At this year EDMedia conference (online) we did a publication about “Practitioner Integration in Computational Thinking Education”.
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/.
Our chapter about “Mixed Reality Books: Applying Augmented and Virtual Reality in Mining Engineering Education” got published in the book “Augmented Reality in Education”.
This chapter deals with the integration of Augmented and Virtual Reality (AR/VR) elements into academic mining education. The focus lies on the didactical approach within the EU-funded MiReBooks (Mixed Reality Books) project. The project aims to develop a series of AR- and VR-based interactive mining manuals as a new digital standard for higher education across European engineering education. By combining AR and VR technologies, it is possible to address current challenges in mining education in an innovative way. These virtual applications should make otherwise impossible and dangerous situations accessible to students. Classical paper-based teaching materials are enriched with AR content and translated into pedagogically and didactically coherent manuals for integrative use in the classroom. The authors explore how AR and VR instruments can be effectively integrated into teaching. The results of a broad evaluation of AR/VR-based lectures are presented and discussed in this chapter. The experiences and findings are summarized in a decision matrix for the use of AR/VR-based technologies in teaching.
[Chapter @ journal’s homepage]
[draft @ ResearchGate]
Reference: Daling, L., Kommetter, C., Abdelrazeq, A., Ebner, M. & Ebner, M. (2020) Mixed Reality Books: Applying Augmented and Virtual Reality in Mining Engineering Education. In: Augmented Reality in Education. Geroimenko, V. (Ed.). pp. 185-195. Springer, DOI: 10.1007/978-3-030-42156-4
The conference proceeding of this year “Robotics in Education” is online now and we contributed with a chapter about the MakerDays for Kids.
The maker movement has become a driving force for the new industrial revolution, whereby all learners should have the opportunity to engage. Makerspaces exist in different forms with different names and a variety of specializations. The MAKER DAYS for kids are a temporary open makerspace setting for children and teenagers with the goal to democratize STEAM education and social innovation and to empower young learners, especially girls, to shape their world. This publication presents the setup and results of a temporary makerspace at Graz University of Technology with more than 100 participants in four days in summer 2018 and discusses the role of new technologies as a trigger of making in education. Moreover, the MAKER DAYS implemented an innovative evaluation concept to document the participants’ activities in open and unstructured learning environments.
[article @ publisher’s Homepage]
[draft @ ResearchGate]
Reference: Grandl M., Ebner M., Strasser A. (2020) Setup of a Temporary Makerspace for Children at University: MAKER DAYS for Kids 2018. In: Merdan M., Lepuschitz W., Koppensteiner G., Balogh R., Obdržálek D. (eds) Robotics in Education. RiE 2019. Advances in Intelligent Systems and Computing, vol 1023. Springer, Cham
We would like to call for you contribution to a call for “Positioning Artificial Intelligence in Education –Evidence and Reflections“. We would like to do a special issue for the International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI).
Due to recent technological advancements, artificial intelligence (AI) has received increased attention and has been adopted to many sectors and fields, thus, producing a profound impact. Given the rapid advancement of AI, it is expected that AI will continue to develop, integrate deeper and in many different sectors. Although the application of AI in the educational sector has been the subject of research for more than 30 years, a renewed and enforced interest in AI in education can be documented through the themes of scientific conferences, workshops and research papers, as well as how the Edtech industry is increasing efforts to integrate AI in educational applications. Indeed, this development is not unexpected considering that AI is associated with potentials of more personalized, adaptive and inclusive learning, and with empowered teachers and advanced learning environments. This Special Issue aims at highlighting contemporary research that covers AI in education. We are looking forward to receive both theoretical and empirical papers that provide readers with a better understanding of the theoretical discussions that are currently taking place, the empirical studies that are conducted, and the AI applications and systems that are developed
Submission of full paper: December 10, 2019
Find here the “Call for Paper” with all details.
Im Rahmen der Interpädagogica in Graz haben Maria Grandl und Katharina Hohla einen Workshop zu “Ausgewählte Beispiele aus der Maker Education” abgehalten. Hier sind die Folien zum Nachlesen:
Klicken Sie auf den unteren Button, um den Inhalt von www.slideshare.net zu laden.
At this year International Conference on Engineering & Product Design Education we did a publication about the use of augmented reality in classrooms. The slides have already been published here.
In Austria there is a unique curriculum of technical education which is taught at Federal Secondary Colleges of Engineering (HTL). Despite mechanical engineering design with industrial standard 3D programmes being state of the art, techniques like Internet of Things (IoT) and Augmented Reality (AR) are still at the beginning. This paper describes the introduction of an IoT platform at Austrian HTLs with focus on Augmented Reality. In addition, a survey among students has been undertaken to get knowledge of whether students are familiar with and interested in using AR technologies and the results are presented in this paper.
[publication @ ResearchGate]
Reference: Probst, A., Ebner, M. (2018) Introducing Augmented Reality at Secondary Colleges of Engineering. Proceeding of International Conference on Engineering and Product Design Education, p. 6., London
Thanks to Andreas – he gave a short presentaion of his exciting work about the use of augmented reality in classroom at an engineering school in Austria at this year International Conference on Engineering & Product Design Education (E&PDE2018).
Here you can find his slides:
Klicken Sie auf den unteren Button, um den Inhalt von www.slideshare.net zu laden.
Es freut uns, dass es nun gelungen ist für das Vizerektorat Lehre an der TU Graz eine eigene Facebook-Page aufzusetzen. Wir laden alle herzlich ein uns zu folgen, sofern Interesse an der Lehre an der TU Graz besteht. Natürlich freuen wir uns auch auf Kommentare, Likes, Herzen und was es sonst noch so gibt 🙂
[Facebook-Seite Vizerektorat Lehre TU Graz]
Our contribution to this year International Conference on Engineering Design in Vancouver was titled “Enhancements in Engineering Design Education at Austrian HTL”
In 2007, a research partnership program between Austrian schools and universities called “Sparkling Science” was founded by the Austrian federal ministry of Science, Research and Economy (Birke, 2013). The main objective has been to bring science and schools together, in particular, to increase interest for STEM subjects (Science, Technology, Engineering and Mathematics). The reason for this project is because of huge demand for engineers both in Austria and in Europe. Through such projects, students of Austrian schools are able to work together with scientists of universities or universities of applied sciences on defined project tasks (Probst et al., 2016). Since 2007 the Austrian vocational school HTL Linz LITEC has conducted three Sparkling Science projects with TU Wien, with two projects focusing introducing product data management (PDM) to engineering design education and the other project focusing on systems engineering.
[Full Paper @ ResearchGate]
Reference: Probst, A., Gerhard, D., Ramseder, N., Ebner, M. (2017) Enhancements in Engineering Design Education at Austrian HTL. In: Proceedings of the 21st International Conference on Engineering Design (ICED17), Vol. 9: Design Education, Vancouver, Canada, 21.-25.08.2017. pp. 1-8
Our chapter about “A Math Training Platform to Foster Individual Learning” got published now. We describe there our innovative service Neo-Lernhilfen to train math skills on an individual level.
The use of mobile technologies such as Smartphone, Tablet are becoming more pervasive in our daily lives. Obviosly, it should also be used and integrated to support learning seamlessly. But not all learning environments can be used with all these devices. In some cases special libraries are needed (e.g. flash not available on iPAD, Mac OS X) or a permanent internet connection to a learning-platform is necessary. This publication proposes a new way in math education using the standard format PDF with completly auto-generated tasks for seamless learning and presents new learning scenarios for collaborations. On the one hand a new information system will be described and on the other hand use cases are carried out to establish individual learning. It can be concluded that indivitual math training is an important step to foster future education.
[Link to draft version @ ResearchGate]
[Link to final book]
Reference: Neuherz, E., Ebner, M. (2016) A Math Training Platform to Foster Indivitual Learning. In: Şad, S. N., & Ebner, M. (eds). Digital Tools for Seamless Learning (pp. 1-26). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1692-7