Schlagwort: tugraz

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Blogpost on „New Report: Seven Myths of AI Use – A Critical Perspective on Generative AI“

Thanks to Stefanie, who published a blogpost about our „Seven Myths of AI Use – A Critical Perspective on Generative AI„:

These days, people can hardly use the Internet without running into generative AI—yet many everyday beliefs about “how AI works” are inaccurate in ways that matter especially for education, argues the position paper “Seven Myths of AI Use”. It was published by a team of six Austrian researchers: Sandra Schön, Benedikt Brünner, and Martin Ebner from Graz University of Technology (TU Graz), Sarah Diesenreither and Georg Krammer from Johannes Kepler University Linz, and Barbara Hanfstingl from the University of Klagenfurt. At a time when we start to contemplate futures of “a country of geniuses in a datacenter” (Dario Amodei), this report summarizes some of the most prominent concerns towards generative AI.

Find here the full blogpost.

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[imoox] Digital Ready – Dein Upgrade für Studium, Job & Alltag #tugraz #mooc

Im Rahmen ihrer Masterarbeit hat Alexandra diesen MOOC zu „Digital Ready – Dein Upgrade für Studium, Job & Alltag“ erstellt und damit gleichzeitig auch eine tolle Lernressource geschaffen:

Willkommen bei „Lea & Ben – Next Step“ – deinem interaktiven Online‑Kurs für alles, was du im digitalen Alltag wirklich brauchst. 
Gemeinsam mit Lea und Ben erlebst du, wie man den Überblick behält, wenn E‑Mails, Chats und Cloud‑Ordner explodieren. Du lernst, wie man den digitalen Arbeitsplatz organisiert, Fake News von echten Infos trennt, Daten sichert und schützt, Designs erstellt, die knallen – und wie man im Team auch über tausend Kilometer hinweg perfekt zusammenarbeitet. 
 5 Lektionen – 100 % Praxis – 0 % Langeweile. Statt trockener Theorie bekommst du echte Szenen aus Leas und Bens Arbeitsalltag, knackige Aufgaben, die du sofort umsetzen kannst, und Tipps, die in Studium, Job und Leben funktionieren.

Viel Spaß mit dem Online-Kurs, der wie immer kostenlos ist: [Link zur kostenlosen Anmeldung]

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Seven Myths of AI use

Here is the English version of our short report we have already published in German here.

In 2026, it is unavoidable to use the internet without encountering Artificial Intelligence (in short, AI). Search engines do not just search, but offer next to links answers generated by AI, chatbotshelp you with your bookings on websites, pupils in school generate themselves exemplary exams based on the study materials offered by their teachers, and so forth. However, neither outputs based on AI nor our usage thereof nor how we interpret it is accurate and without inherent problems. Partially, this is due to users’ misconceptions on how AI tools function. From where we are standing – and this is prior to empirical evidence – we argue that the following seven statements about AI warrant heightened attention, especially viewed with their implications for education, schools and universities:

1.AI tools are neutral, objective and unbiased
2.AI tools function logically
3.AI tools think and learn like humans
4.AI tools are empathetic
5.AI tools are ecologically and socially unproblematic
6.AI tools act in accordance with the law
7.AI tools render knowledge and competence acquisition obsolete

In this article we address these so-called “Myths of AI use” and highlight that the underlying notions are not true and why so. We do so aiming to raise awareness, and to stimulate and support prospective research on AI myths

[full version @ OSF]
[full version @ ResearchGate]

Reference: Schön, S., Brünner, B., Ebner, M., Diesenreither, S., Hanfstingl, B., & Krammer, G. (2026, February 13). Seven Myths of AI use. Preprint. DOI: 10.35542/osf.io/6wnyd_v1

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[imoox] MOOC-Serie zu „Maßgeschneiderte Materialien und Enzyme für industrielle Prozesse“ gestartet #tugraz

Insgesamt 3 MOOCs zusammengefasst in der MOOC-Serie „Maßgeschneiderte Materialien und Enzyme für industrielle Prozesse“ sind diese Woche gestartet:

Die drei Kurse der MOOC-Reihe „Maßgeschneiderte Materialien und Enzyme für industrielle Prozesse“ wurden im Rahmen INTERfaces-Projekts erstellt und sollen interessierten Menschen eine ausführliche Einführung in Biokatalyse geben und wie die Modifikation und Optimierung von Materialien und Prozessen zu nachhaltigen biokatalytischen Prozessen führen kann, die in einem industriellen Umfeld eingesetzt werden können. Der Schwerpunkt liegt auf den Grundkonzepten der Biokatalyse und Verfahrenstechnik. Lernende können ihr Wissen durch Videos und Quizfragen entwickeln.

Link zur Serie und kostenlosen Teilnahme [Link zur MOOC-Serie]

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[guidlines] A digital textbook for everyone: Accessible and interactive, from concept to use #accessibility #tugraz #research

Our final guidlines „A digital textbook for everyone: Accessible and interactive, from concept to use“ are now online available:

The Guidelines offer practical orientation on how to design digital schoolbooks that are didactically sound, inclusive, and accessible. They address everyone involved in creating or using learning materials — from publishers, authors, and teachers to designers, developers, parents, and educational stakeholders.
A key feature of the project is its transdisciplinary approach: experts from subject didactics, inclusive education, UX design, computer science, and accessibility worked together to develop methods, processes, and examples. While the work is based on content from mathematics and geography, the principles are transferable to other subjects.
Digital schoolbooks provide new opportunities for individualized, collaborative, and competence-oriented learning. The Guidelines show how digital materials can follow a “Born Accessible” strategy from the very beginning, aligned with the principles of Universal Design for Learning. They provide concrete recommendations, best practices, and examples that can be directly applied to development projects.
The content covers the entire development process — from defining inclusive learning goals to decisions about design and representation, technical implementation, feedback structures, and ongoing quality assurance.
These guidelines were developed as one of three key outcomes of the Erasmus+ project Digital Education Material (DEM).

[English version @ Zenodo]
[German version @ Zenodo]

Reference:
English version: Brnic, M., Degenhardt, S., Edelsbrunner, S., Erdel, T., Greefrath, G., Kargl, B., Lathan, H., Macchia, V., Mönter, L., Schön, S., Schütt, M.-L., Torri, S., Wetzel, M., & Ebner, M. (2025). A digital textbook for everyone: Accessible and interactive, from concept to use. CDV. https://doi.org/10.5281/zenodo.18313228
German version: Brnic, M., Degenhardt, S., Edelsbrunner, S., Erdel, T., Greefrath, G., Kargl, B., Lathan, H., Macchia, V., Mönter, L., Schön, S., Schütt, M.-L., Torri, S., Wetzel, M., & Ebner, M. (2025). Ein digitales Schulbuch für alle: Barrierefrei und interaktiv von der Idee bis zur Nutzung. CDV. https://doi.org/10.5281/zenodo.18301620

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[statement] European Universities alliances must embrace open educational resources #oer

Sandra and I did a short essay about „European Universities alliances must embrace open educational resources“ for the European University Assiciation.

Abstract:
To ensure legally compliant, sustainable and digitally sovereign teaching in European Universities alliances, open educational resources are an essential tool.

[essay @ EUA Homepage]
[essay @ ResearchGate]

Reference: Ebner, M., Schön, S. (2026). European Universities alliances must embrace open educational resources. Expert Voices. European University Association. [draft]

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[report] Streamlining course catalogue metadata amongst European university alliances. An overview of existing standards, developments, perspectives and challenges (Technical Report) #unite #tugraz

Our report titled „Streamlining course catalogue metadata amongst European university alliances. An overview of existing standards, developments, perspectives and challenges (Technical Report)“ is now online available:

The digital transformation of higher education has created new opportunities and challenges for European university alliances aiming to foster seamless collaboration across institutions. Unite!, a leading European University Alliance focused on technology and engineering, has initiated the Cm.2 Digital Campus work package to develop an integrated digital learning environment. A key component of this initiative is the establishment of course catalogues that facilitate student and staff mobility within the alliance. However, the lack of standardised metadata models and the diverse approaches of partner universities to course cataloguing present significant obstacles to interoperability. This report presents the work of the Unite! Metadata Standards Working Group, established within the Cm.2 “Digital Campus” framework to address these challenges. The purpose of this document is to present a clear, coherent view of the metadata for a course catalogue of a European university alliance. Because the subject matter involves many interrelated topics and dependencies, the needed linear presentation does obscure the logical connections between them. The goal was the identification of sustainable and scalable approaches to course catalogue integration. The report outlines several entry points. Nevertheless, it is designed to bring colleagues on board who are not yet familiar with the background and the various use cases for course catalogues. Consequently, it opens with a basic introduction to the essentials of virtual mobility, the recognition of study achievements using the ECTS users’ guide (EC DG EAC, 2015) and highlights the difficulties of international / multilingual domain vocabulary and other basic issues (chapter 2). As described, we then presented the various access points from multiple perspectives: existing metadata standards (chapter 3), the (potential) role of national standards (chapter 4), two examples from other European university alliances (ENHANCE and YUFE, chapter 5), and results of an exploratory analysis of attributions in university course catalogues (chapter 6). Findings from the analysis of some Unite! partners‘ course catalogues highlighted inconsistencies in metadata usage, challenges related to terminology, and gaps in machine readability. Chapter 7 then summarises challenges surrounding metadata for joint course catalogues and finally, chapter 8 describes strategies for a common course catalogue in university alliances and provides a draft on how to develop and decide upon a course catalogue. This report aims to serve as a foundation for future discussions and technical developments within Unite! and other European alliances seeking to establish interoperable course catalogues. By addressing the challenges of metadata fragmentation and system integration, university alliances can enhance the accessibility and effectiveness of digital learning infrastructures, ultimately improving mobility and collaboration across higher education institutions.

Recommended Citation: Kubik, T., Schön, S., Bertonasco, R., Alcober, J., Diard, J., Ebner, M., Francisco, A., Gasplmayr, K., Hoppe, C., Koschutnig-Ebner, M., Krysiak, J., Martikainen, J., Petersson, J., Szymanska-Kwiecien, A. & Taraghi, B. (2025). Streamlining course catalogue metadata amongst European university alliances. An overview of existing standards, developments, perspectives and challenges (Technical Report). Graz University of Technology. DOI: 10.3217/0xewj-6mb92 

[Link to the report]

This is an impactful contributions, methodological rigor, and exceptional novelty in the field of european alliances in higher education.

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[report] Implementing the European Student Card within the European university alliance Unite! #unite #tugraz

Our report about „Implementing the European Student Card within the European university alliance Unite!. A technical report on status, developments, and plans of Unite! universities“ is online available:

This report describes the implementation of the European Student Card Initiative (ESCI), launched by the European Commission in 2022 and comprising Erasmus Without Paper (EWP), the European Student Card (ESC), and the ERASMUS+ App, within the Unite! alliance. The first part focuses specifically on the ESC, drawing on the actions taken and the information gathered within the framework of the initiative. The Unite! alliance, comprising nine universities (Aalto University, Grenoble INP graduate school of engineering and management, University Grenoble Alpes, KTH Royal Institute of Technology, Politecnico di Torino, Graz University of Technology, Universidade de Lisboa, Universitat Politècnica de Catalunya/BarcelonaTech, Technical University of Darmstadt, and Wroclaw University of Science and Technology), aims to promote the concept of a European campus. The report outlines the nature of this initiative, the strategy adopted since 2023, and the current state of implementation within the Unite! alliance (as of August 2025). It presents two solutions for establishing ESCs within the alliance, including internally developed software solutions, such as a virtual student card application created by Politecnico di Torino, and options involving external service providers, such as Capmonetique in France at UGA (as part of the Unite! partner INP-UGA). The report also highlights potential improvements and broader implications of implementing the ESC, with the objective of supporting and informing other universities about the available solutions.

Recommended Citation:  Bertonasco, R., Diard, J., Landfahrer Berglez, K., Schön, S., Alcober, J., Büttner, W., Cruz, L., Ebner, M., Espadas, C., Ferrian, C., Fink, J., Gasplmayr, K., Hoppe, C., Järvelä, H., Krysiak, J., Oller, M., Petersson, J., Reignier Tayar, N., Schmidt, A., Sessler, C., Szymanska-Kwiecien, A. & Tadaszak, R. (2025). Implementing European Student Card amongst the European university alliance Unite!: A technical report on status, developments, and plans of Unite! universities (Technical Report). Graz University of Technology. DOI: 10.3217/nzz7b-vam63

[Link to the report]

This is an impactful contributions, methodological rigor, and exceptional novelty in the field of european alliances in higher education.

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[publication] Digitale Souveränität & OER – Chancen und Verantwortung der Hochschulen #tugraz #OER

Für das letzte fnma-Magazin haben wir noch einen kurzen Beitrag rund um das Thema Digitale Souveräntität und OER geschrieben.

Auf der Tagung Campus Innovation 2021 präsentierten wir, dass die Kombination aus offenen Lehrmaterialien und selbstverwalteten digitalen Infrastrukturen die Unabhängigkeit von externen Anbieter:innen und somit die digitale Souveränität stärkt (Ebner & Schön, 2021). In einem aktuellen Beitrag (Schön & Ebner 2025) haben wir dies erneut aufgegriffen und als einen der Vorteil von OER beschrieben.

[article @ ResearchGate]
[fnma Magazin 04/25]

Referenz: Ebner, M., Schön, S. (2025) Digitale Souveräntität & OER – Chancen und Verantwortung der Hochschulen. fnma Magazin 04/25. S. 31-34. [draft]