legacy curricula between 2022 and 2024, the dashboard underwent a complete technical and conceptual overhaul. This paper presents the redesigned tool, which now features a modular, service-oriented architecture, real-time integration of current curricula, and enriched analytics combining student records with historical performance data. Supporting all Bachelor’s and Master’s programs, the updated dashboard continues to prioritize usability, transparency, and student autonomy. Drawing on student feedback and us-age data collected since the dashboard’s introduction, we analyze patterns of adoption and engagement, highlight lessons learned, and offer practical guidance for institutions aiming to implement adaptable, student-centered learning analytics systems.

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

Reference: Leitner, P., Pranter, P.P., Brünner, B. & Ebner, M. (2025). Empowering Students through Visual Analytics: A Dashboard Redesign for Modern Curricula. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 599-608). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 28, 2025 from https://www.learntechlib.org/primary/p/226201/.

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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] Exploring Teachers‘ Use of Educational Technology to Support Self-Regulated Learning in Secondary Education #research

Our last talk at this year’s ED-Media conference was „Exploring Teachers‘ Use of Educational Technology to Support Self-Regulated Learning in Secondary Education“. Find the slides here too:

Geier, G., Ebner, M., & Burgsteiner, H. (2025, Mai 22). Exploring Teachers‘ Use of Educational Technology to Support Self-Regulated Learning in Secondary Education. Graz University of Technology. https://doi.org/10.3217/dgs5q-sgc55