Heute nur einen ganz kurzen Blogbeitrag – Hinweis auf eine Twitter Reading List. Also wer sich einmal kurz einlesen möchte, hat nun einiges vor sich 🙂 .
[publication] Social networking in scientific conferences – Twitter as tool for strengthen a scientific
Our publication about “Social networking in scientific conferences – Twitter as tool for strengthen a scientific” for this Science 2.0 for TEL Workshop at ECTEL conference is now online available.
Abstract:
Twitter is the fastest growing member community of the last year. With a rate of 1382% it grows 6 times faster than for example the world biggest social networking application Facebook. In this paper we ask how Twitter can serve as resource at scientific conferences and support the scientific community. Furthermore we ask if Twitter ads any scientific value to conferences. We chose this year ED-MEDIA conference as example for the use of Twitter at a scientific conference and show how the micro-blogging tool got seamlessly integrated in the well-known communication infrastructure of conferences.
Reference: Ebner. M., Reinhard, W. (2009) Social networking in scientific conferences – Twitter as tool for strengthen a scientific, Workshop Science 2.0 for TEL, ECTEL 2009, [Link]
And the presented slides:
[publication] Personal Learning Environment – A Conceptual Study
Our publication about “Personal Learning Environment – A Conceptual Study” at the Special Track on “MashUps for Learning (MASHL09)” within the ICL 2009 conference is now online available.
Abstract:
The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS) were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centred approach to a learner- centred one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE) is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz). It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behaviour.
Reference:Taraghi, B., Ebner, M., Till, G., Mühlburger, H. (2009) Personal Learning Environment – A Conceptual Study, International Conference on Interactive Computer Aided Learning (ICL 2009), Villach, AT
Mupple und Science 2.0 program online
The programs of both workshops at this year ECTEL conference where our research group will participate are now online available:
Hope we will see you there 🙂
Interest on article “How People are Using Twitter during Conferences”
Amazing, our article as well as our presentation “How People are Using Twitter during Conferences” gathered much more interest as ever expected.
There was a big report on Read/Write Web a month ago “Study Reveals High Levels of Twitter Use at Conferences” and our presentation on slideshare reached the “Hot on Facebook”
How People are using Twitter at Conferences is being talked about on Facebook more than any other document on SlideShare right now. So we’ve put it on the homepage of SlideShare.net (in the “Hot on Facebook” section)
as well as the “Hot on Twitter” list:
How People are using Twitter at Conferences is being tweeted more than any other document on SlideShare right now. So we’ve put it on the homepage of SlideShare.net (in the “Hot on Twitter” section)
Thanks to all who were and are interested in our research and keep us motivated to do further work.
[publication] Will Personal Learning Environments Become Ubiquitous through the Use of Widgets?
Our publication “Will Personal Learning Environments Become Ubiquitous through the Use of Widgets?” for this year i-Know Conference is now online available.
Abstract:
Nowadays Personal Learning Environments (PLEs) are described as the use of different social software tools for learning and teaching. The use of common web browsers often is a precondition to fulfil the requirements of social software tools. In this publication a new perspective as well as a couple of prototypes is presented to allow a more independent solution in this context. Using the new JavaFX technology so called widgets are implemented which can be used on different devices as well as different operating systems. Furthermore also the web browser can be replaced by a browser instance. It can be summarized that through the use of widgets the learning environment of the future can be more individualized and personalized.
Reference: Taraghi, B., Mühlburger, H.; Ebner, M.; Nagler, W. (2009) Will Personal Learning Environments Become Ubiquitous through the Use of Widgets?, Tochtermann, K. and Maurer, H. (ed.), Proceedings of I-KNOW ’09 and I-SEMANTICS ’09, Graz, Austria, pp. 329-335
Here you will find the online copy.
[review] Tweet, Tweet , Retweet: Conversational Aspects of Retweeting on Twitter
Danah Boyd, Scott Golder und Gilad Lotan sind der Frage nachgegangen, wie Personen sogenannte Retweets auf Twitter verwenden. Also warum dupliziert jemand auf Twitter eine Nachricht und welche Form hat diese dann. Der Artikel selbst erscheint erst in den Proceedings of HICSS-43 im Jänner 2010, trotzdem findet man ein PrePrint Version vorab im Netz:
Tweet, Tweet, Retweet: Conversational Aspects of Retweeting on Twitter
Nun neben einer relative großen Datenanalyse von von fast 720.000 tweets (erste Studie) und 203.371 tweets (zweite Studie) erfolgte auch eine Kurzumfrage. Die wesentlichsten Aussagen sind m. E.:
- 36% der tweet waren ein reply (@), 5% der tweets hatten einen hashtag (#), 22% der tweets enhielten eine URL und 3% der tweets waren ein retweet (wobei 88% ein RT inkludierten und nur 11% “via”)
- 52% der retweets enthielten eine URL und 18% einen hastag (#)
Es wird auch aufgezeigt, dass es verschiedene Arten von Retweets gibt und dass sich hier noch keine wirkliche Norm eingebürgt hat. Genauso sehen es die Autoren bei der Analyse warum jemand etwas retweetet. Es werden hier etliche Gründe angeführt:
- um den Inhalt eines Tweets weiter zu verbreiten und seinen eigenen Followern mitzuteilen
- um den Originaltweet zu kommentieren und damit eine Diskussion anzuregen
- um jemanden seiner Community sichtbarer zu machen
- um jemanden zuzustimmen
- als eine Art freundschaftliche Geste
- um eigene Followers zu gewinnen
- um den Tweet bei sich abzulegen
Auch bei der Frage was denn retweetet wird, kann aufgezeigt werden, dass es primär dann erfolgt wenn man glaubt, dass es für seine Community relevant bzw. wichtig ist – oder aus einer sozialen Aktion heraus. Die Autoren verweisen zum Schluss auch noch auf die Gefahr, dass durch die Beschränkheit der Zeichenanzahl es durchaus zu einer Sinnveränderung des Original Tweets kommen kann und auf weitere Effekte wie die Bitte nach einem Retweet oder ein Ego-Retweet (Retweet eines Tweets in dem man selbst schon vorkommt).
Alles in allem kann, fasst dieser Artikel das Phänomen Retweet auf Twitter sehr gut zusammen und ich kann ihn allen jenen weiterempfehlen, die sich damit näher beschäftigen. Für einen erfahrenen Twitterexperten verbirgt sich eigentlich wenig Neues, zeigt also die gelebte alltägliche Praxis auf.
(via heise.de)
[publication] Interactive Technology for Enhancing Distributed Learning: A Study on Weblogs
Our contribution to this year HCI 2009 conference about “Interactive Technology for Enhancing Distributed Learning: A Study on Weblogs” is now online available.
Abstract:
In this study, it was investigated whether, and to what extent, Web 2.0 technologies, actually Weblogs, can be a suitable instrument for enhancing the practice of distributed learning. In educational settings, which are based on traditional lectures many students begin serious study shortly before the exam. However, from previous empirical research, it is known that the practice of distributed learning is much more conducive to retaining knowledge than that of massed learning. A 2*2 factorial design (within – repeated measures) with pre-test and post-test in a real life setting was applied; the study lasted for the whole summer term 2007. Participants were N=28 computer science undergraduates of Graz University of Technology. We randomly assigned them to two groups of equal size: The experimental group given the Weblog treatment are referred to as Group W; whereas the control group with no access are referred to as Group C. Students of group W were instructed to use the Weblog for developing their paper and studying during the lecture and they were requested not to reveal their group affiliation. The results showed that performance scores of group W were significantly higher than that of group C. This demonstrates that Weblogs can be an appropriate instrument to supplement a classical lecture in order to enable deeper processing of information over a longer period of time, consequently resulting in enhanced learning performance.
Reference: Holzinger, A.; Kickmeier-Rust, M.; Ebner, M. (2009) Interactive Technology for Enhancing Distributed Learning: A Study on Weblogs, Proceedings of HCI 2009 The 23nd British HCI Group Annual Conference, Cambridge, London, pp. 309-312
The PrePrint is available here.
[review] Mobile Learning 2.0
Anja hat heute Ihren Artikel für das e-Learning Journal mit dem Thema “Mobile Learning 2.0” als Postprint Version am Weblog veröffentlicht. Sehr gut, denn damit kommt sie gleich ihrer eigenen Forderung nach Open Content im Web nach.
Nachdem wir ja auch in diesem Bereich forschen, musste ich diesen Artikel lesen und war gespannt was hier auf mich zukommt. Gleich vorweg – es hat Spaß gemacht zu lesen und ich kann ihn generell für Interessierte nur weiterempfehlen. Wenn man mich jetzt spontan fragen würde, was ist die Aussage für mich aus dem Artikel, was habe ich mir abgespeichert, dann wohl die Aussage, dass wir mobile Devices als Verbindung zwischen der Online und Offline Welt begreifen müssen. Eine Erweiterung unserer digitalten Aktivitäten die wir an beliebigen Orten weiterführen und unseren primären sozialen Bedürfnissen nachkommen. Das dies auch immense Auswirkungen auf das Lernverhalten haben wird, brauche ich glaub ich nicht zu betonen.
Also Anja – danke einerseits für die zur Verfügungstellung, andererseits für die tolle Aufbereitung und die durchdachte Argumentation.
Und hier für alle die verzweifelt jetzt nach dem Text suchen:
[publication] How Web 2.0 Enhance Knowledge Construction in Civil Engineering
Our research article about the use of Web 2.0 technologies in Civil Engineering Education “How Web 2.0 Enhance Knowledge Construction in Civil Engineering” has been published.
Abstract:
At Graz University of Technology (TU Graz) lots of experience using multimedia or internet based applications in higher education has been gathered. Especially in the field of civil engineering we can refer to a seven year long practical employment. During the very first e-Learning boom at universities in Austria in 2001 some projects in the field of civil engineering have been started in order to investigate the possibilities of web-based education. Nowadays a radical change of the Web, often called Web 2.0, offers possibilities, which can change the e-Education dramatically. The use of Wikis and Weblogs lead to a more collaborative teaching and learning process. Podcasts, in the same way as web based software helps to support the learner of today in a much more efficient way as in the years before.
This paper will discuss how modern technologies can be used in the field of Civil Engineering Education and will show a lot of practical examples of today’s effort in this field at TU Graz. The authors conclude that e-Education will play a very important role in the future of higher education. Bearing in mind that learners of today are the working society of tomorrow this change leads to arbitrarily new situations. Has industry to prepare for a new kind of generation?
Reference: Ebner, M. (2009) How Web 2.0 Enhance Knowledge Construction in Civil Engineering, A. Starcic and M. Kovac (ed.), University & Industry – Knowledge Transfer and Innovation, WSEAS Press, Athen, 2009, p. 77-101
Here you will get the Draftversion.