Our contribuation to this year ED-Media 2021 conference about „Speech-based Learning with Amazon Alexa“ got published. The slides are already here online.
Almost every child and adult today have access to the Internet and different technologies like smartphones, tablets and co. Scientists recognized this very quickly and started to create a whole new way of learning. Therefore, learning applications have been developed to increase student and adult interest in studying and training. This paper describes the development of a speech-based Alexa Skill for educational purposes. The main goal is to help students as well as adults to learn and train mathematical basic calculation types. The skill was designed in a way that young students as well as adults can interact with Alexa in their own words. Therefore, the skill „Mathe Rätsel“ (Eng.: „Math riddle“) offers two difficulties to meet the needs of young and old users.
[draft @ ResearchGate]
[article @ proceeding’s homepage]
Reference: Weiss, M., Ebner, M. & Ebner, M. (2021). Speech-based Learning with Amazon Alexa. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 156-163). United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 27, 2021 from https://www.learntechlib.org/primary/p/219651/.
We are happy to announce that the conference proceeding of the EMOOCS 2021 conference is now free and open licenced available.
[proceeding @ ResearchGate]
[proceeding @ conference host]
Reference: Meinel, C., Staubitz, T., Schweiger, S., Friedl, C., Kiers, J., Ebner, M., Lorenz, A., Ubachs, G., Mongenet, C., Ruipérez, J. A., Mendez, M. C., Merceron, A., von Schmieden, K. (2021). EMOOCS 2021. conference proceeding. Universitätsverlag Potsdam. pp. 308. ISBN 978-3-86956-512-5. https://doi.org/10.25932/publishup-51030
Our conference contribution at last year Robotics in Education conference got published now titled „MAKER DAYS for Kids: Learnings from a Pop-up Makerspace„.
Makerspaces exist in different forms with different target groups and goals. Dedicated makerspaces are often organized as communities of practise. They provide space, devices, tools and materials for (digital) (re)production to support (social) innovation and to democratize STEAM education. The potential of makerspaces as authentic learning environments to teach 21st century skills is one reason why pop-up makerspaces are especially designed for children and teenagers, with a great focus on the tools and activities offered. The MAKER DAYS for kids are one example of a temporary makerspace for more than 100 participants with an open approach to encourage (especially female) participants to pursue a career in STEAM domains. Based on the gathered data of the last MAKER DAYS in 2018 and 2019 at Graz University of Technology, this publication focuses on the challenges in the design of maker activities in pop-up makerspaces and comments on the changes and improvements that were/are applied to the last/upcoming event.
[article @ publisher’s homepage]
[draft @ ResearchGate]
Cite this paper as: Grandl M., Ebner M., Schön S., Brünner B. (2021) MAKER DAYS for Kids: Learnings from a Pop-up Makerspace. In: Lepuschitz W., Merdan M., Koppensteiner G., Balogh R., Obdržálek D. (eds) Robotics in Education. RiE 2020. Advances in Intelligent Systems and Computing, vol 1316. Springer, Cham. https://doi.org/10.1007/978-3-030-67411-3_33
We contributed to this year „Third IFIP TC 5, TC 12, WG 8.4, WG 8.9, WG 12.9 International Cross-Domain Conference (CD-MAKE 2019)“ with a publication titled „Insights into Learning Competence Through Probabilistic Graphical Models„.
One-digit multiplication problems is one of the major fields in learning mathematics at the level of primary school that has been studied over and over. However, the majority of related work is focusing on descriptive statistics on data from multiple surveys. The goal of our research is to gain insights into multiplication misconceptions by applying machine learning techniques. To reach this goal, we trained a probabilistic graphical model of the students’ misconceptions from data of an application for learning multiplication. The use of this model facilitates the exploration of insights into human learning competence and the personalization of tutoring according to individual learner’s knowledge states. The detection of all relevant causal factors of the erroneous students answers as well as their corresponding relative weight is a valuable insight for teachers. Furthermore, the similarity between different multiplication problems – according to the students behavior – is quantified and used for their grouping into clusters. Overall, the proposed model facilitates real-time learning insights that lead to more informed decisions.
[Proceedings online @ Springer]
[Draft @ ResearchGate]
Reference: Saranti, A., Taraghi, B., Ebner, M., Holzinger, A. (2019) Insights into Learning Competence Through Probabilistic Graphical Models. In: Machine Learning and Knowledge Extraction. Third IFIP TC 5, TC 12, WG 8.4, WG 8.9, WG 12.9 International Cross-Domain Conference, CD-MAKE 2019, Canterbury, UK, August 26–29, 2019, Proceedings. pp. 250-271
Timley, just one week for conference start the „Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016)“ are online. Enjoy a huge number of research publications and experience reports as well as some posters in the end. Of course we will love if you visit us in Graz to great discussions on MOOCs.
[Full proceeding @ ResearchGate]
[Buy the proceeding as printed book]
Our publication about „What do we know about typical MOOC participants? First insights from the field“ at this year eMOOCs 2015 conference, Mons (Belgium) is now online available.
Massive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.
[Link to the conference proceeding]
Reference: Neuböck, K., Kopp, M., Ebner, M. (2015) What do we know about typical MOOC participants? First insights from the field, In: Proceedings of eMOOCs 2015 conference, Lebrun, M., de Waard, I., Ebner, M., Gaebel, M., Mons, Belgium, pp. 183-190