Schlagwort: research

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[publication] Supporting Learning and Teaching with Good Design: Report and Lessons Learned from Learning Experience Design in Higher Education #LXD #tugraz #research

Our chaper about „Supporting Learning and Teaching with Good Design: Report and Lessons Learned from Learning Experience Design in Higher Education“ got published (online first) and is free available 🙂

Abstract:
Learning experience design (LXD), that is, the conscious design of learning experiences based on the principles and methods of the design discipline, is a term that is increasingly being used in the design of (digital) learning environments. The aim is to make learning a positive, exciting experience for the learner. This article will introduce the understanding of “learning experience design” and describe its application at Graz University of Technology (TU Graz). As creativity is a base for the design discipline, the organizational unit “educational technology” sees LXD as a chance to develop innovative, quality online teaching and learning materials. The article will show the application and results of LXD of several different projects and resources developed for teachers and students by the educational technology team at TU Graz: the student study progress dashboard, the TELucation website relaunch, and the development of a modifiable digital template for lecturer training.

[chapter @ book’s homepage]
[chapter @ ResearchGate]

Reference: Ebner, M., Edelsbrunner, S., & Schön, S. (2022). Supporting Learning and Teaching with Good Design: Report and Lessons Learned from Learning Experience Design in Higher Education. In K. Kang, & M. F. Namisango (Eds.), E-service Digital Innovation [Working Title]. IntechOpen. https://doi.org/10.5772/intechopen.107489

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[publication] Introduction to ‘The Future of Learning’ #education #book #chapter

I manged the section „Future of Learning“ for the book Learning with Technologies and Technologies in Learning:

This section deals with the “future of learning” and asked for contributions dealing with meta-studies ore forecasts. This is not a simple task because we all know from the pandemic that changes are unpredictable sometimes. Anyway, we are very happy that seven groups of researchers out of more than 23 proposals tried to give us insights to their research. Those 7 publications deal with different topics—meta studies, Social Interaction and communication, Open Educational Resources, Augmented and Virtual Reality.

[chapter @ book’s homepage]
[draft @ ResearchGate]

Rerference: Ebner, M. (2022). Introduction to ‘The Future of Learning’. In: Auer, M.E., Pester, A., May, D. (eds) Learning with Technologies and Technologies in Learning. Lecture Notes in Networks and Systems, vol 456. Springer, Cham. https://doi.org/10.1007/978-3-031-04286-7_1

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[publication] Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education #Learninganalytics #ethics #tugraz #research

Our chapter about „Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education“ is published right now.

Abstract:
The digitalisation of learning, teaching, and study processes has a major impact on possible evaluations and uses of data, for example with regard to individual learning recommendations, prognosis, or assessments. This also gives rise to ethical issues centered around digital teaching and possible challenges of data use. One possible approach to this challenge might be to install a Digital Ethics Officer (DEO), whose future profile this paper outlines for a Educational Technology unit of a Higher Education Institution (HEI). Therefore, an introductory overview of the tasks and roles of Ethics Officers (EO) is given based on the literature. The authors then describe the current ethics program of a university of technology and collect current and potential ethical issues from the field of educational technologies. Based on this, a first professional profile for a DEO at an educational technology unit of a university is described. From the authors’ point of view, the article thus prepares important considerations and steps for the future of this position.

[article @ book’s homepage]
[draft @ ResearchGate]

Reference: Andrews, D., Leitner, P., Schön, S., Ebner, M. (2022). Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. HCII 2022. Lecture Notes in Computer Science, vol 13328. Springer, Cham. https://doi.org/10.1007/978-3-031-05657-4_12

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[publication] How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria #edil22 #tugraz #research #makereducation

One of our publication at ED-Media & Innovative Learning 2022 conference is about „How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria„.

Abstract:
This research considers the suitability of holiday camps as possible entry routes into technical education pathways. Therefore, two very successful holiday camps at a technical secondary vocational school (HTL) in Austria were observed. Using a mixed method research approach, a gender-mixed camp for 13-year-olds with a technical theme is compared to an all-girls event for 8- to 12-year-olds focusing on creativity. We show the recruitment success of given events, but also consider potential biasing factors in the evaluation. A discussion of the most successful activity specifically designed for girls during the camp, creating luminous jewelry, is provided, and an analysis of the stakeholders´ perception reveals the importance of adapted wording in promoting technical activities for girls, as well as the need for the actions and artifacts produced to be meaningful in order to spark participants‘ interest in the tools used and, beyond that, into formal technical education pathways.

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

Reference: Sagbauer, N.N., Pollak, M. & Ebner, M. (2022). How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 463-469). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 30, 2022 from https://www.learntechlib.org/primary/p/221329/.

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[publication] Gute Online-Lehrpraxis aus Studierendensicht in den ersten Wochen der CoViD-19-Krise #covid19 #tugraz #research

Wir freuen uns, dass unser Beitrag zu „Gute Online-Lehrpraxis aus Studierendensicht in den ersten Wochen der CoViD-19-Krise. Der studentische Blick auf ‹gute Lehre› an der TU Graz im Mai 2020“ zwar etwas verspätet aber doch in der Zeitschrift für MedienPädagogik erschienen ist:

Zusammenfassung:
Ende Mai 2020 wurden die Studierenden der Technischen Universität Graz im Rahmen einer studentischen Qualifizierungsarbeit zu guten Lehrerfahrungen in der der Notfall-Online-Lehre durch die CoViD-19-Pandemie im Sommersemester 2020 befragt. 137 Beispiele für gute Lehre von unterschiedlichen Teilnehmenden werden für den Beitrag ausgewertet. Die Analyse der Antworten zeigen, dass in einem Gros der Lehrveranstaltungen die als gelungen erlebt wurden, (auch) Videotechnik zum Einsatz kommt (90 %), bei mehr als der Hälfte (auch) Videos zur Verfügung gestellt werden und bei der Hälfte Live-, d. h. synchrone Veranstaltungen angeboten werden. Ein wesentliches Merkmal für gute Lehrbeispiele ist, dass Studierende etwas gelernt haben (77 % «trifft voll zu») und bei Beschreibungen der Lehrbeispiele erwähnen rund ein Drittel, dass die Umstellung der Lehrveranstaltung, die sie als gute Lehre erlebten, zügig erfolgte. Methodisch-didaktische Besonderheiten werden damit in der frühen Phase des Distance Learning eher selten (12 %) von den befragten Studierenden benannt.

[full article @ Journal homepage]
[full article @ ResearchGate]

Referenz: Schön, Sandra, Viktoria Wieser, Sebastian Dennerlein, und Martin Ebner. 2021. „Gute Online-Lehrpraxis Aus Studierendensicht in Den Ersten Wochen Der CoViD-19-Krise: Der Studentische Blick Auf ‹gute Lehre› an Der TU Graz Im Mai 2020“. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung 40 (CoViD-19):411-29. https://doi.org/10.21240/mpaed/40/2021.11.26.X.

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[presentation] How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria #edil22 #research #makereducation #tugraz

We are happy to present our research about „How Activities Related to Maker Education Contribute to Overcome Entry Barriers for Girls into Formal Technical Education Pathways – Case Study of Holiday Camps at a Technical Secondary Vocational School in Austria“ at EdMedia + Innovate Learning 2022 conference.

Find here our slides of the talk:

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[presentation] The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study #edil22 #tugraz #research #canvas

We are happy to present our research about „The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study“ at EdMedia + Innovate Learning 2022 conference.

Find here our slides as well as the recording of the talk:

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[presentation] A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021#covid19 #edil22 #tugraz #research

We are happy to present our research about „A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021“ at EdMedia + Innovate Learning 2022 conference.

Find here our slides as well as the recording of the talk:

YouTube

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[publication] Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts #imoox #moox #tugraz

Our chapter about „Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts“ got published:

Abstract:
Massive open online course (MOOC) platforms within the so-called xMOOC framework typically host quizzes, sometimes as part of the course assessment. Within our contribution we look at and describe quizzes and their results as a feedback for learners. Additionally, we describe current research on quizzes in MOOCs, especially from a learning analytics perspective. Building upon this, we explore data from a single MOOC (N = 1,484) from the Austrian MOOC platform iMooX.at where quizzes are used for final assessment but can be repeated up to five times within the course. The analysis of quiz activities shows a moderate correlation (r = 0,2765, N = 957) of the very first attempt with the final MOOC success.

[full chapter @ book’s homepage]
[draft @ ResearchGate]

Reference: Schön S., Leitner P., Ebner M., Edelsbrunner S., Hohla K. (2022) Quiz Feedback in Massive Open Online Courses from the Perspective of Learning Analytics: Role of First Quiz Attempts. In: Auer M.E., Hortsch H., Michler O., Köhler T. (eds) Mobility for Smart Cities and Regional Development – Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, vol 389. Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_94