[publication] A Qualitative Approach towards Discovering Microblogging Practices of Scientists

Our this year publication on „A Qualitative Approach towards Discovering Microblogging Practices of Scientists“ for ICL 2011 conference is now online avaible as Draft version. The slides were already published here.
Abstract:

Although Microblogging (for instance Twitter) is still rather young compared to other traditional weblogging services there already exists quite a number of studies on itsusage. The majority of scholars dealing with this topic have chosen a quantitative approach focusing on different aspects such as publishing patterns, follower patterns, publishing practices, etc. However, there are less qualitative evidence and case studies on how Twitter is used by adults in their personal working practices. This paper presents a qualitative approach of discovering microblogging practices and obtaining rich descriptions of few cases that give a deeper insight into how Twitter isused by scientists and how this practice shapes their social networks. The methodological approach is based on online ethnographic studies. ThereforeGrabeeter, a tool for collecting all public tweets of a person in various formats, hasbeen adapted in order to obtain the data appropriate for a qualitative analysis following a grounded theory approach. After an analysis of the current state-of-the-art we will outline an approach for a more qualitative analysis that focuses on discovering tacit aspects of microblogging practices such as value or purpose. Finally some initial results from four individual cases will be discussed. This work presentsthe initial phase of a detailed qualitative approach towards exploring microblogging practices of scientists.

A Qualitative Approach towards Discovering Microblogging Practices of Scientists

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Reference: Ebner, M.; Kieslinger, B. (2011), A Qualitative Approach towards Discovering Microblogging Practices of Scientists, – in: 14th International Conference on Interactive Collaborative Learning (ICL2011) ̶ 11th International Conference Virtual University (vu’11). (2011), p. 51 – 57

Summary of Special Track MASHL 2009

The Special Track on “MashUps for Learning (MASHL09)” within the ICL 2009 conference is over and Sandra and I are very happy that we had a great time, great presentations as well as discussions. We like to thank also our „Best Paper Award“ sponsored by ROLE project (represented by Ralf Klamma) for their help.

Again, thanks to Michael Auer to be part of his conference, to all presenters for their great work as well as all participants to create such successful sessions.
A special thanks also to Sandra from mine for creating the overview slides, the YouTube Video and for the great team work – it was simply a pleasure to work with you:

Final program of Special Track at ICL2009 online

Mashups for Learning

A track organised by:
Dr. Sandra Schaffert, Salzburg Research, Austria
Dr. Martin Ebner, Graz University of Technology, Austria

mashl2009-bild

The special track “Mashups for Learning” (MASHL2009) takes place within the “International Conference on Interactive Computer Aided Learning” (ICL) in Villach, Austria.
Here you can find again the CALL for Paper.
Now we can announce the final program (including 4 Full Papers and 3 Short Papers) of the two sessios which will take place on Thursday, 24/09/2009 – we are looking forward to great discussions about the topics:

[publication] Can Confidence Assessment Enhance Traditional Multiple-Choice Testing?

Zusammen mit meinen Kollegen haben wir für die heurige ICL Konferenz einen Artikel über die Verwendung eines zusätzlichen Parameters bei einem Multiple-Choice Test (Feldstudie) geschrieben. Der Artikel ist hier online verfügbar.
Abstract:

This paper presents the results of an experiment with multiple-choice testing including confidence assessment. In a course at Graz University of Technology (TU Graz) 432 students did a multiple-choice test (MCT) on the university’s online learning management system. For 172 students the test had been added a confidence parameter for each question, which allowed the students to state their confidence in their answers. The remaining 260 students doing a traditional MCT served as a control group. The results show that there is a relationship between the confidence parameter and the percentage of incorrect answers. Moreover the findings detail that the use of the confidence parameter leads to slightly poorer results.

Referenz:Kolbitsch, J., Ebner, M., Nagler, W., Scerbakov, N. (2008) Can Confidence Assessment Enhance Traditional Multiple-Choice Testing?, In: Interactive Computer Aided Learning, ICL 2008, Villach