We contributed to the book „Learning with Technologies and Technologies in Learning“ with a chapter named „Potential Impact of Open Educational Resources and Practices for Good Teaching at Universities. The OER Impact Assessment at TU Graz„
Abstract: Based on the increasing demand for and promotion of Open Educational Resources (OER, see (UNESCO (2019), this chapter describes the objectives of Graz University of Technology (TU Graz) in Austria for good teaching. A description of how the impact of OER at TU Graz will be analysed and considerations around it is the central contribution. In addition, the effects, and potentials of selected OER initiatives of the university are described as examples and discussed as key potential for good teaching. For a better understanding of the role of OER at TU Graz, the national context of OER in the Austrian higher education landscape is described at the beginning of the chapter.
Citation: Ebner, Martin; Schön, Sandra; Ebner, Markus; Edelsbrunner, Sarah; Hohla, Katharina (2022). Potential Impact of Open Educational Resources and Practices for Good Teaching at Universities. The OER Impact Assessment at TU Graz. In: Michael E. Auer, Andreas Pester, Dominik May (Eds.), Learning with Technologies and Technologies in Learning. Experience, Trends and Challenges in Higher Education, Lecture Notes in Networks and Systems, Volume 45, Cham: Springer, pp. 79-100.
Im Rahmen des 5. Netzwerktreffen der Plattform Lehrentwicklung an der FH Wien bin ich gebeten worden ein paar Wort zur strategischen Ausrichtug der digitalen Hochschullehre zu verlieren. Hier findet man meine Präsentation dazu:
This English-language MOOC is aimed at people who want to apply the basic principles, methods and mindset of design thinking in various educational settings. It is aimed at university teachers and researchers from all disciplines as well as people working in various areas of adult education, vocational training and internal training in institutions or companies. The MOOC will first provide an introduction to the methodology as well as an overview of what is important when applying it in different educational settings. Then the participants are invited to follow the steps Empathize, Define, Ideate and Iterate based on background information about them and to implement them themselves. A variety of methods that can be used in dialogue with learners will also be introduced. In total, you will spend a maximum of 25 hours (1 ECTS), with the focus on doing it yourself, experiencing the Design Thinking approach in educational settings.
Within the ENCORE+ Quality Workshop 2 I did a short presentation about how we are dealing with quality ensurance when uploading OER to our OER-repository at Graz University of Technology. Find here my slides:
I did a short presentation for the International workshop on FUTURE FOCUSED BLENDED LEARNING IN SCIENCE AND ENGINEERING and adressed the topic MOOCs in general and their usage for teaching and learning in particular. Here you can find my slides:
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.
We are very happy that our research study on „Higher Education Landscape 2030“ is now online available – published in Springer Briefs in Education via Open Access.
Abstract: This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030.Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.
Reference: Orr, D., Luebcke, M., Schmidt, J.P., Ebner, M., Wannemacher, K., Ebner, M., Dohmen, D. (2020) Higher Education Landscape 2030. A Trend Analysis Based on the AHEAD International Horizon Scanning. SpringerBriefs in Education. 978-3-030-44896-7
Our book chapter on „How to Foster Technology-Enhanced Learning in Higher Education“ got published:
In this research work, we deal with the topic of the integration of Technology Enhanced Learning in Higher Education. Due to the worldwide debate on digitalization in all possible sectors, educational institutions are asking how they can deal with this change and how they can prepare for the future. At Graz University of Technology, a pre-project was started to define a policy, which should help to encourage the start of new projects with a special focus to education. A participatory approach was utilized with the idea that each university member (lecturers, researchers, administrators or students) could provide input. Different measurements across the fields of education, research, administration, and transformation were carried out, summarized and consolidated to provide a final policy. The outcome of this publication will focus on the description of the whole process as well as the summary of the most interesting aspects, which were used for the final policy. Furthermore, an outlook on how the digital policy will be implemented in the following years will be provided.
Reference: Ebner, M., Hell, T., & Ebner, M. (2019). How to Foster Technology-Enhanced Learning in Higher Education. In A. Elçi, L. Beith, & A. Elçi (Eds.), Handbook of Research on Faculty Development for Digital Teaching and Learning (pp. 402-416). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8476-6.ch020