Posted on Januar 28, 2016 by sansch
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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Posted on Januar 27, 2016 by sansch
Our chapter about “Cooperative Face-to-Face Learning with Connected Mobile Devices: The Future of Classroom Learning?” got published as chapter of the book Mobile, Ubiquitous, and Pervasive Learning.
Communication and collaboration among peers influence learning outcomes in a positive way. Therefore our research work focuses on enhancing face-to-face group learning with the usage of mobile devices by developing a learning game for iPhone/iPad devices called MatheBingo. The app allows up to four learners to connect to each other through their mobile devices and learn together in a face-to-face setting. An initial evaluation in this field of research indicates the usefulness of such activities and how they uniquely motivate children to learn. It can be summarized that the connection of mobile devices is an important step towards the future of face-to-face classroom learning.
[Link to full chapter @ Springer]
[Link to Draft version @ ResearchGate]
Reference: Ebner, M., Schön, S., Khalil, H., Zuliani, B. (2016) Cooperative Face-to- Face Learning with Connected Mobile Devices: The Future of Classroom Learning? In: Mobile, Ubiquitous, and Pervasive Learning Fundaments, Applications, and Trends, Edition: 1st, Publisher: Springer, Editors: Alejandro Peña-Ayala, pp.121-138. Draft: https://www.researchgate.net/publication/288981680_Cooperative_Face-to-Face_Learning_with_Connected_Mobile_Devices_The_Future_of_Classroom_Learning
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Posted on Januar 14, 2016 by sansch
Our chapter on “A MOOC on Open Educational Resources as an Open Educational Resource: COER13” as part of the MOOC Case Book has been published now.
In this book chapter we describe and analyze the case of COER13 (http://www.coer13.de/about.html), a community-oriented cMOOC titled ‘Online Course on Open Educational Resources’ that was run as an Austrian-German joint venture in 2013. All but one of the authors of this chapter were convenors of the course. COER13 was deliberately designed and implemented to promote the OER cause. The overall aim was to generate a comprehensive OER on the topic of OER with the course itself, using a cMOOC format to possibly reach a large audience. As a consequence all materials were openly licensed and the course design was oriented towards the production of OER on various levels. With this particular focus the case of COER13 addresses the ethical dimension of Khan’s (2006) e-learning framework, which involves viewing and evaluating e-learning with a socio-political lens, e.g. analyzing in what ways e-learning tackles urgent social challenges such as access to education for all or bridging the digital divide. Within the ethical dimension, issues of copyright and other legal issues are explicitly addressed. Hence the case presented here, with its close link to open education and alternative licensing schemes, exemplifies the challenges that have to be met when developing e-learning from an ethical perspective, striving for greater equity of access to education.
[Draft article @ ResearchGate]
- Arnold, P., Kumar, S. Schön, S. Ebner, M., & Thillosen, A. (2015). A MOOC on Open Educational Resources as an Open Educational Resource: COER13. In: Corbeil, J.R., Corbeil, M.E., Khan, B. H. (Eds.): The MOOC Case Book: Case Studies in MOOC Design, Development and Implementation. NY: Linus Learning, pp. 247-258
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Posted on Januar 12, 2016 by sansch
Our publication about “Print your Personal Book – A New Service and Revenue Model for Open Access Journals” as part of the Media Convergence Handbook got published now. Mainly we described our developled plugin to individualize printing books with the help of Open Journals Systems.
Open access journals have developed new business processes and reve- nue models. Within our contribution we will describe and discuss a new service and revenue model for open access journals: the personal book printing service for the Open Journal System (OJS). To start with, we will give a short introduction to open access journals and their revenue models, new print-on-demand services, and the most often used open journal system. Building upon this state of the art, we will describe the technical prototype of our new “personal book printing service” for OJS and discuss our first experiences.
[Draft version at ResearchGate]
[Full article at Springer]
Reference: Ebner, M., Schön, S. & Alimucaj, A. (2016) Print your Personal Book – A New Service and Revenue Model for Open Access Journals. In: Media Convergence Handbook Vol. 1, pp. 171-185. Springer Berlin Heidelberg
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Posted on Dezember 9, 2015 by sansch
John Field, der britische “Learning Professor” hat erstaunt zur Kennnis genommen, welch hohe Wertschätzung “Gratis Online Lernen” mit der Verleihung des Österreichischen Staatspreis für Erwachsenenbildung erhält.
Er schreibt in seinem Blog dazu:
In the field of adult learning, there is every possibility that MOOCs will thrive while organised face-to-face provision nose-dives. It doesn’t take much imagination to conceive of a policy maker or two who asks why the state is funding courses in adult education centres when tens of thousands can follow a MOOC much more cheaply.
But MOOCs and publicly funded adult education can rub along quite nicely. That’s the message I take, at any rate, from hearing that this year’s National Adult Education Prize in Austria was awarded to a MOOC called ‘Gratis Online Lernen’ (‘Learning Online for Free’).Its aim was to offer an introduction to online learning for people who have only mastered the basics of using the internet.
Taken by 1,500 people the first time it was offered, the MOOC was developed jointly by researchers in e-learning and worker education working in collaboration with the Austrian Adult Education Association and over 40 different providers.
The prize was duly handed over by Gabriele Heinisch-Hosek, a Minister in the current government. That’s nice. Our ministers, sadly, are more likely to sneer at adults who need an introduction to using the internet. But we do have plenty of experience of celebrating adult learners and providers, and we should be happy to welcome the creators of MOOCs to our ranks.
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Posted on Juli 20, 2015 by sansch
The summary of our experiences from “Innovation Signals” are published now:
Online communities are seen as valuable knowledge source about customers’ needs and interests. Innovation research also tries to analyze content from online communities to detect signals for future innovations. Within this contribution the theory of signals for future developments, existing approaches are introduced.
Building upon this introduction, we describe the Austrian research project “Innovation Signals” that aims to develop and implement a technology-enhanced analysis of signals for future developments by analyzing user-generated content from selected online communities. Besides automatic data extraction and statistics the approach tries to make sense through structured content analysis. Therefore, the approach combined so-called qualitative research with quantitative research, as well as automatic monitoring and analysis with manual social research.
Part of this research project was the identification of innovation signals for three companies from different fields/branches (sport, energy, and mobility). Within this contribution we describe and reflect on our experiences within these settings and on additional findings based on the project. These are guidelines for social media mining and a comparison of existing approaches of technology-usages for weak signal detection. The authors also discuss practical implications derived from their experiences, as well as future opportunities for further research.
The project plan:
- Eckhoff, Robert; Frank, Jakob; Markus, Mark; Lassnig, Markus; & Schön, Sandra (2015). Detecting Innovation Signals with Technology-Enhanced Social Media Analysis –
Experiences with a hybrid approach in three branches. In: International Journal of Innovation and Scientific Research, Volume 17, Issue 1, August 2015, Pages 120–130 URL: http://ijisr.issr-journals.org/abstract.php?article=IJISR-15-065-09
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Posted on April 20, 2015 by sansch
Some weeks ago I got a really big surprise: Our paper “No Outstanding Surprises when Using Social Media as Source for Weak Signals?” at the ICDS IARIA conference 2015 got the conference award as a best paper
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