Schlagwort: publication

Veröffentlicht am

[publication] The Future of PLEs: How Can Higher Education Be Passed?

I was invited to make some comments to a specific chapter of the book as well as bringing in my expertise on Personal Learning Environments. Now the whole book „Responsive Open Learning Environments“ is published as Open Access.
My short comment is titled „The Future of PLEs: How Can Higher Education Be Passed?“:

Reference: Ebner, M. (2015) The Future of PLEs: How Can Higher Education Be Passed?. In: Responsive Open Learning Environments. Kroop, S.; Mikroyannidis, A.; Wolpers, M. (Ed.). Springer, Heidelberg. pp. 228-23

Veröffentlicht am

[publication] Technology Enhanced Learning and the Digital Economy: A Literature Review

Our publication about „Technology Enhanced Learning and the Digital Economy: A Literature Review“ is now online published in the International Journal of Innovation in the Digital Economy (IJIDE).
Abstract:

Throughout history, the ongoing technological progress has caused the economy to change in many aspects; furthermore, at times it triggered the dawn of a new era. In the 1980s, this happened for the last time and the digital economy has emerged over the last decades. Since then, the significance of approaches to technology enhanced learning (TEL) has increased rapidly. However, the relations between the digital economy and technology enhanced learning are hardly investigated. Therefore this study points out the known relations between technology enhanced learning and the digital economy by reviewing 1089 publications. Thereby one could recognize that the relations between the regularities of the digital economy and the field of technology enhanced learning have not been thoroughly researched yet.

Reference: Schweighofer, P., Grünwald, S., & Ebner, M. (2015). Technology Enhanced Learning and the Digital Economy: A Literature Review. International Journal of Innovation in the Digital Economy (IJIDE), 6(1), 50-62. doi:10.4018/ijide.2015010104 [Link to the article]

Veröffentlicht am

[publication] Child-oriented Pilates as intervention to stabilize posture and to correct postural defects on pupils at the age of 10 to 12 years

At the Doctoral Day 2014 we present our work „Child-oriented Pilates as intervention to stabilize posture and to correct postural defects on pupils at the age of 10 to 12 years“ to a broad public.

Child-oriented Pilates as intervention to stabilize posture and to correct postural defects on pupils at th… by Martin

Klicken Sie auf den unteren Button, um den Inhalt von www.scribd.com zu laden.

Inhalt laden

Reference: Deutschmann, D., Parfant, M., Holzer, H.-P., Svehlik, M., Ivanic, G., Ebner, M., Weiglein, A. (2014) Child-oriented Pilates as intervention to stabilize posture and to correct postural defects on pupils at the age of 10 to 12 years. In: Doctoral Day 2014 – Abstract Book. 2014. p. 51

Veröffentlicht am

[publication] KINDGERECHTES PILATES ALS INTERVENTION ZUR HALTUNGS- STABILISIERUNG UND VERBESSERUNG VON WIRBELSÄULEN- FEHLHALTUNGEN BEI SCHÜLERINNEN IM ALTER VON 10-12 JAHREN

Im Rahmen einer Appentwicklung für Kinder zur Messung von Sportübungen hat sich diese Publikation ergeben „KINDGERECHTES PILATES ALS INTERVENTION ZUR HALTUNGS- STABILISIERUNG UND VERBESSERUNG VON WIRBELSÄULEN- FEHLHALTUNGEN BEI SCHÜLERINNEN IM ALTER VON 10-12 JAHREN“ beim 15. Kongress der Österreichischen Sportwissenschaftlichen Gesellschaft.
Zusammenfassung:

Wirbelsäulenbeschwerden zählen zu den häufigsten chronischen Krankheiten unserer Bevölkerung. Die Anzahl der Schulkinder mit beginnenden Haltungsschäden ist steigend (Latalski et al., 2013). Ziel der Studie ist, den Effekt eines regelmäßigen Pilatesprogramms zur Stabilisation und Korrektur der Haltung aufzuzeigen. Welche Effekte auf die Haltung entstehen u.a. in geschlechtsspezifischem Kontext?

KINDGERECHTES PILATES ALS INTERVENTION ZUR HALTUNGS- STABILISIERUNG UND VERBESSERUNG VON WIRBELSÄULEN- FEHL… by Martin

Klicken Sie auf den unteren Button, um den Inhalt von www.scribd.com zu laden.

Inhalt laden

Zitation: Deutschmann, D., Parfant, M., Holzer, H.-P., Svehlik, M., Ivanic, G., Ebner, M., Weiglein, A. (2014) Kindergerechtes Pilates als Intervention zur Haltungsstabilisierung und Verbesserung von Wirbelsäulenfehlhaltungen bei SchülerInnen im Alter von 10-12 Jahren. In: 15. Kongress der Österreichischen Sportwissenschaftlichen Gesellschaft (27.-29.11.2014) – Book of Abstracts. Werner, I. (Hrsg.). Leopold-Franzens-Universität Innsbruck. S. 92-93.

Veröffentlicht am

[publication] Experiences with iPads in primary schools / Experiencias con ipads en la escuela primaria

In the last issue of 2014 of the journal „Profesorado. Revista de Curriculum y Formación del Profesorado“ our contribution about „Experiences with iPads in primary schools / Experiencias con ipads en la escuela primaria“ got published. The article is now available in two languages (englisch/spanish).
Abstract (englisch):

Tablet computers gain enormous attention nowadays and become more and more part of our daily life. Due to this it is not astonishing that even the educational sector is thinking about the use of such wearable devices in the classroom. Our research study aims to give insights about real life experiences with iPads in Austrian primary schools. Therefore we describe the development of appropriate learning apps and their use in classrooms. Finally each technology-enhanced lesson is observed as well as evaluated afterwards with the help of the cut-off technique. The research work carries out different circumstances the use of tablet computers has a positive influence on teaching and learning and gives practical hints how they should be used in classrooms.

Bildschirmfoto 2015-01-01 um 13.05.37
Abstract (spanish):

Los ordenadores-tablet están acaparando toda la atención en estos momentos y forman parte de nuestra vida cotidiana. Por ello, no es de extrañar que en el ámbito educativo se hayan arbitrado fórmulas para incorporarlos en las aulas. La presente investigación pretende mostrar las estrategias llevadas a cabo en determinadas experiencias con iPads en escuelas primarias austriacas. Por un lado, se describe el desarrollo de las aplicaciones (apps) educativas apropiadas para su empleo en aulas. Y por otro, cada lección apoyada en las tecnologías es analizada y evaluada desde una perspectiva técnica. Las aportaciones más representativas de la investigación evidencian las diversas fórmulas de utilización de este tipo de ordenadores para promover una influencia positiva en la enseñanza, también se apuntan recomendaciones prácticas sobre cómo deberían ser usados en aulas.

Refrence (spanish): Ebner, Martin; Schönhart, Julia & Schön, Sandra (2014). Experiencias con ipads en la escuela primaria (translation of English original). In: Profesorado, V 18, Nº 3, 161-173 (sept.-diciembre 2014). URL: https://www.ugr.es/~recfpro/rev183ART9.pdf

Reference (englisch): Ebner, Martin; Schönhart, Julia & Schön, Sandra (2014). Experiences with iPads in primary schools. In: Profesorado, V 18, Nº 3, 161-173 (sept.-diciembre 2014). URL: https://www.ugr.es/~recfpro/rev183ART9en.pdf

Veröffentlicht am

[publication] REVENUE VS. COSTS OF MOOC PLATFORMS. DISCUSSION OF BUSINESS MODELS FOR XMOOC PROVIDERS, BASED ON EMPIRICAL FINDINGS AND EXPERIENCES DURING IMPLEMENTATION OF THE PROJECT #IMOOX

Our publication about „REVENUE VS. COSTS OF MOOC PLATFORMS. DISCUSSION OF BUSINESS MODELS FOR XMOOC PROVIDERS, BASED ON EMPIRICAL FINDINGS AND EXPERIENCES DURING IMPLEMENTATION OF THE PROJECT IMOOX“ at this year 7th International Conference of Education, Research and Innovation in Sevilla, Spain is now online available.
Abstract:

Massive Open Online Courses, or MOOCs, are a modern phenomenon. Education for anyone, anytime and also from anywhere is the goal of various well-known MOOC platforms. On the one hand there is the noble idea to bring free education to society, but on the other hand there is the interesting question of who should pay for it. This research deals with the following research question: How should a business model for a MOOC platform look like. First, the models of the worldwide leading providers are described. Afterwards, a first cost model of the Austrian platform is presented. In the final section, possible revenues streams are discussed. It is concluded that a working business model will not be an easy task, but will be absolutely necessary for the future of (online) education.

REVENUE VS. COSTS OF MOOC PLATFORMS. DISCUSSION OF BUSINESS MODELS FOR XMOOC PROVIDERS, BASED ON EMPIRICAL… by Martin

Klicken Sie auf den unteren Button, um den Inhalt von www.scribd.com zu laden.

Inhalt laden

Reference: H. Fischer, S. Dreisiebner, O. Franken, M. Ebner, M. Kopp, T. Köhler (2014). REVENUE VS. COSTS OF MOOC PLATFORMS. DISCUSSION OF BUSINESS MODELS FOR XMOOC PROVIDERS, BASED ON EMPIRICAL FINDINGS AND EXPERIENCES DURING IMPLEMENTATION OF THE PROJECT IMOOX
(pp. 2991-3000), ICERI2014 Proceedings, 7th International Conference of Education, Research and Innovation, Seville (Spain) 17-19 November, 2014: IATED. (ISBN: 978-84-617-2484-0)

Veröffentlicht am

[publication] What are we tweeting about? Providing Context for Twitter Analysis

Our publication about „What are we tweeting about? Providing Context for Twitter Analysis“ is now published in the International Journal of Computer and Information Technology.
Abstract:

Twitter is a medium, which is primarily used for real-time communication. Due to the limitations of retrieving older tweets, archiving them is necessary to enable users to access and analyze old tweets. When analyzing tweet archives, more contexts can lead to better results. This research work aims to determine the value of context for an analysis of tweet archives. First of all the current state of the art of Twitter analysis research is discussed. Afterwards a tool called TweetCollector is introduced, which provides archiving capabilities. Additionally, a further tool for Twitter analysis called TwitterStat is developed. Finally a real-world use case is performed and discussed in depth. The research study points out that providing this context leads to better understanding of the analysis results.

Reference: Ebner, M., Altmann, T. (2014) What are we tweeting about? Providing Context for Twitter Analysis, International Journal of Computer and Information Technology, 3/6, pp. 1390 – 1397

[Link to full article]

Veröffentlicht am

[publication] Mining and Visualizing Trends from Educational Systems using Linked Data

Our contribution about „Mining and Visualizing Trends from Educational Systems using Linked Data“ at this year European Immersive Education Summit is now online available.
Abstract:

This work introduces 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 purpose on improvements in generally with respect to social and semantic analysis of the parameters on user and activity centric level [3]. Sample case study demonstrates the usage of semantic modelling of the activity context using adequate domain specific ontologies and semantic technologies and visualization of such data as result of analysis of such modelled data represented in the form of Linked Data. This approach implies the easy interfacing and extensibility on machine or human level offering fast insight on statistical trends.

Reference: Softic, S., Taraghi, B., Ebner, M. (2014) Mining and Visualizing Trends from Educational Systems using Linked Data, European Immersive Education Summit, 2014, Vienna, pp. 164 – 169 [Link to article]

Veröffentlicht am

[publication] Determining the Causing Factors of Errors for Multiplication Problems

Our contribution about „Determining the Causing Factors of Errors for Multiplication Problems“ at this year European Immersive Education Summit is now online available.
Abstract:

Literature in the area of psychology and education provides domain knowledge to learning applications. This work detects the difficulty levels within a set of multiplication problems and analyses the dataset on different error types as described and determined in several pedagogical surveys and investigations. Our research sheds light to the impact of each error type in simple multiplication problems and the course of error types in problem-size.

Reference: Taraghi, B., Frey, M., Saranti, A., Ebner, M., Müller, V. & Großmann, A. (2014) Determining the Causing Factors of Errors for Multiplication Problems, European Immersive Education Summit, 2014, Vienna, pp. 144 – 153 [Link to article]

Veröffentlicht am

[publication] A Contribution to Collaborative Learning Using iPads for School Children

Our contribution about „A Contribution to Collaborative Learning Using iPads for School Children“ at this year European Immersive Education Summit is now online available.
Abstract:

Collaboration has a very positive effect on students’ learning experiences as well as their social interactions. Our research study aims towards enhancing the learning experience, stimulating communication and cooperative behavior to improve learning. Making use of recent technological advancements (tablets) and gaming as a motivational factor, a prototype application in form of a multiplayer learning game for iPads was designed and developed. In a face-to-face setting, connecting up to four devices, the players (learners) have to solve word puzzles in a collaborative way. Furthermore, a web-interface for teachers provides the possibility to create custom content as well as to receive feedback of the children’s performance. A first field study at two primary schools in Graz showed promising results for the learning behavior of school children.

Reference: Ebner, M., Kienleitner, B. (2014) A Contribution to Collaborative Learning Using iPads for School Children, European Immersive Education Summit, 2014, Vienna, pp. 87-97 [Link to article]