Call for Papers: Edurobotics 2016 (Deadline: July, 10th) – Athens/Greece

MakerEducation is meeting in Athens (November) this year. Please send your contribution for Edurobotics 2016 within the next weeks. Find more here:

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Issue 11 of Practical usage of OER material in the EFL classroom #OER #publication #coer16

Issue 11We are very happy to announce issue 11 of our series on Open Educational Resources. Maria Haas did her masterthesis about „Practical usage of OER material in the EFL classroom“.


Little research with regards to Open Educational Resources (OER) usage in secondary education is available. Therefore, a two week long study was conducted in an Austrian middle school with second year learners of English. The study tried to determine how OER material could be used in an offline environment for this particular type of students. For this purpose, preparation time, available material and students’ feedback was evaluated. The findings suggest that there is a lack of available material which, alongside difficultes related to licensing, increased preparation time. Students’ feedback was overwhelmingly positive which imply that if the other challenges encountered can be overcome, OER material can be a useful additon to the English as a Foreign Language (EFL) classroom.

[Link to free pdf at O3R Website]

[Link to Book on Amazon]

Interview: What does it take to make a maker? #aace #making #interview


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Finally Succeeded: 99 authors wrote an scientific article #crowdauthoring

Bildschirmfoto 2016-05-09 um 06.17.22It sounds like a crazy idea, and of cause it was and is: Initiated by Abdul Al Lily, 99 PhDs in the field of technology enhanced learning from all over the world wrote a common article: „Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology„. Abdul calls this authoring process „crowd authoring“ and I am really impressed by his hard work on organising, structuring, interpreting, moderating the whole process.


This article theorizes the functional relationship between the human components (i.e., scholars) and non- human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain.
For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.

[Link to Full Article @ ResearchGate]

[Link to Full Article @ Journal Homepage]

Reference: Al Lily, A., Foland, J., Stoloff, D., Gogus, A., Erguvan, I., Awshar, M., Tondeur, J., Hammond, M., Venter, I., Jerry, P., Vlachopoulos, D., Oni, A., Liu, Y., Badosek, R., López de la Madrid, M., Mazzoni, E., Lee, H., Kinley, K., Kalz, M., Sambuu, U., Bushnaq, T., Pinkwart, N., Adedokun-Shittu, N., Zander, P., Oliver, K., Pombo, L., Sali, J., Gregory, S., Tobgay, S., Joy, M., Elen, J., Jwaifell, M., Said, M., Al-Saggaf, Y., Naaji, A., White, J., Jordan, K., Gerstein, J., Yapici, İ., Sanga, C., Nleya, P., Sbihi, B., Lucas, M., Mbarika, V., Reiners, T., Schön, S., Sujo-Montes, L., Santally, M., Häkkinen, P., Al Saif, A., Gegenfurtner, A., Schatz, S., Vigil, V., Tannahill, C., Partida, S., Zhang, Z., Charalambous, K., Moreira, A., Coto, M., Laxman, K., Farley, H., Gumbo, M., Simsek, A., Ramganesh, E., Birzina, R., Player-Koro, C., Dumbraveanu, R., Ziphorah, M., Mohamudally, N., Thomas, S., Romero, M., Nirmala, M., Cifuentes, L., Osaily, R., Omoogun, A., Seferoglu, S., Elçi, A., Edyburn, D., Moudgalya, K., Ebner, M., Bottino , R., Khoo, E., Pedro, L., Buarki, H., Román-Odio, C., Qureshi, I., Khan, M., Thornthwaite, C., Kerimkulova, S., Downes, T., Malmi, L., Bardakci, S., Itmazi, J., Rogers, J., Rughooputh, S., Akour, M., Henderson, J., de Freitas, S. and Schrader, P. (2016). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development. doi:10.1177/0266666916646415.

Publication: Guidelines for Leveraging University Didactics Centers to Support OER Uptake in German-Speaking Europe

Our publication on „Guidelines for Leveraging University Didactics Centers to Support OER Uptake in German-Speaking Europe“ is now published as part of the Special Issue Models of Open Education in Higher Education.


Although less well established than in other parts of the world, higher education institutions in German-speaking countries have seen a marked increase in the number of open educational resource (OER) initiatives and in government-supported OER funding in recent years. OER implementation, however, brings with it a unique set of challenges in German-speaking higher education contexts, stemming in part from copyright laws and use permissions that have made sharing and reuse of educational materials less prevalent. The article discusses how instructional development centers, including university didactics centers (hochschuldidaktische Zentren) and e-learning centers, can play a key role in faculty uptake and adoption of OER, and concludes by proposing a set of OER implementation guidelines that leverage the expertise and interfacing role of these centers in German-speaking countries.

[Full article @ ResearchGate]

[Full article @ Journal Homepage]

Citation: Ebner, M., Schön, S., & Kumar, S. (2016). Guidelines for leveraging university didactics centers to support OER uptake in German-speaking Europe. Education Policy Analysis Archives, 24(39).

CfP: Springer Special Issue on Advancing Research on Open Education in Journal of Computing in Higher Education (2016-05-01)

This might be an interesting call for papers for some of my followers:

Call for Papers: Springer Special Issue on Advancing Research on Open Education in Journal of Computing in Higher Education (ISI impact factor 0.909).

This special issue will focus on empirical research dealing with the advancement of the field of open education for postsecondary and adult learners. Papers should be theory-driven and results should be reported based on data and evidence. Conceptual papers contributing an integrated approach to open education are invited as well as systematic literature reviews related to the field.

The detailed call can be found at:

Wide range of topics are included, but are not limited to the following instances:

– Evaluation of MOOCs and OER implementations (Drop-out rates, measuring learning success, affective aspects…)
– Learning Design and Conceptual Issues (Recommender systems, adaptation, personalization, Video development of MOOCs, MOOCs Desgin…)
– Learning Analytics (Dashboards, assessment, Educational Data Mining, Process mining…)
– Technological Aspects (HCI, Usability, Mobile Technology for MOOCs…)
– Organizational Aspects (Business models, Support mechanisms for OER…)

**Time planning**

Submission deadline: 1 May 2016
Review results: 1 June 2016
Revised paper submission: 15 July
Special issue published: December 2016

**Submission Instructions and template**

Manuscripts should be submitted to the journal’s online manuscript-submission and peer-review system: and authors should select the “S.I. Open Education” code for their article type. Inquiries should be sent to guest editors. The style of the manuscript should conform to APA style and manuscripts should be approximately 5000 words in length. In general, the journal follows the recommendations of the 2009 Publication Manual of the American Psychological Association (6th ed.), and it is suggested that contributors refer to this publication when preparing the manuscript.

**About the Journal of Computing in Higher Education**

The Journal of Computing in Higher Education (JCHE) contributes to our understanding of the design, development, and implementation of instructional processes and technologies in higher education. JCHE publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that provide perspectives on instructional technology’s role in improving access, affordability, and outcomes of postsecondary education. Priority is given to well-documented original papers that demonstrate a strong grounding in learning theory and/or rigorous educational research design. In 2014 the journal had an ISI impact factor of 0.909.

Website of the Journal:

Published: A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners #jets

It’s a great honor that our publication about „A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners“ got published in the Journal of Educational Technology & Society.


Seamless Learning shall initiate human learning processes that exceeds lesson and classroom limits. At the same time this approach fosters a self-regulated learning, by means of inspirational, open education settings. Advanced learning materials are easily accessible via mobile digital devices connected to the Internet. In this study it was explored whether and to what extent an open learning approach can be initiated by support of videos and incentives. The study took place in a real-world setting during a conventional mathematics class in an Austrian secondary school with N = 85 children of average age of 10, 6 years. For the investigation a traditional face-to-face maths-teaching environment was completely replaced by an open learning environment. In our study, the elementary learners were able to select their own learning pace and preferences via example videos. In addition to the use of an open education approach and videos, their learning was also incentivised via a reward system of “stars.” A pre-test-post-test-control-group study showed that the learning performance significantly increased. The reason was due to the combination of a novel teaching and learning setting and coupled incentives to foster the learning process.

[Full article @ ResearchGate]

Reference: Fößl,T., Ebner, M., Schön, S., & Holzinger, A. (2016). A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners. Educational Technology & Society, 19 (1),321–336.


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