Schlagwort: publication

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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

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[publication] Die Öffnung der Bildungsmaterialien als digitale soziale Innovation für die Wissensgesellschaft von morgen #OER #tugraz

Sandra und ich wurden gefragt ob wir zum Begleitband des deutschen nationalen IT-Gipfel einen Beitrag beisteuern können. Dem sind wir gerne nachgekommen und haben uns dem Thema der freien Bildungsressourcen gewidmet und den klingenden Titel „Die Öffnung der Bildungsmaterialien als digitale soziale Innovation für die Wissensgesellschaft von morgen“ gewählt.

Zusammenfassung:

Bildungsinhalte, die einerseits im Internet frei zugänglich sind und darüber hinaus über eine Lizenz zu ihrer Wiederverwendung und Bearbeitung verfügen, werden als freie Bildungsressourcen (Open Educational Resources, kurz OER) bezeichnet. Damit sind nicht nur urheberrechtliche Beschränkungen kein Problem mehr, sondern es werden auch weitere innovative Möglichkeiten der Verbreitung von Bildungsmaterialien möglich und umsetzbar.
In diesem Beitrag soll das Thema der freien Bildungsressourcen näher betrachtet und aufgezeigt werden, wie sie als digitale soziale Innovation wirken können. Dabei werden konkrete OER-Projekte beschrieben und benannt und insbesondere auch die neue Form von Online-Kursen, sogenannte Massive Open Online Courses (kurz MOOCs) aufgegriffen. Darüber hinaus beleuchten wir auch, warum OER und offen lizenzierte MOOCs für eine Wissensgesellschaft von morgen notwendig sind. Bei der fortschreitenden digitalen Durchdringung des Bildungsmarktes und einem restriktiven Urheberrecht ist es unerlässlich, dass entsprechend offen lizenzierte Inhalte vorhanden sind, damit die Gesellschaft aktiv partizipieren kann.

[Beitrag @ Researchgate]

Zitation: Ebner, M., Schön, S. (2016) Die Öffnung der Bildungsmaterialien als digitale soziale Innovation für die Wissensgesellschaft von morgen. In: Digitale Bildungslandschaften. Scheer, A.-W., Wachter, C. (Hrsg.) IMC AG, Saarbrücken. S.202-213

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[publication] When Learning Analytics Meets MOOCs – a Review on iMooX Case Studies #imoox #LearningAnalytics #MOOC

Our chapter on „When Learning Analytics Meets MOOCs – a Review on iMooX Case Studies“ got published within the book series Communications in Computer and Information Science.

Abstract:

The field of Learning Analytics has proven to provide various solu- tions to online educational environments. Massive Open Online Courses (MOOCs) are considered as one of the most emerging online environments. Its substantial growth attracts researchers from the analytics field to examine the rich repositories of data they provide. The present paper contributes with a brief literature review in both prominent fields. Further, the authors overview their developed Learning Analytics application and show the potential of Learning Analytics in tracking students of MOOCs using empirical data from iMooX.

[Article @ Springer]

[Draft @ ResearchGate]

Reference: Khalil, M. and M. Ebner (2016). When Learning Analytics Meets MOOCs – a Review on iMooX Case Studies. Innovations for Community Services: 16th International Conference, I4CS 2016, Vienna, Austria, June 27-29, 2016, Revised Selected Papers. G. Fahrnberger, G. Eichler and C. Erfurth. Cham, Springer International Publishing: 3-19

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[publication] Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children #making #imoox

Our publication on „Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children“ at this year ICL conference in publication got published.

Abstract:

The Maker Movement or do-it-yourself culture is a concept uses novel, mostly via digital applications and tools to emphasize the learning- through-doing in the social environment. This culture inspires teachers through learning by construction and is seen as an important driver for education. In this chapter, we introduce the Maker Movement and describe how it contributes to the STEM education. The authors recite their experience through the project “Maker Days for Kids” which after that, was served as a fundamental base for a following Massive Open Online Course (MOOC). This online course brought some of the emerging technologies together with an appropriate didactical pro- ject about “Making activities for classrooms” to the public. It can be concluded that the MOOC assists in fostering the STEM education by rapidly transferring knowledge to the involved teachers.

[Draft version @ ResearchGate]

Reference: Ebner, M., Schön, S., Khalil, M. (2016) Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children. Conference Proceeding 19th International Conference on Interactive Collaborative Learning (ICL2016), Belfast, pp. 1233-1244