We are happy to present today our research about „Speech-based Learning with Amazon Alexa“ at this year „EdMedia + Innovate Learning 2021“ conference.
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Erschienen: Projektbericht zum OER-Schnittstellen an der TU Graz und OEAA #oer #OEAA #openeducation
Die Beteiligten haben ihre Arbeit rund um OER-Schnittstellen zwischen den Systemen der TU Graz und zum österreichweiten OER-Refereratory der Universität Wien bereits in zwei wissenschaftlichen Publikationen publizieren können. Jetzt folgt der noch etwas ausführlichere Projektbericht:
Um einen breiten Zugang zur Bildung und großzügige Nutzung von Bildungsressourcen zu ermöglichen, setzt auch die Technische Universität Graz (TU Graz) auf offene Bildungsressourcen (Open Educational Resources, kurz OER). Der Arbeitsbericht beschreibt die technologischen Entwicklungen und Prozesse, damit Lehrende der TU Graz das eigene Lernmanagementsystem für die Veröffentlichung von OER nutzen können. Es wird nachgezeichnet, wie Schnittstellen und Prozesse gestaltet wurden, um Lern- und Lehrressourcen der TU Graz mit entsprechenden Metadaten auszuzeichnen, um sie über das universitätseigene OER-Repositorium und entsprechenden Schnittstellen für das OER-Fachportal der Universität Wien einer breiten Öffentlichkeit recherchierbar anzubieten. Nur entsprechend qualifizierte Lehrende der TU Graz erhalten die Berechtigung für die Nutzung des neuen OER-Plug-In. Der Projektbericht schließt mit Empfehlungen für Nachahmer/innen.
- Christoph Ladurner, Christian Ortner, Karin Lach, Martin Ebner, Maria Haas, Markus Ebner, Raman Ganguly und Sandra Schön (2021). Schnittstellen für OER: Entwicklung und Implementierung eines Plug-Ins und von APIs für offene Bildungsressourcen (OER) an der Schnittstelle von LMS, Repositorium und Referatorium. Arbeitsbericht für das Projekt Open Education Austria Advanced. Graz: TU Graz. DOI: https://10.5281/zenodo.4521286;, Researchgate: https://www.researchgate.net/publication/349121177_Schnittstellen_fur_OER_Entwicklung_und_Implementierung_eines_Plug-Ins_und_von_APIs_fur_offene_Bildungsressourcen_OER_an_der_Schnittstelle_von_LMS_Repositorium_und_Referatorium_Projektreport
[publication] Experiences Based on a Major Information Server #tugraz #research
Together with my colleagues we published an article about „Experiences Based on a Major Information Server“ in the Journal of Transactions on Internet Research.
Abstract:
In this paper we describe lessons we have learnt from building up a webserver with reliable information over a period of ten years. We show how we have tried to overcome often encountered weaknesses and thus encourage the community to follow our suggestions. We also point out that much research and development work remains to be carried out.
[full article @ ResearchGate]
[full article @ journal’s homepage]
Reference: Delilovic, N., Ebner, M., Maurer, H., Zaka, B. (2020) Experiences Based on a Major Information Server. Transactions on Internet Research 16(1). pp. 75-82
[lecture] Research approaches and methods in technology-enhanced learning #TEL #research
Sandra was giving a lecture on „Research approaches and methods in technology-enhanced learning“ and therefore we did a rough translation of our L3T-chapter to make a hand out for the students.
Abstract:
This article offers an orientation on how research is done in technology-enhanced learning. Therefore, three different approaches to research in the interdisciplinary field will be presented first: hypothesis and theory testing, hypothesis and theory generating, and design oriented methods. Subsequently, some research methods are assigned to the research process – data collection, data analysis, development – and outlined. Finally, hints on the choice of a research method are given and a typical challenge in the field is mentioned.
Reference: Schön, S., Ebner, M. (2020) Research approaches and methods in technology-enhanced learning. Published online: https://www.researchgate.net/publication/342571764_Research_approaches_and_methods_in_technology-enhanced_learning
[presentation] Practitioner Integration in Computational Thinking Education #edil2020 #research
The second presentation at this year EDMedia conference (online) was about „Practitioner Integration in Computational Thinking Education“. Find here the slides of the talk of Michael:
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[publication] Simulation data visualization using mixed reality with Microsoft HoloLensTM #AR #VR #tugraz
My PhD-Students wrote a chapter about the usage of Microsoft Hololens „Simulation data visualization using mixed reality with Microsoft HoloLensTM„. Now it got published within the book „New Perspectives on Virtual and Augmented Reality„.
Abstract:
Simulations and test beds are very difficult topics, especially for non-experienced students or new employees in the mechanical engineering domain. In this chapter, a HoloLens app and a CAD/Simulation workflow are introduced to visualize CAD models and sensor and simulation data of a test run on an air conditioning system test bed. The main challenge is to visualize temperature and pressure changes within opaque parts, such as tubes, compressors, condensers or electrical expansion valves. The HoloLens app supports various simulations and CAD visualizations. We exemplary implemented colouring the temperature or pressure changes of the test bed parts as Mixed-Reality (MR) overlays. The main purpose of the HoloLens app is to reduce the learning effort and time to understand such simulations and test bed settings. Additionally, the app could be used as a communication tool between different departments to transfer experiences and domain specific knowledge.
[chapter @ book homepage]
[draft @ ResearchGate]
Reference: Spitzer, M., Rosenberger, M., Ebner, M. (2020) Simulation data visualization using mixed reality with Microsof HoloLensTM, In: New Perspectives on Virtual and Augmented Reality, Daniela, L. (ed.), pp. 147-162, London: Routledge, https://doi.org/10.4324/9781003001874
[publication] COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness” #covid19 #tugraz
Our first research article concerning the situation of COVID-19 titled „COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness” is published right now.
Abstract:
Website Future Internet
The COVID-19 crisis influenced universities worldwide in early 2020. In Austria, all universities were closed in March 2020 as a preventive measure, and meetings with over 100 people were banned and a curfew was imposed. This development also had a massive impact on teaching, which in Austria takes place largely face-to-face. In this paper we would like to describe the situation of an Austrian university regarding e-learning before and during the first three weeks of the changeover of the teaching system, using the example of Graz University of Technology (TU Graz). The authors provide insights into the internal procedures, processes and decisions of their university and present figures on the changed usage behaviour of their students and teachers. As a theoretical reference, the article uses the e-learning readiness assessment according to Alshaher (2013), which provides a framework for describing the status of the situation regarding e-learning before the crisis. The paper concludes with a description of enablers, barriers and bottlenecks from the perspective of the members of the Educational Technology department.
[full article @ ResearchGate]
[full article @ journal’s homepage]
Reference: Ebner, M.; Schön, S.; Braun, C.; Ebner, M.; Grigoriadis, Y.; Haas, M.; Leitner, P.; Taraghi, B. COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness”. Future Internet 2020, 12, 94.
[publication] Was macht ein gutes Erklärvideo aus? #video #tel #research
Für das Buch „Lehren und Lernen mit Tutorials und Erklärvideos“ durften wir einen Kurzbeitrag zu „Was macht ein gutes Erklärvideo aus?“ schreiben.
Zusammenfassung:
Teaser des Beitrags
Basierend auf der Analyse und der Gestaltungspraxis von Erklärvideos in der Hochschulbildung stellen Dr. Schön und Dr. Ebner die wichtigsten medialen und didaktischen Gestaltungskriterien für großartige Erklärvideos vor.Basierend auf der Analyse und der Gestaltungspraxis von Erklärvideos in der Hochschulbildung stellen Dr. Schön und Dr. Ebner die wichtigsten medialen und didaktischen Gestaltungskriterien für großartige Erklärvideos vor.
Zitation: Schön, S. & Ebner, M. (2020) Was macht ein gutes Erklärvideo aus? In: Lehren und Lernen mit Tutorials und Erklärvideos. Dorgerloh, S. & Wolf, K. (Hrsg.). Beltz. ISBN 978-3-407-63126-8. S. 75-80
[publication] The Use of Gamification in Gastronomic Questionnaires
We did a short publication about „The Use of Gamification in Gastronomic Questionnaires“ for the International Journal of Interactive Mobile Technologies (iJIM).
Abstract:
Homepage iJIM
Obtaining customer opinions and customer wishes is increasingly becoming an important part of any entrepreneurial activity for determining customer satisfaction and, subsequently, optimizing products and services as well as strengthen customer loyalty. In catering, there are several ways to capture the guest’s satisfaction or dissatisfaction, as well as customer preferences and customer needs across different channels. One way to obtain a customer’s opinion is to provide a digital online questionnaire. Unfortunately, the participation of guests in such surveys is usually low. In addition, many online questionnaires are aborted prematurely, and questions which require an individual text answer are often left unanswered. Gamification is a process to use game ele-ments, game techniques and game mechanics from games in a different context in order to motivate and force people to do certain activities. This paper discusses whether the use of game elements in an existing gastronomical online questionnaire enhances the engagement of users and whether customer satisfac-tion remains the same. Based on an existing gastronomical online questionnaire from the company ITELL.SOLUTIONS GmbH a gamified questionnaire vari-ant has been developed. Game elements such as points, badges, avatar, story, progress bar and instant feedback have been included. The investigation showed that the use of gamification in questionnaires on open questions did not worsen the involvement of users. The customer satisfac-tion remained unchanged by the embedding of game elements too. Users of the expanded game questionnaire tended to give more precise and longer answers. The completion time also slightly increased for the gamified questionnaire. A direct comparison between the two variants of the questionnaire, showed that users preferred the design of the gamified questionnaire.
[article @ journal’s homepage]
[article @ researchgate]
Reference: Prott, D., & Ebner, M. (2020). The Use of Gamification in Gastronomic Questionnaires. International Journal Of Interactive Mobile Technologies (IJIM), 14(02), pp. 101-118. doi:http://dx.doi.org/10.3991/ijim.v14i02.11695
[publication] The Missing Link to Computational Thinking
Congratulations to my PhD-student who did his first publication about a literature research to computational thinking. His work got published right now in Future Internet, enjoy the great reading.
Abstract:
After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners.
[Full article @ journal’s homepage]
[Full article @ ResearchGate]
Reference: Pollak, M.; Ebner, M. (2019) The Missing Link to Computational Thinking. Future Internet 2019, 11, 263.