Schlagwort: publication

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[publication] COLINDA: Modeling, Representing and Using Scientific Events in the Web of Data

Our publicaton about „COLINDA: Modeling, Representing and Using Scientific Events in the Web of Data“ at this year „DeRiVE 2015-Detection, Representation, and Exploitation of Events in the Semantic Web“ conference is now online available.
Abstract:

Conference Linked Data (COLINDA)3, a recent addition to the LOD (Linked Open Data) Cloud4, exposes information about scientific events (confer- ences and workshops) for the period from 2002 up to 2015. Beside title, descrip- tion and time COLINDA includes venue information of scientific events which is interlinked with Linked Data sets of GeoNames5, and DBPedia6. Additionally in- formation about events is enhanced with links to corresponding proceedings from DBLP (L3S)7 and Semantic Web Dog Food 8 repositories. The main sources of COLINDA are WikiCfP9 and Eventseer10. The research questions addressed by this work in particular are: how scientific events can be extracted and summa- rized from the Web, how to model them in Semantic Web to be useful for mining and adapting of research related social media content in particular micro blogs, and finally how they can be interlinked with other scientific information from the Linked Data Cloud to be used as base for explorative search for researchers

[Link to the full paper]

Reference: Softic, S., de Vocht, L., Mannens, E., Ebner, M., Van de Walle, R. (2015) COLINDA: Modeling, Representing and Using Scientific Events in the Web of Data, In: Proceedings of the 4th International Workshop on Detection, Representation, and Exploitation of Events in the Semantic Web (DeRiVE 2015), van Erp, M., Troncy, R., Rospocher, M., van Hage, W. R., Shamma, D. A. (Ed.), pp. 12-23

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[publication] What do we know about typical MOOC participants? First insights from the field

Our publication about „What do we know about typical MOOC participants? First insights from the field“ at this year eMOOCs 2015 conference, Mons (Belgium) is now online available.
Abstract:

Massive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.

[Link to the conference proceeding]

Reference: Neuböck, K., Kopp, M., Ebner, M. (2015) What do we know about typical MOOC participants? First insights from the field, In: Proceedings of eMOOCs 2015 conference, Lebrun, M., de Waard, I., Ebner, M., Gaebel, M., Mons, Belgium, pp. 183-190

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A great crowdauthoring project

No, it wasn’t us 😀 – I was not my idea, neither Sandra’s. But of course we did not hesitate when we were asked to co-author a paper with 100 authors (from all over the world). The crazy person who organize this all is Abdul Al Lily. He is currently the guy that collects, edits, etc. all comments to our second version of the paper. YES, THIS IS NO JOKE. I really appreciate his idea and hope he will get through all of this. And I am looking forward to the paper (and hope that it will be accepted 😀 – and: cited! with all names! :D)

Bildschirmfoto 2015-03-08 um 20.53.31
(c) Abdul Al Lily, https://crowdauthoring.wordpress.com/
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[publication] Mobile Applications for Math Education – How Should They Be Done?

My contribution about „Mobile Applications for Math Education – How Should They Be Done?“ as part of the book Mobile Learning and Mathematics. Foundations, Design, and Case Studies got published.
Abstract:

Math education in elementary schools is a necessity. In this publication we introduce different math applications for iPhone and iPad developed by students at Graz University of Technology. Both, the technical as well as the pedagogical strategy of these apps are described. Furthermore, a close look at the HCI guidelines are taken and finally enhanced with some crucial facts that in principle an app is able to serve as a learning app for elementary school children. It can be summarized that the successful use of math apps in classroom is more than just a playing with the first app that comes along; it is about a careful design of a didactical approach based on an appropriate learning strategy.

Mobile Applications for Math Education – How Should They Be Done? by Martin

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Reference: Ebner, M. (2015) Mobile Learning and Mathematics. Foundations, Design, and Case Studies. Crompton, H., Traxler, J. (ed.). Routledge. New York and London. pp. 20-32

btw, Happy Easter to all 🙂

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[publication] Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles #jucs

Our publication about „Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles“ is published as part of the Special Issue on Learning Analytics.
Abstract:

Learner profiling is a methodology that draws a parallel from user profiling. Implicit feedback is often used in recommender systems to create and adapt user profiles. In this work the implicit feedback is based on the learner’s answering behaviour in the Android application UnlockYourBrain, which poses different basic mathematical questions to the learners. We introduce an analytical approach to model the learners‘ profile according to the learner’s answering behaviour. Furthermore, similar learner’s profiles are grouped together to construct a learning behaviour cluster. The choice of hierarchical clustering as a means of classification of learners‘ profiles derives from the observations of learners behaviour. This in turn reflects the similarities and subtle differences of learner behaviour, which are further analysed in more detail. Building awareness about the learner’s behaviour is the first and necessary step for future learning-aware applications.

[Link to full article]

Reference: Taraghi, B., Saranti, A., Ebner, M., Müller, V., Großmann, A. (2015) Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles, Journal of Universal Computer Science, vol. 21, no. 1 (2015), 93-109

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[publication] Using Cloud Services in a Modern Learning Management System

Our publication „Using Cloud Services in a Modern Learning Management System“ as part of a Special Issue of the Journal of Computing and Information Technology (CIT) has been published online.
Abstract:

LMS (Learning Management Systems) today are being widely used in almost every educational facility. In the last years all conceivable use cases that need to be carried out by such LMS have been defined and the features a modern LMS needs to offer are very clear. Rarely do we find something a teacher or student needs that an LMS cannot offer. So the task for LMS developers shifted from offering all tools a teacher or student needs to make these tools as convenient to use as possible. Our goal in this research work is to describe the web services we use in TeachCenter, an LMS that has been widely used for the past years at Graz University of Technology to simplify the use of certain components. It can be pointed out that cloud services have to be an integral part of a modern LMS.

[Link to full article]

Reference: Scerbakov, A., Ebner, M., Scerbakov, N. (2015) Using Cloud Services in a Modern Learning Management System, Journal for Computing and Information Technology (CIT), 23/1, pp. 75-86 [.pdf]

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[publication] Leveraging Learning Analytics in a Personal Learning Environment using Linked Data

Our publication about „Leveraging Learning Analytics in a Personal Learning Environment using Linked Data“ for the Bulletin of the Technical Committee on Learning Technology is now online available.
Abstract:

We report on the reflection of learning activities and revealing hidden information based on tracking user behaviors with Linked Data. With in this work we introduce a case study on usage of semantic context modelling and creation of Linked Data from logs in educational systems like a Personal Learning Environment (PLE) with focus on reflection and prediction of trends in such systems. The case study demonstrates the application of semantic modelling of the activity context, from data collected for over two years from our own developed widget based PLE at Graz University of Technology. We model learning activities using adequate domain ontologies, and query them using semantic technologies as input for visualization which serves as reflection and prediction medium as well for potential technical and functional improvements like widget recommendations. As it will be shown, this approach offers easy interfacing and extensibility on technological level and fast insight on trends in e-learning systems like PLE.

Reference: Softic, S., De Vocht, L., Taraghi, B., Ebner, M., Mannes, E. Van Der Walle, R. (2014) Leveraging Learning Analytics in a Personal Learning Environment using Linked Data, Bulletin of the Technical Committee on Learning Technology, Volume 16, Issue 4, pp. 10-13

[Link to full text]

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[publication] Aspects to Be Considered when Implementing Technology Enhanced Learning Approaches: A Literature Review

Our publication about „Aspects to Be Considered when Implementing Technology Enhanced Learning Approaches: A Literature Review“ got published in the Open Access Journal Future Internet.
Abstract:

The significance of approaches to technology-enhanced learning (TEL) has increased rapidly during the last few years. Nowadays in education different approaches such as game-based learning, web-based learning, video-based online courses, and many others are used on a daily basis. However, what defines the success of technology-enhanced learning approaches and how can such approaches be developed in a structured way? Furthermore, what different aspects have to be considered while doing so? To answer these questions, 4567 publications were analyzed in this present literature review in order to recognize the different aspects of implementing technology-enhanced learning approaches. Finally, 20 categories are defined in four main areas that summarize all the aspects in the field of technology-enhanced learning. Moreover, the study also reveals research areas that are important but hardly investigated in the observed journals of this study.


[Link to full article]

Reference: Schweighofer P, Ebner M. (2015) Aspects to Be Considered when Implementing Technology Enhanced Learning Approaches: A Literature Review. Future Internet. 2015; 7(1):26-49

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[publication] Warum​ Trainer_innen​ und ​Lehrende​ offene​ Bildungsressourcen ​benötigen

Ich durfte am neuen Buch „Das neue Arbeiten im Netz“ von der Initiative WerdeDigital.at mitarbeiten und ein Kapitel mit Sandra rund um freie Bildungsressourcen schreiben. Das gesamte Buch findet man hier, unseren kleinen Essay hänge ich gleich hier dazu.

Zitation: Schön, S.; Ebner, M. (2015) Warum​ Trainer_innen​ und ​Lehrende​ offene​ Bildungsressourcen ​benötigen, In: Das neue Arbeiten im Netz, Akin-Hecken, M. & Röthler, D. (Hrsg.), edition mono/monochrom, Wien, S. 162-164

Lehrer_innen, Trainer_innen in der Weiterbildung oder Lehrende an Hochschulen sind auf gute Lern- und Unterrichtsmaterialien angewiesen. Und natürlich nutzen sie, wie viele Wissensarbeiter_innen das Internet, um da und dort etwas nachzulesen, sich inspirieren zu lassen oder um Vorarbeiten von anderen zu nutzen.
Zwar ist die Nutzung von Internetmaterialien für das individuelle Lernen aus rechtlicher Perspektive weitgehend unbedenklich, wenn Lehrende jedoch Material aus dem Internet für ihren Unterricht verwenden möchten, setzt ihnen das Urheberrecht insbesondere im deutschsprachigen Raum enge Grenzen. Ungefragt dürfen i.d.R. keine Texte, Bilder oder Videos eingesetzt werden31.
Wenn Lehrende ihre Unterlagen nicht komplett neu erstellen und auf der sicheren Seite sein möchten, hilft Ihnen seit einigen Jahren der Griff zu bzw. die gezielte Suche nach sogenannten “offenen Bildungsressourcen” (engl. “Open Educational Resources”, kurz OER). Darunter werden Materialien für Lernende und Lehrende verstanden, welche kostenlos im Web zugänglich sind, über eine entsprechende Lizenzierung zur Verwendung verfügen und auch zur Modifikation freigegeben sind (Geser 2007; Mruck et al. 2013). Dazu werden v.a. die Creative-Commons-Lizenzen eingesetzt (i.d.R. werden die Lizenzen CC BY und CC BY-SA als OER-konform betrachtet).
Einige Initiativen und Projekte zeigen, dass offene Bildungsressourcen gefragt sind. So verzeichnet das offene Lehrbuch “Lernen und Lehren mit Technologien” (kurz L3T, l3t.eu) bereits mehr als 360.000 Downloads, beim ersten offenen Online-Kurs zum Thema (coer13.de) haben sich mehr als 1.000 Lernende angemeldet und die UNESCO wie auch die Europäische Kommission fordern und fördern seit einigen Jahren OER-Aktivitäten.
OER sind auch eine Hilfe, wenn der Unterricht mit modernen Hilfsmitteln – Laptops, Tablets und Beamer – durchgeführt wird. Lehrende können moderne Geräte wie den Beamer im Klassenzimmer oder dem Seminarraum oft nicht nutzen, ohne sich in einem juristischen Graubereich zu befinden, da die Vorführung einer sogenannten “Digitalkopie” im Unterricht nur in Ausnahmefällen erlaubt ist.
Die gängige Praxis, dass für den Unterricht oder für Lehrgänge spezifische Lehrwerke eingesetzt werden, die in der Regel (zumeist nur) in gedruckter Form zur Verfügung gestellt werden, setzt der OER-Verbreitung derzeit enge Grenzen. Gerade in der Schule müssen sich Lehrer_innen an den Aufgaben und der Struktur im Schulbuch orientieren. Übungsvarianten können nicht im Internet veröffentlicht werden, da das Schulbuch urheberrechtlich geschützt ist, also z.B. auch die dort gewählte Reihenfolge der Vokabeln.
Neben den Lehrenden in den unterschiedlichen Bildungssektoren und Branchen profitieren natürlich auch Lernende und Eltern von der Entwicklung von offenen Bildungsressourcen, da sie dadurch hilfreiches Material im Internet finden. Gleichzeitig wirken sich OER und ihre Förderung auf die etablierten Geschäftsmodelle von (Schul-) Buchverlagen aus. Gerade dort, wo seit vielen Jahren Erfahrung mit der Erstellung von Lehrmaterialien gesammelt wurde, gibt es keine große Begeisterung für diese Bewegung. Wie sich die Bedenken und Widerstände dieser Kritiker_innen und die Erfolge der Aktiven letztlich auf größere bildungspolitische Entscheidungen auswirken, wird sich zeigen. Die Beispiele von Wikipedia und der Open-Source-Bewegung führen jedoch vor, wie vermeintlich alternative Randbewegungen tradierte Prozesse und tradiertes Denken auf den Kopf stellen können.

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[publication] Seven features of smart learning analytics – lessons learned from four years of research with learning analytics

Together with Behnam Taraghi, Anna Saranti and Sandra Schön we discussed and broad together what makes learning analytics smart – from our perspectives and experiences with some years of work (and several publications). Here your will find the whole publication or simply summarized as figure:

Folie1

Abstract:

Learning Analytics (LA) is an emerging field; the analysis of a large amount of data helps us to gain deeper insights into the learning process. This contribution points out that pure analysis of data is not enough. Building on our own experiences from the field, seven features of smart learning analytics are described. From our point of view these features are aspects that should be considered while deploying LA.

Reference: Martin Ebner, Behnam Taraghi, Anna Saranti, Sandra Schön (2015). Seven features of smart learning analytics – lessons learned from four years of research with learning analytics. In: eLearning Papers, Issue 40, January 2015, pp. 51.55, URL: https://www.openeducationeuropa.eu/en/article/Assessment-certification-and-quality-assurance-in-open-learning_From-field_40_3?paper=164347