Digitale Lehre an und rund um der Technischen Universität Graz
Die Linkliste unserer Abteilung, welche hauptsächlich für Social-Media-Beiträge verwendet wird, ist nun umgezogen und kann ab sofort hier auch immer online aufgerufen werden:
[Linklist Educational Technology @ Graz University of Technology]
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]
Es freut uns, dass wir nun den 25. Teil unserer Podcast-Serie „Lehren – Lernen – Lauschen“ auf der TELucation-Webseite zur Verfügung stellen können. Diesesmal spricht Benedikt Brünner zu „KI-gestützte Lehre„:
In dieser Folge spricht Benedikt Brünner vom Institute of Human-Centred Computing über seine Forschung zu digitaler Bildung und den verantwortungsvollen Einsatz von KI im Lehr- und Lernprozess. Er gibt Einblicke in seinen Weg vom Lehramt zurück an die TU Graz, erläutert Chancen und Grenzen von KI in der Hochschullehre und zeigt, wie KI-Tutor:innen, gezieltes Prompting und KI-gestützte Lernmaterialien Lehrende und Studierende unterstützen können.
[#27 – Benedikt Brünner zu KI-gestützte Lehre]
Und nicht übersehen – der Podcast ist auch in allen gängigen Portalen verfügbar:
Damit möchte ich mich auch in die Weihnachtspause 2025 verabschieden und mich gleichzeitig bedanken, dass so viele Personen hier mitlesen. Ich darf allen ein schönes Weihnachtsfest 2025 wünschen, sowie ein gutes und gesundes Jahr 2026.
Im Jänner 2026 beginn ich gerne wieder mit alter Frische.
Zu den Welcome Days der TU Graz gibt es nun auch ein Video – danke an mein Videoteam für die großartige Zusammenfassung:
Mit dem Laden des Videos akzeptieren Sie die Datenschutzerklärung von YouTube.
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Wir sind wieder einmal auf der Suche nach einer Person, die ihr Können in der Mediendidaktik, Medienberatung in der Hochschullehre und im direkten Support, einbringen möchte. Wenn das gut klingt, dann bitte bis 17.12.2025 bei uns bewerben. Eines können wir versprechen, wir haben ein tolles Team, das bis dato noch alle Herausforderungen gut gemeinsam gemeistert hat.
We summarized the importance of Open Education Resources, especially for Digital Sovereignty. Our paper titled „Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances“ is now available online.
Abstract:
Open educational resources (OER) are widely recognized for improving access to education and enabling the sharing of knowledge. However, in the context of European university alliances such as Unite!, OER offer additional, often underappreciated benefits that are crucial for cross-border collaboration and sustainable development in higher education. This paper explores three key aspects of OER that are particularly relevant to European alliances. First, OER enable the legally secure use of educational resources across national borders, addressing uncertainties about copyright laws, particularly for translations and adaptations. This ensures compliance with different legal frameworks while fostering collaboration. Second, OER support sustainability by ensuring that investments in educational materials are not limited by restrictive usage rights. This is especially critical in alliances where shared resources are central to fostering long-term cooperation and aligning with sustainability goals, a priority for Unite!. Finally, OER contribute to digital sovereignty by empowering institutions and educators to create, adapt, and share resources without relying on proprietary platforms or licenses. This coincides with European alliances’ broader strategic objective of promoting autonomy and resilience in their digital ecosystems. By highlighting these often-overlooked benefits of OER, the present research aims to broaden the perspective on their strategic importance in fostering collaboration, sustainability, and sovereignty within European university alliances.
[full paper @ publisher’s homepage]
[full paper @ ResearchGate]
Reference: Schön, S., & Ebner, M. (2025). Beyond Open Access: Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances. Weizenbaum Journal of the Digital Society, 5(4). https://doi.org/10.34669/wi.wjds/5.4.2
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of Open Educational Resources (OER) and Digital Sovereignty.
Our publication about „Implementing Multilingual MOOCs in European University Alliances with the Help of AI Usage, LTI and Open Licenses: Technical and Organizational Challenges“ is now online available.
Abstract:
Producing and delivering MOOCs within European university alliances presents technical, organizational, and licensing challenges, particularly regarding multilingual accessibility, interoperability, and platform integration. This paper examines these challenges through a case study of the “Open Educational Resources in Higher Education” MOOC, developed with all partner institutions of the Unite! university alliance. The course was produced in all official alliance languages and used AI-driven tools (HeyGen) to generate multilingual instructor avatars for efficient localization. A key aspect of this MOOC was its open licensing approach. By adopting a Creative Commons (CC BY 4.0) license, the course materials were designed for reuse and dissemination across different educational contexts. To ensure broad accessibility, the MOOC was made available on the Austrian national MOOC platform iMooX.at and embedded within Unite! Metacampus, the alliance’s federated LMS. For this, Learning Tools Interoperability (LTI) for cross-platform interactions was used. Through LTI, course activities and materials on iMooX.at were linked to Metacampus, allowing users to access materials, track progress, and interact within a unified learning environment. This strategy supported federated access and engagement across institutional systems. This paper outlines the technical and organizational strategies used in developing the MOOC, discussing key challenges and providing recommendations for openly licensed, AI-supported, and LTI-integrated MOOCs within European university alliances. The findings contribute to a deeper understanding of structuring cross-institutional MOOCs that are pedagogically, technologically, and organizationally sustainable while advancing open education principles in higher education.
[full article @ publisher’s homepage]
[full article @ ResearchGate]
Reference: Ebner, M., Schön, S., Gasplmayr, K., Taraghi, B. (2026). Implementing Multilingual MOOCs in European University Alliances with the Help of AI Usage, LTI and Open Licenses: Technical and Organizational Challenges. In: Hamonic, E., Sharrock, R. (eds) Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI. EMOOCS 2025. Lecture Notes in Computer Science, vol 15733. Springer, Cham. https://doi.org/10.1007/978-3-032-00056-9_15
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.
Die Aufzeichnung zu meinem Vortrag ist nun online [Link]
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Die Folien wurden bereits hier veröffentlicht.
Our publication about „Exploring genAI Chatbots in MOOCs: Analyzing Student Interactions and Self-Regulated Learning Behaviors“ got published.
Abstract:
The integration of generative AI (genAI) chatbots into Massive Open Online Courses (MOOCs) presents new opportunities for supporting self-regulated learning (SRL). This study examines 1,302 chat-bot interactions from two Austrian blended MOOCs, where a retrieval-augmented generation (RAG) chatbot based on GPT 4o-mini was deployed to assist students. Using the process-action framework by Lai (2024), we categorize chatbot interactions into key SRL processes: defining , seeking, engaging, and reflecting. Results show that students predominantly use the chatbot for information retrieval, content summarization, and quiz-based reinforcement, with 41% of interactions classified as information search queries and 17% as rehearsal. However, engagement with metacognitive SRL strategies, such as goal setting and self-evaluation, remains low. Additionally, non-learning interactions, including humor-driven conversations, functional queries, and prompt injection attempts, showcase ways students interact with AI in educational settings. Based on our findings, we propose refinements to the existing SRL process-action framework, incorporating new categories to better account for genAI chatbot-specific interactions, such as Evaluation of Information Quality and Reformatting. We discuss implications for chat-bot integration in MOOCs, emphasizing AI-generated quizzes, structured feedback, and safeguards against misuse.
[article @ book’s homepage]
[draft @ ResearchGate]
Rerence: Brünner, B., Ebner, M., Schön, S. (2025). Exploring GenAI Chatbots in MOOCs: Analyzing Student Interactions and Self-regulated Learning Behaviors. In: Hamonic, E., Sharrock, R. (eds) Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI. EMOOCS 2025. Lecture Notes in Computer Science, vol 15733. Springer, Cham. https://doi.org/10.1007/978-3-032-00056-9_2
This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education using a Chatbot within a MOOC-platform (iMooX.at)
Im Rahmen der Veranstaltung „Online-Fachtagung: OER im Zeitalter von KI“ veranstaltet vom Multimedia Kontor Hamburg durfte ich Einblicke geben in den OER-Chatbot, welchen wir auf iMooX.at eingebettet haben:
