How to develop missing tools and processes when impementing an OER repository and connect it with the Austrian wide OERhub.at? We document and explain our work in our latest publication:
To enable broad access to education and generous use of educational resources, Graz University of Technology (TU Graz) also relies on Open Educational Resources (OER). This article describes the technological developments and processes that enable teachers at TU Graz to use their own learning management system (LMS) for the publication of OER. The article describes how interfaces and processes have marked educational resources of TU Graz with metadata to offer them to a broad public via the university’s own OER repository and via the Austrian OER portal of the University of Vienna. Only appropriately qualified lecturers at TU Graz are authorized to use the new OER plug-in. The article concludes with recommendations for projects in OER infrastructure implementations.
Für das neue fnma-Magazin und dem Schwerpunkt zu Hoppalas und Herausforderungen hab ich ein kurzes Essay geschrieben, indem ich den März 2020 nochmals beschrieben habe. Ich werde diesen Monat wohl nie mehr vergessen 🙂
Einleitung: Der März 2020 bzw. der mit der COVID19-Krise verbundene Lockdown hat Bildungsinstitutionen insbesondere auch Hochschulen vor große Herausforderungen gestellt. Sprichwörtlich über Nacht wurde ein Schalter umgelegt und die gesamte Lehre musste von vorwiegender oder sogar ausschließlicher Präsenzlehre in eine rein virtuelle transferiert werden. Was bedeutet das aber für eine Universität, wie z. B. die TU Graz die sich grundsätzlich über viele Jahre schon dem Themen E-Learning oder digitale Lehre strategisch verschrieben hat? Solche Fragen wurden mir im März von vielen Seiten gestellt und ich hatte dort alles abgelehnt zu beantworten, weil es schlichtweg nicht ging. Mit etwas Abstand kann man nun aber, hoffentlich nicht zu anekdotisch, Bilanz ziehen.
Issue 15(22) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).
Table of Contents:
A Conceptual Engagement Framework for Gamified E-Learning Platform Activities
Online Cooperative Teaching Mode Based on Self-Direction Theory in Method of Sport Science Research
How Do Students Behave When Using A Tutoring System? Employing Data Mining to Identify Behavioral Patterns Associated to The Learning of Mathematics
System of Logical Structures in Natural Science-Oriented Curriculum and its Effect on Teaching
Adoption of MOOCs by Emerging Countries Seeking Solutions to University Overcrowding: Literature Review and Feedback from the First Scientific MOOC Held by Sidi Mohammed Ben Abdullah University – Fez, Morocco
The Cultivation of Critical Thinking Ability in Academic Reading Based on Questionnaires and Interviews
The Role of Social Networks in the Educational Process
Factors Influencing the Improvement of Students’ Critical Thinking and Problem-Solving Skill: An Industrial Training Intervention
Artificial Intelligence-Based Strategies for Improving the Teaching Effect of Art Major Courses in Colleges
Prototype Digital Signage System for Learning Material Delivery Focusing on Student Friendship
Multi-Attribute Fuzzy Evaluation of the Teaching Quality of Dancesport Major
Problem-Based Learning for an Electrical Machines Course
Teacher Perceptions of the Effectiveness of Using Handheld Devices in Saudi EFL Classroom Practices
Effects of Mobile Augmented Reality and Self-Regulated Learning on Students’ Concept Understanding
Students Impression About Using Mobile Phones in Classroom
Effect of Curriculum-Based Video Games on Students’ Performance: An Experimental Study
The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students
Virtual World as a Complement to Hybrid and Mobile Learningn
Im Zuge der Erstellung einer OER-Policy haben wir gemeinsam einiges recherchiert, uns angesehen und auch gelernt. Unsere Erfahrungen haben wir dann in einem Report festgehalten.
Zusammenfassung: Hochschulen nutzen auf unterschiedliche Weise offene Bildungsressourcen (Schaffert 2010); seit etwa 15 Jahren positionieren sich Länder und erste Hochschulen aus strategischen Gründen für offene Bildungsressourcen und entwickeln und veröffentlichen dezidierte OER-Strategien (dos Santos et al. 2017, zum Beispiel University of Edinburgh 2016) . Wenn sich Hochschulen strategisch mit offenen Bildungsressourcen auseinandersetzen möchten, Richtlinien entwerfen und Prozesse etablieren möchten, die ihre Kompetenzen, Kapazitäten und Infrastrukturen rund um OER erhöhen, sind sie an Ressourcen, Methoden und Beispielen für die Entwicklung interessiert. In diesem Beitrag geben wir einen Überblick über vorhandene Materialien und Ressourcen zur Entwicklung einer OER-Policy im Hochschulsektor.
Referenz: Ebner, Martin; Schön, Sandra; Atenas, Javiera; Havemann, Leo; Nascimbeni, Fabio & Neumann, Jan L. (2020). Ressourcen und Werkzeuge für die Entwicklung einer OER-Policy an Hochschulen. Gemeinsamer Report von TU Graz, Open Education Austria Advanced, OER World Map und Open Education Policy Hub. Graz: TU Graz. DOI: 10.13140/RG.2.2.13705.47207/1
At this year EDMedia conference (online) we did a publication about „Implementation of Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements“.
Abstract: Obviously, reading and writing are important qualities nowadays, likely more so than ever before. Whether that be in school, work or everyday life, it is a skill set that is omnipresent. This is also evident by the countless contributions that are created and published on various online platforms such as Facebook, Twitter, YouTube or WhatsApp. In order to avoid being misunderstood, it is crucial to have the ability to express one’s written thoughts in a structured and error-free manner. To help children in the early age with their spelling skills, the IDeRBlog platform provides a possibility to reach their goals and support their German spelling learning process. On this platform children can create own blog entries which are then corrected by teachers and an intelligent dictionary before they can finally publish it. Mistakes made by the kids are evaluated and on basis of these mistakes, exercises can be recommended so that the kids can improve their spelling. This paper will present these exercises (also called learning objects), which should help children to practice writing, reading and also listening carefully. It focuses not only on the evaluation setup and process but also results will be explained in the end.
Reference: Burazer, M., Ebner, M. & Ebner, M. (2020). Implementation of Interactive Learning Objects for German Language Acquisition in Primary School based on Learning Analytics Measurements. In Proceedings of EdMedia + Innovate Learning (pp. 672-679). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).
Das IJAB-Journal hat mich angefragt um einen Kurzbeitrag rund um die Situation des digitale Lernen gerade in der CoVid19-Situation. Herausgekommen ist dieser kurze Artikel.
Gerade in diesen Tagen der COVID-19-Krise erfahren Schüler/-innen und Studierende aber auch Lehrkräfte eine Digitalisierung der Lehre in unvorhersehbarem Ausmaße. Mehr oder weniger über Nacht wurden Bildungseinrichtungen gezwungen die analoge, traditionelle Präsenzlehre einzustellen und auf „digitale Formate“ umzusteigen. Was für die formale Bildung gilt, gilt in diesem Fall auch für die non-formale Bildung sowie für Fort- und Weiterbildungen von Fachkräften der Jugendarbeit. Gelingen kann der digitale Umstieg nur mit einer Herangehensweise, die digitale und analoge Komponenten einbezieht.
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
Abstract: This research is intended to answer the question, how are the students‘ perceptions of internet technology in learning and how is the acceptance of Padlet as a microblogging platform for writing skills in German language level A2-B1 CEFR standards for the student. In summary, 21 students within the range of 19-22 years participated, which consisted of 2 males and 19 females – data obtained through opened and closed questionnaires. The results of data analysis showed that students had positive perceptions using internet technology in learning. However, students cannot accept Padlet as a microbloggingplatform in learning German writing skills due to several factors that influence it. This research has an essential finding: before conducting online learning, lecturers have to consider internet availability and the adequacy of reviews to their smartphones as a learning infrastructure.
Reference: Kharis, Dameria, C. N., Ebner, M. (2020) Perception and Acceptance of Padlet as a Microblogging Platform for Writing Skills. In: International Journal of Interactive Mobile Technologies (iJIM). 14/13. pp. 213-220
We did a short publication about „Bridging the Gap: A Computer Science Pre-MOOC for First Semester Students“ and it was published now in the Electronic Journal of e-Learning.
Abstract: Knowledge in Computer Science (CS) is essential, and companies have increased their demands for CS professionals. Despite this, many jobs remain vacant. Furthermore, computational thinking (CT) skills are required in all contexts of problem solving. A further serious problem arises from the gender disparity in technology related ﬁelds. Even if tech companies want to hire women in technology, the number of women who enter these fields is remarkably low. In high schools with no technical focus, most teenagers acquire only low‑level skills in CS. The consequences are misleading preconceptions about the fundamental ideas of CS and stereotype‑based expectations. Consequently, many teenagers exclude computing from their career path. In this paper, two promising concepts to overcome these challenges are presented. In 2018, a voluntary gamified lecture “Design your own app”, held at the University of Graz for students of all degree programs, was introduced. The course attracted over 200 students and received positive evaluations. This led to the second concept. In January 2019, a MOOC (Massive Open Online Course) with the title “Get FIT in Computer Science” was designed and launched in August 2019 on the platform iMooX.at with the goal to provide a basic introduction to different concepts of CS, including programming and the application of game design strategies. The MOOC was accompanied by an offline lecture, following the principles of flipped classroom and inverse blended learning. For evaluation purposes, we collected data at three stages: 1) during the MOOC, 2) during the offline lecture, and 3) two months after the lecture. The results showed that the MOOC framework was a promising approach to support and motivate at least a certain group of first‑semester students, especially those who had no prior knowledge in CS.
Our research about „Web Analytics as Extension for a Learning Analytics Dashboard of a Massive Open Online Platform“ got published.
Abstract: Massive open online courses (MOOCs) provide anyone with Internet access the chance to study at university level for free. In such learning environments and due to their ubiquitous nature, learners produce vast amounts of data representing their learning process. Learning Analytics (LA) can help identifying, quantifying, and understanding these data traces. Within the implemented web-based tool, called LA Cockpit, basic metrics to capture the learners’ activity for the Austrian MOOC platform iMooX were defined. Data is aggregated in an approach of behavioral and web analysis as well as paired with state-of-the-art visualization techniques to build a LA dashboard. It should act as suitable tool to bridge the distant nature of learning in MOOCs. Together with the extendible design of the LA Cockpit, it shall act as a future proof framework to be reused and improved over time. Aimed toward administrators and educators, the dashboard contains interactive widgets letting the user explore their datasets themselves rather than presenting categories. This supports the data literacy and improves the understanding of the underlying key figures, thereby helping them generate actionable insights from the data. The web analytical feature of the LA Cockpit captures mouse activity in individual course-wide heatmaps to identify regions of learner’s interest and help separating structure and content. Activity over time is aggregated in a calendar view, making timely reoccurring patterns otherwise not deductible, now visible. Through the additional feedback from the LA Cockpit on the learners’ behavior within the courses, it will become easier to improve the teaching and learning process by tailoring the provided content to the needs of the online learning community.
Reference: Leitner P., Maier K., Ebner M. (2020) Web Analytics as Extension for a Learning Analytics Dashboard of a Massive Open Online Platform. In: Ifenthaler D., Gibson D. (eds) Adoption of Data Analytics in Higher Education Learning and Teaching. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-47392-1_19
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