Schlagwort: publication

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[publication] Microblogging Practices of Scientists in e-Learning: A Qualitative Approach

Our publication on „Microblogging Practices of Scientists in e-Learning: A Qualitative Approach“ is now online available. The paper is published in the iJet (International journal of emerging technologies in learning) Journal Nr. 4/2011 [Link].
Abstract:

Microblogging services, in particular Twitter, have experienced an explosive uptake in the last few years with a decelerated grown rate since 2010. Apart from celebrities, PR and news agencies, the bulk of user profiles stems form private individuals. Amongst them, individual scientists have started to make use of Twitter for professional purposes. This paper presents a qualitative approach of discovering microblogging practices and obtaining rich descriptions of few cases that give a deeper insight into how Twitter is used by scientists active in the field of e-Learning and how this practice shapes their social networks. The methodological approach is based on online ethnographic studies. Therefore Grabeeter, a tool for collecting all public tweets of a person in various formats, has been adapted in order to obtain the data appropriate for a qualitative analysis following a grounded theory approach. After an analysis of the current state-of-the-art we will outline the methodological approach for our qualitative analysis that focuses on discovering tacit aspects of microblogging practices such as value or purpose. Finally the results of the online ethnographic approach and individual cases will be discussed and compared to similar studies. This work presents the explorative phase of a detailed qualitative approach towards exploring microblogging practices of scientists.

Microblogging Practices of Scientists in e-Learning: A Qualitative Approach

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Reference: Kieslinger, B.; Ebner, M.; Helga, W. (2011) Microblogging Practices of Scientists in E-Learning: A Qualitative Approach. – in: International journal of emerging technologies in learning (iJet) 4/2011, S. 31 – 39; https://online-journals.org/i-jet/article/view/1820

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[publication] First Experiences with OLPC in European Classrooms

Our publication on „First Experiences with OLPC in European Classrooms“ is now online as Draftversion available.
Abstract:

For many years now E-learning researchers have been discussing the use of laptops in educational settings. The One Laptop per Child project, (OLPC project), has been used in developing countries since the year 2002 to avoid the increase of the digital divide between those with ready access to technology and those with limited access. Austria has become one of the first countries in the European Union (EU) to start an OLPC-project of its own. The focus of the project was on the use of digital devices in education at elementary school level. Accompanied by a solid research team, which brought teachers, e-learning experts and a software developer together, a first attempt was established. This article will describe the preliminary work and the first real life setting of this project, concluding with the experiences of the whole research group. It will also summarize a recommendation for the transfer of the project to developing countries.

First Experiences with OLPC in European Classrooms

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Reference: Ebner, M., Dorfinger, J. & Neuper, W. (2011). First Experiences With OLPC in European Classrooms. International Journal on E-­Learning, 10(4), 343-­‐364. Chesapeake, VA: AACE.

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[publication] Is Twitter a Tool for Mass-Edcuation?

My publication about „Is Twitter a Tool for Mass-Education?“ at this year S-ICT conference in Vienna is now online available. The slides have been already published here.
Abstract:

Teaching as well as attending lectures in big lectures halls is an often-usual situation in middle European universities. Bearing in mind that a huge mass of learners leads to a decrease of lecture-student interactivity during lectures, the research work aims to enhance traditional face-to-face teaching by technology. The well-known and widely usedmicroblogging platform Twitter is used to display questions, notices and ideas on a wall just in time. Therefore a so-called TwitterWall is developed by Graz University of Technology concerning special pedagogical needs. Afterwards a first use in a big lecture is pointed out and discussed. The publication concluded that the use of Twitter in combination with specifics oftware can help to enhance lecture interactivity in mass-education.

Is Twitter a Tool for Mass-Education?

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Reference: Ebner, M. (2011), Is Twitter a Tool for Mass-Education?, 4th InternationalConference on Student Mobility and ICT, Vienna, p. 1-6

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[publication] Offene Bildungsressourcen: Frei zugänglich und einsetzbar

Zusammen mit Sandra habe ich einen einführenden Beitrag zu offenen Bildungsressourcen für das Sammelwerk „E-Learning-Handbuch“ geschrieben. Dankenswerter Weise dürfen wir ihn auch online veröffentlichen!
Zusammenfassung:

Offene Bildungsressourcen (engl. Open Educational Resources, kurz OER) sind frei zugängliche, nutzbare und häufig auch modifizierbare Online-Ressourcen für das Lernen und Lehren. Seit Anfang des 21. Jahrhundert begann das Thema mit einer zunehmenden Zahl an Projekten, Berichten und Mitwirkenden immer bekannter zu werden. Zahlreiche Argumente, unter anderem bildungspolitische, didaktische wie auch wirtschaftliche, sprechen dafür, sich an der Erstellung von OER zu beteiligen. In diesem Beitrag werden ausgewählte OER-Initiativen und -Projekte vorgestellt, die Potentiale von OER diskutiert und Motive für die Einführung von OER-Strategien an Hochschulen beschrieben. Zudem werden auch praktische Tipps zur Recherche, Erstellung und dem Austausch von OER gegeben. Der Beitrag schließt mit einem Abschnitt, der darauf hinweist, dass bei offenen Bildungsressourcen sich nicht nur der Vertriebsweg deutlich von traditionellen Lernobjekten (z. B. gedruckte Lehrbücher und Arbeitsmaterialien) unterscheidet, sondern dass auch weitere Prozesse einfach anders sind, u.a. das Qualitätsmanagement.

Offene Lernressourcen: Frei zugänglich und einsetzbar

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Referenz: Ebner, Martin & Schön, Sandra (2011). Offene Bildungsressourcen: Frei zugänglich und einsetzbar. In K. Wilbers & A. Hohenstein (Hrsg.), Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien. (Nr. 7-15, pp. 1-14). Köln: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland), 39. Erg.-Lfg. Oktober 2011. URL: www.personalwirtschaft.de/elearning

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[publication] Playing a Game in Civil Engineering

Our this year publication on „Playing a Game in Civil Engineering“ at ICL 2011 conference is now online available as Draft version. The slides were already published here.
Abstract:

The goal of our research work was to find out whether in-depth learning of complex theoretical engineering knowledge at higher education level could be improved by the use of online games. In this context we addressed the research question to what extent online games contribute to the students learnin goutcome. The corresponding online game was used for the first time during a lecture on Structural Analysis at bachelor’s level with 159 students of the third semester. We used a pre-/post-testdesign with questionnaires and an independent online tracking. As a result we can point out that playing the game did not increase the learning outcome per se and the didactical scenario should be reconsidered. Nevertheless, the usage of the game for learning purposes was underlined by the oral feedback given which says that students enjoyed playing the game more than learning in a traditional way.

Playing a Game in Civil Engineering The Internal Force Master for Structural Analysis

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Reference: Zechner, J.; Ebner, M. (2011), Playing a Game in Civil Engineering. – in: 14th International Conference on Interactive Collaborative Learning (ICL2011) ̶ 11th International Conference Virtual University (vu’11). (2011), S. 417 – 422

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[publication] A Qualitative Approach towards Discovering Microblogging Practices of Scientists

Our this year publication on „A Qualitative Approach towards Discovering Microblogging Practices of Scientists“ for ICL 2011 conference is now online avaible as Draft version. The slides were already published here.
Abstract:

Although Microblogging (for instance Twitter) is still rather young compared to other traditional weblogging services there already exists quite a number of studies on itsusage. The majority of scholars dealing with this topic have chosen a quantitative approach focusing on different aspects such as publishing patterns, follower patterns, publishing practices, etc. However, there are less qualitative evidence and case studies on how Twitter is used by adults in their personal working practices. This paper presents a qualitative approach of discovering microblogging practices and obtaining rich descriptions of few cases that give a deeper insight into how Twitter isused by scientists and how this practice shapes their social networks. The methodological approach is based on online ethnographic studies. ThereforeGrabeeter, a tool for collecting all public tweets of a person in various formats, hasbeen adapted in order to obtain the data appropriate for a qualitative analysis following a grounded theory approach. After an analysis of the current state-of-the-art we will outline an approach for a more qualitative analysis that focuses on discovering tacit aspects of microblogging practices such as value or purpose. Finally some initial results from four individual cases will be discussed. This work presentsthe initial phase of a detailed qualitative approach towards exploring microblogging practices of scientists.

A Qualitative Approach towards Discovering Microblogging Practices of Scientists

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Reference: Ebner, M.; Kieslinger, B. (2011), A Qualitative Approach towards Discovering Microblogging Practices of Scientists, – in: 14th International Conference on Interactive Collaborative Learning (ICL2011) ̶ 11th International Conference Virtual University (vu’11). (2011), p. 51 – 57

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[publication] The Integration of Aspects of Geo-Tagging and Microblogging in m-Learning

Our article on „The Integration of Aspects of Geo-Tagging and Microblogging in m-Learning“ is now published in the book „Media in the Ubiquitous Era: Ambient, Social and Gaming Media„. A draft version of the article is online available:
Abtract:

The recent years have shown the remarkable potential use of Web 2.0 technologies in education, especially within the context of informallearning. The use of Wikis for collaborative work is one example for the application of this theory. Further, the support of learning in fieldsof education, which are strongly based on location-dependent information, may also benefit from Web 2.0 techniques, such as Geo-Tagging and m-Learning, allowing in turn learning in-the-field. This chapter presents first developments on the combination of these threeconcepts into a geospatial Wiki for higher education, TUGeoWiki. Our solution proposal supports mobile scenarios where textual data andimages are managed and retrieved in-the-field
as well as some desktop scenarios in the context of collaborative e-Learning . Within this scope, technical restrictions might arise while adding and updating textual data via the collaborative interface, and this can be cumbersomein mobile scenarios. To solve this bottleneck, we integrated another popular Web 2.0 technique into our solution approach, Microblogging.Thus, the information pushed via short messages from mobile clients or microblogging tools to our m-Learning environment enables thecreation of Wiki-Micropages as basis for subsequent collaborative learning scenarios.

The Integration of Aspects of Geo-Tagging and Microblogging in m-Learning

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Reference: Safran, C., Garcia-Barrios, V. M., & Ebner, M. (2012). The Integration of Aspects of Geo-Tagging and Microblogging in m-Learning. In Lugmayr, A., Franssila, H., Näränen, P., Sotamaa, O., Vanhala, J., & Yu, Z. (Eds.), Media in the Ubiquitous Era: Ambient, Social and Gaming Media. (pp. 95-110). doi:10.4018/978-1-60960-774-6.ch005

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[publication] Semantically driven Social Data Aggregation Interfaces for Research 2.0

At this year iKNOW’11 conference we did a publication on „Semantically driven Social Data Aggregation Interfaces for Research 2.0“ and explained our research efforts on Semantic Social Media by developing a browser for finding out similar person of interest.
First the presentation:

Semantically Driven Social Data Aggregation Interfaces for Research 2.0

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Abstract:

We propose a framework to address an important issue in thecontext of the ongoing adoption of the “Web 2.0” in science and research, often referred to as “Science 2.0” or “Research 2.0”. Agrowing number of people are linked via acquaintances and onlinesocial networks such as Twitter allows indirect access to a hugeamount of ideas. These ideas are contained in a massive humaninformation flow. That users of these networks producerelevant data is being shown in many studies. The problem however lies in discovering and verifying such a streamof unstructured data items. Another related problem is locating anexpert that could provide an answer to a very specific researchquestion. We are using semantic technologies (RDF, SPARQL3) ,common vocabularies (SIOC, FOAF, SWRC) and Linked Data(DBpedia, GeoNames, CoLinDa) to extract and minethe data about scientific events out of context of microblogs. Hereby we are identifying persons and organization related tothem based on entities of time, place and topic. The framework provides an API that allows quick access to the information that isanalyzed by our system. As a proof-of-concept we explain, implement and evaluate such a researcher profiling use case. It involves the development of a framework that focuses on the proposition of researches based on topics and conferences theyhave in common. This framework provides an API that allow quick access to the analyzed information. A demonstrationapplication: “Researcher Affinity Browser” shows how the APIsupports developers to build rich internet applications for Research 2.0. This application also introduces the concept“affinity” that exposes the implicit proximity between entities andusers based on the content users produced. The usability of ademonstration application and the usefulness of the framework itself are investigated with an explicit evaluation questionnaire.This user feedback led to important conclusions about successfulachievements and opportunities to further improve this effort.

Semantically driven Social Data Aggregation Interfaces for Research 2.0

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Reference: De Vocht, L.; Selver, S.; Ebner, M.; Mühlburger, H. (2011) Semantically driven Social Data AggregationInterfaces for Research 2.0. – in: 11th International Conference on Knowledge Management and Knowledge Technologies (2011), S. 43:1 -43:10, International Conference on Knowledge Management (iKNow), ACM New York

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[publication] Der Wert und die Finanzierung von freien Bildungsressourcen

Bei der diesjährigen GeNeMe 2011 Tagung die ein Teil der Wissensgemeinschaften 2011 Veranstaltung sind, haben wir einen Beitrag zu offenen Bildungsressourcen (am Beispiel L3T) geschrieben und die Frage gestellt, was sind diese denn eigenlich wert bzw. wie könnte ein Erlösmodell aussehen. Die Präsentation ist bereits online [Link].
Zusammenfassung:

Es kann zusammenfassend festgehalten werden, dass die Finanzierung von OER durchaus eine große Herausforderung darstellt. Wenn nicht auf entsprechendeFördergeber zurückgegriffen werden kann, die ein konkretes Ziel damit verfolgen,ist die Erstellung solcher zumeist von ehrenamtlichen Engagement getragen unddie Finanzierung schwer kalkulierbar. Dieser Beitrag zeigte auf, welche Möglichkeiten bestehen, OER nachhaltig zu sichern, kann aber auch nur darauf verweisen, dass diese Modelle von der Gesellschaft anerkannt und getragenwerden müssen. Erst wenn das Bewusstsein, dass eine frei zugängliche Ressourceauch einen Wert hat, geschärft ist und Einzelpersonen sowie Unternehmen dieVerteilung und Anerkennung im World Wide Web erkennen, kann OER zu dengewünschten Effekten einer öffentlichen Bildungsinitiative führen.

Der Wert und die Finanzierung von freien Bildungsressourcen

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Referenz: Schön, S.; Ebner, M.; Lienhardt, C. (2011) Der Wert und dieFinanzierung von freien Bildungsressourcen. – in: Virtual Enterprises, Communities &Social Networks, S. 239 – 250

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[publication] Mit Vielen offene Bildungsressourcen erstellen

Bei der diesjährigen GMW 2011 Tagung die ein Teil der Wissensgemeinschaften 2011 Veranstaltung sind, präsentierten wir auch L3T. Die Präsentation ist bereits [hier] online.
Abstract:

Das Internet verändert die Möglichkeiten des Lernen und Lehrens und auch die Ar- beitsweise von Wissenschaftler/innen und Lehrenden. Frei zugängliche Lernmate-rialien zu erstellen, zu modifizieren und in der Lehre einzusetzen ist eine Konse-quenz aus technischen Möglichkeiten und Veränderungen der Wahrnehmung und Nutzung der Möglichkeiten des Teilens und Tauschens im Bereich der Bildung.Am Beispiel des Lehrbuchprojektes „Lehrbuch für Lernen und Lehren mit Techno-logien“ (L3T) wird in diesem Beitrag aus Perspektive der Initiatoren davon berich-tet, wie sich solche neuen Formen und Wege gestalten (können) und welche Erfah-rungen damit gemacht wurden. Dazu wird das Projekt L3T mit drei derzeit neuarti-gen Formen von Initiativen verglichen: (a) mit Initiativen zu offenen Bildungsres-sourcen, (b) mit Crowd-Sourcing-Initiativen und (c) mit offenen Bildungsinitiati-ven

Mit Vielen offene Bildungsressourcen erstellen: Neue Wege der Erstellung von Lehrbüchern am Beispiel L3T

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Reference: Ebner, M.; Schön (aka Schaffert), S., (2011) Mit Vielen offeneBildungsressourcen erstellen: Neue Weger der Erstellung von Lehrbüchern am Beispiel L3T.- in: Wissensgemeinschaften / Digitale Medien – Öffnung und Offenheit in Forschung undLehre. (2011), S. 21 – 35