Schlagwort: publication

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[publication] Das digitale Übungsheft #math #research #tugraz

Für die Ausgabe 2016 (1) des Magazins L.A. Multimedia haben wir einen Beitrag verfasst wo wir kurz die innovative Softwareapplikation neo-lernhilfen beschrieben haben. Für alle Mathematiker, es lohnt sich wirklich ein Blick darauf.
Zusammenfassung:

Das digitale Schulbuch ist in aller Munde. Eine bloße „Eins-zu-Eins-Übersetzung“ der Schulbücher in eine digitale Version schöpft die Möglichkeiten der digitalen Welt jedoch nur unzureichend aus. Hier gilt es, innovativ zu denken: Warum nicht auch Übungsbeispiele automatisch generieren, inklusive vollständigem Lösungsweg? Warum nicht auch Kompetenz-Checks individuell für jeden Lernenden automatisch erstellen?

[Preversion @ Researchgate (.pdf)]

Zitation: Neuherz, E., Ebner, M. (2016) Das digitale Übungsheft. L.A. Multimedia 2016 (1). S. 35-38

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[publication] Online-Lehre in der Weiterbildung? #tugraz #lll

Für die 10 Jahres Feier von TU Graz Life Long Learning habe ich auch einen kleinen Beitrag zur Rolle der Online-Lehre geschrieben und mir Gedanken gemacht, wie wesentliche die Digitalität vor allem auf diesem Sektor ist.

[Full Article on Researchgate]

Zitation: Ebner, M. (2015) Online-Lehre in der Weiterbildung?. Life Long Learning. Publikation anlässlich des 10-jährigen Bestehens von TU Graz Life Long Learning. Eigenverlag. S. 32-34

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[publication] MOOCs in Engineering Education: First Practical Experiences from two MOOCs #imoox #mooc

Our chapter about „MOOCs in Engineering Education: First Practical Experiences from two MOOCs“ in the book „Handbook of Research on Applied E-Learning in Engineering and Architecture Education“ got published.
Abstract:

Massive Open Online Courses (MOOCs) are a phenomenon of these days. Therefore it seems just a consequent step to carry out research studies how MOOCs can be integrated best in our daily life. This work aims to describe first experiences from the implementation of two MOOCs on a new developed platform. Both courses are related to engineering education: one to physics and one to mechanics. First the concept as well as the development and then also the evaluation is pointed out. It can be concluded that there is potential for educational institutions, but also barriers which must be taken into account.

[Link to full chapter]

[Link to draft version @ ResearchGate]

Reference: Ebner, M., Kopp, M., Scerbakov, A., Neuböck, K. (2016) MOOCs in Engineering Education: First Practical Experiences from two MOOCs. In: Handbook of Research on Applied E-Learning in Engineering and Architecture Education. Fonseca, D., Redondo, E. (Eds.). pp. 224-236. doi:10.4018/978-1-4666-8803-2

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[publication] How MOOCs can be used as an instrument of scientific research #emoocs2016 #mooc

Our paper on „How MOOCs can be used as an instrument of scientific research“ at this year EMOOCs conference is now online available.
Abstract:

Massive Open Online Courses (MOOCs) are an increasingly important phenomenon in the world of technology-enhanced learning. This development opens many opportunities for interdisciplinary interaction, not only for the purpose of researching MOOCs themselves, but for integrating them into various research settings. In this publication, we address the question of how MOOCs can be used as instruments in scientific research. Our suggestions are illustrated on the example of the „Dr. Internet“ project, which allowed us to gain practical experience in this area.

[Full paper @ ResearchGate]

[Conference Proceeding @ ResearchGate]

Reference: Zimmermann, C., Kopp, M., Ebner, M. (2016) How MOOCs can be used as an instrument of scientific research. In: Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs. Khalil, M., Ebner, M., Kopp, M., Lorenz, A., Kalz. M. (Eds.). BookOnDemand, Norderstedt. pp. 393 – 400

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[publication] Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics #emoocs2016 #mooc

Our paper on „Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics“ at this year EMOOCs conference is now online available.
Abstract:

Massive Open Online Courses are remote courses that excel in their students‘ heterogeneity and quantity. Due to the peculiarity of being massiveness, the large datasets generated by MOOCs platforms require advance tools to reveal hidden patterns for enhancing learning and educational environments. This paper offers an interesting study on using one of these tools, clustering, to portray learners‘ engagement in MOOCs. The research study analyse a university mandatory MOOC, and also opened to the public, in order to classify students into appropriate profiles based on their engagement. We compared the clustering results across MOOC variables and finally, we evaluated our results with an eighties students‘ motivation scheme to examine the contrast between classical classes and MOOCs classes. Our research pointed out that MOOC participants are strongly following the Cryer’s scheme of Elton (1996).

[Full paper @ ResearchGate]

[Conference Proceeding @ ResearchGate]

Reference: Khalil, M., Kastl, C., Ebner, M. (2016) Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics. In: Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs. Khalil, M., Ebner, M., Kopp, M., Lorenz, A., Kalz. M. (Eds.). BookOnDemand, Norderstedt. pp. 265 – 278

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[publication] Cooperative Face-to-Face Learning with Connected Mobile Devices: The Future of Classroom Learning? #tugraz #research

Our chapter about „Cooperative Face-to-Face Learning with Connected Mobile Devices: The Future of Classroom Learning?“ got published as chapter of the book Mobile, Ubiquitous, and Pervasive Learning.

Abstract:

Communication and collaboration among peers influence learning outcomes in a positive way. Therefore our research work focuses on enhancing face-to-face group learning with the usage of mobile devices by developing a learning game for iPhone/iPad devices called MatheBingo. The app allows up to four learners to connect to each other through their mobile devices and learn together in a face-to-face setting. An initial evaluation in this field of research indicates the usefulness of such activities and how they uniquely motivate children to learn. It can be summarized that the connection of mobile devices is an important step towards the future of face-to-face classroom learning.

[Link to full chapter @ Springer]

[Link to Draft version @ ResearchGate]

Reference: Ebner, M., Schön, S., Khalil, H., Zuliani, B. (2016) Cooperative Face-to- Face Learning with Connected Mobile Devices: The Future of Classroom Learning? In: Mobile, Ubiquitous, and Pervasive Learning Fundaments, Applications, and Trends, Edition: 1st, Publisher: Springer, Editors: Alejandro Peña-Ayala, pp.121-138

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[publication] Prospective Teachers – Are They Already Mobile? #research #mlearning

Our chapter about „Prospective Teachers – Are They Already Mobile“ got published as chapter of the book Mobile, Ubiquitous, and Pervasive Learning.

Abstract:

This research study investigated the prospective teachers’ purposes of using mobile phones and laptops, as well as the significant differences across genders and grades. Furthermore, the frequency of connecting to Internet via both mobile devices was investigated comparatively. The study was designed based on cross-sectional survey and casual-comparative methodologies in order to first determine specific characteristics of the relevant population, and to determine the possible causes for differences in terms of variables investigated. A total of 650 prospective Turkish teachers participated in the study. The results point out that, compared to mobile phones, laptops were used more frequently for various purposes, particularly the educational ones. However, in-class use of both laptops and mobile phones for educational purposes was not very common. Mobile phones were used less for educational purposes, but more for communication and entertainment purposes. Though there were statistically significant differences in terms of some purposes, given the lack of practical significance, both male and female prospective teachers can be said to use mobile phones and laptops for various purposes with similar frequencies. The same was also true for the grade variable: all prospective teachers from first to fourth years used mobile phones and laptops for various purposes with similar frequencies in practice. The present study also revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops. The findings in general suggested a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.

[Link to full chapter @ Springer]

[Link to Draft version @ ResearchGate]

Reference: Süleyman, N. S., Özlem, G., Ebner, M. (2016) Prospective Teachers – Are They Already Mobile? In: Mobile, Ubiquitous, and Pervasive Learning Fundaments, Applications, and Trends, Edition: 1st, Publisher: Springer, Editors: Alejandro Peña-Ayala, pp.139-166

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[book] Making-Aktivitäten mit Kindern und Jugendlichen. Handbuch zum kreativen digitalen Gestalten #making #imoox# OERfestival16 #OER

Wir präsentieren ganz glücklich, wie angekündigt heute zum 1.März, dem Tag des OER-Forums in Berlin: Ab heute gibt es das PDF zum kostenlosen, offen lizenzierten Handbuch zum Making mit Kindern und Jugendlichen: „Making-Aktivitäten mit Kindern und Jugendlichen. Handbuch zum kreativen digitalen Gestalten„, herausgegeben von Sandra Schön, Martin Ebner und Kristin Narr (2016). Kristin Narr wird das Buch heute auf dem OER-Forum im Making-Panel präsentieren!

Eine gedruckte Version des Handbuchs ist im Buchhandel unter der ISBN 9783739236582 (BoD / Norderstedt) erhältlich, damit verbundene Einnahmen gehen an den BIMS e.V.. Wenn Sie das Buch über diesen Link via boost bei Amazon bestellen, erhält der gemeinnützige BIMS e.V. eine zusätzliche Umsatzbeteiligung, ansonsten geht’s bei Amazon zum Buch hier entlang. Sie können das Buch natürlich auch beim Buchhändler ums Eck bestellen!

Das Handbuch entstand in einer Kooperation des BIMS e.V., der TU Graz sowie Kristin-Narr.de und wurde von der HIT-Stiftung unterstützt.

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 vorgestellt. Dazu werden Hintergründe zum Making beschrieben. Unter den Projektbeschreibungen sind Konzepte für offene digitale Werkstätten für Kinder, Jugend-Hackathons, Makerspaces an der Schule, Workshop-Angebote und Unterrichstunden rund um 3D-Modellierung, Optik, Stereoskopie und virtuelle Realität. Ob Programmieren, 3D-Druck, Fotografie mit Smartphone oder Trickfilmerstellung mit Tablets, das Löten von LED oder die Arbeit mit 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 speziellle und teure Bausätze sind dabei Grundlage der Auswahl.

Mit Beiträgen von Ralf Appelt, Matthias Andrasch, Silvana Aureli, Dominik Bartel, Gerhard Brandhofer, Henrike Boy, Guido Brombach, Martin Ebner, Gerald Geier, Steffen Griesinger, Tobias Hübner, Julia Kleeberger, Gregor Lütolf, Victoria Mader, Kurt Meister, Werner Moser, Kristin Narr, Zwetana Penova, Markus Peißl, Hans-Bodo Pohla, Ingrid Reip, Eike Rösch, Bettina Scheurer, Martin Schön, Sandra Schön, Björn Schreiber, Christine Schwarz, Daniel Seitz, Friederike Siller, Markus Sindermann, Michael Spitzer, Michael Tillmann, Karin Winkel, Mathias Wunderlich, Isabel Zorn und Yvonne Zylka.

Alle Beiträge erscheinen außerdem nach und nach im Medienpädagogik Praxisblog sowie im Verzeichnis „Medien in die Schule“ vom fsm e.V. Wir werden auf der Seite https://bit.do/handbuch im Laufe des März 2016 ein Inhaltsverzeichnis anlegen und entsprechende Links einfügen.

Referenz: Schön, S., Ebner, M., Narr, K. (2016) Making-Aktivitäten mit Kindern und Jugendlichen. Handbuch zum kreativen digitalen Gestalten, Book On Demand, Noderstedt

projekt_uebersicht

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[publication] “How Satisfied Are You With Your MOOC?”- A Research Study About Interaction in Huge Online Courses #mooc

Our reworked publication about „“How Satisfied Are You With Your MOOC?”—A Research Study About Interaction in Huge Online Courses“ got published in the journal of Journalism and Mass Communication and is free available :-).
Abstract:

This research work investigates the importance and satisfaction on the level of interaction in MOOCs (Massive Open Online Courses) as perceived by learners and instructors. The study is based on data from online students and instructors of MOOCs. Two web-based surveys were used to collect data. The theoretical bases of the two surveys is the five-step model for interactivity developed by Salmon (2001). Salmon’s model proposed effective e-moderating in five discrete steps (Access and Motivation, Online Socialization, Information Exchange, Knowledge Construction and Development). Findings of the survey revealed that students rated the importance of interactions in MOOCs as highly important. However, they reported negatively the availability of many criteria suggested by Salmon. On the other hand, Instructors rated nearly half of Salmon criteria as less important, and consequently did not offer them in their MOOCs. In addition, the study revealed that students and instructors rated a high level of satisfaction in MOOCs. In contrast, some students expressed their less satisfaction of interaction in MOOCs. They revealed their dissatisfaction to that lack of instructor interaction. Instructors suggested that it is impossible for instructor to interact with this huge number of students in MOOCs. As a result, some strategies were suggested to enhance instructor interaction with students of MOOCs

[Full article @ ResearchGate]

[Full article @ Journal Homepage]

Reference: Khalil, H., Ebner, M. (2015) „How Satisfied Are You With Your MOOC?“ —A Research Study About Interaction in Huge Online Courses, Journalism and Mass Communication 5 (12), pp. 629 – 639

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[publication] Google Glass in Face-to-face Lectures – Prototype and First Experiences #AR #research

Our paper about „Google Glass in Face-to-face Lectures – Prototype and First Experiences“ got published in the International Journal of Interactive Mobile Technologies.
Abstract:

Graz University of Technology has a long tradition in doing technology-enhanced courses. Following the latest trends, as mentioned in the NMC Horizon Report [32], we reviewed the possibility to use a wearable technology, in our case the Google GlassTM, in courses to improve the interaction between the lecturer and the audience with a special focus on huge classes. The lack of interaction in traditional face-to-face lectures is a well-known problem with a long research history [4], [12]. New technologies in Audience Response Systems (ARS) offer new ways to improve the interaction between teacher and student by enabling to ask questions to the audience [5] to get instant feedback during a lecture. Currently many types of web-based ARSs are available on the market [15]. Our research focused on finding an ARS suitable for the visualization in the Google Glass display. Further we developed a prototype and described first practical experiences.

[Full Text @ ResearchGate]

Reference: Ebner, M., Mühlburger, H., Ebner, M. (2016) Google Glass in Face-to-face Lectures – Prototype and First Experiences. International Journal of Interactive Mobile Technologies (iJIM). 10(1). pp. 27-34