Schlagwort: publication

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[workshop] Open Educational Resources und ihre Rolle an Hochschulen: Rahmenbedingungen für die Erzeugung, Bereitstellung und Nutzung #oer #gmw15

Im Rahmen der GMW 2015 habe ich zusammen mit meinen Kolleginnen und Kollegen einen Workshop zu „OER und Hochschule“ gehalten. Mein Inputfolien sind bereits hier veröffentlicht. Nachzuliefern habe ich noch den Kurzbeitrag im Tagungsband.
Zusammenfassung:

Der Workshop widmet sich der Nutzung, Erstellung und Verbreitung von Open Educational Resources (OER) an und durch Hochschulen und nimmt entsprechende aktuelle Entwicklungen, Hemmnisse und Rahmenbedingungen in den Blick.

[Link zum Beitrag]

Zitation: Bremer, C., Ebner, M., Hofhues, S., Köhler, T., Lißner, A., Lorenz, A., Schmidt, M. (2015) Open Educational Resources und ihre Rolle an Hochschulen: Rahmenbedingungen für die Erzeugung, Bereitstellung und Nutzung. In: Digitale Medien und Interdisziplinarität. Nistor, N. & Schirlitz, S. (Hrsg). Waxmann, Medien in der Wissenschaft Bd. 68

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[publication] Game-Based Learning with the Leap Motion Controller #GameBasedLearning #research

Our chapter on „Game-Based Learning with the Leap Motion Controller“ within the book Handbook of Research on Gaming Trends in P-12 Education is published now.
Abstract:

Learning through games is a promising field for the future of education. In this research study the authors describe the development process of an educational application, a game targeting P-12 students. This application is meant to be used with the Leap Motion Controller, a small 3D infrared camera, which while in use, tracks the user’s hands and finger movements in the 3D space. The chapter describes the application itself and presents the outcomes of a field study, which was carried out with a small group of students at an elementary school. It can be pointed out that there is a huge potential of using innovative input devices in school education.

[Link to draft article @ ResearchGate]

[Link to full article @ IGI-Global]

Reference: Ebner, M. & Spot, M. (2015) Game-Based Learning with the Leap Motion Controller. Russell, D., & Laffey, J. M. (Ed). Handbook of Research on Gaming Trends in P-12 Education. Hershey, PA: IGI Global. pp. 555-565

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[publication] Evaluation Grid for xMOOCs

Our publication about „Evaluation Grid for xMOOCs“ got published in the International Journal of Emerging Technologies in Learning.
Abstract:

Massive Open Online Courses, shortly MOOCs, are a phenomenon nowadays. The number of courses is worldwide steadily increasing since Sebastian Thrun has offered a free online course for more than 100.000 students. Nowadays, decision makers and students as well as lecturers are asking about the quality of such courses. After a live experiment on 15 randomly chosen courses and a brief literature review, we discuss the possibility of finding an evaluation grid for xMOOCs. The finally suggested criteria can be used now for future investigations.

[Link to full text at ResearchGate]

Reference: Khalil, M., Brunner, H., Ebner, M. (2015) Evaluation Grid for xMOOCs. International Journal of Emerging Technologies in Learning (iJET), 10 (4). pp. 40-45, https://dx.doi.org/10.3991/ijet.v10i4.4653

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[publication] Inverse Blended Learning bei „Gratis Online Lernen“ – über den Versuch, einen Online-Kurs für viele in die Lebenswelt von EinsteigerInnen zu integrieren #imoox #OER #gmw15

Auf der GWM 2015 haben wir einen Beitrag eingereicht über den Gratis-Online-Lernen-MOOC mit dem Inverse-Blended-Learning-Ansatz. Die Vortragsfolien sind bereits hier veröffentlicht. Nun folgt noch der Beitrag selbst.

Zusammenfassung:

Unter der Abkürzung MOOC werden Online-Kurse verstanden, die sich potentiell an viele hundert TeilnehmerInnen richten. Auch der Kurs „Gratis Online Lernen“ ist auf den ersten Blick ein reines Online-Angebot. Da es sich bei der Zielgruppe um EinsteigerInnen beim Lernen handelt, wurde jedoch besonderer Wert darauf gelegt, den Kurs mit der Lebenswelt der TeilnehmerInnen zu verknüpfen. Die entsprechenden Aktivitäten des so bezeichneten „Inverse-Blended-Learning-Konzeptes“ führten zu einer beträchtlich hohen Abschlussquote: Von den bis Dezember 2014 849 registrierten TeilnehmerInnen wurden 383 mindestens einmal im Kurs aktiv, und von diesen wiederum haben 115 (30%) den Kurs erfolgreich abgeschlossen.

[Link zum Beitrag]

Zitation: Ebner, M., Schön, S., Käfmüller, K. (2015) Inverse Blended Learning bei „Gratis Online Lernen“ – über den Versuch, einen Online-Kurs für viele in die Lebenswelt von EinsteigerInnen zu integrieren. In: Digitale Medien und Interdisziplinarität. Nistor, N. & Schirlitz, S. (Hrsg). Waxmann, Medien in der Wissenschaft Bd 68. pp. 197-206

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[publication] Development of an English Vocabulary Trainer for German Speaking Pupils and other Beginners of English with Focus on Learning Analytics #LearningAnalytics

Our publication about „Development of an English Vocabulary Trainer for German Speaking Pupils and other Beginners of English with Focus on Learning Analytics“ in the International Journal of Computer and Information Technology got published.

Abstract:

Neuhold [1] developed a software for children to practice additions and subtractions, including tools to analyze the learner produced data to better understand this learning process and help teachers in finding appropriate measures to eliminate mistakes. Following this example we investigated in second language vocabulary acquisition (cf. [2, 3, 4]) and developed a functional prototype of an English vocabulary trainer in the field of learning analytics (LA), which aims at assessing learners’ vocabulary competence to support teachers in decisions on appropriate interventions. The software prototype is mainly based on the lexical approach to language teaching (cf. [2, 5, 3]), our own teaching experiences and especially theories on the mental lexicon (cf. [2, 6]) were used for the realization of various analysis tools. Our working prototype points out how learning analytics can help to improve language learning in future classrooms.

[Link to full paper]

Reference: Gröbel, R., Ebner, M., Ebner, M. (2015) Development of an English Vocabulary Trainer for German Speaking Pupils and other Beginners of English with Focus on Learning Analytics, International Journal of Computer and Information Technology, 4(5), pp. 836-842

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[publication] A STEM MOOC for School Children – What Does Learning Analytics Tell us? #imoox

Our contribution at this year ICL Conference in Florence, Italy about „A STEM MOOC for School Children – What Does Learning Analytics Tell us?“ is now online available. The slides have already been published here.
Abstract:

Massive Open Online Courses (MOOCs) have been tremendously spreading among Science, Technology, Engineering and Mathematics (STEM) academic disciplines. These MOOCs have served an agglomeration of various learner groups across the world. The leading MOOCs platform in Austria, the iMooX, offers such courses. This paper highlights authors’ experience of applying Learning Analytics to examine the participation of secondary school pupils in one of its courses called “Mechanics in everyday life”. We sighted different patterns and observations and on the contrary of the expected jubilant results of any educational MOOC, we will show, that pupils seemingly decided to consider it not as a real motivating learning route, but rather as an optional homework.

[Link to full text at ResearchGate]

Reference: Khalil, M., Ebner, M. (2015) A STEM MOOC for School Children – What Does Learning Analytics Tell us? In: Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL), Florence, Italy, pp. 1217-1221

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

Our chapter about „Determining the Causing Factors of Errors for Multiplication Problems“ as part of the book „Immersive Education“ got published.
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.

[Link to draft version at ResearchGate]

Reference: Taraghi, B., Frey, M., Saranti, A., Ebner, M., Müller, V. Großmann, A.(2015) Determining the Causing Factors of Errors for Multiplication Problems. In: Immersive Education. Ebner, M., Erenli, K., Malaka, R., Pirker, J., Walsh, A. (Eds.). Communications in Computer and Information Science 486. Springer. pp. 27-38

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[poster] Was unterscheidet xMOOCs von der Aufzeichnung von Vorlesungen? #gmw15

Bei der GMW 2015 haben wir auch ein Poster vorgestellt, welches den Titel „Was unterscheidet xMOOCs von der Aufzeichnung von Vorlesungen?“ trug. Hier nun auch der zugehörige Kurzbeitrag im Tagungsband.
Zusammenfassung:

Obwohl die o.g. Fragestellung simpel erscheint, ist sie dies nur bei der ersten Betrachtung. Ein adäquater Einsatz vorhandener Ressourcen im Hinblick auf die anzusprechende Zielgruppe und die gewünschten Ergebnisse ist an Hochschulen unerlässlich. Somit stellen Antworten auf die Frage, was xMOOCs von Vorlesungsaufzeichnungen unterscheidet, eine wesentliche Entscheidungsbasis für die Auswahl der am besten geeigneten Methode im jeweiligen Kontext dar.

[Link zum Beitrag]

Zitation: Gröblinger, O., Kopp, M.,Ebner, M.(2015) Was unterscheidet xMOOCs von der Aufzeichnung von Vorlesungen?. In: Digitale Medien und Interdisziplinarität. Nistor, N. & Schirlitz, S. (Hrsg). Waxmann, Medien in der Wissenschaft Bd 68. pp. 312-313

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[publication] Use of Learning-Analytics-Applications in Mathematic with Elementary Learners #LearningAnalytics

Our paper about „Use of Learning-Analytics-Applications in Mathematic with Elementary Learners“ got published in the International Journal of Academic Research in Education.
Abstract:

This paper describes a study about the use of learning analytical applications in everyday school life. The research study took place in an Austrian secondary school during the mathematics courses. The subjects of the courses were the four basic arithmetical operations in the set of the natural numbers. All together two mathematics classes with 46 children at the age of 10 to 11 participated in this study. The aim was to test the usefulness of mathematics trainers, developed by the University of Technology in Graz, under real conditions. Therefore, one of the classes was determined as the experimental group, which studied with the mathematics trainers. The other class was set as the control group. This class operated with traditional exercise sheets. A pre-test and post-test control-group study indicated that the use of mathematics trainers does not decrease learning outcomes, but it points out other benefits during the whole learning arrangement. These advantages include error analysis, time saving in comparing the homework and enjoying the work with the trainers.

[Link to full article]

Reference: Ebner, M. & Pronegg, M. (2015). Use of Learning Analytics Applications in Mathematics with Elementary Learners. International Journal of Academic Research in Education, 1(2), 26‐39. DOI: 10.17985/ijare.37247

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

Our chapter about „Mining and Visualizing Trends from Educational Systems using Linked Data“ as part of the book „Immersive Education“ got published.
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. 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.

[Link to draft version at ResearchGate]

Reference: Softic, S., Taraghi, B., Ebner, M. (2015) Mining and Viszualising Trends from Educational Systems using Linked Data. In: Immersive Education. Ebner, M., Erenli, K., Malaka, R., Pirker, J., Walsh, A. (Eds.). Communications in Computer and Information Science 486. Springer. pp. 17-26