Erschienen: Die Monster-MOOC-Weiterbildung. Erfahrungen mit der Übertragung eines interaktiven Präsenzworkshops in den digitalen Raum #medienimpulse

Einen interaktiven Workshop gestalten: geschenkt. Doch wie bringt man ihn in den virtuellen Raum? Martin Ebner hat die Herausforderung in der COVID-19-Krise angepackt und ein Workshopdesign, mit dem wir im Präsenzformat bei der Universität Passau (Lehre+ Hochschuldidaktik) gute Erfahrungen gemacht haben möglicht 1:1 in den virtuellen Raum übertragen und dort mit Lehrenden der FH Salzburg durchgeführt.

Im Beitrag wird das Konzept eines Präsenzworkshops zur Einführung von MOOCs (Massive Open Online Courses) für Lehrende an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Anteilen von Interaktion und Gruppenarbeit entwickelt wurde. In der Folge der COVID-19-Krise und Umstellung auf Home Office und Online-Begegnungen wurde versucht, das methodisch-didaktische Konzept möglichst gleichartig in den digitalen Raum zu übertragen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse ausgewirkt haben.

Man kann jetzt nicht nur nachlesen wie wir Workshops für MOOC-Einsteiger/innen gestalten in Präsenz und Online gestalten, sondern auch, auf was man beim Übertragen ins Online-Format achten sollte.

• Schön, Sandra & Ebner, Martin (2020). Die Monster-MOOC-Weiterbildung. Erfahrungen mit der Übertragung eines interaktiven Präsenzworkshops in den digitalen Raum. In: Medienimpulse, Jg. 58, Nr. 2, 2020, URL: https://journals.univie.ac.at/index.php/mp/article/view/3621/3539 Bei Researchgate: https://www.researchgate.net/publication/342365560_Die_Monster-MOOC-Weiterbildung_Erfahrungen_mit_der_Ubertragung_eines_interaktiven_Prasenzworkshops_in_den_digitalen_Raum#fullTextFileContent

Teaching Materials on Research approaches and methods in technology-enhanced learning (TEL) published #OER #TEL

For a Webinar series at Universitas Negeri Malang, where I serve as an Adjunct Professor, Martin Ebner and me published a teaching text as well a video on three research approaches in technology-enhanced learning.

This is the teaching text accompanying the webinar:

• Schön, Sandra & Ebner, Martin (2020). Research approaches and methods in technology-enhanced learning. Teaching Text (Version July 2020). PDF  – https://www.researchgate.net/publication/342571764_Research_approaches_and_methods_in_technology-enhanced_learning

And here you find an introduction and examples for the three research approaches in technology-enhanced approaches as a video:

Within in this video, we ask you to stop in between and watch the following video and assignment: https://www.youtube.com/watch?v=vJG698U2Mvo

Additionally, this presentation will be used in the Webinar:

More materials and information as well interactive assignments are shared in the Webinar and its future (repetetive) events. Enjoy!

Erschienen: Selbstlerndossier «Einstieg in das Urheberrecht und OER für E-Learning» im Rahmen des CAS eLearning und CAS eLearning Design (Luzern)

Für den Lehrgang CAS eLearning und CAS eLearning Design (Luzern) unter der Leitung von Prof. Dr. Andréa Belliger haben wir im April 2019 das folgende Selbstlerndossier für OER im Schweizer Kontext erstellt: «Einstieg in das Urheberrecht und OER für E-Learning»

Das Dossier richtet sich an folgende Zielgruppe und verfolgt folgende Lernziele.

 

Zielgruppe: Das PDF-Dossier richtet sich an Lehrpersonen aller Bildungsbereiche und
E-Learning-Verantwortliche aus Unternehmen und Verwaltungen, d. h. Praktiker/innen ohne Vorkenntnisse zum Urheberrecht und offene Bildungsressourcen (kurz OER).

 

Lernziele: Die Teilnehmer/innen) kennen die Begrifflichkeiten rund um Open Content / OER wissen um die Vor- und Nachteile von Open-Content-Lizenzen und erhalten eine Übersicht über Quellen gemeinfreier sowie Bezahl-Inhalte.

 

• Schön, Sandra & Ebner, Martin (2019). Selbstlerndossier «Einstieg in das Urheberrecht und OER für E-Learning» erstellt unter CC BY für CAS eLearning und CAS eLearning Design (Luzern), Prof. Dr. Andréa Belliger im April 2019. URL: https://www.researchgate.net/publication/342344794_Selbstlerndossier_Einstieg_in_das_Urheberrecht_und_OER_fur_E-Learning_im_Rahmen_des_CAS_eLearning_und_CAS_eLearning_Design_Luzern

Publication: Future Teacher Training of Several Universities with MOOCs as OER – Teaching in #COVID19 Pandemic. Stories from the field

#COVID19 was and is a big challenge for many people, for teachers as universities as well. And of course we love to share experiences we made or have seen at the TU Graz as well to enrich the contributions on teaching and learning with technologies in HEI.

This time we contributed to a book which collects 133 (!) experiences from colleagues worldwide, all available under CC BY NC ND. Please have look and check:

https://www.learntechlib.org/p/216903/

Our contribution describes:

To train future Austrian teachers in using digital media, a novel didactic design was implemented at several universities in Austria in summer semester 2019: The course includes the participation in a MOOC (massive open online course) on the topic, an accompanying group work at the universities and multiple-choice tests conducted at the universities. In the summer semester of 2020, due to the COVID-19 crisis, the group work and exams had to be switched to virtual space as well. Because the course materials are available under an open license, i.e. as open educational resources, further use is possible and offered.

Ebner, Martin & Schön, Sandra (2020). Future Teacher Training of Several Universities with MOOCs as OER. In: R.E. Ferdig, E. Baumgartner, E., R. Hartshorne, E. Kaplan-Rakowski, & C. Mouza, C. (Ed). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Pp. 493-497. Book is available under CC BY NC ND: https://www.learntechlib.org/p/216903/. Preprint at ResearchGate: https://www.researchgate.net/publication/342261714_Remote_Future_Teacher_Training_with_MOOCs

On the top of TU Graz publications: COVID-19 as E-Learning boost #researchgate #top #tugraz

After my debut as a researcher at Graz University of Technology, the first article has now been published in which I actually participated as an official employee of Graz University of Technology. Now it is probably due to the great team of Martin Ebner, the Educational Technology Team of TU Graz, that the article about their role and acitivities and effects during the first three weeks of the COVID-19 crisis at TU Graz gets so much attention (and probably also automatisms around the hashtag #covid19 😀 ), but hey: This second article since my start at TU Graz rocks (again) up to the top of TU Graz at Research Gate!

By the way, since 1.4.20 I was always the only woman in the #researchgate #tugraz top 10, now there are my female co-authors as well! <3<3<3

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

[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

My first research article as a team member of Graz University of Technology is a 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”. It’s really inspiring to be part of such a smart and commited Educational Technology team who did such a great job, not only but especially in the crazy first weeks of COID19 crisis in Austria.

Abstract:
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.

Website Future Internet

[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] Open Educational Resources in Austria #oer #austria #oerat

As part of the book Current State of Open Educational Resources in the “Belt and Road” Countries we did a chapter about the current state in Austria.

Abstract:
In Austria, located in the center of Europe, when compared earlier in relation to other German-speaking countries in Europe, individuals and groups started to develop and work on the idea of freely available and usable learning content on the Internet. A first Austrian milestone was the coordination of an international conference on open educational content in 2007 as the final activity of the first European project that was focused on OER (olcos.org). Within the contribution an overview of current state and developments of OER activities in Austria is given, also describing its infrastructure, policy, existing resources, curriculum and teaching methodologies, outcome, stakeholders and impact for education. The chapter gives a comprehensive overview of all OER activities in Austria and outlines the benefits for the educational system as well. It can be summarized that the Austrian way seems to be successful even though the steps forward are often small.

[Chapter @ Journal’s Homepage]
[Chapter @ ResearchGate]

Reference: Schön S., Ebner M. (2020) Open Educational Resources in Austria. In: Huang R., Liu D., Tlili A., Gao Y., Koper R. (eds) Current State of Open Educational Resources in the “Belt and Road” Countries. Lecture Notes in Educational Technology. pp 17-33. Springer, Singapore

What a debut :-D #tugraz #happyresearcher

Nowadays, the value of a researcher is evaluated with scientific output and indices like the h-index. At my previous employer, the Salzburg Research Forschungsgesellschaft, my publications were listed in the top ten in Research Gate Statistics. This is not particularly surprising, as publications did not play a major role among my colleagues. – I also had the company’s highest RG index.

With one of my new employers, Graz University of Technology, things look quite different, of course. Here I am just a literally „small number“. As I just started on 1st of April 2020 at the TU Graz: Only one publication currently adorns my research profile at Graz University of Technology.

And hey, it’s not real research either. But last week, this first and single article had THE HIGHEST READS of all the contributions of Graz University of Technology at Research Gate.

I’ll print it out and frame it. 😀 – what a debut! – And we are again on top this week 😀

Thanks a lot to my co-author Martin Ebner and to Jochen Robes who wrote about the article <3<3<3

[publication] Was macht ein gutes Erklärvideo aus? #video #tel #tugraz

Für das Buch „Lehren und Lernen mit Tutorials und Erklärvideos“ durften wir einen Kurzbeitrag zu „Was macht ein gutes Erklärvideo aus?“ schreiben.

Zusammenfassung:
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.

Teaser des Beitrags

[Entwurf bei ResearchGate]

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

Published: Statements on DOIT in CORDIS magazine #DOITEurope #h2020 #cordis

Proud about DOIT Europe: multilingual descriptions with some of my answers were published in CORDIS magazine just after my leave from Salzburg Research:

(c) CORDIS 2020

CORDIS Europe (2020, 2nd April): DOIT: practical experiences for future innovators, URL: https://cordis.europa.eu/article/id/415749-doit-practical-experiences-for-future-innovators