Digitale Lehre an und rund um der Technischen Universität Graz
Im Rahmen einer Studie haben Sandra und ich auch die Verwendung von Etherpad untersucht. Die Ergebnisse haben wir in einem Forschungsbericht „Schreiben 2.0 – Gemeinsames Arbeiten und Lernen mit Etherpad. Erfahrungen bei der studentischen Projektarbeit.“ festgehalten.
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The draft version of our publication „Thought Bubbles: a conceptual prototype for a Twitter based recommender system for research 2.0“ at this year i-KNOW conference is now online available. The poster is already published here.
Abstract:
The concept of so called Thought Bubbles deals with the problem of finding appropriate new connections within Social Networks, especially Twitter. As a side effect of exploring new users, Tweets are classified and rated and are used for generating a kind of news feed, which will extend the personal Twitter feed. Each user has several interests that can be classified by evaluating his Tweets in first place and secondly by evaluating user related and already existing contacts. By categorizing a user and concerned connections, one can be placed in an imaginary category specific subset of users, called Thought Bubbles. Following the trace of people who are also active within the same specific Thought Bubble, should reveal interesting and helpful connections between similar minded users.
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Reference: Thonhauser, P., Softic, S., Ebner, M. (2012) Thought Bubbles: a conceptual prototype for a Twitter based recommender system for research 2.0. In Proceedings of the 12th International Conference on Knowledge Management and Knowledge Technologies (i-KNOW ’12). ACM, New York, NY, USA, , Article 32 , 4 pages. DOI=10.1145/2362456.2362496
Our chapter on „E-Books and E-Reader Devices for E-Learning in Higher Education: The Case of Graz University of Technology“ for the book „E-Books and E-Readers in E-Learning“ is now published as E-Book.
Abstract:
This contribution discusses the problem of how to manage multimedia content for educational purposes via Internet access using mobile devices such as e-readers, the iPad, or smart phones. A strategy is recommended that enables the one-off creation of content and its multiple uses for different online variants. As an example an authoring tool, named the ABC-Manager, for creating content for teaching and learning purposes at universities on the meaning of e-learning 2.0,is introduced. The ABC-Manager has been developed at the Department for Social Learning (DSL) at Graz University of Technology (TU Graz). The paper focuses on the advantages of the tool as well as its didactical background and overall statistics of its usage. The current use of the ABC-Manager as an integrated part of the e-learning strategy of TU Graz especially in the face of its online version, the e-book platform of the Learning Management System in use at TU Graz called TU Graz TeachCenter is discussed. Furthermore special attention is paid to the development of different output variants for e-readers or other mobile devices in regard to their format such as ePub or Mobipocket. The paper concludes with a preview of the new version of the ABC-Manager to be launched in spring 2012.
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Im Rahmen unserer Publikation „Frei zugängliche Bildungsressourcen für die Sekundarstufe – eine Analyse von deutschsprachigen Online-Angeboten und der Entwurf eines „OER-Quality-Index“ auf der heurigen GMW-Tagung stellen wir die Untersuchung von OER-Angeboten für die Sekundarstufe vor. Neben einer detaillierten Analyse wird auch ein OER-Quality-Index abgeleitet, der helfen soll die Angebote besser einordnen zu können. Die entsprechenden Folien wurden bereits hier veröffentlicht.
Zusammenfassung:
Offene Bildungsressourcen, (engl. Open Educational Resources oder kurz OER)finden heutzutage immer mehr Anklang von Seiten der Nutzer/innen, der Anbieter/innen, der Forschungsförderung sowie der Bildungspolitik. Tatsächlich gibt es gibt viele Lehr- und Lernmaterialien für die verschiedensten Schulstufen und Fächer, die auf unterschiedlichsten Webseiten kostenfrei zugänglich sind. Mit dem vorliegenden Beitrag werden die Ergebnisse einer Analyse des Angebots von deutschsprachigen Online-Angeboten für die Sekundarstufe mit einem Schwerpunkt auf österreichische Anbieter vorgestellt. Ein wesentliches Ergebnis ist dabei, dass es sich mehrheitlich nicht um tatsächlich „offene“ Bildungsressourcen handelt, da die rechtlichen Rahmenbedingungen (z.B. Verwendung eines entsprechenden Lizenzmodells) nicht gegeben sind. Neben einem Kriterienkatalog zur Analyse des Angebots wird ein daraus abgeleiteter „OER Quality Index“ vorgestellt und entsprechende Ergebnisse einer detaillierten Analyse von 46O Online-Angeboten präsentiert
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Zitation: Rossegger, B., Ebner, M., Schön, S. (2012). Frei zugängliche Bildungsressourcen für die Sekundarstufe – eine Analyse von deutschsprachigen Online-Angeboten und der Entwurf eines „OER-Quality-Index“. In: Digitale Medien – Werkzeuge für exzellente Forschung und Lehre. Csanyi, G., Reichl, F., Steiner, A. (Hrsg.). Waxmann Verlag GmbH, Münster. 41-57
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.
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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.
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.
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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
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.
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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.
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.
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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.
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.
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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.
In einem Kurzbeitrag für die das BWPplus, einer Beilage für die Zeitschrift Berufsbildung in Wissenschaft und Praxis, habe ich L3T vorgestellt:
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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