Schlagwort: publication

Veröffentlicht am

[publication] PDM field study and evaluation in collaborative engineering education #research

At this year ICL 2017 conference in Budapest, Hungary we did a publication on „PDM field study and evaluation in collaborative engineering education„. Andreas did the presentation and the introduction to his PhD-work.

Abstract:

Collaboration in general but especially between students of Austrian Federal Secondary Colleges of Engineering (HTL) is becoming more and more important. Therefore, the joint diploma thesis has been introduced into the cur- riculum. Furthermore, joint student projects have become a crucial topic within the subject of mechanical engineering design. Because of the worldwide activi- ties of most companies, being able to collaborate within a huge team is seen as an essential for future jobs. To support the collaboration process in engineering education, a product data management (PDM) system was introduced to several Austrian HTLs within projects carried out in the Sparkling Science program of the Austrian Federal Ministry of Science and Research. In the academic year 2016/17 a field study was started to figure out how to enhance collaboration be- tween students by using this kind of software and methods. The outcome of this study will be to find out about the level of collaboration within students’ design projects.

[Full article @ ResearchGate]

Reference: Probst, A., Gerhard, D., Ebner, M. (2017) PDM field study and evaluation in collaborative engineering education. In: Conference Proceeding of ICL2017 – 20th International Confer-ence on Interactive Collaborative Learning. Budapest, Hungary, pp. 1-9

Veröffentlicht am

[publication] How can Gamification Improve MOOC Students Engagement?

Our contribution to this year 11th European Conference on Games Based Learning (ECGBL) is about our Gamifications experiments within MOOCs. The publication is titled „How can Gamification Improve MOOC Students Engagement?“

Abstract:

Massive Open Online Courses (MOOCs) require students‘ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A key result of research in the past couple of years has proved that students‘ engagement in MOOCs is strongly related to their activities online. These activities are related to the interaction between student and logging in the MOOC, reading and writing in the MOOC discussion forum, watching videos and doing quizzes. In this research paper, we present our research in deploying a gamification mechanic in MOOCs to increase student engagement. The gamification approach relies on weekly feedback to drive student intrinsic and extrinsic motivation. Following learning analytics on students‘ data from a MOOC offered in 2014, 2015, and 2016, the outcome of this approach showed an obvious increase in students‘ activity and engagement in discussion forums, login frequency and quiz trials. The active students‘ cohort allotment has increased in comparison with previous versions of the same MOOC as well as the completion rate has incremented up to 26% of the total number of participants.

[Full article @ ResearchGate]

Reference: Khalil, M., Ebner, M., & Admiraal, W. (2017). How can Gamification Improve MOOC Students Engagement?. In proceedings of the European Conference on Game Based Learning, Graz, Austria, (pp. 819-828

Veröffentlicht am

[publication] Digitalisierung ist konsequent eingesetzt ein pädagogischer Mehrwert für das Studium: Thesen zur Verschmelzung von analogem und digitalem Lernen auf der Grundlage von neun Fallstudien #gmw17 #tugraz

Im Rahmen der 25. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW) haben wir einen Beitrag zu „Digitalisierung ist konsequent eingesetzt ein pädagogischer Mehrwert für das Studium: Thesen zur Verschmelzung von analogem und digitalem Lernen auf der Grundlage von neun Fallstudien“ verfasst.

Zusammenfassung:

Viele Jahre war der Einsatz von computergestütztem Lehren und Lernen an (tragbare) Computer gebunden. Ob digitale Hilfsmittel, z. B. Laptop und Video-Projektor, zum Einsatz kamen war deutlich erkennbar. Spätestens mit dem ubiquitären Internet und den Smartphones in den Taschen der Studierenden ist diese Grenzziehung zwischen sog. „analoger“ d. h. herkömmlicher Präsenzlehre sowie dem „digitalen“, d. h. dem computergestützten Lehren und Lernen, vermutlich sogar obsolet. Die Digitalisierung verändert auf unterschiedliche Weise die Lehre. Im Papier wird die These aufgestellt, dass dabei digitale und sogenannte analoge Aspekte immer mehr miteinander verschmelzen. Besonderheiten von verschmolzenen Lern- und Lehrformaten wurden in einem Arbeitspapier, das für das Hochschulforum Digitalisierung erstellt wurde, herausgearbeitet. Im Beitrag werden neun Fallstudien skizziert und ihre Besonderheiten verglichen. Daraus abgeleitet werden Thesen über die Charakteristik von verschmolzenen Lern- und Lehrformaten.

[Beitrag @ ResearchGate]

Zitation: Schön, S., Ebner, M., Schön, M., Haas, M. (2017) Digitalisierung ist konsequent eingesetzt ein pädagogischer Mehrwert für das Studium: Thesen zur Verschmelzung von analogem und digitalem Lernen auf der Grundlage von neun Fallstudien. In: Bildungsräume, Igel, C. (Hrsg.), Proceedings der 25. Jahrestagung der Gesellschaft für Medien in der Wissenschaft, Waxmann, S. 11-19

Veröffentlicht am

[ijet, journal] Journal of Emerging Technologies in Learning Vol. 12 / No. 09 #ijet #research

Issue 12(089) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • 3DBody Software Experimental Platform for Course of Sports Anatomy
  • Design of Online Vocal Music Course Based on Azure-PaaS Platform
  • Design of Multimedia Teaching Platform for Chinese Folk Art Performance Based on Virtual Reality Technology
  • Construction and Application of the BEST Teaching Mode of College English in Big Data
  • IEBOOK-based Experimental Operation Platform of Computer Basic Course
  • Integration of Logistics Simulation Technology and Logistics Learning Factory in a Two-stage Teaching Method for Logistics Management Courses
  • Construction of Multimedia Teaching Platform for Ecological Economics Course Based on Information Technology
  • Construction of Maker Multimedia Technology for the Course of Sports Marketing
  • Design of Moodle-based Podcast Teaching Platform for the Course of Aerobic Gymnastics
  • Construction of Modern Educational Technology MOOC Platform Based on Courseware Resource Storage System
  • A Virtual Reality Teaching System for Graphic Design Course
  • Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center
  • An Online Interactive Courseware for the Course of Textile Materials
  • Construction of Mobile Teaching Platform for the Ideological and Political Education Course Based on the Multimedia Technology
  • Innovation Ability Training Mode of Postgraduates in the Mechanical Discipline Based on Simulation Technology

[Link to Issue 12/08]

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

Veröffentlicht am

[publication] Development of a Dashboard for Learning Analytics in Higher Education #STELA #LearningAnalytics

Our first publication at this year HCII 2017 conference was about „Development of a Dashboard for Learning Analytics in Higher Education“.
Abstract:

In this paper, we discuss the design, development, and implementation of a Learning Analytics (LA) dashboard in the area of Higher Education (HE). The dashboard meets the demands of the different stakeholders, maximizes the mainstreaming potential and transferability to other contexts, and is developed in the path of Open Source. The research concentrates on developing an appropriate concept to fulfil its objectives and finding a suitable technology stack. Therefore, we determine the capabilities and functionalities of the dashboard for the different stakeholders. This is of significant importance as it identifies which data can be collected, which feedback can be given, and which functionalities are provided. A key approach in the development of the dashboard is the modularity. This leads us to a design with three modules: the data collection, the search and information processing, and the data presentation. Based on these modules, we present the steps of finding a fitting Open Source technology stack for our concept and discuss pros and cons trough out the process.

[Publication @ Springer]

[Draft @ ResearchGate]

Reference: Leitner P., Ebner M. (2017) Development of a Dashboard for Learning Analytics in Higher Education. In: Zaphiris P., Ioannou A. (eds) Learning and Collabo- ration Technologies. Technology in Education. LCT 2017. Lecture Notes in Computer Science, vol 10296. pp. 293-301 Springer, Cham

Veröffentlicht am

[publication] The Multiplication Table as an innovative Learning Analytics Application #LearningAnalytics #tugraz

Another publication at this year ED-Media conference is about „The Multiplication Table as an innovative Learning Analytics Application„. The presentation has been recorded and can be find here.
Abstract:

The main topic of this paper is the development of a web-based application that helps children to learn the one-digit multiplication table. The developed application supports individual learning process of the pupils and also provides the teachers with the possibility to intervene according to the analysis of users’ answers. The application uses modern technologies in order to offer high performance and availability to the users. The system also provides an interface for mobile clients, which present the questions and the processed data in different forms. The answers of the pupils, as well as other gathered data from the application show interesting results related to the participation and learning improvement.

[Draft version @ ResearchGate]

Reference: Kraja, E., Taraghi, B. & Ebner, M. (2017). The Multiplication Table as an innovative Learning Analytics Application. In J. Johnston (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 810-820). Association for the Advancement of Computing in Education (AACE).

Veröffentlicht am

[publication] Mobile, Social, Smart, and Media Driven The Way Academic Net-Generation Has Changed Within Ten Years #netgeneration #digitalnatives

Another publication at this year ED-Media conference is about „Mobile, Social, Smart, and Media Driven The Way Academic Net-Generation Has Changed Within Ten Years„. The presentation has been recorded and can be find here.
Abstract:

Starting in 2007, Graz University of Technology has conducted an annual poll amongst its new students about their IT preferences and competences. After ten years of survey it is time to consider the overall results. Based on more than 7700 data records we can obviously state that freshmen have changed significantly according to their IT devices ownership, their communicational behavior using IT devices, as well as their usage of Web 2.0 tools. But there are some facts that have remained unchanged, such as the very low usage of Twitter or the usage of e-learning platforms at secondary school level, which is only slowly rising. Furthermore, the long-time survey tracks and reflects international trends, such as the outstanding hypes of Facebook and WhatsApp, replacing SMS over the last three years. We can conclude, that our students have become mobile, social, smart, and media driven.

[Draft version @ ResearchGate]

Reference: Nagler, W., Ebner, M. & Schön, M. (2017). Mobile, Social, Smart, and Media Driven The Way Academic Net-Generation Has Changed Within Ten Years. In J. Johnston (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 826-835). Association for the Advancement of Computing in Education (AACE).

Veröffentlicht am

[publication] Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung #imoox

Im Rahmen unseres Forschungsprojekt „Dr. Internet“ waren wir für die automatische Datenerhebung zuständig. Nun gibt es eine Kurzzusammenfassung unserer Aktivitäten.

Zusammenfassung:

In diesem Beitrag wird nach einer Kurzeinführung zu MOOCs und Learning Analytics, die in diesem Projekt weiter ausgebaute Learning-Analytics-Infrastruktur vorgestellt. Danach werden die erhobenen Ergebnisse präsentiert und diskutiert. Einerseits kann gezeigt werden, dass sich die Kurse mit jenen aus der Literatur vergleichen lassen und andererseits, dass sehr wohl Effekte aufgrund der didaktischen Maßnahmen zu beobachten sind.

[Publikation @ ResearchGate]

[Gesamter Forschungsbericht @ ResearchGate]

Referenz: Ebner, M., Khalil, M., Wachtler, J. (2017) Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung. In: Dr. Internet – Forschungsbericht zum Projekt, Zimmermann, C. (Hrsg.), Verlag Mayer, S. 88-99

Veröffentlicht am

[publication] Informatische Grundbildung – ein Ländervergleich #tugraz #research

Wir haben einen Beitrag zu „Informatische Grundbildung – ein Ländervergleich“ gemacht und dabei die Herangehensweise mehrerer Länder aufgezeigt. Auf der einen Seite gibt es zwar nun viel Bewegung in Österreich, allerdings ist auch das teilweise noch konservative wie der Beitrag aufzeigt.
Zusammenfassung:

In dieser Publikation wollen wir, basierend auf einer Literaturrecherche, einen Überblick über die implementierten bzw. in naher Zukunft geplanten Maßnahmen zur informatischen Grundbildung geben, indem ausgewählte europäische und außereuropäische Länder gegenübergestellt werden. Zuerst wird erläutert, dass das „Gebäude der informatischen Bildung“ durch die 3 Säulen „Informatik“, „Digital Literacy“ und „Medienbildung“ aufgebaut wird. Danach folgt eine Betrachtung der informatischen Bildung im deutschsprachigen Europa. Ein genauerer Blick wird zudem auf die Slowakei, auf Polen und insbesondere auf England geworfen, das mit der Einführung des Unterrichtsfaches „Computing“ im Jahr 2014 mit gutem Beispiel vorangeht. Auch international gibt es sehr viel Bewegung, wenn es um die Integration einer fundierten informatischen Grundbildung im Schulsystem geht. Dazu werden Maßnahmen in den USA und in Australien beleuchtet und weltweite außerschulische Initiativen genannt.

[Beitrag bei medienimpulse]

[Beitrag bei ResearchGate]

Zitation: Grandl, M., Ebner, M. (2017) Informatische Grundbildung – ein Ländervergleich, medienimpulse 02/2017, S. 1-9

Veröffentlicht am

[publication] OmniColor – A Smart Glasses App to Support Colorblind People #iJIM #tugraz

Georg investigated in his masterthesis the usefulness of Google Glass for colorblind people. We published his results in our article about „OmniColor – A Smart Glasses App to Support Colorblind People„.

Abstract:

Colorblind people or people with a color vision deficiency have to face many challenges in their daily activities. Their disadvantage to perceive colors incorrectly leads to frustration when determining the freshness of fruits and the rawness of meat as well as the problem to distinguish clothes with confusing colors. With the rise of the smartphone, numerous mobile applications are developed to overcome those problems, improving the quality of live. However, smartphones also have some limitations in certain use cases. Especially activities where both hands are needed do not suit well for smartphone applications. Furthermore, there exist tasks in which a continuous use of a smartphone is not possible or even not legally allowed such as driving a car. In recent years, fairly new devices called smart glasses become increasingly popular, which offer great potential for several use cases. One of the most famous representatives of smart glasses is Google Glass, a head-mounted display that is worn like normal eyeglasses produced by Google. This paper introduces an experimental prototype of a Google Glass application for colorblind people or people with a color vision deficiency, called OmniColor and meets the challenge if Google Glass is able to improve the color perception of those people. To show the benefits of OmniColor, an Ishihara color plate test is performed by a group of 14 participants either with, or without the use of OmniColor.

[Link to full article @ ResearchGate]

[Link to full article @ Journal’s Homepage]

Reference: Lausegger, G., Spitzer, M., Ebner, M. (2017) OmniColor – A Smart Glasses App to Support Colorblind People. In: International Journal of Interactive Mobile Technologies (iJIM). Vol. 11 (5), pp. 161-177