[publication] Exploring the Utilization of Online Resources and Experiences in Language Learning: A Study of Indonesian Students Learning German as a Foreign Language #languagelearning #TEL

Our research about „Exploring the Utilization of Online Resources and Experiences in Language Learning: A Study of Indonesian Students Learning German as a Foreign Language“ is now online available. Abstract: This study examines the frequency of online resource utilization among German language students at Universitas Negeri Malang (Indonesia) who are at the B1 level. The aim of the research is to investigate the usage of websites and applications during German language studies. Standardized questions were administered to a sample of 54 students to gather information regarding their engagement with online resources throughout their coursework. Additionally, feedback on selected online resources was collected and assessed. The findings reveal that Indonesian students demonstrate a preference for using videos featuring interviews with native German speakers, alongside the inclusion of supportive subtitles to enhance comprehension. However, a significant challenge arises due to the lack of materials specifically tailored for Indonesian learners, which also clearly indicate the intended language proficiency level. [preprint @ ResearchGate] [publication @ publisher’s homepage] Reference: Ebner, M., Schön, S., Hidayat, E. & Ardiyani, D.K. (2023). Exploring the Utilization of Online Resources and Experiences in Language Learning: A Study of Indonesian Students Learning German as a Foreign Language. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1085-1090). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2023 from https://www.learntechlib.org/primary/p/222623/.

[publication] Wenn Künstliche Intelligenz einen kompletten Online-Kurs produziert: Der KI-generierte MOOC „Societech“ #imoox #mooc

Wir haben für das fnma Magazin 03/23 einen kurzen Beitrag zu „Wenn Künstliche Intelligenz einen kompletten Online-Kurs produziert: Der KI-generierte MOOC „Societech““ gemacht, also ganz kurz unseren MOOC vorgestellt: Seitdem im November 2022 ChatGPT veröffentlicht wurde, hat dieses Tool genauso wie eine Vielzahl weiterer generativer KI-Werkzeuge hohe Aufmerksamkeit im Bildungssektor (Irfan et al. 2023). Eine der Fragen ist, wie gut sich KI-Anwendungen bei der Erstellung von Lehr- und Lernmaterialien nutzen lassen. Die Organisationseinheit Lehr- und Lerntechnologien (LLT) der TU Graz hat im Frühjahr 2023 die Entwicklung eines kompletten MOOCs (für massive open online course) durch KI-Tools gestartet, dann auf der Plattform iMooX.at (Ebner, 2022) angeboten und wissenschaftlich begleitet (Gritsch, 2023). [article @ ResearchGate] [fnma Magazin 03/23] Referenz: Ebner, M.; Edelsbrunner, S. & Schön, S. (2023) Wenn Künstliche Intelligenz einen kompletten Online-Lurs produziert: Der KI-generierte MOOC „Societech“. In: fnma Magazin 03/23. S. 24-26

[publication] Digitale Transformation der Hochschullehre #tugraz

Wir wurden letztes Jahr gebeten einen kurzen Artikel zu „Digitale Transformation in der Hochschullehre“ in dem Buch zur digitalen Transformation an österreichischen Universitäten beizutragen. Da ist nun die publizierte Fassung: Zusammenfassung: Die digitale Transformation der Lehre hat drei Handlungsfelder: technische Infrastruktur, Kompetenzentwicklung und hochschulpolitische Rahmenbedingungen. Die Einbindung von Nutzer*innen in Design- und Entscheidungsprozesse ist dabei wichtig. Der Beitrag stellt ein Stufenmodell zur Beschreibung der digitalen Transformation der Hochschullehre dar und skizziert Aktivitäten und Maßnahmen zur Unterstützung des technologiegestützten Lernens und Lehrens an der TU Graz. [Artikel @ Verlag Technische Universität Graz] [Artikel @ ResearchGate] Zitation: Ebner, M., & Schön, S. (2023). Digitale Transformation in der Hochschullehre. in Digitale Transformation an österreichischen Hochschulen (S. 98-105). Technische Universität Graz Eigenverlag. https://doi.org/10.3217/978-3-85125-966-7-10

[publication] Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria #tugraz #research #students

Our publication about the results of the welcome days, titled „Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria“, is now online available. Abstract: Within the last 11 years, more than 10.000 students participated in surveys amongst study beginners at Graz University of Technology (TU Graz) in Austria. In autumn 2022, 1,089 students answered questions on their IT equipment, social media, and communication applications. While the evaluations of the last few years did not reveal major changes, this year is different: The apps Tiktok and Discord, newly introduced as an option in the survey, get equally large shares-of one-third and more than 40%, respectively. For the first time, the presentation of the survey data also includes questions regarding the usage of communication applications for learning. That shall give rise to future research on communication apps for teaching at TU Graz. [draft @ ResearchGate] [publication @ publisher’s homeage] Reference: Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S., Harden, J. & Schön, S. (2023). Shifting Patterns in IT Equipment and Communication Application Preferences among Study Beginners: A Longitudinal Analysis at Graz University of Technology, Austria. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 104-111). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2023 from https://www.learntechlib.org/primary/p/222491/.

[publication] Digitale Transformation der Hochschullehre – wann kommt die digitale Innovation an? #transformation #duz #tugraz

In der Ausgabe 9/2022 der Deutschen Universtitätszeitung (DUZ) haben wir einen Beitrag zur digitalen Transformation in der Hochschullehre geschrieben – er steht auch als PrePrint zum Nachlesen bereit. Um einordnen zu können, wie weit sich digitale Innovationen in der Hochschullehre bereits konkret etabliert haben, schlagen die Autorinnen und Autoren vom Team Lehr- und Lerntechnologien der Technischen Universität Graz ein achtstufiges Beurteilungsmodell vor. [Draft @ ResearchGate] Referenz: Ebner, M., Schön, S., Dennerlein, S., Edelsbrunner, S. (2022) Digitale Transformation der Hochschullehre – wann kommt die digitale Innovation an?. In: DUZ (Magazin für Wissenschaft und Gesellschaft). Jg. 78, Ausgabe 9/2022. S. 45-46

[publication] An Exploratory Mixed Method Study on H5P Videos and Video-Related Activities in a MOOC Environment #H5P #MOOC #imoox

Our article about „An Exploratory Mixed Method Study on H5P Videos and Video-Related Activities in a MOOC Environment“ got finally published already last year but was not mentioned in my weblog so far 🙂 :

In this paper, an exploratory mixed-method study is presented examining the video-related behavior of participants of a massive open online course (MOOC; N=1.238). Firstly, detailed log-file analysis of six videos has been carried out to compare clickstreams of videos with and without integrated H5P quiz integration. It shows quite different seeking and watching pattern behavior in video with H5P quizzes. In a second step, learners participated in an online questionnaire (N=707): Most of them see the quizzes in videos as always or mostly helpful (67%). The survey also shows that for many, taking notes, turning on subtitles, using the transcripts or even increasing the speed are important activities when learning with the videos in the MOOC. In a third step, interviews with ten MOOC participants are a source for qualitative insights in how the learners use the learning videos.

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

Reference: Thurner, S., Schön, S., Schirmbrand, L., Tatschl, M., Teschl, T., Leitner, P., & Ebner, M. (2022). An Exploratory Mixed Method Study on H5P Videos and Video-Related Activities in a MOOC Environment. International Journal of Technology-Enhanced Education (IJTEE), 1(1), 1-18. http://doi.org/10.4018/IJTEE.304388

[publication] Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education #Learninganalytics #ethics #tugraz #research

Our chapter about „Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education“ is published right now.

Abstract: The digitalisation of learning, teaching, and study processes has a major impact on possible evaluations and uses of data, for example with regard to individual learning recommendations, prognosis, or assessments. This also gives rise to ethical issues centered around digital teaching and possible challenges of data use. One possible approach to this challenge might be to install a Digital Ethics Officer (DEO), whose future profile this paper outlines for a Educational Technology unit of a Higher Education Institution (HEI). Therefore, an introductory overview of the tasks and roles of Ethics Officers (EO) is given based on the literature. The authors then describe the current ethics program of a university of technology and collect current and potential ethical issues from the field of educational technologies. Based on this, a first professional profile for a DEO at an educational technology unit of a university is described. From the authors’ point of view, the article thus prepares important considerations and steps for the future of this position.

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

Reference: Andrews, D., Leitner, P., Schön, S., Ebner, M. (2022). Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. HCII 2022. Lecture Notes in Computer Science, vol 13328. Springer, Cham. https://doi.org/10.1007/978-3-031-05657-4_12

Keynote: Fit for Future mit sozialer Innovation und Technik

Ich darf heute anlässlich der Preisverleihung des TU Austria „Technikerinnen der Zukunft“ kurz auf Hintergründe und Anlässe hinweisen, warum die Arbeit an sozialen Herausforderungen in konkreten Projekten und offenen Lernsettings mit Hilfe von Technik, in Makerspaces und Co. so eine zentrale Rollle einnehmen muss, wenn wir unsere Kinder und Jugendliche auf die Herausforderungen der Zukunft vorbereiten möchten.

Und auch: Es hat soo viel Spaß gemacht, die wunderbaren Einreichungen aller Teilnehmer/innen zu lesen, es ist wirklich schwer hier „Sieger/innen“ auszuwählen – denn ein Gewinn ist jede einzelne dieser wunderbaren, technisch affinenen Weltverbesser/innen.

Zu den Slides:

Sandra Schön (2020). Fit for Future mit sozialer Innovation und Technik. Keynote anlässlich der Preisverleihung der TU Austria für die „Technikerinnen der Zukunft“ in der Aula der TU Graz, 6. Oktober 2020.

Presentation at ERCEA: Entrepreneurial skills for young social innovators from 6 to 16 years

Last week I got the honour to present the DOIT project at the Research Center of the EC.

Entrepreneurial Skills for young social innovators (Presentation at ERCEA and REA, EC) from DOIT – Entrepreneurial skills for young social innovators in an open digital world

Sandra Schön (2020). Entrepreneurial skills for young social innovators from 6 to 16 years. Presentation in the „Social innovation seminar – Concept definition, frontier research and societal impact“. Seminar at the European Commission, Jointly organised by ERCEA and REA, 23. Januar 2020 in Brüssel.

"Each European child would benefit from a DOIT experience, social innovation in a makerspace, and to share their results with a public" @sandra_schoen at the Social Innovation seminar! #socialinnovation #H2020 We will see you at the DOIT Final Conference in Salzburg (19-20 March) pic.twitter.com/UOalW1yr1B

— YouthProAktiv (@YouthProAktiv) January 23, 2020

[workshop] Making With Kids in Europe – To Foster Digital Literacy, to Make a Better World, and to Build a New Entrepreneurship Education #making #edmedia #InnovateLearning

At this year ED-Media conference in Amsterdam we start with a workshop on „Making With Kids in Europe – To Foster Digital Literacy, to Make a Better World, and to Build a New Entrepreneurship Education“ where we like to introduce to our activities.

Description:

Some of Europe’s leading experts on making with children will share their experiences and different approaches within this joint workshop The workshop will include presentations about teacher education within makerspaces at the University of Technologies Graz (AT), about inspiring social innovation and educational projects at the Waag Society (NL) and about the European initiative DOIT, which sees making as a good base for an early entrepreneurship education. Participants will work with a set of tools and smaller maker projects. For example, they can program educational games in Scratch, build a dough piano (which will do music!) with a MaKeyMaKey set, or sew some “smart gloves”. Interactive discussions will be the base to develop own future implementations.

Find here the slides and workshop hand-outs at DOIT’s website.