Digitale Lehre an und rund um der Technischen Universität Graz
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:
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]
Here are the slides of my keynote talk about “Game based Learning & Gamification in (Higher) Education” at 2. FHGR Gamification & Serious Games Event in Graubünden (Switzerland):
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:
Book website
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.
[book @ publisher’s website (open access)]
[book @ researchgate]
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
I am very pleased to be invited to the IT in Engineering Education conference at Bauman Moscow State Technical University for a short talk about the future of (digital) Higher Education.
I did a recording of the talk, which is now availabe online:
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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
Our chapter on “Learning Analytics Challenges to Overcome in Higher Education Institutions” got published in the book “Utilizing Learning Analytics to Support Study Success”
Abstract:
While a large number of scientific publications explain the development of prototypes or the implementation of case studies in detail, descriptions of the challenges and proper solutions when implementing learning analytics initiatives are rare. In this chapter, we provide a practical tool that can be used to identify risks and challenges that arise when implementing learning analytics (LA) initiatives and discuss how to approach these to find acceptable solutions. In this way, implementers are given the opportunity to handle challenges early on and avoid being surprised at a critical moment in the project, which will save time, resources, and effort. We are aware that all aspects needed to successfully carry out learning analytics initiatives are co-dependent. Nonetheless, we identified and categorized the criteria necessary for implementing successful learning analytics initiatives. We conclude this chapter with an overview of the challenges faced and possible approaches that can be taken to facilitate the successful implementation of learning analytics.
Reference: Leitner P., Ebner M., Ebner M. (2019) Learning Analytics Challenges to Overcome in Higher Education Institutions. In: Ifenthaler D., Mah DK., Yau JK. (eds) Utilizing Learning Analytics to Support Study Success. Springer, Cham
Today I am able to give a short talk about “(Digital) Higher Educaction” at the “The New Student: Flexible Learning Paths and Future Learning Environments” conference in Vienna.
Here you can find my slides for the talk:
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At this year Ed-Media conference in Amsterdam we published our research work about “OER-Certification in Higher Education”.
Abstract:
Open Education Resources (OER) will play an important role in the future of higher education institutions at least in German-speaking countries. Due to the very strict copyright law OER seems to be the only possible solution in a long run. In this publication, we discuss the result of a nationwide special interest group (SIG) aiming to provide a nationwide strategy and solution for how higher education institutions can deal with this issue. A concept of OER certification will be presented, which is divided into two domains: The certification of the lecturers and the certification of the higher educations institutions themselves. In the end, the use of Open Badges is recommended as a certification method. The proposed concept can also be used by other institutions, independently of the education sector or the country.
Reference: Ebner, M. (2018). OER-Certification in Higher Education. In Proceedings of EdMedia: World Conference on Educational Media and Technology. pp. 1-6 Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE)
Our workshop publication at this year LAK18-conference about “Involving Stakeholders in Learning Analytics: Opportunity or Threat for Learning Analytics at Scale?” is now online available.
Abstract:
This article introduces the goal and activities of the LAK 2018 half-day workshop on the involvement of stakeholders for achieving learning analytics at scale. The goal of the half-day workshop is to gather different stakeholders to discuss at-scale learning analytics interventions. In particular the workshop focuses on learning analytics applications and learning dashboards that go beyond the implementation in a single course or context, but that have at least the potential for scaling across different courses, programs, and institutes. The main theme of the workshop is to explore how the involvement of different stakeholders can strengthen or hinder learning analytics at scale. The key findings, recommendations, and conclusions of the workshop will be presented in a summarizing report, which will be shaped as a SWOT analysis for stakeholder involvement for achieving learning analytics at scale.
Reference: De Laet, T., Broos, T., Verbert, K., van Staalduinen, J.-P., Ebner, M. & Leitner, P. (2018) Involving Stakeholders in Learning Analytics: Opportunity or Threat for Learning Analytics at Scale? Workshop. In: Companion Proceedings 8th International Conference on Learning Analytcis & Knowledge. Sydney. pp. 602-606