Schlagwort: publication

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[publication] Personal Learning Environment

Im Handbuch E-Learning haben wir einen Praxisbeitrag zur Personal Learning Environment an der TU Graz geschrieben: https://my.tugraz.at
Vorspann:

Die Lernumgebungen der Zukunft sollen sich den Bedürfnissen der einzelnen Lernenden anpassen. Personal Learning Environments sind personalisierbare Umgebungen, in welchen Lernende Unterstützung für ihre individuelle (Lern-) Bedürfnisse vorfinden.

Personal Learning Environment

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Zitation: Taraghi, B.; Ebner, M. (2012). Personal Learning Environment. In K. Wilbers & A. Hohenstein (Hrsg.), Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien. Köln: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland), 43. Erg.-Lfg. August 2012. pp 1-4.

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[publication] Assessment Test Framework for Collecting and Evaluating Fall-Related Data Using Mobile Devices

A draft version of our publication about “Assessment Test Framework for Collecting and Evaluating Fall-Related Data Using Mobile Devices” is now online available. The final version can be found here as well as the slides of our presentation.
Abstract:

Abstract. With an increasing population of older people the number of falls and fall-related injuries is on the rise. This will cause changes for future health care systems, and fall prevention and fall detection will pose a major challenge. Taking the multimodal character of fall-related parameters into account, the development of adequate strategies for fall prevention and detection is very complex. Therefore, it is necessary to collect and analyze fall-related data.
This paper describes the development of a test framework to perform a variety of assessment tests to collect fall-related data. The aim of the framework is to easily set up assessment tests and analyze the data regarding fall-related behaviors. It others an open interface to support a variety of devices. The framework consists of a Web service, a relational database and a Web-based backend. In order to test the framework, a mobile device client recording accelerometer and gyroscope sensor data is implemented on the iOS platform. The evaluation, which includes three mobility assessment tests, demonstrates the sensor accuracy for move- ment analysis for further feature extraction.

Assessment Test Framework for Collecting and Evaluating Fall-Related Data Using Mobile Devices

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Reference: Almer, S.; Kolbitsch, J.; Oberzaucher, J.; Ebner, M. (2012) Assessment Test Framework for Collecting and Evaluating Fall-Related Data Using Mobile Devices. – in: 13th International Conference on Computers Helping People with Special Needs (ICCHP 2012), Part II. (2012), Miesenberger, K. et al (Ed.), Springer Lecture Notes, Berlin-Heidelberg S. 83 – 90

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[publication] Have They Changed? Five Years of Survey on Academic Net-Generation

Our publication at this year ED-Media Confernece in Denver, USA is now online available. It’s about our surveys with our first year students. The slides of the talk are already published here.
Abstract:

At Graz University of Technology (TU Graz) a questionnaire amongst freshmen is carried out each year since 2007. Aim of this poll is to check IT and Web 2.0 competences and skills of the new students coming to TU Graz in order to adapt the e-learning services for their study at TU Graz. Furthermore the results mirror current trends and changing behaviors of young people said to be the net-generation often postulated to which we and our teachers will face to. After five years of investigations time has come to take a look back and reel up processes and progresses not only because five years match the standard duration of a study at TU Graz. Which trends have been established, which assumptions did not arrive, what happened totally unexpected? This paper targets the main changes within the last five years due to this subject. It compares the five study years and outlines the current study results of 2011 in. One of the main results over five years is that the net-generation did arrive but slowly adapt their study life to what they are already used to do in private.

Have They Changed? Five Years of Survey on Academic Net-Generation

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Reference: Ebner, M., Nagler, W. & Schön, M. (2012). Have They Changed? Five Years of Survey on Academic Net-Generation. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 343-353). Chesapeake, VA: AACE.

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[publication] Personal Learning Environment – Generation 2.0

Our third publication at this year ED-Media Confernece in Denver, USA is now online available. We described the newest research outcomes of our Personal Learning Environment. The slides of the talk are already published here.
Abstract:

Teaching and learning efforts at universities has been dominated by Learning Management Systems since years now. At the same time the so-called Web 2.0 technologies arise and assist teachers as well as learners through communication or collaborating with each other. Furthermore new web technologies like mashups or new devices like smartphones allow us to work with the World Web Web from anywhere at anytime. In this publication a so-called Personal Learning Environment (PLE) is introduced which was launched at Graz University of Technology for the first time in 2010. After a prototype phase a complete redesign was carried out to improve usability and in that way better fit user ́s needs. With the help of metaphor-like terms such as “spaces” and apps the interface became quite easy to work with and fulfilled the change towards learner-centered framework. This paper outlines the cornerstones of the PLE development and its redesign as well as first evaluation data in relation to the focus that the learning environment of tomorrow has to integrate Web services as well as university wide services in an easy and understandable way to become a real Personal Learning Environment.

Personal Learning Environment – Generation 2.0

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Reference: Targhi, B., Ebner, M. & Kroell, C. (2012). Personal Learning Environment – Generation 2.0. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 1828-1835). Chesapeake, VA: AACE.

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[publication] Fun – A Prerequisite for Learning Games

Our second publication at this year ED-Media Confernece in Denver, USA is now online available. It ist about the learning game we did to enhance the fun factor during learning. The slides of the talk are already published here. If you like to know more about the game follow this link.
Abstract:

Mobile games are booming. On average, every child in Central Europe aged 15 years has a mobile phone on his/her own today. If a closer look is taken, it can be pointed out that children mainly own a smart phone running on iOS or Android operating systems. With other words, the youth carry very strong and powerful devices in their pockets, which can and should be used for educational purposes too. In this publication we like to introduce a new mobile game basing on the old traditional concept of learning cards but in a new innovative and more collaborating variant. The first prototype is presented that has been tested by a number of students and educators. It can be shown that the game is motivating and engaging. Furthermore an occurring incidental learning effect can be carried out, which leads to the assumption that mobile games can play an important role for the future of education and it makes simply fun.

Fun – A Prerequisite for Learning Games

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Reference: Hannak, C., Pilz, M. & Ebner, M. (2012). Fun – A Prerequisite for Learning Games. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 1292-1299). Chesapeake, VA: AACE.

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[publication] Lehrbuch “Lernen und Lehren mit Technologien” (L3T)

In einem Kurzbeitrag für die das BWPplus, einer Beilage für die Zeitschrift Berufsbildung in Wissenschaft und Praxis, habe ich L3T vorgestellt:

Lehrbuch "Lernen und Lehren mit Technologien" (L3T)

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Referenz: Ebner, M. (2012) Lehrbuch “Lernen und Lehren mit Technologien” (L3T), BWPplus, Beilage zur Zeitschrift Berufsbildung in Wissenschaft und Praxis, 03/2012 (41), S. 3

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[publication] Web 2.0 als Basistechnologie für CSCL-Umgebungen

Nach längerer Wartezeit ist es erschienen, das neue Buch CSCL-Kompendium 2.0, welches ein Lehr- und Handbuch zum computerünterstützten kooperativen Lernen ist. Anja und ich haben uns den Web 2.0 Technologien gewidmet im Beitrag “Web 2.0 als Basistechnologie für CSCL-Umgebungen“.
Zusammenfassung:

Nach der Dotcom-Blase und der damit verbundenen ersten abflauenden Euphorie gegenüber den Potentialen des World Wide Webs wurde im Jahr 2004 ein neuer Begriff postuliert:Web 2.0. Dieser beschreibt aber keinen technologischen Versionssprung, sondern den Um-gang der Nutzer/innen durch deren aktive Beteiligung. Es entstehen immer mehr Dienste und Applikationen, die eine Einbeziehung der Nutzer/innen ermöglichen und es so immer einfacher machen, im World Wide Web zu partizipieren und eigene Inhalte zu publizieren. In diesem Beitrag wird eine erste grobe Übersicht über die wichtigsten Applikationen gegebensowie deren typische Merkmale herausgearbeitet. Ziel ist es, eine Grundlage für nachfolgende Kapitel zu geben, welche die speziellen Ausprägungen der Anwendungen in CSCL-Umgebungen darlegen.

Web 2.0 als Basistechnologien für CSCL-Umgebungen

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Referenz: Ebner, M.; Lorenz, A. (2012) Web 2.0 als Basistechnologie für CSCL-Umgebungen; Haake, J.; Schwabe, G.; Wessner, M. (Hrsg.); CSCL-Kompendium 2.0; Oldenburg, München; S. 97-111

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[publication] Podcasting for Electrical Power Systems

Our contribution about “Podcasting for Electrical Power Systems” for this year MIPRO 2012 conference is now online available.
Abstract:

This paper reflects six years of managing (lecture) recording activities at Graz University of Technology (TU Graz) with a special eye on the broad experiences of the Institute of Electrical Power Systems of TU Graz (IFEA) according to podcasting as well as their advantages of using this service. Furthermore the paper analyses the history, development, and management, its increase, aspects of evaluation, and didactics as well as its future trends, facing the challenges of a university wide automated recording system. The paper too presents the latest development of an integrated search functionality offered for each single recording serviced by the Department of Social Learning (DSL) of TU Graz. This is made possible on base of OCR (Optical Character Recognition) recognition of indexed video frames. Podcasting has become an integrated part of teaching activities at IFEA and at TU Graz in general. It will be further enlarged to an automated system providing high quality multimedia lecture recordings.

Podcasting for Electrical Power Systems

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Reference: Grigoriadis, Y., Fickert, L., Ebner, M., Schön, M., Nagler, W. (2012) Podcasting for Electrical Power Systems, Conference Proceedings MIPRO 2012, IEEE, p. 1412-1417, ISBN 978-953-233-069-4

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[publication] It’s Just About Learning the Multiplication Table

At this year LAK 2012 Conference on “Learning Analytics and Knowledge” we presented our first results of the netidee project “Multiplication Trainer“. Our publication is also online available:
Abstract:

One of the first and basic mathematical knowledge of schoolchildren is the multiplication table. At the age of 8 to 10 eachchild has to learn by training step by step, or more scientifically, by using a behavioristic learning concept. Due to this fact it can be mentioned that we know very well about the pedagogicalapproach, but on the other side there is rather less knowledgeabout the increase of step-by-step knowledge of the schoolchildren.In this publication we present some data documenting thefluctuation in the process of acquiring the multiplication tables.We report the development of an algorithm which is able to adaptthe given tasks out of a given pool to unknown pupils. For this purpose a web-based application for learning the multiplicationtable was developed and then tested by children. Afterwards so-called learning curves of each child were drawn and analyzed bythe research team as well as teachers carrying out interestingoutcomes. Learning itself is maybe not as predictable as we knowfrom pedagogical experiences, it is a very individualized processof the learners themselves.It can be summarized that the algorithm itself as well as thelearning curves are very useful for studying the learning success.Therefore it can be concluded that learning analytics will becomean important step for teachers and learners of tomorrow.

It’s Just About Learning the Multiplication Table

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Reference: Schön, M., Ebner, M., Kothmeier, G. (2012) It’s Just About Learning the Multiplication Table, Conferecnce Proceeding of LAK12: 2nd International Conference on Learning Analytics & Knowledge, 29 April – 2 May 2012, Vancouver, BC, Canada

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[publication] Studieren 2.0: Digital Natives in Zeiten von Bologna

Unsere Untersuchungen, Auswertungen und Umfragen heutiger Studierender und ihrer digitalen Begleiter, sowie die Anliegen an eine zukünftige Ausbildung ist jetzt in der Zeitschrift “Das Hochschulwesen” erschienen.
Zusammenfassung:

Kernthemen der Bologna Follow-up Group sind die Aktionslinien „LebenslangesLernen“, „Mobilität“ und „Studierendenzentriertes Lernen“. Die Abteilung Vernetztes Lernen der Technischen Universität Graz ist der Frage nachgegangen, in wieweit die Bologna-Ziele auch den Wünschen und Anliegen der Studierenden und Lehrenden für den Teilbereich E-Learning entsprechen? Basis der Diskussion sind drei unabhängige Untersuchungen: die Erstsemestrigen-Befragung, die Umfrage„Studieren 2020“ und die Zukunftswerkstätten 2010 des Vereins Forum neue Medien Austria mit der Thematik „Studieren und Lehren 2020“. Das Ergebnis zeigt,dass die Auswirkungen des Bologna-Prozesses wohl in den Curricula zu finden sind; im Geschehen im Hörsaal spiegeln sich Veränderungen nur rudimentär wider, werden aber sehr gefordert!

Studieren 2.0: Digital Natives in Zeiten von Bologna

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Zitation: Ebner, M.; Nagler, W. (2012) Studieren 2.0: Digital Natvies in Zeiten von Bologna, Das Hochschulwesen 1/2012, Jg. 2012, S. 20-27