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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 14 / No. 16 #ijet #research

Issue 14(16) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Development of an Instructional Design Model for Mobile Blended Learning in Higher Education
  • Knowledge Management and Reuse in Virtual Learning Communities
  • New Tools for the Immersive Narrative Experience
  • From Learning Game to Adaptive Ubiquitous Game Based Learning
  • Are Educational Games Engaging and Motivating Moroccan Students to Learn Physics?
  • Effectivity of Augmented Reality as Media for History Learning
  • IMS Compliant Ontological Learner Model for Adaptive E-Learning Environments
  • A Flipped Classroom-Based Education System for College English Teaching
  • An Improved Back-Propagation Neural Network for the Prediction of College Students’ English Performance
  • Computer-Aided English Teaching Platform Based on Secure Shell Framework
  • English Teaching Platform Based on Online Education Technology and Licensure and Master’s Program Technology
  • Innovative Methods in Medical Education in Bulgaria: Video Materials and Serious Games
  • Using Broadcasting Learning Design to Enhance Student’s Experiential Skill
  • Adaptive Navigation Support: A Literature Review of Its Application and Implication in Learning Process
  • Massive Open Online Course Platform Blended English Teaching Method Based on Model-View-Controller Framework

[Link to Issue 14/16]

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

[ijet, journal] Journal of Emerging Technologies in Learning Vol. 14 / No. 15 #ijet #research

Issue 14(15) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Ontology and Rule-Based Recommender System for E-learning Applications
  • Promotive Effect of Psychological Intervention on English Vocabulary Teaching Based on Hybrid Collaborative Recommender Technology
  • Smart Technology Integration in the System of Bachelors’ Language Training
  • Design and Implementation of Computer Aided Physical Education Platform Based on Browser/Server Architecture
  • Toward a Personalized Learning Path through a Services-Oriented Approach
  • An Empirical Study on the Predictors of the Perceived Quality of Learning at Institutions of Higher Education: 2D Model Approach
  • Implementation of the Analytic Hierarchy Process for Student Profile Analysis
  • Project-Based Learning Model Practicality on Local Network Devices Installation Subject
  • The Moderation Examination of ICT Use on the Association Between Chinese Mainland Students’ Socioeconomic Status and Reading Achievement
  • Pupils’ Opinions on an Educational Virtual Reality Game in Terms of Flow Experience
  • Two Parameter Logistics Model with Lognormal Response Time for Computer-based Testing
  • Game-Based Multimedia for Horizontal Numeracy Learning
  • College English Education Platform Based on Browser/Server Structure and Flipped Classroom
  • An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform
  • Application of Educational Games for Formation and Development of ICT competence of Teachers
  • College Students‘ Law Education Platform Based on Browser/Server and Massive Open Online Courses

[Link to Issue 14/15]

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

[special issue] Trends and Opportunities in Online Education #research #tugraz

I editored a special issue on „Trends and Opportunities in Online Education“ together with Markus. A first article got published right now with the title „Crossing the Borders: Re-Use of Smart Learning Objects in Advanced Content Access Systems„:

Abstract:

Researchers in many disciplines are developing novel interactive smart learning objects like exercises and visualizations. Meanwhile, Learning Management Systems (LMS) and eTextbook systems are also becoming more sophisticated in their ability to use standard protocols to make use of third party smart learning objects. But at this time, educational tool developers do not always make best use of the interoperability standards and need exemplars to guide and motivate their development efforts. In this paper we present a case study where the two large educational ecosystems use the Learning Tools Interoperability (LTI) standard to allow cross-sharing of their educational materials. At the end of our development process, Virginia Tech’s OpenDSA eTextbook system became able to import materials from Aalto University’s ACOS smart learning content server, such as python programming exercises and Parsons problems. Meanwhile, University of Pittsburgh’s Mastery Grids (which already uses the ACOS exercises) was made to support CodeWorkout programming exercises (a system already used within OpenDSA). Thus, four major projects in CS Education became inter-operable.

[Link to website of the Open Access Journal]

[publication] Offene Bildungsressourcen in der Weiterbildung: Ansätze und Entwicklung im deutschsprachigen Raum #OER #OpenEducation

Im Rahmen des Buches „Digitalisierung und Lernen“ der Serie „Forum Hochschuldidaktik und Erwachsenenbildung“ wurden wir eingeladen über Open Educational Resources zu schreiben und einen Überblick über den deutschsprachigen Raum zu geben:

Offene Bildungsressourcen (englisch Open Educational Resources OER) erlauben zahlreiche Verwendungen in der Bildungsarbeit, die bei herkömmlichen Materialien durch die Urhebergesetze ausgeschlossen sind, wie z. B. die Modifikation und Wiederveröffentlichung vorhandener Materialien. Im Beitrag wird der Frage nachgegangen, welche Rolle OER derzeit im Bereich der deutschsprachigen Weiterbildung, also insbesondere in Deutschland, Österreich und der Schweiz spielen. Obwohl dem Thema Digitalisierung in der Weiterbildung in der Schweiz ein hoher strategischer Stellenwert eingeräumt wird, spielen OER eher eine untergeordnete Rolle.

[Draft @ ResearchGate]

Zitation: Schön, S., Ebner, M., Lüthi-Esposito, G. (2019) Offene Bildungsressourcen in der Weiterbildung: Ansätze und Entwicklungen im deutschsprachigen Raum. In: Digitalisierung und Lernen. Haberzeth, E., Sgier, I. (Hrsg.). Forum Hochschuldidaktik und Erwachsenenbildung. Band 8. hep Verlag. S. 155-168. ISBN 978-3-0355-1334-9

[ijet, journal] Journal of Emerging Technologies in Learning Vol. 14 / No. 13 #ijet #research

Issue 14(13) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Dyned Programme as Computer Assisted Language Learning (CALL) for University Students: A Perception and Its Impact
  • Effect of Computer Multimedia Assisted Word Annotation on Incidental Vocabulary Acquisition of English Reading
  • The Involvement of Students in Social Network Sites Affects Their Learning
  • College Mathematics Teaching Method Based on Big Data
  • Design and Implementation of a Vue.js-Based College Teaching System
  • The Role of Cloud Computing for the Enhancement of Teaching and Learning in Saudi Arabian Universities in Accordance with the Social Constructivism Theory: A Specialist’s Point of View
  • E-Textbooks and Their Application Levels, from the Perspective of Faculty Members at Ajman University, U.A.E.
  • Physical Education Motion Correction System Based on Virtual Reality Technology
  • Development of an Information-Based Online Foreign Language Teaching Platform with ASP.NET
  • A Trackable Augmented Learning Media System for a Higher Education Level
  • Development and Implementation of Computer Assisted Instruction System in Physical Education Based on ASP.NET Technology
  • Evaluation of Student Performance with Predicted Learning Curve Based on Grey Models for Personalized Tutoring

[Link to Issue 14/13]

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

[publication] A Pedagogical Framework for Mixed Reality in Classrooms based on a Literature Review #VR #AR #tugraz #research

Our publication about „A Pedagogical Framework for Mixed Reality in Classrooms based on a Literature Review“ at this year ED-Media conference in Amsterdam is online available:

Virtual reality devices are not an invention of the previous years. In fact, those are applicable since the 60s and therefore many scholars have elaborated in the potential of virtual reality as a learning platform. There are many diverse ways to integrate these techniques into the classroom. Affordable devices in combination with concepts like making legitimate the usage for learning. Pedagogical motivation factors like collaborations and gamification amply justify the usage of modern VR technologies as a learning platform. A variety of application have been used already in classrooms but in higher education, there is a need to catch up. Those examples have been divided by the way they make use of virtual systems and how they provide supervision. This literature review describes the functional classification of virtual reality, how it typically applies to learning and how it represents the key features for a didactically valuable usage. As a result of the literature research, a framework for the use of mixed reality in education has been developed allowing to spot new capabilities for the implementation of future VR or AR applications. This paper will also clarify the proper direction of development and the potential impact on future educational domains.

[Draft @ ResearchGate]

Reference: Kommetter, C. & Ebner, M. (2019). A Pedagogical Framework for Mixed Reality in Classrooms based on a Literature Review. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 901-911). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE)

[publication] Business models for Open Educational Resources: how to exploit OER after a funded project? #OER #research

Our publication about „Business models for Open Educational Resources: how to exploit OER after a funded project?“ at this year ED-Media conference in Amsterdam is online available:

Open Educational Resources (OER) projects often face the challenge of how to sustain and develop further the resources after the initial project funding comes to an end. OER are provided for free and open for anybody to re-use, modify and distribute. How than can the producers exploit the resources, are there any feasible business models, especially models which could remove or at least reduce dependence on limited and insecure funding? This article presents results of a survey of literature on OER business models and an overview of models identified in the literature. For projects which developed a learning program with OER the freemium model is being considered as a promising model.

[Draft @ ResearchGate]

Reference: Geser, G., Schön, S. & Ebner, M. (2019). Business models for Open Educational Resources: how to exploit OER after a funded project?. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1519-1525). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

[publication] Making mit Kindern und Jugendlichen. Einführung und ausgewählte Perspektiven. #MakerEducation #research

Es freut uns sehr, dass unser Beitrag zu „Making mit Kindern und Jugendlichen. Einführung und ausgewählte Perspektiven“ im Buch zu „CHANCE MAKERSPACE – Making trifft auf Schule“ erschienen ist:

Das kreative digitale Gestalten mit Kindern sowie die Maker-Education sind im deutschsprachigen Europa angekommen. Inzwischen gibt es immer häufiger MakerSpaces, die auch Kinder sowie Lehrer*innen und außerschulische Pädagog*innen, die für und mit Kindern Making-Aktivitäten ausführen, zu ihrer Zielgruppe rechnen. In diesem Beitrag werden Kennzeichen und Prinzipien der Maker-Education aufgezeigt, und es wird dargelegt, wie Making-Aktivitäten aus unterschiedlichen ausgewählten Perspektiven Anklang finden. Abschließend wirft der Beitrag einen kurzen Blick auf aktuelle Entwicklungen.

[Beitrag @ ResearchGate]

Auch das gesamte Buch ist auf ResearchGate zugänglich: [Link zum Buch]

Zitation: Schön, S., Narr, K., Grandl, M., Ebner, M. (2019) Making mit Kindern und Jugendlichen. Einführung und ausgewählte Perspektiven. In: CHANCE MAKERSPACE Making trifft auf Schule. Ingold, S., Maurer, B., Trüby, D. (Hrsg). kopaed (muenchen). ISBN 978-3-86736-539-0. S. 45-58

[publication] How to Foster Technology Enhanced Learning in Higher Education #tel #tugraz #research

Our book chapter on „How to Foster Technology-Enhanced Learning in Higher Education“ got published:

In this research work, we deal with the topic of the integration of Technology Enhanced Learning in Higher Education. Due to the worldwide debate on digitalization in all possible sectors, educational institutions are asking how they can deal with this change and how they can prepare for the future. At Graz University of Technology, a pre-project was started to define a policy, which should help to encourage the start of new projects with a special focus to education. A participatory approach was utilized with the idea that each university member (lecturers, researchers, administrators or students) could provide input. Different measurements across the fields of education, research, administration, and transformation were carried out, summarized and consolidated to provide a final policy. The outcome of this publication will focus on the description of the whole process as well as the summary of the most interesting aspects, which were used for the final policy. Furthermore, an outlook on how the digital policy will be implemented in the following years will be provided.

[Book chapter online]

[Draft @ ResearchGate]

Reference: Ebner, M., Hell, T., & Ebner, M. (2019). How to Foster Technology-Enhanced Learning in Higher Education. In A. Elçi, L. Beith, & A. Elçi (Eds.), Handbook of Research on Faculty Development for Digital Teaching and Learning (pp. 402-416). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8476-6.ch020

[publication] MAKER DAYS for Kids – ein temporärer Makerspace an der TU Graz #tugraz #MakerEducation #fnma

Das neue FNMA-Magazin hatte den Themenschwerpunkt „Lernräume und Makerspaces„. Hierzu haben wir die MakerDays der TU Graz beschrieben und laden auch gerne nochmals zum Fachtreffen am 7.8.2019 ein (Anmeldung kostenfrei).

Die MAKER DAYS for Kids verfolgen in erster Linie das Ziel, Kindern und Jugendlichen im Alter von 10 bis 14 Jahren einen Zugang zu einem (temporären) Makerspace zu ermöglichen, wo sie Anregungen und Unterstützung zum/beim (digitalen) Selbermachen von erwachsenen Tutoren und Gleichaltrigen, den sogenannten Peer Tutoren, erhalten. Die Aktivtäten im Makerspace sollen dabei neue Lernmöglichkeiten eröffnen, die nicht nur auf den Fachbereich der Informatik beschränkt sind.

[Beitrag @ ResearchGate]

Zitationsangabe: Grandl, M., Ebner, M., (2019) MAKER DAYS for Kids – ein temporärer Makerspace an der TU Graz. fnma-Magazin 02/2019. S. 15-18. ISSN: 2410-5244