[publication] Digital Transformation of Teaching and Perception at TU Graz from the Students’ Perspective: Developments from the Last 17 Years #tugraz #education

Our chapter on “Digital Transformation of Teaching and Perception at TU Graz from the Students’ Perspective: Developments from the Last 17 Years” we presented last year at ICL-conference is now online available:

The use of digital technologies in teaching to make it more varied, better, more diverse, or even more accessible is being pursued systematically at many universities. This article shows the developments in the digital transformation of teaching at Graz University of Technology (TU Graz) over the last 17 years. In the process, the various activities of Graz University of Technology and of the central department of teaching and learning technologies about the digital transformation of teaching and its focus and change during this period are described in the form of a workshop report. The consequences and developments of the Covid-19 pandemic on digital transformation efforts are also addressed. This is contrasted with results of two students’ surveys from 2014 (N = 1,502 complete questionnaires) and 2021 (N = 1,386 complete questionnaires). Within this contribution, the authors use the survey’s data to assess how students’ attitudes towards technology-enhanced teaching were changing at TU Graz. Mean indices were created to be able to compare the two surveys. This shows that despite the less good experience with teaching at TU Graz during the pandemic the attitude towards digital teaching is relatively satisfying. Nevertheless, the authors point out that the students clearly indicate that digital (distance) learning has a negative impact on communication between students and teachers as well as between students themselves, and that measures would be desirable here.

[full chapter @ book homepage]
[draft @ ResearchGate]

Reference: Martin Ebner; Bettina Mair; Christoph De Marinis; Hannes Müller; Walther Nagler; Sandra Schön; Stefan Thurner (2023). Digital Transformation of Teaching and Perception at TU Graz from the Students’ Perspective: Developments from the Last 17 Years. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham, pp 366–377. doi.org/10.1007/978-3-031-26876-2_34

[publication] Perceived Effects of Mixed Reality in Distance Learning for the Mining Education Sector #mixedreality #research

One of our contributions to the HCII 2023 was titled “Perceived Effects of Mixed Reality in Distance Learning for the Mining Education Sector” and it got published right now:

Mixed reality as a tool for teaching has made only limited use of its possibilities so far. However, it brings a plethora of new opportunities, with benefits ranging from interactivity to more vividness. These factors could improve numerous areas of teaching. The mining sector would benefit from new methods combined with mixed reality especially. Therefore, the MiReBooks project was launched: Various applications have been developed that can vividly present content using 3D models, virtual field trips and other methods. To verify and further improve these tools, an evaluation phase was conducted. During two test lectures in distance learning, a total of 23 participants answered a posttest questionnaire. The results showed that the teaching quality could be maintained well by the mixed reality application even in distance learning. Students were satisfied with the methods used, attributed good usability to the tool, and felt integrated into the classroom. At the same time, the team realized that the quality of the lesson depends heavily on the quality of the materials and the expertise of the lecturer. It also became clear that other factors, such as the technical infrastructure and support, are particularly important in this format.

[full article @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Thurner, S., Schön, S., Ebner, M., Leitner, P., Daling, L. (2023). Perceived Effects of Mixed Reality in Distance Learning for the Mining Education Sector. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science, vol 14041. Springer, Cham. https://doi.org/10.1007/978-3-031-34550-0_15

[publication] Practitioner Integrated Education for Vital Computational Thinking Skills #tugraz #research #edil23

Our conference paper, titled “Practitioner Integrated Education for Vital Computational Thinking Skills“, at EDMedia and Innovative Learning 2023 conference in Vienna is published.

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/.

[imoox] Digitalization and Inclusive Education #mooc #PHSt #LetsDigIn #Erasmusplus #inclusiveeducation

Es freut uns, dass die PH Steiermark einen weiteren MOOC auf iMooX.at zu “Digitalization and Inclusive Education” anbietet und damit einen wichtigen Beitrag für unsere zukünftige Bildung leistet.

Dieser MOOC wurde im Rahmen des Erasmus+ Projektes „DigIn“ initiiert, von inhaltlichen Expert*innen aus dem Feld “Digitalisierung“ und „Inklusion“ koordiniert und richtet sich an Lehrkräfte im Pflichtschulbereich, aber auch an Schulassistenzen, Erziehungsberechtige und alle anderen Personen, die an der inklusiven Bildung im digitalen Zeitalter interessiert sind.
Digitalisierung und Inklusion beinhalten sowohl Chancen als auch Herausforderungen für verschiedene Bildungssysteme und somit auch für die Personal-, Unterrichts-, und Schulentwicklung. Mit diesem MOOC wollen wir im schulischen Alltag Veränderungsprozesse anstoßen.
In fünf Modulen vermittelt der MOOC unter anderem Grundlagen bezüglich Universal Design, Barrierefreiheit, Nutzungsfreundlichkeit, assistive Technologien und erfolgreicher Onlinekommunikation im multiprofessionellen Setting der Inklusion. Des Weiteren bietet er Unterrichtsbeispiele für den Einsatz digitaler Tools im Klassenzimmer, die Organisation von kooperativen Lernmöglichkeiten und Ideen für digital-inklusive Unterrichtsentwicklung.
Durch diesen MOOC wollen wir die Kompetenzen von Lehrpersonen und allen anderen Interessierten im Bereich der digital-inklusiven Bildung stärken. Wir wollen sie darauf vorbereiten, Schüler*innen mit Behinderungen im digitalen Zeitalter zu unterrichten.
Warum verwenden wir den Begriff „Schüler*innen mit Behinderungen”? Wir orientieren uns an der UN-Behindertenrechtskonvention, die dazu Menschen zählt, die langfristige körperliche, seelische, geistige oder Sinnesbeeinträchtigungen haben, welche sie in Wechselwirkung mit verschiedenen Barrieren an der vollen, wirksamen und gleichberechtigten Teilhabe an der Gesellschaft hindern können.

Der Kurs ist natürlich kostenlos und startet morgen am 31.3.23: [Link zur kostenlosen Anmeldung]

[publication] Introduction to ‘The Future of Learning’ #education #book #chapter

I manged the section “Future of Learning” for the book Learning with Technologies and Technologies in Learning:

This section deals with the “future of learning” and asked for contributions dealing with meta-studies ore forecasts. This is not a simple task because we all know from the pandemic that changes are unpredictable sometimes. Anyway, we are very happy that seven groups of researchers out of more than 23 proposals tried to give us insights to their research. Those 7 publications deal with different topics—meta studies, Social Interaction and communication, Open Educational Resources, Augmented and Virtual Reality.

[chapter @ book’s homepage]
[draft @ ResearchGate]

Rerference: Ebner, M. (2022). Introduction to ‘The Future of Learning’. In: Auer, M.E., Pester, A., May, D. (eds) Learning with Technologies and Technologies in Learning. Lecture Notes in Networks and Systems, vol 456. Springer, Cham. https://doi.org/10.1007/978-3-031-04286-7_1

[imoox] Digitalization and Inclusive Education #imoox #inclusive

Es freut uns, dass heute der MOOC “Digitalization and Inclusive Education” auf iMooX.at startet. Das Ziel des MOOC ist:

Dieser MOOC soll die Kompetenzen von Lehrpersonen des Pflichtschulbereichs und von interessierten Personen im Bereich der digital-inklusiven Bildung stärken, um Schüler*innen mit Behinderungen die Teilhabe am mediengestützten Unterricht zu ermöglichen. Die Inhalte orientieren sich an dem „Europäischen Rahmen für die digitale Kompetenz Lehrender“ der Europäischen Union (Digital Competence Framework for Educators [DigiCompEdu]), spezifisch am Kompetenzbereich 5 „Lernerorientierung“ (Empowering Learners).
Dieser MOOC gliedert sich dabei in folgende Module:

  • Modul 1: Einführung: „Universal Design of Instruction“
  • Modul 2: Barrierefreiheit und Nutzungsfreundlichkeit
  • Modul 3: Assistive Technologien
  • Modul 4: Technologiegestützter inklusiver Unterricht
  • Modul 5: Sozial eingebettetes Lernen (im Online-Setting)

Natürlich ist der MOOC kostenlos und man kann sich kostenfrei registrieren. Wir freuen uns auf rege Teilnahme 🙂 .

[Link zur kostenlosen Anmeldung]

[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:

[mooc] Start of Challenge Based Learning in Higher Education #imoox

We are happy to announce a new MOOC start with the title “Challenge Based Learning in Higher Education” of the University of Graz:

Challenge-based learning is an innovative active approach to teaching and learning which is comparatively new to higher education.
This MOOC helps you to develop competences needed to introduce challenge-based learning into your own teaching practice.

Here you can find the trailer:


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Participation is as usual completly free, so feel free to register and join: [Link to enroll to the course]

[CfP] Special Issue „Innovative Technologies in Education“ #research

I would like to invite you to a Special Issue about „Innovative Technologies in Education“.

Dear Colleagues,
In the current situation of a worldwide pandemic, the use of digital technologies in education is not only a hot topic but simply a necessity. Due to the lockdown of schools and universities over an extended period of time, teachers had no alternative other than to use such technologies. On the one hand, we were able to see how education can work even in such a situation. On the other hand, we also witnessed the lack in skills needed to deliver high quality digital lectures.
Under these circumstances, we are today living in a world where teaching and learning are strongly influenced by technologies. For tomorrow, digital education can no longer be neglected. We must build upon these new circumstances to improve education as much as possible.
For this Special Issue, we are seeking contributions addressing the following research questions, but the list is by no means exhaustive:
– What is the influence of digital technologies on education?
– What are the future trends of innovative technologies in education?
– What are examples of how innovative technologies can be used in education?
– How can digital technologies contribute to high quality education?

Deadline for manuscript submissions: 31 October 2022.

Find here further details [Special Issue CallForPaper]