Schlagwort: publication

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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.

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[publication] Usage of (federated) Learning Management Systems in European University Alliances #tugraz

We made a contribution about our outcomes of the European alliance titled „Usage of (federated) Learning Management Systems in European University Alliances„

Abstract:
In today’s rapidly evolving educational landscape, European universities are increasingly relying on digital technologies for collaboration and learning. European Universities, as transnational alliances, aim to reshape higher education by fostering academic exchange and innovation across borders. With over 40 alliances in existence, enhancing virtual mobility and exchange through interconnected learning infrastructures has become imperative. This paper provides insights into Learning Management System (LMS) adoption within European alliances, focusing on the Unite! alliance as a case study. While Unite! demonstrates successful implementation of Moodle as its central LMS, challenges persist in achieving uniformity across all partners. A desktop analysis of European alliances reveals that Moodle might be the most often used LMS in February 2023. A description of the LMS implementation within the Unite! analysis shows as well that a majority uses Moodle – at least as a second LMS. So, although the decision for a federated LMS based on Moodle might be the right one, these results as well indicate the need for tailored technical solutions for future developments for some partners and disparities in lecturers‘ and students‘ concerning a Moodle so that pre-emptive measures to ensure equitable participation are important. Despite these challenges, Unite!’s experience underscores the potential of Moodle as a widely adopted platform, prompting further exploration into solutions like LTI integration.

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

Citation: Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Herczak-Ciara, A., Hoppe, C., Martikainen, J., Muchitsch, M., Petersson, J. and da Silva, F.M. (2024) ‘Usage of (federated) Learning Management Systems in European University Alliances’, Ubiquity Proceedings, 4(1), p. 37. Available at: https://doi.org/10.5334/uproc.159.

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[publication] Workshop: Experiences with Artificial Intelligence in the Classroom #tugraz #research #edtech

We did a workshop at this year’s ED-Media Conference about „Experiences with Artificial Intelligence in the Classroom„

Abstract:
This year’s SIG meeting will focus intensively on the topic of „Experiences with Artificial Intelligence in the classroom“. AI changes education maybe radically and had hopefully a positive impact on education. Therefore, we ask for short presentations and inputs to discuss our practical experiences with AI use in education amongst all participants. Everyone is cordially invited to come and share their challenges, their impact, their worries or success stories or to get to know the latest findings and tools.

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

Reference: Ebner, M. & Brünner, B. (2024). Experiences with Artificial Intelligence in the Classroom. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1180-1181). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2024 from https://www.learntechlib.org/primary/p/224665/.

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[publication] Workshop: Creating Educational Videos with an AI Avatar Video Generator #tugraz #research

We did a workshop at this year’s ED-Media conference in Brussels about „Creating Educational Videos with an AI Avatar Video Generator„

Abstract:
The integration of Artificial Intelligence (AI) into the creation of learning materials represents a cutting-edge frontier. This workshop is designed for educators, content creators, and instructional designers, and will introduce participants to the potential of AI avatar software in the production of educational videos. Through interactive demonstrations and guided practice, participants gain practical skills in utilizing AI avatar software to create educational videos that meet different learning styles and needs. We will explore case studies of successful implementations and discuss strategies for integrating AI avatars into various educational contexts, from K-12 to higher education and corporate training. Additionally, the workshop will address ethical considerations and best practices in the use of AI in education, ensuring that participants are equipped to responsibly navigate the challenges of digital content creation. Participants will leave the workshop with an initial understanding of the capabilities of AI avatar software and their first experience in creating educational videos with this new technology.

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

Reference: Brünner, B. & Ebner, M. (2024). Creating Educational Videos with an AI Avatar Video Generator. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1165-1166). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2024 from https://www.learntechlib.org/primary/p/224664/.

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[publication] Federated virtual learning management in a European University alliance: General challenges and first experiences using LTI to connect LMS in Unite! #tugraz #research

Our research about „Federated virtual learning management in a European University alliance: General challenges and first experiences using LTI to connect LMS in Unite!“ was published at this year’s ED-Media conference in Brussels.

Abstract:
This paper explores the challenges and first experiences of implementing federated virtual learning management within the European University Alliance Unite!. Through the lens of Learning Tools Interoperability (LTI), the study investigates the complexities inherent in connecting Learning Management Systems (LMS) across diverse institutional contexts. This research examines the general hurdles faced by European university alliances in adopting federated LMS. Additionally, it outlines the LMS infrastructure of Unite! in early 2024 and discusses the pilot initiatives undertaken to utilize LTI for connecting LMS platforms at Graz University of Technology (TU Graz). The pilots involve integrating Unite!’s Metacampus with various platforms, including Moodle-based systems from TU Graz. Drawing from these pilot experiences, the paper presents insights and lessons learned regarding the efficacy of LTI in facilitating cross-platform connectivity within Unite! and offers implications for future implementations.

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

Reference: Schön, S., Ebner, M., Edelsbrunner, S., Gasplmayr, K., Hohla-Sejkora, K., Leitner, P. & Taraghi, B. (2024). Federated virtual learning management in a European University alliance: General challenges and first experiences using LTI to connect LMS in Unite!. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 123-136). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2024 from https://www.learntechlib.org/primary/p/224514/.

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[publication] The Development of “Teaching Management Patterns” from the Perspective of IT Infrastructure as a tool for consulting and further development in a European university alliance #tugraz #unite #research

Our this year’s publication at ED-Conference 2024 in Brussels was about Teaching Management Patterns and titled „The Development of “Teaching Management Patterns” from the Perspective of IT Infrastructure as a tool for consulting and further development in a European university alliance„

Abstract:
This paper introduces Teaching Management Patterns (TMP) as a descriptive and communicative framework for addressing challenges and decision-making processes related to IT infrastructure in the Unite! European university alliance. The aim is to support decision-making and consultation in utilizing the alliance’s IT infrastructure effectively. TMP offer abstract descriptions for educational scenarios, considering factors such as organizational structures, technical capabilities, legal frameworks, and didactic requirements. The paper presents the development of these patterns specifically for the Unite! alliance, highlighting their role in decision support for using the transversal, alliance wide learning management system, Metacampus. Three exemplary cases are presented to illustrate the challenges, including continuing education for staff, joint lectures involving multiple universities, and research contributions. The patterns are categorized based on their compatibility with Metacampus, providing visual representations. The paper also introduces a decision tree as a counseling tool for determining the appropriateness of using Metacampus, considering legal and organizational restrictions. In conclusion, TMP offer a systematic approach for addressing IT infrastructure complexities in a European university alliance. The presented patterns and decision tree serve as valuable consultation tools for decision-making processes regarding the use of the alliance’s IT infrastructure.

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

Reference: Schön, S., Gasplmayr, K., Ebner, M., Alcober, J., Hoppe, C., Koschutnig-Ebner, M., de Silva, F.M. & Taraghi, B. (2024). The Development of “Teaching Management Patterns” from the Perspective of IT Infrastructure as a tool for consulting and further development in a European university alliance. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 137-146). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2024 from https://www.learntechlib.org/primary/p/224515/.