Schlagwort: publication

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[publication] Finding and Exploring Commonalities Between Researchers Using the ResXplorer

Our publication about „Finding and Exploring Commonalities Between Researchers Using the ResXplorer“ at this year HCII conference in Crete, Greece is now online available.
Abstract:

Researcher community produces a vast of content on the Web. We assume that every researcher interest oneself in events, persons and findings of other related community members who share the same interest. Although research related archives give access to their content most of them lack on analytic services and adequate visualizations for this data. This work resides on our previous achievements we made on semantically and Linked Data driven search and user inter- faces for Research 2.0. We show how researchers can find and visually explore commonalities between each other within their interest domain, by introducing for this matter the user interface of “ResXplorer”, and underlying search infrastructure operating over Linked Data Knowledge Base of research resources. We discuss and test most important com- ponents of “ResXplorer” relevant for detecting commonalities between researchers, closing up with conclusions and outlook for future work.

Finding and Exploring Commonalities Between Researchers Using the ResXplorer by Martin

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Reference: Softic, S., De Vocht, L., Mannens, E., Van de Walle, R., Ebner, M. (2014). Finding and Exploring Commonalities Between Researchers Using the ResXplorer. Learning and Collaboration Technologies. Technology-Rich Environments for Learning and Collaboration. Panayiotis, Z., Ioannou, A. (Ed.) Lecture Notes in Computer Science, Volume 8524. Springer, pp. 486-494

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[publication] Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication

Our second publication at this year HCII conference in Crete, Greece is about „Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication„.
Abstract:

In this work we focus on a specific application named “1×1 trainer” that has been designed to assist children in primary school to learn one digit multiplications. We investigate the database of learners’ answers to the asked questions by applying Markov chain and classification algorithms. The analysis identifies different clusters of one digit multiplication problems in respect to their difficulty for the learners. Next we present and discuss the outcomes of our analysis considering Markov chain of different orders for each question. The results of the analysis influence the learning path for every pupil and offer a personalized recommendation proposal that optimizes the way questions are asked to each pupil individually.

Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication… by Martin

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Reference: Taraghi, B., Saranti, A., Ebner, M., Schön, M. (2014) Markov Chain and Classification of Difficulty Levels Enhances the Learning Path in One Digit Multiplication. Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Panayiotis, Z., Ioannou, A. (Ed.), Springer Lecture Notes, pp. 322-322

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[publication] Attention Profiling Algorithm for Video-based Lectures

Our first publication at this year HCII conference in Crete, Greece about „Attention Profiling Algorithm for Video-based Lectures“ is now online available as prelimiary version. The slides are already published here.
Abstract:

Due to the fact that students‘ attention is the most crucial resource in a high-quality course it is from high importance to control and analyze it. This could be done by using the interaction and the communication because they are known as valuable influencing factors of the attention. In this publication we introduce a web-based information system which implements an attention-profiling algorithm for learningvideos
as well as live-broadcastings of lectures. For that different methods of interaction are offered and analyzed. The evaluation points out that the attention profiling algorithm delivers realistic values.

Attention Profiling Algorithm for Video-based Lectures by Martin

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Reference: Wachtler, J., Ebner, M., Taraghi, B. (2014). Attention Profiling Algorithm for Video-based Lectures. Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Panayiotis, Z., Ioannou, A. (Ed.), Springer Lecture Notes, pp. 358-367

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[publication] The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching

Together with Swapna Kurma and Sandra I did an short intrdocution to the increasing maker movement which was published right now: „The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching„.

The “Maker Movement” deals with innovative forms of production and do-it-yourself work. It is not only a way for new business models and developments, e.g. using 3D print or other new digital tools and gizmos, but also influencing education. This paper introduces several diverse terms (from FabLabs to Hackerspaces) and gives insights into background, practice and existing experiences from Maker Movement in educational settings amongst all age groups. As a conclusion, the authors present reasons why practitioners and researcher should consider its educational potential. Besides its creative and technological impacts, learning by making is an important component of problem-solving and relating educational content to the real world. Besides this, digital tools for making are not expensive, for example apps for mobile devices or rents for 3D printer (compared with desktops in 1:1 settings). The Maker Movement is seen as an inspiring and creative way to deal with our world, it is aware of ecological challenges and of course, and it is able to develop technological interest and competences casually.
Finally, the authors give recommendation for reading for all who got interested in making.

Bildschirmfoto 2014-07-04 um 23.16.56
Reference: Schön, Sandra; Ebner, Martin & Kurma, Swapna (2014). The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching. In: eLearning Papers, 39, July 2014, pp.14-25., URL: https://www.openeducationeuropa.eu/en/article/Learning-in-cyber-physical-worlds_In-depth_39_2?paper=145315

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[publication] Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching

Our contribution at this year International Computer Assisted Assessment Conference (CAA 2014) about „Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching“ is now online available.
Abstract:

Much has been written lately about the potential of Learning Analyt- ics for improving learning and teaching. Nevertheless, most of the contributions to date are concentrating on the abstract theoretical or algorithmic level, or, deal with academic efficiencies like teachers’ grading habits. This paper wants to fo- cus on the value that Learning Analytics brings to pedagogic interventions and feedback for reflection. We first analyse what Learning Analytics has to offer in this respect, and, then, present a practical use case of applied Learning Analytics for didactic support in primary school Arithmetic.

Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching by Martin

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Reference: Greller, W., Ebner, M., Schön, M. (2014) Learning Analytics: From Theory to Practice – Data Support for Learning and Teaching. In: Computer Assisted Assessment. Kalz, Marco, Ras, Eric (Eds.) -Research into E-Assessment, Communications in Computer and Information Science Volume 439, 2014, pp 79-87. Springer, New York

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[publication] How to MOOC? – A pedagogical guideline for practitioners

Our publication at this year „10th International Scientific Conference „eLearning and Software for Education“ in Bucharest is now online available. The slides are already available here.
Abstract:

Massive Open Online Courses, shortly MOOCs, are a trending phenomenon in online education. Neither distance education nor online courses are new, but especially in the field of technology enhanced learning, MOOCs have been gathering enormous attention by the public. Thus, following the main idea of bringing education to a broad range of people, two universities in Graz developed an xMOOC platform for the German speaking area, mostly addressing people in Austria. Before the first courses started the authors reflected on how such a MOOC should be carried out and which key factors (didactical, technical and administrative) have to be considered.
This research study strongly concentrates on developing a checklist for practitioners who would like to do an xMOOC in the future by examining different xMOOCs and reflecting first experiences gathered through daily work on MOOCs.
It can be concluded that doing a Massive Open Online Course is much more challenging as maybe expected at first sight. Nevertheless the proposed checklist will help to overcome first barriers and provide solid steps towards one’s first online course.

How to MOOC? – A pedagogical guideline for practitioners by Martin

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Reference: Lackner, E., Kopp, M., Ebner, M. (2014) How to MOOC? – A pedagogical guideline for practitioners. Roceanu, I. (ed.). Proceedings of the 10th International Scientific Conference „eLearning and Software for Education“ Bucharest, April 24 – 25, 2014. Publisher: Editura Universitatii Nationale de Aparare „Carol I”

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[publication] iMOOX – erste MOOC-Gehversuche in Österreich

Im Rahmen der TU-internen Zeitschrift TU Graz people haben wir kurz über das laufende iMOOX-Projekt berichtet. Hier der kurze Artikel:

iMOOX – erste MOOC-Gehversuche in Österreich by Martin

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[publication] Unterstützung von videobasiertem Unterricht durch Interaktionen – Implementierung eines ersten Prototyps

In der Ausgabe 9/3 der ZfHE ist unser Beitrag zu „Unterstützung von videobasiertem Unterricht durch Interaktionen – Implementierung eines ersten Prototyps“ erschienen und online zugänglich.
Zusammenfassung:

Videos sind meist reine Konsumationsmedien ohne weitere Interaktion. Aus diesem Grund wird eine Web-Anwendung entwickelt, welche es ermöglicht, verschiedene Formen der Interaktion und Kommunikation während dem Betrachten eines Videos bereitzustellen. Dies soll den Teilnehmerinnen und Teilnehmern helfen, den sogenannten „Berieselungseffekt“ zu vermeiden. Die bzw. der Vortragende sollte mit Hilfe der Interaktionen feststellen können, ob die Teilnehmer/innen die Lerninhalte verstehen. Die entwickelte Web-Anwendung bietet unter anderem die Möglichkeit, Multiple-Choice-Fragen zu bestimmten Zeitpunkten in das Video einzubetten. Außerdem stehen viele Analysemöglichkeiten wie zum Beispiel ein genaues Aufmerksamkeitsprofil zur Verfügung. Eine erste Evaluation zeigt eine rege Teilnahme an den Interaktionen.

Zitation: Wachtler, J., Ebner, M. (2014) Unterstützung von videobasiertem Unterricht durch Interaktionen – Implementierung eines ersten Prototyps, Zeitschrift für Hochschulentwicklung (ZFHE), 9/3, S. 13-22

[Link zum Artikel]

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[publication] Editorial: Videos in der (Hochschul-)Lehre

Im Rahmen der iUNIG-Tagung an der Kunstuniversität Graz haben wir auch einen Tagungsband zusammen mit der Zeitschrift für Hochschulentwicklung (ZFHE) erstellt, der alle Beiträge enthält.
Zusammen mit meinen Kollegen von den steirischen Hochschulen freut es mich auch auf unsere Editorial hinzuweisen, wo wir die Wichtigkeit der Verwendung von Videos für die Lehre herausstreichen.

[Link zum Editorial „Videos in der (Hochschul-)Lehre]

[Link zum gesamten Tagungsband]

Zitation: Antretter, T., Dorfinger, J., Ebner, M., Kopp, M., Nagler, W., Pauschenwein, J., Raunig, M., Rechberger, M., Rehatschek, H., Schweighofer, P., Staber, R., Teufel, M. (2014) Editorial: Videos in der (Hochschul-)Lehre, Zeitschrift für Hochschulentwicklung (ZFHE), 9/3, S. 1-8