edmedia – e-Learning Blog

Februar 24, 2023Januar 13, 2023

[publication] The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study #edil22 #tugraz

Our research, we presented at EdMedia + Innovate Learning 2022, about “The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study” is now online available:

Abstract:
Initially, in March 2020, when COVID-19 forced conventional face-to-face to pure online teaching, didactic matters were only of secondary importance. At Graz University of Technology (TU Graz, Austria) both the support team for Educational Technology as well as the instructors were mostly concerned with solving technical challenges. Nevertheless, a special tool, the ReDesign Canvas, was available to support lecturers in their endeavor to also address the didactic aspects of their teaching systematically. The article presents the work of the Educational Technology team of TU Graz within the March 2020 COVID-19 crisis as well as the application of the canvas in a redesign of an exemplary lecture.

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

Reference: Schön, S., Braun, C., Hohla, K., Mütze, A. & Ebner, M. (2022). The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1048-1055). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221410/.

Februar 14, 2023November 30, 2022

[publication] A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021 #edil22 #tugraz

One of our contributions to the EdMedia + Innovate Learning 2022 is about “A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021“

Abstract:
The technical equipment of first-year students and their preferred communication applications are changing, perhaps also influenced by their experiences in the Covid-19 pandemic concerning digital teaching and learning. This paper presents the 2021 survey of first-year students at Graz University of Technology (N=1,207) and compares the results concerning devices and applications with the results of the surveys conducted since 2011. It is striking that there are no striking changes in the endowment of the that can be interpreted as an effect of Covid-19 pandemic. A question introduced in 2021 about experiences with distance online instruction and experiences with online courses before and after Covid-19 shows clearly that new students’ prior experiences with online learning here have dramatically changed as a result of school closures in Austria.

[Full paper @ conference homepage]
[draft @ ResearchGate]

Reference: Nagler, W., Schön, S., Mair, B., Ebner, M. & Edelsbrunner, S. (2022). A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1060-1067). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 12, 2022 from https://www.learntechlib.org/primary/p/221412/

Dezember 9, 2022Oktober 17, 2022

[publication] Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting #tugraz #edil22 #MOOC #imoox #LearningAnalytics

Our research about “Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting” was presented at EdMedia + Innovate Learning 2022:

Abstract:
The analysis of learner data in MOOCs provides numerous opportunities to look for patterns that may indicate participants’ learning strategies. In this article, we investigated how participants in a MOOC (N=1,200), in which they must successfully complete a quiz in each unit, deal with the fact that they can repeat this quiz up to five times. On the one hand, patterns can be identified regarding the success of the quiz attempts: For example, 32.7% of the course participants always repeat the quizzes up to a full score, while about 16.0% of the participants repeat, but only until they pass all quizzes. Regarding the number of attempts, independent of the success, there is only a uniformity in “single attempt”; 12.6% of the participants only take exactly one attempt at each of the quizzes in the MOOC. An analysis of a subgroup of 80 learners which were students of a course where the MOOC was obligatory, shows that the proportion of learners attributed to patterns making more attempts is generally bigger. It can be shown as well that learners who uses several attempts, even after a full score results, tend to get better exam. The article concludes by discussing how these patterns can be interpreted and how they might influence future MOOC developments.

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

Reference: Mair, B., Schön, S., Ebner, M., Edelsbrunner, S., Leitner, P., Schlager, A., Teufel, M. & Thurner, S. (2022). Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1169-1179). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221430/

Oktober 13, 2022September 11, 2022

[publication] How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria #edil22 #tugraz #research #makereducation

One of our publication at ED-Media & Innovative Learning 2022 conference is about “How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria“.

Abstract:
This research considers the suitability of holiday camps as possible entry routes into technical education pathways. Therefore, two very successful holiday camps at a technical secondary vocational school (HTL) in Austria were observed. Using a mixed method research approach, a gender-mixed camp for 13-year-olds with a technical theme is compared to an all-girls event for 8- to 12-year-olds focusing on creativity. We show the recruitment success of given events, but also consider potential biasing factors in the evaluation. A discussion of the most successful activity specifically designed for girls during the camp, creating luminous jewelry, is provided, and an analysis of the stakeholders´ perception reveals the importance of adapted wording in promoting technical activities for girls, as well as the need for the actions and artifacts produced to be meaningful in order to spark participants’ interest in the tools used and, beyond that, into formal technical education pathways.

[article @ ResearchGate]
[article @ proceeding’s homepage]

Reference: Sagbauer, N.N., Pollak, M. & Ebner, M. (2022). How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 463-469). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 30, 2022 from https://www.learntechlib.org/primary/p/221329/.

Juli 4, 2022Mai 6, 2022

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

Our contribuation to this year ED-Media 2021 conference about “Making of an Open Makerspace in a Secondary Vocational School in Austria: Development, Activities, User Behaviour and Gender Balance” got published. The slides are already here online.

Abstract:
This research shows the development process of an open makerspace on the premises of a higher secondary vocational school (HTL) in Austria from 2017 till today. It illustrates the need for this space, the acquisition of initial funding and the legal framework. User policy and machinery are presented, as well as safety and security systems. An insight on the organizational structure is given. We present regular dedicated maker classes and curricular integration of the makerspace for K-12 students. Makerspace activities like maker challenges and holiday camps for divergent participants like primary school children and girls are discussed and the role of females in engineering education and makerspaces is reviewed. Qualitative observations of different stakeholders are reproduced and supplemented by statistical data. We also show setbacks and difficulties due to the Corona crisis and give an overview of future maker initiatives.

[draft @ ResearchGate]
[final publication @ lerntechlib]

Reference: Sagbauer, N.N., Stocker, K., Pollak, M. & Ebner, M. (2021). Making of an Open Makerspace in a Secondary Vocational School in Austria: Development, Activities, User Behaviour and Gender Balance. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 467-479). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 1, 2021 from https://www.learntechlib.org/primary/p/219695/.

Juni 24, 2022Juni 20, 2022

[presentation] How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria #edil22 #research #makereducation #tugraz

We are happy to present our research about “How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria” at EdMedia + Innovate Learning 2022 conference.

Find here our slides of the talk:

Juni 23, 2022Juni 20, 2022

[presentation] The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study #edil22 #tugraz #research #canvas

We are happy to present our research about “The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study” at EdMedia + Innovate Learning 2022 conference.

Find here our slides as well as the recording of the talk:

Juni 22, 2022Juni 20, 2022

[presentation] Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting #edil22 #tugraz #research #mooc #imoox

We are happy to present our research about “Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting” at EdMedia + Innovate Learning 2022 conference.

Find here our slides as well as the recording of the talk:

Juni 21, 2022Juni 20, 2022

[presentation] A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021#covid19 #edil22 #tugraz #research

We are happy to present our research about “A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021” at EdMedia + Innovate Learning 2022 conference.

Find here our slides as well as the recording of the talk:

Januar 20, 2022November 12, 2021

[publication] 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 #tugraz #research

Our contribuation to this year ED-Media 2021 conference 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“ got published. The slides are already here online.

Abstract:
Starting from the question of whether the students in the different fields of study differ in terms of several variables related to IT and learning with IT, namely their general extent of IT usage, the extent of IT usage for learning, the IT skills of the students, their participation in online courses, if they learned coding basics at school and the extent of IT usage in class at school, a multiple correspondence analysis (MCA) was chosen to find answers. The MCA resulted in four clusters of fields of study. The inclusion of the variables in the biplot shows that for one dimension the IT skills of the students are crucial, and for the second dimension a further variable, the type of school added as supplementary points, explains the differences between subjects. Finally, the article discusses that these insights might change drastically – especially due to the changed conditions of first-year students with regard to their experiences with the use of IT in learning as a result of the school closures during COVID-19 pandemic. The data for this analysis come from the survey of first-year students at Graz University of Technology (TU Graz) in 2020 (N=955) which is subjected to a secondary analysis in this article.

[article @ learntechlib]
[preprint @ ResearchGate]

Refrence: Mair, B., Ebner, M., Nagler, W., Edelsbrunner, S. & Schön, S. (2021). 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. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 304-312). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2021 from https://www.learntechlib.org/primary/p/219673/.