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[publication] Practitioner Integration in Computational Thinking Education #edil20 #CT #tugraz

At this year EDMedia conference (online) we did a publication about „Practitioner Integration in Computational Thinking Education“.

Abstract:
This pilot study implemented an expert driven participatory workshop in a rural Austrian economic school. An action research approach was utilised to introduce the problem solving method named computational thinking (CT) to students aged 16 to 18 (K-12) in five after school workshop sessions. This research revealed the basic benefits of industry expert integration in a classroom setting with the aim to develop sustainable interdisciplinary interfaces that allow schools and individual teachers to independently showcase possible pathways. Drawbacks of the methods were identified, for example the high overhead efforts currently required without interfaces between practitioners and educators in place or the demanding time requirements. To create a strong, inclusive path to CT education for all young minds, these challenges need to be addressed and ultimately overcome with the support of all involved stakeholders.

[Draft @ ResearchGate]

Reference: Pollak, M. & Ebner, M. (2020). Practitioner Integration in Computational Thinking Education. In Proceedings of EdMedia + Innovate Learning (pp. 570-580). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2020 from https://www.learntechlib.org/primary/p/217354/.

[publication] The use of Alexa for mass education #edil2020 #tugraz #alexa #TEL

At this year EDMedia conference (online) we did a publication about „The Use of Alexa for Mass education“.

Abstract:
The amount of digitalized information increases day by day. Everyone connected to the internet through different devices or interfaces can acquire information of specific topics and interests at every time on every place. Nowadays, nearly every child owns a mobile device or at least has access to a mobile device connected to the internet. The main focus of children is to watch videos or play games on their device, so they always see it as an interesting, entertaining virtual friend. The use of mobile devices containing apps which deliver selected information opens a very interesting channel to deliver knowledge in a hidden way to children. This research deals with the development of an Alexa skill prototype to train 1×1 calculation skills of children in primary school in a very funny and playfully way. To evaluate the speech-assistant technology connected to an education game, a field study in was realized. As the Alexa speech-assistant is anyway absolutely magnetic to children, the feedback of the 1×1 calculation skill was better than expected and motivated us to enhance the base functionalities.

[Draft @ ResearchGate]

Reference: Schoegler, P., Ebner, M. & Ebner, M. (2020). The Use of Alexa for Mass Education. In Proceedings of EdMedia + Innovate Learning (pp. 721-730). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE)

[lecture] Research approaches and methods in technology-enhanced learning #TEL #research

Sandra was giving a lecture on „Research approaches and methods in technology-enhanced learning“ and therefore we did a rough translation of our L3T-chapter to make a hand out for the students.

Abstract:
This article offers an orientation on how research is done in technology-enhanced learning. Therefore, three different approaches to research in the interdisciplinary field will be presented first: hypothesis and theory testing, hypothesis and theory generating, and design oriented methods. Subsequently, some research methods are assigned to the research process – data collection, data analysis, development – and outlined. Finally, hints on the choice of a research method are given and a typical challenge in the field is mentioned.

[Hand out @ ResearchGate]

Reference: Schön, S., Ebner, M. (2020) Research approaches and methods in technology-enhanced learning. Published online: https://www.researchgate.net/publication/342571764_Research_approaches_and_methods_in_technology-enhanced_learning

[publication] Die Monster-MOOC-Weiterbildung – Erfahrungen mit der Übertragung eines interaktiven Präsenzworkshops in den digitalen Raum #covid19 #research #workshop

Einen interaktiven Workshop gestalten: geschenkt. Doch wie bringt man ihn in den virtuellen Raum? Ich habe die Herausforderung in der COVID-19-Krise angepackt und ein Workshopdesign, mit dem wir im Präsenzformat bei der Universität Passau (Lehre+ Hochschuldidaktik) gute Erfahrungen gemacht haben möglichst 1:1 in den virtuellen Raum übertragen und dort mit Lehrenden der FH Salzburg durchgeführt.

Im Beitrag wird das Konzept eines Präsenzworkshops zur Einführung von MOOCs (Massive Open Online Courses) für Lehrende an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Anteilen von Interaktion und Gruppenarbeit entwickelt wurde. In der Folge der COVID-19-Krise und Umstellung auf Home Office und Online-Begegnungen wurde versucht, das methodisch-didaktische Konzept möglichst gleichartig in den digitalen Raum zu übertragen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse ausgewirkt haben.

Man kann jetzt nicht nur nachlesen wie wir Workshops für MOOC-Einsteiger/innen gestalten in Präsenz und Online gestalten, sondern auch, auf was man beim Übertragen ins Online-Format achten sollte.

[publication] Concepts for E-Assessments in STEM on the Example of Engineering Mechanics #eAssessment #STEMeducation #TEL

Our publication about „Concepts for E-Assessments in STEM on the Example of Engineering Mechanics“ got published in the International Journal for Emerging Technologies in Learning (i-JET).

Abstract:
We discuss if and how it is possible to develop meaningful e-assessments in Engineering Mechanics. The focus is on complex example problems, resembling traditional paper-pencil exams. Moreover, the switch to e-assessments should be as transparent as possible for the students, i.e., it shouldn’t lead to additional difficulties, while still maintaining sufficiently high discrimination indices for all questions. Example problems have been designed in such a way, that it is possible to account for a great variety of inputs ranging from graphical to numerical and algebraic as well as string input types. Thanks to the implementation of random variables it is even possible to create an individual set of initial values for every participant. Additionally, when dealing with complex example problems errors carried forward have to be taken into account. Different approaches to do so are detailed and discussed, e.g., pre-defined paths for sub-questions, usage of students’ previous inputs or decision trees. The main finding is that complex example problems in Engineering Mechanics can very well be used in e-assessments if the design of these questions is well structured into meaningful sub-questions and errors carried forward are accounted for.

[article @ ResearchGate]
[article @ Journal’s Homepage]

Reference: Orthaber, M., Stütz, D., Antretter, T., Ebner, M. (2020) Concepts for E-Assessments in STEM on the Example of Engineering Mechanics. International Journal for Emerging Technologies in Learnig. 15(12). pp. 136-152

[publication] Future Teacher Training of Several Universities with MOOCs as OER – Teaching in #COVID19 Pandemic. Stories from the field #imoox #mooc

#COVID19 was and is a big challenge for many people, for teachers as universities as well. And of course we love to share experiences we made or have seen at the TU Graz as well to enrich the contributions on teaching and learning with technologies in HEI.

This time we contributed to a book which collects 133 (!) experiences from colleagues worldwide, all available under CC BY NC ND. Please have look and check:

https://www.learntechlib.org/p/216903/

Our contribution describes:

To train future Austrian teachers in using digital media, a novel didactic design was implemented at several universities in Austria in summer semester 2019: The course includes the participation in a MOOC (massive open online course) on the topic, an accompanying group work at the universities and multiple-choice tests conducted at the universities. In the summer semester of 2020, due to the COVID-19 crisis, the group work and exams had to be switched to virtual space as well. Because the course materials are available under an open license, i.e. as open educational resources, further use is possible and offered.

Ebner, Martin & Schön, Sandra (2020). Remote Future Teacher Training with MOOCs. In: R.E. Ferdig, E. Baumgartner, E., R. Hartshorne, E. Kaplan-Rakowski, & C. Mouza, C. (Ed). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Pp. 493-497. Book is available under CC BY NC ND: https://www.learntechlib.org/p/216903/;. Preprint at ResearchGate: https://www.researchgate.net/publication/342261714_Remote_Future_Teacher_Training_with_MOOCs

[publication] Simulation data visualization using mixed reality with Microsoft HoloLensTM #AR #VR #tugraz

My PhD-Students wrote a chapter about the usage of Microsoft Hololens „Simulation data visualization using mixed reality with Microsoft HoloLensTM„. Now it got published within the book „New Perspectives on Virtual and Augmented Reality„.

Abstract:
Simulations and test beds are very difficult topics, especially for non-experienced students or new employees in the mechanical engineering domain. In this chapter, a HoloLens app and a CAD/Simulation workflow are introduced to visualize CAD models and sensor and simulation data of a test run on an air conditioning system test bed. The main challenge is to visualize temperature and pressure changes within opaque parts, such as tubes, compressors, condensers or electrical expansion valves. The HoloLens app supports various simulations and CAD visualizations. We exemplary implemented colouring the temperature or pressure changes of the test bed parts as Mixed-Reality (MR) overlays. The main purpose of the HoloLens app is to reduce the learning effort and time to understand such simulations and test bed settings. Additionally, the app could be used as a communication tool between different departments to transfer experiences and domain specific knowledge.

[chapter @ book homepage]
[draft @ ResearchGate]

Reference: Spitzer, M., Rosenberger, M., Ebner, M. (2020) Simulation data visualization using mixed reality with Microsof HoloLensTM, In: New Perspectives on Virtual and Augmented Reality, Daniela, L. (ed.), pp. 147-162, London: Routledge, https://doi.org/10.4324/9781003001874

[publication] Mixed Reality Books: Applying Augmented and Virtual Reality in Mining Engineering Education #AR #VR #research

Our chapter about „Mixed Reality Books: Applying Augmented and Virtual Reality in Mining Engineering Education“ got published in the book „Augmented Reality in Education“.

Abstract:
This chapter deals with the integration of Augmented and Virtual Reality (AR/VR) elements into academic mining education. The focus lies on the didactical approach within the EU-funded MiReBooks (Mixed Reality Books) project. The project aims to develop a series of AR- and VR-based interactive mining manuals as a new digital standard for higher education across European engineering education. By combining AR and VR technologies, it is possible to address current challenges in mining education in an innovative way. These virtual applications should make otherwise impossible and dangerous situations accessible to students. Classical paper-based teaching materials are enriched with AR content and translated into pedagogically and didactically coherent manuals for integrative use in the classroom. The authors explore how AR and VR instruments can be effectively integrated into teaching. The results of a broad evaluation of AR/VR-based lectures are presented and discussed in this chapter. The experiences and findings are summarized in a decision matrix for the use of AR/VR-based technologies in teaching.

Abstract Chapter

[Chapter @ journal’s homepage]
[draft @ ResearchGate]

Reference: Daling, L., Kommetter, C., Abdelrazeq, A., Ebner, M. & Ebner, M. (2020) Mixed Reality Books: Applying Augmented and Virtual Reality in Mining Engineering Education. In: Augmented Reality in Education. Geroimenko, V. (Ed.). pp. 185-195. Springer, DOI: 10.1007/978-3-030-42156-4

[publication] COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness” #covid19 #tugraz

Our first research article concerning the situation of COVID-19 titled „COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness” is published right now.

Abstract:
The COVID-19 crisis influenced universities worldwide in early 2020. In Austria, all universities were closed in March 2020 as a preventive measure, and meetings with over 100 people were banned and a curfew was imposed. This development also had a massive impact on teaching, which in Austria takes place largely face-to-face. In this paper we would like to describe the situation of an Austrian university regarding e-learning before and during the first three weeks of the changeover of the teaching system, using the example of Graz University of Technology (TU Graz). The authors provide insights into the internal procedures, processes and decisions of their university and present figures on the changed usage behaviour of their students and teachers. As a theoretical reference, the article uses the e-learning readiness assessment according to Alshaher (2013), which provides a framework for describing the status of the situation regarding e-learning before the crisis. The paper concludes with a description of enablers, barriers and bottlenecks from the perspective of the members of the Educational Technology department.

Website Future Internet

[full article @ ResearchGate]
[full article @ journal’s homepage]

Reference: Ebner, M.; Schön, S.; Braun, C.; Ebner, M.; Grigoriadis, Y.; Haas, M.; Leitner, P.; Taraghi, B. COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness”. Future Internet 2020, 12, 94.

[article] A Voice-Enabled Game Based Learning Application using Amazon’s Echo with Alexa Voice Service: A Game Regarding Geographic Facts About Austria and Europe #research #TEL #Alexa

Our first resarch using Amazon’s Alexa for Learning are now published, named „A Voice-Enabled Game Based Learning Application using Amazon’s Echo with Alexa Voice Service: A Game Regarding Geographic Facts About Austria and Europe“ in the International Journal of Interactive Mobile Technologies (iJIM) .

Abstract:
An educational, interactive Amazon Alexa Skill called “Österreich und Europa Spiel / Austria and Europe Game” was developed at Graz University of Technology for a German as well as English speaking audience. This Skills intent is to assist learning geographic facts about Austria as well as Europe by interaction via voice controls with the device. The main research question was if an educational, interactive speech assistant application could be made in a way such that both under-age and full age subjects would be able to use it, enjoy the Game Based Learning experience overall and be assisted learning about the Geography of Austria and Europe. The Amazon Alexa Skill was tested for the first time in a class with 16 students at lower secondary school level. Two further tests were done with a total of five adult participants. After the tests the participants opinion was determined via a questionnaire. The evaluation of the tests suggests that the game indeed gives an additional motivational factor in learning Geography.

Journal’s Homepage

[Link to full article @ ResearchGate]
[Link to full article @ Journal’s Homepage]

Reference: Bilic, L., Ebner, Markus, Ebner, Martin (2020) A Voice-Enabled Game Based Learning Application using Amazon’s Echo with Alexa Voice Service: A Game Regarding Geographic Facts About Austria and Europe, International Journal of Interactive Mobile Technologies (iJIM), 14 (3), pp. 226 – 23