Schlagwort: publication

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[publication] Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances #tugraz

We summarized the importance of Open Education Resources, especially for Digital Sovereignty. Our paper titled „Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances“ is now available online.

Abstract:
Open educational resources (OER) are widely recognized for improving access to education and enabling the sharing of knowledge. However, in the context of European university alliances such as Unite!, OER offer additional, often underappreciated benefits that are crucial for cross-border collaboration and sustainable development in higher education. This paper explores three key aspects of OER that are particularly relevant to European alliances. First, OER enable the legally secure use of educational resources across national borders, addressing uncertainties about copyright laws, particularly for translations and adaptations. This ensures compliance with different legal frameworks while fostering collaboration. Second, OER support sustainability by ensuring that investments in educational materials are not limited by restrictive usage rights. This is especially critical in alliances where shared resources are central to fostering long-term cooperation and aligning with sustainability goals, a priority for Unite!. Finally, OER contribute to digital sovereignty by empowering institutions and educators to create, adapt, and share resources without relying on proprietary platforms or licenses. This coincides with European alliances’ broader strategic objective of promoting autonomy and resilience in their digital ecosystems. By highlighting these often-overlooked benefits of OER, the present research aims to broaden the perspective on their strategic importance in fostering collaboration, sustainability, and sovereignty within European university alliances.

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

Reference: Schön, S., & Ebner, M. (2025). Beyond Open Access: Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances. Weizenbaum Journal of the Digital Society, 5(4). https://doi.org/10.34669/wi.wjds/5.4.2

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of Open Educational Resources (OER) and Digital Sovereignty.

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[publication] Implementing Multilingual MOOCs in European University Alliances with the Help of AI Usage, LTI and Open Licenses: Technical and Organizational Challenges #mooc #research #tugraz

Our publication about „Implementing Multilingual MOOCs in European University Alliances with the Help of AI Usage, LTI and Open Licenses: Technical and Organizational Challenges“ is now online available.

Abstract:
Producing and delivering MOOCs within European university alliances presents technical, organizational, and licensing challenges, particularly regarding multilingual accessibility, interoperability, and platform integration. This paper examines these challenges through a case study of the “Open Educational Resources in Higher Education” MOOC, developed with all partner institutions of the Unite! university alliance. The course was produced in all official alliance languages and used AI-driven tools (HeyGen) to generate multilingual instructor avatars for efficient localization. A key aspect of this MOOC was its open licensing approach. By adopting a Creative Commons (CC BY 4.0) license, the course materials were designed for reuse and dissemination across different educational contexts. To ensure broad accessibility, the MOOC was made available on the Austrian national MOOC platform iMooX.at and embedded within Unite! Metacampus, the alliance’s federated LMS. For this, Learning Tools Interoperability (LTI) for cross-platform interactions was used. Through LTI, course activities and materials on iMooX.at were linked to Metacampus, allowing users to access materials, track progress, and interact within a unified learning environment. This strategy supported federated access and engagement across institutional systems. This paper outlines the technical and organizational strategies used in developing the MOOC, discussing key challenges and providing recommendations for openly licensed, AI-supported, and LTI-integrated MOOCs within European university alliances. The findings contribute to a deeper understanding of structuring cross-institutional MOOCs that are pedagogically, technologically, and organizationally sustainable while advancing open education principles in higher education.

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

Reference: Ebner, M., Schön, S., Gasplmayr, K., Taraghi, B. (2026). Implementing Multilingual MOOCs in European University Alliances with the Help of AI Usage, LTI and Open Licenses: Technical and Organizational Challenges. In: Hamonic, E., Sharrock, R. (eds) Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI. EMOOCS 2025. Lecture Notes in Computer Science, vol 15733. Springer, Cham. https://doi.org/10.1007/978-3-032-00056-9_15

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[CfP] Europäische Hochschulallianzen in Aktion #zfhe #call #allianz

Zusammen mit meinen lieben Kolleginnen darf ich eine Ausgabe der ZFHE zu „Europäische Hochschulallianzen in Aktion“ betreuuen. Der Call for Papers ist fertig und wir suchen Beiträge im Themenfeld bis zum 15.2.2026.

Die geplante Ausgabe der Zeitschrift für Hochschulentwicklung lädt dazu ein, europäische Hochschulallianzen nicht primär als politische oder administrative Programme, sondern als institutionelle, soziale und kulturelle Phänomene zu untersuchen. Im Zentrum stehen Beiträge, die die vielfältigen Dynamiken der Allianzbildung zwischen Integration und Differenz kritisch reflektieren und sowohl empirisch als auch theoretisch fundierte Perspektiven eröffnen.
Dabei sollen nicht nur organisatorische und rechtliche Herausforderungen beleuchtet, sondern auch die epistemischen, normativen und symbolischen Dimensionen dieser neuen Kooperationsformen in den Blick genommen werden. Ziel ist es, den Diskurs über europäische Hochschulzusammenarbeit um analytische, diskursive und macht-kritische Perspektiven zu erweitern – und damit einen Beitrag zu einem differenzierten Verständnis europäischer Hochschulgovernance im 21. Jahrhundert zu leisten.
Ebenso sollen auch die Perspektiven der einzelnen Hochschulen hinsichtlich ihrer Positionierung, ihrer Verantwortlichkeit und Rolle, sowie den neuen Chancen und Herausforderungen Raum gegeben werden.
Erwünscht sind insbesondere Beiträge, die Verbindungen zwischen Theorie und Praxis herstellen:

  • Analysen, die das institutionelle Handeln in Allianzen in den Kontext europäischer Wissenschaftspolitik stellen.
  • Fallstudien, die Einblicke in konkrete Erfahrungen, Aushandlungsprozesse oder Konflikte bieten.
  • Theoretisch-konzeptionelle Arbeiten, die europäische Allianzbildung als Ausdruck tiefer liegender Transformationen von Hochschulorganisation und akademischer Kultur deuten.

Der gesamte Call ist hier: [Link zum CallForPapers ZFHE 21/2]
Bitte gerne weiterleiten.

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[publication] Exploring genAI Chatbots in MOOCs: Analyzing Student Interactions and Self-Regulated Learning Behaviors #imoox #tugraz #research

Our publication about „Exploring genAI Chatbots in MOOCs: Analyzing Student Interactions and Self-Regulated Learning Behaviors“ got published.

Abstract:
The integration of generative AI (genAI) chatbots into Massive Open Online Courses (MOOCs) presents new opportunities for supporting self-regulated learning (SRL). This study examines 1,302 chat-bot interactions from two Austrian blended MOOCs, where a retrieval-augmented generation (RAG) chatbot based on GPT 4o-mini was deployed to assist students. Using the process-action framework by Lai (2024), we categorize chatbot interactions into key SRL processes: defining , seeking, engaging, and reflecting. Results show that students predominantly use the chatbot for information retrieval, content summarization, and quiz-based reinforcement, with 41% of interactions classified as information search queries and 17% as rehearsal. However, engagement with metacognitive SRL strategies, such as goal setting and self-evaluation, remains low. Additionally, non-learning interactions, including humor-driven conversations, functional queries, and prompt injection attempts, showcase ways students interact with AI in educational settings. Based on our findings, we propose refinements to the existing SRL process-action framework, incorporating new categories to better account for genAI chatbot-specific interactions, such as Evaluation of Information Quality and Reformatting. We discuss implications for chat-bot integration in MOOCs, emphasizing AI-generated quizzes, structured feedback, and safeguards against misuse.

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

Rerence: Brünner, B., Ebner, M., Schön, S. (2025). Exploring GenAI Chatbots in MOOCs: Analyzing Student Interactions and Self-regulated Learning Behaviors. In: Hamonic, E., Sharrock, R. (eds) Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI. EMOOCS 2025. Lecture Notes in Computer Science, vol 15733. Springer, Cham. https://doi.org/10.1007/978-3-032-00056-9_2

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education using a Chatbot within a MOOC-platform (iMooX.at)

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[publication] Federated Virtual Learning Management in a European University Alliance: First Experiences Using LTI to Connect LMS in Unite! #tugraz

Our publication „Federated Virtual Learning Management in a European University Alliance: First Experiences Using LTI to Connect LMS in Unite!“ is now published in the International Journal on E-Learning.

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. The pilots demonstrate that the integration of LTI is not trivial, as it impacts technology, administration, and teaching due to the novelty of the system (requiring an explanation of how it works). However, the implementation is successful, with difficulties encountered only in specific browsers. 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.

[publication @ ResearchGate]
[publication @ Publishers‘ homepage]

Reference: Ebner, M., Edelsbrunner, S., Gasplmayr, K., Hohla-Sejkora, K., Leitner, P., Taraghi, B. & Schön, S. (2025). Federated Virtual Learning Management in a European University Alliance: First Experiences Using LTI to Connect LMS in Unite!. In G. Marks (Ed.), Proceedings of International Journal on E-Learning 2025 (pp. 213-239). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2025 from https://www.learntechlib.org/primary/p/226307/.

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of technolgy enhanced learning, with a focus on Learning Management Systems, european Alliances in Higher Education and LTI.

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[publication] Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review #research

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education and Self-Regulated Learning.

Our research work titled „Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review“ is published.

Abstract:
Self-regulated learning (SRL) has been demonstrated in numerous scientific studies as an effective alternative to traditional teaching methods, fostering individual learning processes. The added value of educational technology in supporting SRL has also been widely researched and largely validated. Within this context, the teacher plays a pivotal role. However, much of the existing research has been conducted at universities , while the secondary education level has received comparatively less attention. To gain an overview of the teacher’s influence on students‘ SRL processes, a PRISMA based systematic literature review was conducted. From an initial pool of 553 documents, 27 relevant studies were identified and analyzed. The selected studies were examined to collect data addressing the research questions, focusing on identifying effective teaching methods and essential teacher competencies for fostering SRL in technology-enhanced classrooms. Furthermore, the analysis highlights the evolving role of teachers and underscores the need for additional training to support these changes.

[full article @ publisher’s website]
[draft @ researchgate]

Reference: Geier, G., Ebner, M., Burgsteiner, H. (2025). Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_5

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[publication] Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments #AIinEducation #tugraz

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

Our publication „Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments“ at this year’s HCII conference is published.

Abstract:
Videos can be used in a variety of ways in learning environments today. With advances in generative AI technologies, tools such as HeyGen and ElevenLabs make it easy to create synthetic teachers, promising efficiency and accessibility. This study investigates the impact of AI-generated teaching video avatars on learners‘ emotional responses. A mixed-method approach was adopted, in which 55 participants were shown AI-generated videos and videos with real instructors. Emotional engagement was measured using FaceReader Online, along with quiz questions and follow-up interviews to gauge knowledge retention and perceptions of this educational technology. Results indicate that AI avatars effectively convey content and weakly elicit better recall rates and positive emotional responses comparable to those of real instructors. However, concerns were raised about emotional authenticity and engagement, highlighting the need for improved avatar design. The study concludes with a discussion of the potential and limitations of AI avatars and argues for their thoughtful integration to improve educational equity and learning outcomes.

[full article @ publisher’s homepage]
[draft @ researchgate]

Reference: Struger, P., Brünner, B., Ebner, M. (2025). Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_13

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[publication] InfoFit and Beyond: AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs #AIinEducation #research

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

Our publication titled „InfoFit and Beyond: AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs“ at this year’s HCII conference is available.

Abstract:
Massive Open Online Courses (MOOCs) have become essential for the democratization of education by providing accessible learning opportunities to broad audiences. However, their asynchronous and open structure is challenging for learning, especially in terms of maintaining engagement, and self-regulated learning (SRL) is necessary. This study investigates the integration of a retrieval-augmented-generation (RAG) chatbot into a MOOC and uses generative AI (genAI) to enhance learn-ers‘ SRL processes. The chatbot is based on Zimmermann’s SRL framework and is prepared for the MOOC content, basics of computer science. It is designed to support learners in the forethought, performance, and self-reflection phases by providing concise, context-specific responses. A mixed-method evaluation with 79 participants revealed high levels of satisfaction , with over 98% of respondents recommending the chatbot for future courses. The chatbot proved effective in supporting tasks such as summarization and concept clarification; however, its role in maintaining motivation emerged as a key area for further investigation. These findings underscore the transformative potential of AI chatbots in asynchronous learning environments, while also highlighting the importance of incorporating multimodal and motivational features to maximize educational technology (EdTech) impact.

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

Reference: Brünner, B., Ebner, M. (2025). InfoFit and Beyond: AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_4

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[publication] Digitaler Überblick statt Datenfragmentierung: Ein Studienfortschritts-Dashboard für die TU Graz

Für das fnma-Magazin 02/25 haben wir einen kurzen Beitrag zu „Digitaler Überblick statt Datenfragmentierung: Ein Studienfortschritts-Dashboard für die TU Graz“ geschrieben. Dieser bzw. das gesamte Magazin ist online erhältlich.

Abstract:
Transparenz, Selbststeuerung und digitale Unterstützung sind zentrale Faktoren für Studierbarkeit im digitalen Zeitalter. In diesem Beitrag zeigen wir, wie an der TU Graz gemeinsam mit Studierenden ein datenbasiertes Studienfortschritts-Dashboard entwickelt wird, das Orientierung schafft, Planung erleichtert und neue Impulse für ein nachhaltiges Digital Wellbeing im Student-Life-Cycle setzt.

[fnma Magazin 02/25]
[Beitrag @ ResearchGate]

Zitation: Brünner, B., Leitner, P., Pranter, P.-P. & Ebner, M. (2025) Digitaler Überblick statt Datenfragmentierung: Ein Studienfortschritts-Dashboard für die TU Graz, fnma-Magazin 02/25, S. 16-19, https://www.fnma.at/content/download/3220/21290?version=2

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[publication] Pedagogical Infrastructures of MOOC Design for Employees Training in Leading Organizations #mooc

Our research paper, „Pedagogical Infrastructures of MOOC Design for Employees Training in Leading Organizations,“ has been published:

Abstract:
As the most promising form of education, Massive Open Online Courses (MOOCs) have recently received lots of attention, especially in the leading organizations, requiring closer attention to be paid to the MOOCs’ implementation platforms before their execution. This qualitative study aims to analyze the pedagogical infrastructures in MOOCs designed for employee training in leading organizations. The research population includes documents retrieved by searching authentic Persian and Latin databases. Out of 142 studies (2013–2023), 73 were selected using a criterion sampling method. Data were gathered using the library research method and then analyzed via thematic analysis. The model validation process was presented using expert judgment. The researcher-made questionnaire for content validation of the conceptual model was then sent to the experts and the final model was approved after the modifications were made. Finally, eight sub-categories (i.e., application of learning paradigms and theories, motivational strategies in the educational environment, application of evaluation module strategies and criteria, provision of an interactive platform, infrastructure for developing the content of the course selection, setting the educational and learning goals, determining the learners’ activity in learning, application of the learners engagement types) were obtained.

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

Reference: Fathi Hafshejani, F., Ebner, M. (2025). Pedagogical Infrastructures of MOOC Design for Employees Training in Leading Organizations. In: Auer, M.E., May, D. (eds) 2024 Yearbook Emerging Technologies in Learning. Learning and Analytics in Intelligent Systems, vol 44. Springer, Cham. https://doi.org/10.1007/978-3-031-80388-8_12