Schlagwort: tugraz

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[mooc] Fundamentals of the Discrete Element Method #imoox

Mit einem sehr spannenden MOOC startet die TU Graz wieder in das Semester und zwar zu „Fundamentals of the Discrete Element Method„

Die Diskrete-Elemente-Methode (DEM) ist eine Berechnungsmethode zur Vorhersage der Strömung von Partikeln. Da solche Strömungen in der Natur und in der technischen Praxis häufig anzutreffen sind, hat sich die DEM zu einem leistungsfähigen und wertvollen Instrument in Wissenschaft und industrieller Praxis entwickelt. Aber wie funktioniert die DEM? Welche Informationen werden benötigt, um mit der DEM eine Vorhersage zu treffen? Dieser MOOC bietet einen Grundkurs, der es Ihnen ermöglicht, diese Fragen zu beantworten!

Der Trailer zum MOOC:

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Anmeldung ist wie gewohnt kostenlos: [Anmeldung zum kostenlosen MOOC]

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[imoox, gadi] Woche 2 im MOOC zu Smartmachines und Autnomes Fahren #gadi24 #imoox #tugraz

Christian KittlDer MOOC „Gesellschaftliche Aspekte der Informationstechnologie“ auf iMooX geht in die zweite Woche. Diesesmal sind die zwei Experten Christian Kittl und Peter Mörtl die uns in ihre Fachbereiche Einblicke geben werden. Die Themen Smartmachines und autonomes Fahren sind durchaus brisant, vor allem was zukünftige Entwicklungen angeht.
Also unbedingt vorbei schauen und mitdiskutieren 🙂
[Link zum Kurs]

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[mooc] MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ startet #imoox #digiskill24

Es freut uns, dass wir heute den MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ starten können. Ein MOOC wo wir hoffen einen kleinen Beitrag zur Erhöhung der digitalen Kompetenzen leisten zu können. Aufbauend auf dem europäischen Rahmenwerk werden wir die nächsten Wochen die einzelnen Punkte versuchen kurz und knapp einzuführen und das mit einem speziellen Blickwinkel auf Studierende. Heute in Woche 1 gibt es das Einführungsvideo:

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Und natürlich ist das alles kostenfrei und offen lizenziert – daher einfach anmelden, wir freuen uns auf viele Teilnehmer:innen:

[Kostenlose Anmeldeseite MOOC „Digitale Kompetenzen für Studienanfänger:innen„]

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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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[podcast] Vom Angstfach zum motivierenden, preis(e)gekrönten Lernerlebnis #tugraz #telucation

Quelle

Es freut uns, dass wir nun den 19. Teil unserer Podcast-Serie „Lehren – Lernen – Lauschen“ auf der TELucation-Webseite zur Verfügung stellen können. Diesesmal sprechen Franz Tschuchnigg und Andreas-Nizar Granitzer über ihre Lehrerfahrungen:

In dieser Podcast-Folge sprechen Franz Tschuchnigg und Andreas-Nizar Granitzer vom Institut für Bodenmechanik, Grundbau und Numerische Geotechnik über ihre Lehrveranstaltung „Computational Geotechnics“, die mit dem Ars Docendi Anerkennungspreis für gute Lehre ausgezeichnet wurde. Sie teilen ihre Erfahrungen und erklären, wie sie den Kurs kontinuierlich verbessert haben. Außerdem beleuchten sie, warum Lehren Beziehungsarbeit ist, geben wertvolle Tipps, wie Lehrende Prüfungsangst entgegenwirken können und diskutieren, wie gute Lehre an der TU Graz sichtbarer gemacht werden kann. Mehr Details über die Inhalte und Methodik der Lehrveranstaltung finden Sie im Atlas der guten Lehre.

[#19 – Franz Tschuchnigg, Andreas-Nizar Granitzer: vom Angstfach zum motivierenden, preis(e)gekrönten Lernerlebnis]

Und nicht übersehen – der Podcast ist auch in allen gängigen Portalen verfügbar:

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[publication] Usage of (federated) Learning Management Systems in European University Alliances #tugraz

We made a contribution about our outcomes of the European alliance titled „Usage of (federated) Learning Management Systems in European University Alliances„

Abstract:
In today’s rapidly evolving educational landscape, European universities are increasingly relying on digital technologies for collaboration and learning. European Universities, as transnational alliances, aim to reshape higher education by fostering academic exchange and innovation across borders. With over 40 alliances in existence, enhancing virtual mobility and exchange through interconnected learning infrastructures has become imperative. This paper provides insights into Learning Management System (LMS) adoption within European alliances, focusing on the Unite! alliance as a case study. While Unite! demonstrates successful implementation of Moodle as its central LMS, challenges persist in achieving uniformity across all partners. A desktop analysis of European alliances reveals that Moodle might be the most often used LMS in February 2023. A description of the LMS implementation within the Unite! analysis shows as well that a majority uses Moodle – at least as a second LMS. So, although the decision for a federated LMS based on Moodle might be the right one, these results as well indicate the need for tailored technical solutions for future developments for some partners and disparities in lecturers‘ and students‘ concerning a Moodle so that pre-emptive measures to ensure equitable participation are important. Despite these challenges, Unite!’s experience underscores the potential of Moodle as a widely adopted platform, prompting further exploration into solutions like LTI integration.

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

Citation: Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Herczak-Ciara, A., Hoppe, C., Martikainen, J., Muchitsch, M., Petersson, J. and da Silva, F.M. (2024) ‘Usage of (federated) Learning Management Systems in European University Alliances’, Ubiquity Proceedings, 4(1), p. 37. Available at: https://doi.org/10.5334/uproc.159.

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[workshop] Collective GPT verstehen #tugraz #bildungsinformatik #künstlicheIntelligenz

Benedikt hat einen sehr netten Workshop erstellt um anschaulich die Funktionsweise einer generativen KI zu erklären:

In der Fortbildung Digitale Tools im Unterricht wurde unser kollektiver Chatbot ed-tech.app eingesetzt, hier finden Sie die Fragen und Antworten von ChatGPT 4o-mini zur Nachlese. Dabei wurde von den Teilnehmenden zuerst der Satz vervollständigt, und im Hintergrund ChatGPT 4o-mini parallel angefragt. Sie können die Antworten von ChatGPT hier im Blogeintrag nachlesen.

Sein Workshop ist auf unsere Bildungsinformatik.at Seite zum Nachlesen frei verfügbar – viel Spaß damit 🙂

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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] The Development of “Teaching Management Patterns” from the Perspective of IT Infrastructure as a tool for consulting and further development in a European university alliance #tugraz #unite #research

Our this year’s publication at ED-Conference 2024 in Brussels was about Teaching Management Patterns and titled „The Development of “Teaching Management Patterns” from the Perspective of IT Infrastructure as a tool for consulting and further development in a European university alliance„

Abstract:
This paper introduces Teaching Management Patterns (TMP) as a descriptive and communicative framework for addressing challenges and decision-making processes related to IT infrastructure in the Unite! European university alliance. The aim is to support decision-making and consultation in utilizing the alliance’s IT infrastructure effectively. TMP offer abstract descriptions for educational scenarios, considering factors such as organizational structures, technical capabilities, legal frameworks, and didactic requirements. The paper presents the development of these patterns specifically for the Unite! alliance, highlighting their role in decision support for using the transversal, alliance wide learning management system, Metacampus. Three exemplary cases are presented to illustrate the challenges, including continuing education for staff, joint lectures involving multiple universities, and research contributions. The patterns are categorized based on their compatibility with Metacampus, providing visual representations. The paper also introduces a decision tree as a counseling tool for determining the appropriateness of using Metacampus, considering legal and organizational restrictions. In conclusion, TMP offer a systematic approach for addressing IT infrastructure complexities in a European university alliance. The presented patterns and decision tree serve as valuable consultation tools for decision-making processes regarding the use of the alliance’s IT infrastructure.

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

Reference: Schön, S., Gasplmayr, K., Ebner, M., Alcober, J., Hoppe, C., Koschutnig-Ebner, M., de Silva, F.M. & Taraghi, B. (2024). The Development of “Teaching Management Patterns” from the Perspective of IT Infrastructure as a tool for consulting and further development in a European university alliance. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 137-146). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2024 from https://www.learntechlib.org/primary/p/224515/.

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[publication] The use of programming tasks in interactive videos to increase learning effectiveness at MOOCs #tugraz #mooc

Our publication at this year’s ED-Media conference titled „The use of programming tasks in interactive videos to increase learning effectiveness at MOOCs“ is now available online.

Abstract:
The importance of digital technologies, especially videos, increased over the course of the last few years. Whether they are used to watching the latest news or for entertainment purposes, one could say they have become almost omnipresent in everyday’s life. This development has also influenced education. Therefore, we want to examine the effects of interactive overlays such as programming tasks in interactive learning videos. For this purpose, a MOOC course was created to gain information about participants` learning success. To evaluate whether the interactive elements have a positive effect, two test groups completed the course. The results revealed that the test group with overlays performed better on average than the group without. Some limitations had to be considered, such as the smaller peer group that watched the videos without interactive elements.

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

Reference: Geier, G., Weiß, M., Wachtler, J. & Ebner, M. (2024). The use of programming tasks in interactive videos to increase learning effectiveness at MOOCs. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 38-47). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2024 from https://www.learntechlib.org/primary/p/224503/.