Our contribuation to this year ED-Media 2021 conference about „Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term“ got published. The slides are already here online.
The technical equipment of first-year students and their preferred communication applications are changing. This paper presents the two latest, unpublished surveys of first-year students at Graz University of Technology (TU Graz) from 2019 (N=824) and 2020 (N=955) and compares the results concerning devices and applications with the results of the surveys conducted since 2011. The analysis shows that laptops, desktop computers and smartphones are among the most important and widespread multifunctional devices, while the MP3 player in particular or the social media application Facebook have lost most of their former importance. The increasing importance of photo-based social media applications, first and foremost Instagram, is striking. If comparing the data from 2019 to those from 2020, the first academic year start that took place within the COVID-19 pandemic, the same applies to the use of Facebook and Facebook Messenger, which now only have the same minor significance as Telegram, Signal, Skype, or others. Concerning effects of the COVID-19 pandemic on the equipment and communication tools used, the authors see a major impact on the prevalence of portable powerpacks.
[article @ learntechlib]
[preprint @ ResearchGate]
Reference: Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 107-114). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2021 from https://www.learntechlib.org/primary/p/219645/.
Our contribuation to this year ED-Media 2021 conference about „Effects of Remote Learning on Practitioner Integration“ got published. The slides are already here online.
The widespread inclusion of experts and practitioners in educational settings to teach and collaboratively learn can help alleviate a multitude of systemic problems. A new, inclusive path to teach youth the skills needed to utilise the problem solving approach named computational thinking is explored in this case study. During 2020 remote learning became ubiquitous and after a successful face to face workshop the consequences of a virtual environment were evaluated. This publication answers three questions based on an action research approach: What effect has remote learning on practitioner integration? What learning outcomes does a flipped classroom approach lead to? What lessons can be learned for a post-social-distancing world? Data was gathered during an expert driven virtual workshop, in an Austrian technical school with predominantly male students aged 17 to 18 (K-12). Analysis revealed the benefits of remote expert integration as relatively little overhead can establish practical knowledge and differentiated perspectives in an almost uninterrupted virtual workflow. The integration of practitioners should be made possible within virtual environments to minimise distraction and overhead if applicable. Despite its clear benefits a blended environment with additional face to face settings led to more interaction and excitement from the learners. Easy access to experts and practitioners is key to offer young people the tools necessary to face the challenges of the future.
[draft @ ResearchGate]
[final publication @ learntechlib]
Reference: Pollak, M., Sagbauer, N.N. & Ebner, M. (2021). Effects of Remote Learning on Practitioner Integration. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 389-400). United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 28, 2021 from https://www.learntechlib.org/primary/p/219684/
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/.
Our contribuation to this year ED-Media 2021 conference about „School Start Screening Tool“ got published. The slides are already here online.
This paper concentrates on the implementation of a new screening method in Austrian schools to assess children and find out if they have any special educational needs in educational areas like phonology, counting, knowledge of letters and numbers and others. The underlying structure of the assignments was developed by developmental psychologists from the University of Graz and the University of Vienna and then implemented as a mobile application for Android tablets. For testing and evaluation purposes, the app’s prototype was first used voluntary by multiple Austrian schools. Furthermore, the mobile application had to be fully functional when offline as well as a central web application had to be developed to give the developmental psychologists access to the screening results. However, the main goal was to develop the application in a way that especially children without sufficient skills in reading and writing are able to understand the assignment’s tasks and to perform input.
[Draft @ ResearchGate]
[article @ LearnTechLib]
Reference: Krassnig, P., Ebner, M. & Ebner, M. (2021). School Start Screening Tool. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 213-226). United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 26, 2021 from https://www.learntechlib.org/primary/p/219660/.
Issue 16(16) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).
Table of Contents:
- Evaluating Feasibility and Effectiveness of Digital Game-Based Instructional Technology
- A Blended Grammar Learning System Featuring Unsupervised Pattern Discovery
- Simple Technology is an Improved Solution for a Post-Pandemic Informative System: A Reference Model
- An Intelligent Assessment System of Teaching Competency for Pre-service Teachers Based on AHP-BP Method
- Influence of Entrepreneurship Education on Employment Quality and Employment Willingness
- Development of Students‘ Pedagogical Abilities through Socio-Psychological Training
- Pedagogical Mediation and Complexity. A Perspective on the Training of Economists
- Comprehensive Application of Spatial and Reasoned Thinking in Physical Education
- A New Music Teaching Mode Based on Computer Automatic Matching Technology
- Research in the Classroom: The Teaching of Economics and Gamification
- Web-Based Learning Under Tacit Mining of Various Data Sources
- Adopting A New Hybrid Force Model: A Survey During Covid-19 In Indian Higher Education
- Integrating the Webinar as a Tool to Support Adult Training: A Case Study on the Training for Entrepreneurs of SMEs in Thailand
- Testing an Immersive Virtual Environment for Decreasing Intergroup Anxiety among University Students: An Interpersonal Perspective
- The Digital Educational Environment: The Problem of Its Accessibility for Visually Impaired Students
- Using Serious Games and Video Materials in Clinical Training in Nursing and Midwifery Education
- Virtualization of Teaching and Learning of Engineering Students and its Impact on Self-Perception of Attitude Acquisition, in the Context of COVID-19
- Applying Collaborative Learning for Enhancing the Teaching-Learning Process in Online Learning through Social Media
[Link to Issue 16/16]
Nevertheless, if you are interested to become a reviewer for the journal, please just contact me :-).
We did a small contribution to this year Language Learning conference, which happened as onlince conference, titled: „BY PUPILS FOR STUDENTS: EXPERIENCE WITH THE MOOC „TENSES EXPLAINED““
Usually, it is the university teachers who develop educational resources for their students. The development procedure presented in this article differs significantly from common processes: Students aged about 15 years (9th grade) were actively involved in the production of videos for a language learning MOOC, which is primarily aimed at university students. The article pursues the question of how and with what effects students were involved in the video production for a language MOOC. We systematically describe the background and processes of the development of the MOOC „Tenses Explained“ and the final result. The paper gives insights into the processes and activities of more than 600 participants so far through data from the MOOC platform MooX.at. In addition, the aim is to share the experience in the form of insights in processes as well lessons learned.
[full article @ HAL-archive]
[full article @ ResearchGate]
Reference: Thomas Murr, Sandra Schön, Martin Ebner. BY PUPILS FOR STUDENTS: EXPERIENCE WITH THE MOOC „TENSES EXPLAINED“. MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online Conference, Italy. ⟨hal-03225981⟩
Wir freuen uns, dass unser Beitrag zu Learning Analytics in der Schule nun veröffentlicht wurde:
Wenn digitale Informationssysteme im schulischen Kontext genutzt werden, entstehen auch Sammlungen von Daten zum Lernverhalten. Einige Anwendungen sammeln und analysieren diese Daten gezielt, um damit Lernende zu unterstützen. Das Forschungsfeld dazu heißt “Learning Analytics” und ist erst rund 10 Jahre alt (Leitner et al., 2019). In diesem Beitrag möchten wir zwei Anwendungen aus dem Schulkontext vorstellen, die Datenanalysen einsetzen um Lernfortschritte von Schüler/innen zu beobachten und Rückmeldung in Echtzeit zu geben (s. Ebner, Leitner, Ebner 2020). Wir nennen zudem Chancen und Herausforderungen von Learning Analytics im Schulkontext.
[Preprint @ ResearchGate]
Referenz: Schön, S., Ebner, M. (2021) Diagnose leicht gemacht. In: on. Lernen in der digitalen Welt. Schiefner-Rohs, M. & Aufenanger, S. (Betr.). Heft 5/2021 (Jg. 2). S. 10-11. ISSN: 2700-1091
Issue 16(11) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).
Table of Contents:
- Genetic Algorithm for Solving Multi-Objective Optimization in Examination Timetabling Problem
- Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course
- A Hadoop-Based Online Teaching Model of „VisibleBody“
- Allocation Efficiency of Higher Education Resources in China
- Evaluation of Factors Affecting Student Participation in Peer-Assisted English Learning Based on Online Education Platform
- The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning
- Improving Academic Performance Through Blended Learning: The Case of Afghan Higher Education
- Learning Management Systems in Academic and Corporate Distance Education
- Digital Learning Games Scale (DLGS): A Scale Development Study
- A Personalized English Learning Material Recommendation System Based on Knowledge Graph
- Analysis and Design of an Online Data Collection Scheme Based on Campus Public Opinion Monitoring System
- The Effect of Digital Technology Integration on Students’ Academic Performance through Project-Based Learning in an E-learning Environment
- Convergent Publishing Workflow for Online Classes – Teaching Materials from Meta Formats
- The Impact of Online Quizzes on Student Success
- Transformation of the Educational Process within Online Technologies Implementation in the Period of the Global Crisis
- Work with Gifted Young People: A Survey of Practices of the Leading Russian Universities
- Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students
- Teachers’ Perception on the Benefits of Using Online Resources
- Design of an Educational Virtual Assistant Software
- Exploring the Feedback Quality of an Automated Writing Evaluation System Pigai
[Link to Issue 16/11]
Nevertheless, if you are interested to become a reviewer for the journal, please just contact me :-).
Our contribution to this year Learning Analytics Conference (LAK21) is about „Learning Analytics as a Service for Empowered Learners: From Data Subjects to Controllers„.
As Learning Analytics (LA) in the higher education setting increasingly transitions from a field of research to an implemented matter of fact of the learner’s experience, the demand of practical guidelines to support its development is rising. LA Policies bring together different perspectives, like the ethical and legal dimensions, into frameworks to guide the way. Usually the first time learners get in touch with LA is at the act of consenting to the LA tool. Utilising an ethical (TRUESSEC) and a legal framework (GDPR), we question whether sincere consent is possible in the higher education setting. Drawing upon this premise, we then show how it might be possible to recognise the autonomy of the learner by providing LA as a service, rather than an intervention. This could indicate a paradigm shift towards the learner as empowered demander. At last, we show how this might be incorporated within the GDPR by also recognising the demand of the higher education institutions to use the learner’s data at the same time. These considerations will in the future influence the development of our own LA policy: a LA criteria catalogue.
[article @ ResearchGate]
[article @ Journal’s Homepage]
Reference: Gosch, N., Andrews, D., Barreiros, C., Leitner, P., Staudegger, E., Ebner, M., Lindstaedt, S. (2021) Learning Analytics as a Service for Empowered Learners: From Data Subjects to Controllers. In LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21). Association for Computing Machinery, New York, NY, USA, 475–481. DOI:https://doi.org/10.1145/3448139.3448186
Im letzten fnma-Magazin haben wir einen kurzen Beitrag rund um die systematische Förderung von Open Educational Resources geht, indem wir die beiden OER-Policies der Universität Graz und der TU Graz beschreiben.
[Artikel @ ResearchGate]
Zitation: Schön, S., Ebner, M. & Kopp, M. (2021). Systematische Förderung von offenen Bildungsressourcen an österreichischen Hochschulen mit OER-Policies. In: fnma Magazin 01/2021, Themenschwerpunkt zu „Chatbots in der (Hochschul-)Lehre”, S. 7-10, DOI: http://doi.org/10.5281/zenodo.4688404