Beiträge

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[mooc] Basics in Tire Mechanics #imoox #tugraz #mechanic #free #open

Der MOOC zu „Basics in Tire Mechanics„, der in einer Kooperation der TU Graz mit der Chalmers University und dem Politecnico Milano als Excellence MOOC entstanden ist, lernt man im Rahmen von vier Lektionen die Grundlagen der Kraftübertragung von pneumatischen Reifen. Dieser startet heute und die Teilnahme ist natürlich kostenlos.

Ihr beschäftigt euch mit Fragestellungen in der Fahrzeugtechnik? Ich möchtet zum Beispiel das Beschleunigungs- und Bremsvermögen mit Hilfe von Fahrzeugmodellen simulieren? Oder ihr interessiert euch für Fahrdynamikregelungen und automatisiertes Fahren? Räder und Reifen sind notwendig, um Fahrzeuge zu beschleunigen, verzögern oder um die Kurve fahren zu lassen. Doch wie funktioniert die Kraftübertragung am Rad? Was sind die Einflussgrößen im Betrieb, die die Kraftübertragung beeinflussen? Und wie können diese gemessen werden? Alles zur Kraftübertragung am pneumatischen Reifen und weiteres mehr lernt ihr in diesem gemeinsamen Kurs von TU Graz, Chalmers Universität und Politecnico Milano kennen.

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 18 / No.14 #ijet #research

Issue 18(14) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Students’ Perception Towards Learning Massive Open Online Courses on Coursera Platform: Benefits and Barriers
  • Investigation into Undergraduates’ Experiences of Social Presence in Online Learning
  • Challenges of Extended Reality Technology in Higher Education: A Review
  • Overcoming Integration Thresholds for Augmented Reality
  • Study on the Impact of Gamified Teaching Using Mobile Technology on College Students’ Learning Engagement
  • Continuous and Transparent E-Invigilation of E-Assessments
  • The Impact of Artificial Intelligence-Based Virtual Laboratories on Developing Students’ Motivation Towards Learning Mathematics
  • A Novel Method of Teaching Quality Monitoring and Evaluation from the Perspective of Educational Balance
  • Evaluation of Project-based Teaching Quality Based on SBM-DEA
  • Evaluation of Students‘ Communicative Language Ability and Difference Analysis in an Interactive Teaching Environment
  • A Systematic Literature Review on Digital Transformation in Higher Education: Revealing Key Success Factors
  • Critical Reflections on ChatGPT in UAE Education: Navigating Equity and Governance for Safe and Effective Use
  • Process Evaluation for Diversified Academic Assessment Mechanism in Higher Education Institutions by Use of Data Mining
  • The Effective Use of Online Resources in Improving Students’ English Grammar Skills in the EFL Classes at the Tertiary Level
  • Elements of Algorithmic Thinking in the Teaching of School Geometry through the Application of Geometric Problems
  • Evaluation of Online Learners’ Learning Performance Based on Fuzzy Borda Method
  • Use of Big Data Technology for Network Classroom Teaching Quality Management
  • Setting Up and Implementing ArcGIS to Work with Maps and Geospatial Data with Python for Teaching Geoinformation Systems in Higher Education
  • A Proposed Framework for Human-like Language Processing of ChatGPT in Academic Writing

[Link to Issue 18/14]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

Veröffentlicht am

[publication] Identifying the Essentials of Corporate MOOCs’ Application to the Leading Organizations #tugraz #research #MOOC

I am happy to announce our new article in the International Journal of Emerging Technologies for Learning about „Identifying the Essentials of Corporate MOOCs’ Application to the Leading Organizations„. I did this togehter with our international partners 🙂

Abstract:
The purpose of this study is to identify the essentials of corporate MOOCs‘ application to the leading organizations. This basic research was conducted using a qualitative research synthesis technique. The statistical population includes documents retrieved by searching the Persian and Latin web databases (n=165) using a criterion sampling method (2013- 2020). A total of 73 sources were selected.  Theoretical saturation of themes was reached by the 48th sample. In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique. Finally, to validate the proposed model, a total of 6 experts in different fields were selected using a purposive sampling method, and they approved the final model after modifications. Based on the research findings, the essentials identified include: the main personal, educational, and organizational themes. Clarification of the logic behind and reason for learning is among essentials in designing and formulating any learning from virtual training (e-learning). This is of paramount importance, especially in learning based on corporate MOOCs as an innovation and transformation towards training and improving human resources. This logic prevents the possible resistance of managers and officials, and even the organizations and corporations‘ staff themselves to learning using corporate MOOCs.

[full article @ ResesarchGate]
[full article @ journal’s homepage]

Reference: Fathi Hafshejani, F., Zeinalipour, H. ., Ebner , M., Shikhi Fini, A. A., Fathi Vajargah , K. ., & Jafari, . E. . (2023). Identifying the Essentials of Corporate MOOCs’ Application to the Leading Organizations. International Journal of Emerging Technologies in Learning (iJET), 18(03), pp. 143–159. https://doi.org/10.3991/ijet.v18i03.33937

Veröffentlicht am

[publication] Handlungsfelder und attraktive Lösungen für Open Educational Resources im österreichischen Hochschulraum: Ergebnisse aus dem Projekt Open Education Austria Advanced #oer #oeaa #openaccess #openeducation

Nun ist auch unser Beitrag im Sonderheft „Digitalisierung der Hochschullehre – Projekte österreichischer Hochschulen 2020–2024“ rund um das Open Education Austria Advanced Projekt erschienen.

Zusammenfassung:
Open Education Austria Advanced trägt zur Sichtbarmachung und Nutzung von Synergien aus Open Science und Open Education bei, um einen Beitrag zur freien Nutzung von Bildungsinhalten aus der Hochschullehre zu leisten und offene Praktiken analog zur Forschung zu etablieren (Open Access, Open Data). Es wird an attraktiven Lösungen für Open Educational Resources (OER) gearbeitet, welche u. a. den OERhub als Suchportal für OER aus dem gesamten Hochschulraum sowie den Aufbau lokaler OER-Repositorien, einer nationalen Zertifizierungsstelle und ein Qualifizierungsangebot umfassen. Der gezielte Wissenstransfer aus dem Projekt in die österreichischen Hochschulen an der Schnittstelle von Bibliotheken, Zentralen IT-Services und Einrichtungen für digitale Lehre stellt ein weiteres Handlungsfeld dar.

[Artikel @ Zeitschrift für Hochschulentwicklung]
[Artikel @ ResearchGate]

Referenz: Ebner, M., Ganguly, R., Gröblinger, O., Hackl, C., Handle-Pfeiffer, D., Kopp, M., Neuböck, K., Schmölz, A., Schön, S., & Zwiauer, C. (2023). Handlungsfelder und attraktive Lösungen für Open Educational Resources im österreichischen Hochschulraum: Ergebnisse aus dem Projekt Open Education Austria Advanced . Zeitschrift für Hochschulentwicklung , 18, 181-198. https://doi.org/10.3217/zfhe-SH-HL/10


Veröffentlicht am

[publication] Weiterbildung und Zertifizierung von Lehrenden. Varianten der Absprachen und Hochschulkooperation im deutschsprachigen Raum #OER #OpenEducation #OEAA

Unsere Publikation zu „Weiterbildung und Zertifizierung von Lehrenden. Varianten der Absprachen und Hochschulkooperation im deutschsprachigen Raum“ im Rahmen des Buches „Uncertainty in Higher Education, Hochschulen in einer von Volatilität geprägten Welt“ ist nun erschienen.

Zusammenfassung:
Lehrende an Hochschulen bilden sich weiter und können sich ihre Kompetenzen mit Teilnahmebescheinigungen und anderen Zertifikaten bestätigen lassen. Hochschuldidaktische Kompetenzen oder auch Sprachkenntnisse werden so in Habilitationsverfahren oder beim Arbeitgeberwechsel nachweisbar. Für Lehrende an Fachhochschulen, Pädagogischen Hochschulen und Universitäten gibt es dabei unterschiedliche Angebote, auch hochschuleigene und hochschulübergreifende. In diesem Beitrag werden sechs Fallbeispiele aus Deutschland und Österreich vorgestellt, bei denen mindestens zwei Hochschulen Kooperationen eingegangen sind: Es werden im Beitrag Vereinbarungen vorgestellt, die es Hochschulen erleichtern sollen, fremde Teilnahmebescheinigungen angemessen zu berücksichtigen und auch eine Reihe von Kooperationsformen, bei denen Hochschulen gemeinsam Weiterbildungsprogramme und Zertifikate anbieten. Der Beitrag schließt mit einer Darstellung von Formen und Motiven der Hochschulkooperationen bei Weiterbildungen für die (eigenen) Lehrenden.

[Homepage des Buches]
[Preprint @ ResearchGate]

Referenz: Sandra Schön, Martin Ebner, Elfriede Berger, Gerhard Brandhofer, Ortrun Gröblinger, Tanja Jadin, Michael Kopp, Alexander Schmölz und Hans-Peter Steinbacher (2023). Weiterbildung und Zertifizierung von Lehrenden. Varianten der Absprachen und Hochschulkooperation im deutschsprachigen Raum. In: Attila Pausits, Magdalena Fellner, Elke Gornik, Karl Ledermüller, Bianca Thaler (Hrsg.), Uncertainty in Higher Education, Hochschulen in einer von Volatilität geprägten Welt, Studienreihe Hochschulforschung Österreich, Band 4,Waxmann, S. 233-248

Veröffentlicht am

[publicaton] Harnessing the power of artificial intelligence and ChatGPT in education – a first rapid literature review #ai #chatgpt #tugraz #research

We did a first rapid literature review about chatGPT is used in education settings. Our paper titled „Harnessing the power of artificial intelligence and ChatGPT in education – a first rapid literature review“ for the EDMedia and Innovative 2023 conference in Vienna is now online available.

Abstract: The usage of AI, more precisely ChatGPT, is almost embedded in our everyday routine. It reduces the time, effort, and cost of performing boring and now also very delicate tasks. It appears that ChatGPT knows everything and knows how to explain everything in a personalized and peculiar way, adjusted to the user’s preferences. In this paper, we will explore how ChatGPT can be used in higher education and what its limitations are, if any at all. We shall endeavor to examine both the advantages and disadvantages of ChatGPT in education and state of the art. We will use a literature review as our research method to explore and find the necessary answers. We will explore and use various scientific articles, newspaper articles, blog posts, and other relevant literature from many authors. Our results and conclusion will show how to use ChatGPT in the best way in education and what to look out for now that ChatGPT is still available to everyone.

[draft @ ResearchGate]
[publication @ AACE]

Reference: Jahic, I., Ebner, M. & Schön, S. (2023). Harnessing the power of artificial intelligence and ChatGPT in education – a first rapid literature review. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1462-1470). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2023 from https://www.learntechlib.org/primary/p/222670/

With this post, I get to end the 2022/23 academic year and say goodbye to summer vacation. I will recover on the mountains and who wants to know where I’m just hanging around, can look at my tours: [My Homepage @ Alpenverein]
Will be back with end of August – cu 🙂

Veröffentlicht am

[publication] Mobile Gramabot: Development of a Chatbot App for Interactive German Grammar Learning #ijet #chatbot

Our publication „Mobile Gramabot: Development of a Chatbot App for Interactive German Grammar Learning“ got published in the International Journal of Emerging Technologien in Learning.

Abstract:
This study aims to develop the Gramabot application as a means of online learning during the pandemic and to examine its effectiveness as a medium for German grammar learning. The design-based research uses learning experience design methodology. Beside an introduction of the state of the art of chatbots for language learning, the paper describes the concept of the chatbot application and its evaluation. Prior experiences with chatbots, implementation experiences and evaluations insights were obtained from 36 Indonesian students with beginner level German language skills. The data were described using qualitative and simple descriptive statistical analysis. The results of the analysis show that most of the respondents are familiar with several chatbot applications, the use of chatbots is not as a learning medium, but as a means of asking questions about products. In addition, String Matching is a suitable method used to develop Gramabot. Based on the results of the evaluation, it can be concluded that Gramabot can help students understand basic level grammatical material.

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

Reference: Kharis, M., Schön, S., Hidayat, E., Ardiansyah , R. ., & Ebner, M. (2022). Mobile Gramabot: Development of a Chatbot App for Interactive German Grammar Learning . International Journal of Emerging Technologies in Learning (iJET), 17(14), pp. 52–63. https://doi.org/10.3991/ijet.v17i14.31323

Veröffentlicht am

[publication] MicroCredentials – the Next Big Step to Open Higher Education for the Society #microcredentials #tugraz

I just wrote a short essay about „MicroCredentials – the Next Big Step to Open Higher Education for the Society“ for the Education Technology Insights journal and described our ideas about the future of microcredentials together with iMooX.at

[article @ journal’s website]
[draft @ ResearchGate]

Reference: Ebner, M. (2022) MicroCredentials – the Next Big Step to Open Higher Education for the Society. Education Technology Insights

Veröffentlicht am

[publication] Students in Focus – Moving Towards Human-Centred Learning Analytics #LearningAnalytics #LearnersCorner #tugraz #LA

We are very proud that we can announce another research article about our successful Learning Analytics project titled „Students in Focus – Moving Towards Human-Centred Learning Analytics„. It got published with the book Practicable Learning Analytics.

Abstract:
Human-centred design is a well-established approach within research fields such as human-computer interaction, ergonomics, and human factors. Recently Learning Analytics (LA) researchers and practitioners have manifested great interest in exploring methods and techniques associated with this approach to manage the design process in ways that can enhance human interaction with LA technology. The project “Learning Analytics – Students in Focus” aims to use student-related data to support the learning and teaching process in a higher educational context. Our interdisciplinary team investigates LA tools that leverage students’ academic success by acquiring or developing self-regulated learning skills. We adopted a Human-Centred Learning Analytics (HCLA) approach involving students, teachers, and other educational stakeholders in the iterative design of our LA tools. This article contributes to the discussion on how to design LA tools using a human-centred approach. We describe the analysis, design, implementation, and evaluation process of three LA tools comprised in our students’ dashboard, i.e., the planner, the activity graph, and the learning diary. In addition, we present key results gained in several empirical studies which had an implication on the tools’ design. Finally, we provide insights about our experience with the HCLA approach, pointing out benefits and limitations in practice.

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

Reference: Barreiros, C., Leitner, P., Ebner, M., Veas, E., Lindstaedt, S. (2023). Students in Focus – Moving Towards Human-Centred Learning Analytics. In: Viberg, O., Grönlund, Å. (eds) Practicable Learning Analytics. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-27646-0_5