Schlagwort: research

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[publication] From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT #AIinEducation #research #edtech

Congratulations to Benedikt, who did a great job developing a successful workshop for school teachers. We summarized his results in the publication „From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT.“

Abstract:
In the era of transformative technologies, generative artificial intelligence (genAI) offers profound opportunities and challenges for education. This study explores the development and execution of an interactive workshop designed to equip educators with foundational genAI literacy. Using a design-based research (DBR) framework, the workshop leverages interactivity and contextual relevance to introduce genAI concepts, prompting strategies and ethical considerations. Participants engaged in a scripted learning workshop design, comparing human and AI responses, exploring genAI’s probabilistic foundations, context dependency, and vulnerability to manipulation. Conducted across 12 workshops with 191 participants in Austria, this study revealed significant improvements in self-perceived genAI understanding, with 70% of participants reporting better grades in post-assessment evaluations. Feedback emphasized the workshop’s strengths in interactivity and relevance, alongside recommendations for deeper school-specific applications. Scalability analysis showed that workshop duration remained consistent regardless of group size, suggesting potential for broader implementation. The findings highlight the effectiveness of scripted learning workshop design in fostering critical AI literacy, preparing educators to critically evaluate and ethically integrate genAI into pedagogical practices. This adaptable model contributes to the discourse on professional development in AI-enhanced education.

[full paper @ publisher’s Homepage]
[full paper @ ResearchGate]

Reference: Brünner, B., Schön, S., & Ebner, M. (2025). From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT. Education Sciences, 15(2), 206. https://doi.org/10.3390/educsci15020206

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[publication] How to Plan and Manage a Blended Learning Course Module Using Generative Artificial Intelligence? #ai #research

Our contribution about „How to Plan and Manage a Blended Learning Course Module Using Generative Artificial Intelligence?“ got published.

Abstract:
Artificial intelligence (AI) is rapidly transforming the educational landscape, playing a crucial role in the transition to blended learning environments. As generative AI gains momentum, educators now have access to a growing repository of AI tools that can facilitate the shift from face-to-face instruction to more virtual learning experiences. This chapter provides a practical guideline for integrating and using AI tools to support educators in transitioning their courses to blended learning. The approach is structured around four key pillars: teacher practice support, online classroom support, evaluation and feedback, and student support. Following this guideline, we explore a curated list of AI-powered tools categorized based on their functions within these four pillars. To illustrate the application of these guidelines, we present a case study demonstrating a transition of a selected module of a traditional face-to-face machine learning course and make it accessible to students online, thus enabling blended learning experience. This chapter can empower future educators interested in AI to structure engaging blended learning courses and underscore the significant role of AI in enhancing the planning, management, implementation, and assessment of new blended learning courses.

[final publication @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Khalil, M., Shakya, R., Liu, Q., Ebner, M. (2024). How to Plan and Manage a Blended Learning Course Module Using Generative Artificial Intelligence?. In: Panda, S., Mishra, S., Misra, P.K. (eds) Case Studies on Blended Learning in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-97-9388-4_4

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[publication] Erfahrungen und Einsichten zum Aufbau einer IT-Infrastruktur für das Lernen und Lehren in der Universitätsallianz „Unite!“ #unite #tugraz #researc

Wir haben unsere Erfahrungen und Einsichten im Rahmen der europäischen Allianz einmal zusammengefasst und unter „Erfahrungen und Einsichten zum Aufbau einer IT-Infrastruktur für das Lernen und Lehren in der Universitätsallianz „Unite!““ publiziert, damit wir gerne auch in einen gesamtheitlichen Diskurs kommen:

Die Universitätsallianz Unite! fördert seit 2019 die Mobilität der Studierenden durch die Entwicklung verschiedener IT-Plattformen. Eine umfassende Bestandsaufnahme von Martin Ebner und Sandra Schön (beide TU Graz) bietet spannende Einblicke in die aktuellen Herausforderungen zum Aufbau einer gemeinsamen IT-Infrastruktur für das Lernen und Lehren – und nennt dabei auch fallübergreifende Einsichten und Lösungen.

[Online-Beitrag bei Hoschulforum Digitalisierung]
[Beitrag bei ResearchGate]

Zitation: Ebner, M. & Schön, S. (2024) Erfahrungen und Einsichten zum Aufbau einer IT-Infrastruktur für das Lernen und Lehren in der Universitätsallianz „Unite!“, Hochschulforum Digitalisierung, online am 18.11.24, https://hochschulforumdigitalisierung.de/universitaetsallianz-unite/

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[publication] Distance Learning in Times of COVID-19 at Austrian Schools: A Rapid Systematic Literature Review #tugraz #research

Our publication at this year’s E-Learn conference about „Distance Learning in Times of COVID-19 at Austrian Schools: A Rapid Systematic Literature Review“ is available online.

Abstract:
The COVID-19 pandemic has had a profound impact on the Austrian education system, necessitating an abrupt shift to distance learning and triggering a reassessment of digital education strategies. This rapid literature review examines the challenges faced by students in Austria during this time. The synopsis of 7 selected reports revealed six key themes: communication dynamics between students and teachers, availability of communication tools, adequacy of technical equipment, importance of self-regulated learning (SRL) strategies, barriers to the transition to distance learning, and high workload. Despite challenges, including a notable gender gap in communication skills and a digital divide in technology, students and teachers have adapted to new learning modalities. The findings highlight the essential role of effective communication, strategic integration of digital tools, and the importance of promoting SRL to improve student engagement, learning outcomes, and psychological well-being in distance learning contexts. The transition has not only highlighted the demand for resilience and adaptability from all education stakeholders but has also pointed to future opportunities to refine and enhance digital learning scenarios to ensure a more inclusive, effective, and engaging learning experience for students in Austria and beyond.

[draft @ ResearchGate]

Citation: Brünner, B., Ebner, M. & Burgsteiner, H. (2024). Distance Learning in Times of COVID-19 at Austrian Schools: A Rapid Systematic Literature Review. In C. Bonk & G. Marks (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 544-549). Singapore, Singapore: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2024 from https://www.learntechlib.org/primary/p/225045/

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[presentation] Der erste multilinguale MOOC zum Thema der Open Eduational Resources. Rolle, Möglichkeiten und Herausforderungen des Einsatzes von KI bei der Erstellung von Videos mit Avataren der Lehrenden #oead #tugraz #KI #research

Im Rahmen der der OeaD-Hochschultagung 2024 unter dem Thema „Internationalisierung und Künstliche Intelligenz“ haben wir heute einen Kurvortrag über unseren multilingualen OER-MOOC:

Im MOOC „Open Educational Resources in Higher Education“ wurde die KI-Anwendung HeyGen verwendet, um Avatare der Lehrenden zu erstellen, die dann die ursprüngliche deutsche Sprachversion automatisch in mehrere Sprachen der Unite!-Universitätsallianz übersetzten. Nur die Avatare wurden durch KI generiert; die Videos des MOOC wurden professionell illustriert, und die Struktur des Kurses, die Texte, Quizze und Beschreibungen wurden ohne (signifikante) Nutzung von KI erstellt. Dieser MOOC ist wahrscheinlich der erste weltweit, der gleichzeitig in mehreren Sprachversionen produziert wurde und über die bloße Untertitelung der Videos hinausgeht. Im Vortrag wird das Vorhaben und Abläufe des Projekts und der Verwendung von KI präsentiert und Herausforderungen und Möglichkeiten adressiert, die sich ergeben haben.

[Link zu den Vortragsfolien]

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[publication] Should Universities partner with NGOs? A Case Study of a University of Technology and a Coding School for Refugees #research

At this years‘ EDEN conference we made a publication titled „Should Universities partner with NGOs? A Case Study of a University of Technology and a Coding School for Refugees„

Abstract:
This paper explores the advantages of a University-NGO Partnership between the Faculty of Informatics at Vienna University of Technology (TU Vienna) and the NGO „refugees{code}-, a coding school for refugees in Vienna, Austria. The goal of this collaboration is twofold: Firstly, to help students apply coding skills practically and enhance their proficiency through teaching experiences with underrepresented groups; and secondly, to provide refugees with meaningful activities that match their profession, education, and personal interests, which might have been interrupted in their home countries. The study evaluates the perspectives of the stakeholders involved. To do so, written surveys and interviews with computer science students, refugees and team members of the NGO were conducted. The results indicate that meaningful educational benefits for computer science students can be created within such partnerships, such as enhanced teaching abilities, dispelled prejudices, insights into the factors affecting refugees‘ educational and career trajectories, as well as improved communication and empathy skills. However, challenges for such partnerships also exist, including giving student teachers more time for meetings and discussions, empowering them to make decisions, providing access to counseling psychologists and interpreters, and offering support in managing participants‘ expectations. The findings shed light on the potential benefits from participating in campus-community partnerships and suggest several measures to improve them, such as providing additional ECTS credits, intensifying promotional activities to encourage greater student participation, providing alumni support, and issuing official certificates.

[article @ proceeding’s homepage]
[article @ ResearchGate]

Citation: Wolf, D. and Ebner, M. (2024) ‘Should Universities partner with NGOs? A Case Study of a University of Technology and a Coding School for Refugees’, Ubiquity Proceedings, 4(1), p. 36. Available at: https://doi.org/10.5334/uproc.158.

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[publication] Federated virtual learning management in a European University alliance: General challenges and first experiences using LTI to connect LMS in Unite! #tugraz #research

Our research about „Federated virtual learning management in a European University alliance: General challenges and first experiences using LTI to connect LMS in Unite!“ was published at this year’s ED-Media conference in Brussels.

Abstract:
This paper explores the challenges and first experiences of implementing federated virtual learning management within the European University Alliance Unite!. Through the lens of Learning Tools Interoperability (LTI), the study investigates the complexities inherent in connecting Learning Management Systems (LMS) across diverse institutional contexts. This research examines the general hurdles faced by European university alliances in adopting federated LMS. Additionally, it outlines the LMS infrastructure of Unite! in early 2024 and discusses the pilot initiatives undertaken to utilize LTI for connecting LMS platforms at Graz University of Technology (TU Graz). The pilots involve integrating Unite!’s Metacampus with various platforms, including Moodle-based systems from TU Graz. Drawing from these pilot experiences, the paper presents insights and lessons learned regarding the efficacy of LTI in facilitating cross-platform connectivity within Unite! and offers implications for future implementations.

[article @ publisher’s homepage]
[article @ ResearchGate]

Reference: Schön, S., Ebner, M., Edelsbrunner, S., Gasplmayr, K., Hohla-Sejkora, K., Leitner, P. & Taraghi, B. (2024). Federated virtual learning management in a European University alliance: General challenges and first experiences using LTI to connect LMS in Unite!. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 123-136). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2024 from https://www.learntechlib.org/primary/p/224514/.

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[publication] Digital Learning during COVID-19. A Systematic Review and Meta-Analysis of Distance Learning at Universities in Austria #covid19 #edmedia #research

At this year’s EDMedia conference in Brussels we published a paper titled „Digital Learning during COVID-19. A Systematic Review and Meta-Analysis of Distance Learning at Universities in Austria„.

Abstract:
The COVID-19 pandemic has greatly affected universities in Austria, leading to a rapid shift to distance learning. This study analyzed 59 surveys conducted between March 2020 and October 2021. The quality of distance learning varies among universities and lecturers. Effective communication and access to information along with an appropriate workload for online teaching are key aspects. Adequate examination dates, seats, and time to complete courses are necessary. Students appreciated video recordings and some examination formats but preferred face-to-face exams in the future. This shows that online teaching is useful as a complement but not in itself. Using blended and hybrid learning methods can preserve the identified advantages.

[article @ conference homepage]
[article @ researchgate]

Reference: Brünner, B., Findenig, K. & Ebner, M.(2024). Digital Learning during COVID-19. A Systematic Review and Meta-Analysis of Distance Learning at Universities in Austria. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 980-988). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). https://learntechlib.org/primary/p/224617/