Schlagwort: publication

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 20 / No.01 #ijet #research

Issue 20(01) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Enhancing University Education Quality through MOOCs: Effective Learning Strategy Combinations and Pedagogical Innovations
  • Evaluating Cognitive Aspects of ADHD Students Using Brain-Computer Interface and a Digital Game: A Study in Brazil
  • Needs Analysis from Teachers’ Experiences in Online Academic English Writing Model for Chinese EFL College Students
  • Research in Online Teacher Professional Development: A Systematic Mapping Review
  • Comparing Students’ Perspectives on Online Learning during the COVID-19 Pandemic: A Cross-Cultural Study of Undergraduate Students in the U.S. and Saudi Arabia

[Link to Issue 20/01]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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[publication] Work-in-Progress: Key Prerequisites for IT Infrastructures for Learning and Teaching of the European University Alliance “Unite!” #alliance #tugraz

We wrote a short work-in-progress publication about „Work-in-Progress: Key Prerequisites for IT Infrastructures for Learning and Teaching of the European University Alliance “Unite!”

Abstract:
In the dynamic landscape of higher education, digital technologies are crucial for fostering collaboration and knowledge dissemination. European universities are embracing this shift through “European Universities”, transnational alliances aimed at enhancing academic exchange and innovation. The Unite! alliance, as part of its Erasmus+ project, established the “Community Digital Campus” (Cm.2) to develop a modern digital campus framework. Based on an analysis to identify and document the technological, organizational, and legal needs for such a campus, using desk research, surveys, and stakeholder discussions, key requirements are formulated. Key requirements identified include ensuring interoperability among digital infrastructures, robust decision-making processes for IT, strategic support for existing systems, and addressing budgetary considerations for federated systems.

[article @ book’s homepage]
[draft @ ResearchGate]

Reference: Ebner, M. et al. (2025). Work-in-Progress: Key Prerequisites for IT Infrastructures for Learning and Teaching of the European University Alliance “Unite!”. In: Auer, M.E., Rüütmann, T. (eds) Futureproofing Engineering Education for Global Responsibility. ICL 2024. Lecture Notes in Networks and Systems, vol 1260. Springer, Cham. https://doi.org/10.1007/978-3-031-85652-5_34

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[publication] The Synergy of Educational Technologies and Self-regulated Learning: A Systematic Scoping Literature Review #tugraz #research

We wrote an article titled „The Synergy of Educational Technologies and Self-regulated Learning: A Systematic Scoping Literature Review“ that strongly focused on self-regulation in learning. Read more here at the ed-tech.at-Blog.

Abstract:
The rapid advancement of artificial intelligence (AI) technology necessitates addressing the topic of self-regulated learning (SRL) given its potential for personalized learning experiences. Educational Technologies (EdTech) have the capacity to facilitate SRL within educational contexts, particularly in remote learning scenarios. This study explores the interplay between EdTech and SRL, highlighting their synergistic relationship. Through a systematic scoping literature review following the methodology of Peters et al., evidence from 328 records in the Scopus database was synthesized, with an analysis of 112 reports meeting the inclusion criteria published between January 2015 and February 2024. Zimmerman’s cyclical phases model emerged as the predominant SRL framework in connection with EdTech. Additionally, the identified EdTechs were categorized into eleven clusters based on shared characteristics and mapped onto Zimmerman’s SRL model to create an EdTech-SRL-Synergy-Map. Recommendations are made for future research, particularly in the secondary education sector, and the significance of SRL practices in an educational landscape permeated by AI is emphasized.

[Full article @ book’s homepage]
[draft @ ResearchGate]

Reference: Brünner, B., Burgsteiner, H., Schön, S., Ebner, M. (2025). The Synergy of Educational Technologies and Self-regulated Learning: A Systematic Scoping Literature Review. In: Auer, M.E., Rüütmann, T. (eds) Futureproofing Engineering Education for Global Responsibility. ICL 2024. Lecture Notes in Networks and Systems, vol 1261. Springer, Cham. https://doi.org/10.1007/978-3-031-85649-5_30

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[publication] From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT #AIinEducation #research #edtech

Congratulations to Benedikt, who did a great job developing a successful workshop for school teachers. We summarized his results in the publication „From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT.“

Abstract:
In the era of transformative technologies, generative artificial intelligence (genAI) offers profound opportunities and challenges for education. This study explores the development and execution of an interactive workshop designed to equip educators with foundational genAI literacy. Using a design-based research (DBR) framework, the workshop leverages interactivity and contextual relevance to introduce genAI concepts, prompting strategies and ethical considerations. Participants engaged in a scripted learning workshop design, comparing human and AI responses, exploring genAI’s probabilistic foundations, context dependency, and vulnerability to manipulation. Conducted across 12 workshops with 191 participants in Austria, this study revealed significant improvements in self-perceived genAI understanding, with 70% of participants reporting better grades in post-assessment evaluations. Feedback emphasized the workshop’s strengths in interactivity and relevance, alongside recommendations for deeper school-specific applications. Scalability analysis showed that workshop duration remained consistent regardless of group size, suggesting potential for broader implementation. The findings highlight the effectiveness of scripted learning workshop design in fostering critical AI literacy, preparing educators to critically evaluate and ethically integrate genAI into pedagogical practices. This adaptable model contributes to the discourse on professional development in AI-enhanced education.

[full paper @ publisher’s Homepage]
[full paper @ ResearchGate]

Reference: Brünner, B., Schön, S., & Ebner, M. (2025). From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT. Education Sciences, 15(2), 206. https://doi.org/10.3390/educsci15020206

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[publication] Examining IT Infrastructures for Learning and Teaching in the European University Alliance Unite! #UNITE! #tugraz

Together with my colleagues, we contributed to the EUNIS 2024 conference in Athen with a publication about „Examining IT Infrastructures for Learning and Teaching in the European University Alliance Unite!„

Abstract: In the digital era, European University Alliances like „Unite!“ work to reshape tertiary education by bridging nine prominent universities to champion regional integration, technology transfer, and quality science and engineering education. This paper delineates the methodologies used to harmonize varied IT infrastructures visualizations and descriptions across partner institutions, fostering knowledge sharing and facilitating standardized IT landscape comparisons. The absence of a general universal approach in representing teaching-related IT systems in higher education propelled the development of a unique, synchronized representation methodology. The paper offers a look at TU Graz’s digital infrastructure as an illustrative example. Through iterative collaboration, the alliance will develop a comprehensive IT infrastructure report, aiming to serve as a valuable blueprint for other educational entities.

[publication @ EasyChair]
[publication @ ResearchGate]

Reference: Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Herczak-Ciara, A., Hoppe, C., Langevin, E., Gasplmayr, K., Reignier-Tayar, N., Martikainen, J., Laurent, R., Leitner, P., Petersson, J., Silva, F. M. D., Steitz, K., Taraghi, B., & Wuerz, A. (2025). Examining IT Infrastructures for Learning and Teaching in the European University Alliance Unite! In R. Vogl, L. Desnos, J.-F. Desnos, S. Bolis, L. Merakos, G. Ferrell, E. Tsili, & M. Roumeliotis (Hrsg.), Proceedings of EUNIS 2024 annual congress in Athens (Band 105, S. 276-283). (EPiC Series in Computing). EasyChair Ltd. https://doi.org/10.29007/6n28

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[publication] How to Plan and Manage a Blended Learning Course Module Using Generative Artificial Intelligence? #ai #research

Our contribution about „How to Plan and Manage a Blended Learning Course Module Using Generative Artificial Intelligence?“ got published.

Abstract:
Artificial intelligence (AI) is rapidly transforming the educational landscape, playing a crucial role in the transition to blended learning environments. As generative AI gains momentum, educators now have access to a growing repository of AI tools that can facilitate the shift from face-to-face instruction to more virtual learning experiences. This chapter provides a practical guideline for integrating and using AI tools to support educators in transitioning their courses to blended learning. The approach is structured around four key pillars: teacher practice support, online classroom support, evaluation and feedback, and student support. Following this guideline, we explore a curated list of AI-powered tools categorized based on their functions within these four pillars. To illustrate the application of these guidelines, we present a case study demonstrating a transition of a selected module of a traditional face-to-face machine learning course and make it accessible to students online, thus enabling blended learning experience. This chapter can empower future educators interested in AI to structure engaging blended learning courses and underscore the significant role of AI in enhancing the planning, management, implementation, and assessment of new blended learning courses.

[final publication @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Khalil, M., Shakya, R., Liu, Q., Ebner, M. (2024). How to Plan and Manage a Blended Learning Course Module Using Generative Artificial Intelligence?. In: Panda, S., Mishra, S., Misra, P.K. (eds) Case Studies on Blended Learning in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-97-9388-4_4

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[publication] Opening Up Teaching and Learning at Universities: OER, MOOCs and Microcredentials #moox #research #tugraz

Our research on OER, MOOCs, and Microcredentials was published in the book „Advanced Technologies and the University of the Future: Lecture Notes in Networks and Systems“.

Abstract:
This paper presents the situation concerning open and digital learning and teaching opportunities with respect to three developments: Open Educational Resources (OER), Massive Open Online Courses (MOOCs), and the introduction of microcredentials. Firstly, the paper introduces these concepts. Then, before the background of the Austrian university landscape, the authors describe how these three measures are currently or will be implemented at Graz University of Technology (TU Graz). TU Graz is one of the first universities worldwide with an OER policy document and is as well host of the Austrian MOOC platform iMooX.at. Both provide the opportunity for new collaborations amongst universities and opportunities for learners. The introduction of microcredentials is just beginning at TU Graz and provides an opportunity for external learners and students to receive accredited confirmation of their qualifications from the university. The article not only discusses the opportunities and positive effects of these developments at TU Graz as part of the digitalization of teaching and lifelong learning activities, but also addresses the challenges in an increasingly globalized and competitive higher education landscape.

[article @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Ebner, M., Kreuzer, E., Schön, S., Edelsbrunner, S. (2025). Opening Up Teaching and Learning at Universities: OER, MOOCs and Microcredentials. In: Vendrell Vidal, E., Cukierman, U.R., Auer, M.E. (eds) Advanced Technologies and the University of the Future. Lecture Notes in Networks and Systems, vol 1140. Springer, Cham. https://doi.org/10.1007/978-3-031-71530-3_18

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 19 / No.08 #ijet #research

Issue 19(08) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Evaluating the Impact of Japanese English-Language YouTubers on Learners: A Teaching Material Perspective for Enhancing English Proficiency and Cross-Cultural Understanding
  • Challenges and Opportunities in Cloud Computing Education
  • University Students’ Perceptions and Practices of Online Co-construction of Digital Citizenship Competencies
  • Factors Influencing the Implementation of Data-Driven Techniques for Students’ Mental Health
  • Intelligent Support for Low Literacy Adults: The European Portuguese iRead4Skills Corpus
  • Building Consistent Characters through Open-Source Generative AI/li>

[Link to Issue 19/08]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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[publication] Distance Learning in Times of COVID-19 at Austrian Schools: A Rapid Systematic Literature Review #tugraz #research

Our publication at this year’s E-Learn conference about „Distance Learning in Times of COVID-19 at Austrian Schools: A Rapid Systematic Literature Review“ is available online.

Abstract:
The COVID-19 pandemic has had a profound impact on the Austrian education system, necessitating an abrupt shift to distance learning and triggering a reassessment of digital education strategies. This rapid literature review examines the challenges faced by students in Austria during this time. The synopsis of 7 selected reports revealed six key themes: communication dynamics between students and teachers, availability of communication tools, adequacy of technical equipment, importance of self-regulated learning (SRL) strategies, barriers to the transition to distance learning, and high workload. Despite challenges, including a notable gender gap in communication skills and a digital divide in technology, students and teachers have adapted to new learning modalities. The findings highlight the essential role of effective communication, strategic integration of digital tools, and the importance of promoting SRL to improve student engagement, learning outcomes, and psychological well-being in distance learning contexts. The transition has not only highlighted the demand for resilience and adaptability from all education stakeholders but has also pointed to future opportunities to refine and enhance digital learning scenarios to ensure a more inclusive, effective, and engaging learning experience for students in Austria and beyond.

[draft @ ResearchGate]

Citation: Brünner, B., Ebner, M. & Burgsteiner, H. (2024). Distance Learning in Times of COVID-19 at Austrian Schools: A Rapid Systematic Literature Review. In C. Bonk & G. Marks (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 544-549). Singapore, Singapore: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2024 from https://www.learntechlib.org/primary/p/225045/

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[publication] Should Universities partner with NGOs? A Case Study of a University of Technology and a Coding School for Refugees #research

At this years‘ EDEN conference we made a publication titled „Should Universities partner with NGOs? A Case Study of a University of Technology and a Coding School for Refugees„

Abstract:
This paper explores the advantages of a University-NGO Partnership between the Faculty of Informatics at Vienna University of Technology (TU Vienna) and the NGO „refugees{code}-, a coding school for refugees in Vienna, Austria. The goal of this collaboration is twofold: Firstly, to help students apply coding skills practically and enhance their proficiency through teaching experiences with underrepresented groups; and secondly, to provide refugees with meaningful activities that match their profession, education, and personal interests, which might have been interrupted in their home countries. The study evaluates the perspectives of the stakeholders involved. To do so, written surveys and interviews with computer science students, refugees and team members of the NGO were conducted. The results indicate that meaningful educational benefits for computer science students can be created within such partnerships, such as enhanced teaching abilities, dispelled prejudices, insights into the factors affecting refugees‘ educational and career trajectories, as well as improved communication and empathy skills. However, challenges for such partnerships also exist, including giving student teachers more time for meetings and discussions, empowering them to make decisions, providing access to counseling psychologists and interpreters, and offering support in managing participants‘ expectations. The findings shed light on the potential benefits from participating in campus-community partnerships and suggest several measures to improve them, such as providing additional ECTS credits, intensifying promotional activities to encourage greater student participation, providing alumni support, and issuing official certificates.

[article @ proceeding’s homepage]
[article @ ResearchGate]

Citation: Wolf, D. and Ebner, M. (2024) ‘Should Universities partner with NGOs? A Case Study of a University of Technology and a Coding School for Refugees’, Ubiquity Proceedings, 4(1), p. 36. Available at: https://doi.org/10.5334/uproc.158.