Schlagwort: publication

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[publication] Erschienen: Einfach machen. Making-Projekte für Schule und Freizeit #c+u #making

Für die eben erschienene „Computer
+ Unterricht“ zum Schwerpunkt „Maker Education“ haben Sandra Schön, Kristin Narr und ich das Handbuch zum Making vorgestellt:

Auf den ersten Blick ist das Internet randvoll mit möglichen Making-Aktivitäten mit Schülerinnen und Schülern: Tatsächlich verbergen sich hinter Suchbegriffen wie “ Do It Yourself “ oder kurz “ DIY “ eine unüberschaubare Zahl an Projekten für Selbermacher/innen mit und ohne digitale Werkzeuge. Für Lehrer/innen oder auch Fachleute in der außerschulischen Bildungsarbeit sind diese jedoch nicht ohne weiteres für ihr pädagogisches Setting übertragbar. Oftmals wird beklagt, dass Zeit und Raum oder auch die finanziellen Ressourcen nicht zu Verfügung stehen. Unter dem Stichwort “ MakerEd “ (“ Ed “ für Education) gibt es eine wachsende Zahl von meist englischsprachigen Initiativen und Projektbeschreibungen, die versuchen, das kreative digitale Gestalten sukzessive in den Unterricht einfließen zu lassen. Das deutschsprachige Buch zu “ Making-Aktivitäten mit Kindern und Jugendlichen. Handbuch zum kreativen digitalen Gestalten “ , das im März 2016 sowohl als offen lizenzierte kostenlose Online-Version wie auch Printausgabe im Buchhandel erschienen ist, versucht diese Lücke zu schließen: 33 Projekte rund um das kreative digitale Gestalten mit Kindern und Jugendlichen in der Schule, in der Freizeit und MINT-Initiativen werden in diesem Handbuch von Fachleuten aus Deutschland, Österreich und der Schweiz vorgestellt. Unter den Projektbeschreibungen sind Konzepte für offene digitale Werkstätten für Kinder, Jugend-Hackathons, Makerspaces an der Schule, Workshop-Angebote und Unterrichtsstunden rund um 3D-Modellierung, Optik, Stereoskopie und virtuelle Realität. Ob Programmieren, 3D-Druck, Fotografie mit Smartphones oder Trickfilmerstellung mit Tablets, das Löten von LED oder die Arbeit mit einem Raspberry Pi, dem MaKey MaKey-Kit oder andere neue und alte Werkzeuge: Immer dreht es sich darum, wie gemeinsam mit Kindern die Welt rund um Digitales und Technik kreativ gestaltet und neu erfunden werden kann. Dabei werden bevorzugt Projekte beschrieben, die auch von Einsteiger/innen umgesetzt und für eigene Zwecke angepasst werden können: Upcycling, Müllvermeidung, Partizipation, günstige Materialien und kostenlose Tools sowie weitgehende Verzicht auf spezielle und teure Bausätze sind dabei Grundlage der Auswahl. Einige dieser Projekte stellen wir hier in Kürze vor.

[Link zum Beitrag auf ResearchGate]

Zitation: Sandra Schön, Martin Ebner und Kristin Narr (2017). Einfach machen. Making-Projekte für Schule und Freizeit. In: Computer + Unterricht, Ausgabe 105, S. 36-37.

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[publication] Certification of MOOCs – Advantages, Challenges and Practical Experiences #imoox #mooc #badge

Our article „Certification of MOOCs – Advantages, Challenges and Practical Experiences“ got published originally in Spanish language with the title „La certificación de los MOOC. Ventajas, desafíos y experiencias prácticas“ as part of the journal Revista española de pedagogía.

Abstract:

In general, participants use MOOCs for individual learning purposes by selecting certain contents of a MOOC in which they are interested. Simultaneously, MOOCs are used in the context of online-lectures offered to students who must or may enroll for a specific course to earn credits. However, many participants do not successfully complete all units of a MOOC. Therefore, completion rates – in general – are rather low.
Certificates like PDF-documents or electronic badges can be an adequate stimulation to complete a course. This research raises the questions, how the certification of MOOC-participants can be managed and if certificates have an impact on completion rates. Firstly, general aspects of certification are discussed. This is followed by a practical insight into the certification practice based on experiences of the Austrian MOOC-platform iMooX operators. As a conclusion, results are summarized and related challenges and further research questions are addressed.

[Full article as english translation @ ResearchGate]

Reference: Kopp, M., Ebner, M. (2017) La certificación de los MOOC. Ventajas, desafíos y experiencias prácticas. Revista española de pedagogía. Vol. 75, No 266, 2017, pp. 83-100. ISSN 0034-9461

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[publication] Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework #mooc #imoox

For the new issue of „Zeitschrift für Hochschulentwicklung“ about „Learning Analytics: Implications for Higher Education“ we did a contribution titled „Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework„.

Abstract:

Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.

[Full article @ Journal Homepage]

[Full article @ ResearchGate]

Reference: Khalil, M., & Ebner, M. (2017). Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework. Zeitschrift FüR Hochschulentwicklung, . doi:10.3217/zfhe-12-01/06

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[publication] A case study on narrative structures in instructional MOOC designs #mooc #imoox

Our publication about „A case study on narrative structures in instructional MOOC designs“ has been published in the Journal of Research in Innovative Teaching & Learning.

Abstract:

Purpose
The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC).

Design/methodology/approach
MOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC.

Findings
Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate.

Research limitations/implications
With inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account.

Originality/value
This publication reports about a case study MOOC and gives practical hints for further research.

[Link to final publication @ Journal Homepage]

[Link to final publication @ ResearchGate]

Reference: Elke Höfler, Claudia Zimmermann, Martin Ebner, (2017) „A case study on narrative structures in instructional MOOC designs“, Journal of Research in Innovative Teaching & Learning, Vol. 10 Iss: 1, pp.48 – 62

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[publication] Learning Analytics in Hochschulen #LearningAnalytics #HigherEducation

Im Handbuch Kompetenzentwicklung im Netz haben wir einen Beitrag zur Learning Analytics mit dem Schwerpunkt Hochschulen geschrieben und vor allem unsere Erfahrungen dargelegt.

Einleitung:

Unter dem Schlagwort “Big Data” hat sich in den letzten Jahren ein neues Forschungsfeld etabliert. Es handelt sich dabei um Datenmengen, die wegen ihrer Größe, hohen Komplexität, schnellen Vergänglichkeit oder schwachen Strukturierung mit klassischen Methoden der Datenverarbeitung nicht ausgewertet werden können. Das Ziel von Learning Analytics besteht darin solche Datenmengen im Kontext von Lehren und Lernen zu sammeln, zu analysieren und zu interpretieren um neue Erkenntnisse zu gewinnen. Ein wesentlicher Punkt dabei ist die Rückführung des gewonnen Wissens an die Lehrenden und Lernenden, um das Lehr- und Lernverhalten individueller und optimierter zu gestalten und die Entwicklung von Kompetenzen in dem Bereich zu fördern.
In diesem Kapitel werden die Möglichkeiten von Learning Analytics genauer erläutert, um dann den Schwerpunkt Learning Analytics in Hochschulen näher zu beleuchten. Eine Auswahl von Tools, Frameworks und Systeme gibt Aufschluss über den momentanen Stand der Technik. Im letzten Kapitel werden zukünftige Trends und Innovationen von Learning Analytics an Hochschulen aufgezeigt und wie daraus Kompetenzen gewonnen werden können.

[Entwurf @ ResearchGate]

Referenz: Leitner, P., Ebner, M. (2017) Learning Analytics in Hochschulen. Handbuch Kompetenzentwicklung im Netz. Erpenbeck, J., Sauter, W. (Hrsg.). Schäffer-Poeschel Verlag. Stuttgart. S. 371-384

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 12 / No. 03 #ijet #research

Issue 12(03) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • A Genetic-algorithm Approach for Balancing Learning Styles and Academic Attributes in Heterogeneous Grouping of Students
  • Heuristic Evaluation of an Institutional E-learning System: A Nigerian Case
  • Analysing the Outcome of a Learning Process Conducted Within the System ALS_CORR[LP]
  • An Applicable Way of Teaching Quality Evaluation Based on MOOC Platform
  • Exploring Adaptive Teaching Competencies in Big Data Era
  • Undergraduate Students’ Perspectives of the Extent of Practicing Netiquettes in a Jordanian Southern University
  • An Innovative Media Platform-Supported Blended Methodology in English for Dental Purposes Program
  • A Serious Game for Learning C Programming Language Concepts Using Solo Taxonomy
  • The Effect of Switching the Order of Experimental Teaching in the Study of Simple Gravity Pendulum – A Study with Junior High-school Learners
  • Defining E-Learning Level of Use in Jordanian Universities Using CBAM Framework
  • The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games
  • How to Assist Tutors to Rebuild Groups Within an ITS by Exploiting Traces. Case of a Closed Forum.
  • Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies
  • diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC
  • Attentional Control and other Executive Functions

[Link to Issue 12/03]

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

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Learning in a Virtual Environment: Implementation and Evaluation of a VR Math-Game #publication #research #VirtualReality

Our publication about „Learning in a Virtual Environment: Implementation and Evaluation of a VR Math-Game“ is now part of the book Mobile Technologies and Augmented Reality in Open Education.
Abstract:

With the introduction of Google Cardboard, a combination of mobile devices, Virtual Reality (VR) and making was created. This “marriage” opened a wide range of possible, cheap Virtual Reality applications, which can be created and used by everyone. In this chapter, the potential of combining making, gaming and education is demonstrated by evaluating an implemented math-game prototype in a school by pupils aged 12-13. The aim of the virtual reality game is to solve math exercises with increasing difficulty. The pupils were motivated and excited by immerging into the virtual world of the game to solve exercises and advance in the game. The results of the evaluation were very positive and showed the high motivational potential of combining making and game-based learning and its usage in schools as educational instrument.

[Chapter @ IGI-Global]

[Draft Version @ ResearchGate]

Reference: Sternig, C., Spitzer, M., & Ebner, M. (2017). Learning in a Virtual Environment: Implementation and Evaluation of a VR Math-Game. In G. Kurubacak, & H. Altinpulluk (Eds.), Mobile Technologies and Augmented Reality in Open Education (pp. 175-199). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2110-5.ch009

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[publication] A Math Training Platform to Foster Individual Learning #tugraz #math

Our chapter about „A Math Training Platform to Foster Individual Learning“ got published now. We describe there our innovative service Neo-Lernhilfen to train math skills on an individual level.

Abstract:

The use of mobile technologies such as Smartphone, Tablet are becoming more pervasive in our daily lives. Obviosly, it should also be used and integrated to support learning seamlessly. But not all learning environments can be used with all these devices. In some cases special libraries are needed (e.g. flash not available on iPAD, Mac OS X) or a permanent internet connection to a learning-platform is necessary. This publication proposes a new way in math education using the standard format PDF with completly auto-generated tasks for seamless learning and presents new learning scenarios for collaborations. On the one hand a new information system will be described and on the other hand use cases are carried out to establish individual learning. It can be concluded that indivitual math training is an important step to foster future education.

[Link to draft version @ ResearchGate]

[Link to final book]

Reference: Neuherz, E., Ebner, M. (2016) A Math Training Platform to Foster Indivitual Learning. In: Şad, S. N., & Ebner, M. (eds). Digital Tools for Seamless Learning (pp. 1-26). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1692-7

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[publication] Learning Analytics in Higher Education – A Literature Review #research #tugraz

Our chapter on „Learning Analytics in Higher Education – A Literature Review“ got published in the book Learning Analytics: Fundaments, Applications, and Trends.

Abstract:

This chapter looks into examining research studies of the last five years and presents the state of the art of Learning Analytics (LA) in the Higher Education (HE) arena. Therefore, we used mixed-method analysis and searched through three popular libraries, including the Learning Analytics and Knowledge (LAK) conference, the SpringerLink, and the Web of Science (WOS) databases. We deeply examined a total of 101 papers during our study. Thereby, we are able to present an overview of the different techniques used by the studies and their associated projects. To gain insights into the trend direction of the different projects, we clustered the publications into their stakeholders. Finally, we tackled the limitations of those studies and discussed the most promising future lines and challenges. We believe the results of this review may assist universities to launch their own LA projects or improve existing ones.

[Link to draft version @ ResearchGate]

Reference: Leitner, P., Khalil, M., Ebner, M (2017) Learning Analytics in Higher Education – A Literature Review. In: Learning Analytics: Fundaments, Applications, and Trends. Peña-Ayala, A. (Ed.). Springer International Publishing. DOI: 10.1007/978-3-319-52977-6_1. pp. 1-23

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[publication] FACETS OF OPENNESS IN MOOCS – A REVIEW #imoox #mooc

Our contribution to the 11th DisCO 2016 conference – Towards open education an information society – got published. Find here the final publication and our thoughts and outcomes of a MOOC case study.

Abstract:

Openness is an eponymous and hence essential feature of MOOCs, but the defining criteria with regard to what does and does not constitute openness are still subject of debate. Different definitions emphasize various aspects that extend beyond obvious characteristics such as open access to content and magnify issues like the licensing of resources, availability of digital technologies or devices as well as skills and competencies necessary for usage. The focus can be extended even further to include social and cultural factors as well. While MOOCs theoretically offer a higher level of openness when compared to traditional means of education, practice has shown that some groups are notoriously overrepresented. It has even been suggested that the growing body of OER may actually widen instead of bridge the gaps between different socioeconomic groups, because user statistics indicate that the typical well-educated MOOC participant already has good access to higher education, whereas those who lack formal education are also underrepresented in the use of OER.
This paper will review the insights on influences that compromise openness in MOOCs, and we will also present a case study from the Austrian MOOC platform iMooX (www.imoox.at) to illustrate the problem as well as discuss some strategies that might prove useful in alleviating the effects of social exclusion. We argue that there are several mitigating factors that warrant consideration in order to strengthen MOOC participation among educationally alienated groups and to encourage a more extensive understanding of openness.

[Link to Full Paper @ ResearchGate]

Reference: Zimmermann, C., Höfler, E., Ebner, M. (2016) FACETS OF OPENNESS IN MOOCS – A REVIEW. DisCO 2016 – Towards open education an information society. 11th conference reader. Beseda, J. (ed.). Centre for Higher Education Studies. Prague. pp 193-203