[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.

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

[publication] Designing a Makerspace for Children – Let’s Do It #makereducation #research

Our contribution to the Edurobotics conference 2018 got published right now. According to the title „Designing a Makerspace for Children – Let’s Do It“ we described our first Makerdays 2015.

Abstract: When makerspaces are designed for children, special motivation and reasoning needs to be made. Within this article, we describe a case study: A temporary four-day open makerspace for about 40 children per day. Motivation, considerations and the development process as well as the actual realization are described and discussed. We comment on how such a space for children and adolescents should be arranged for future studies. As described, considerations in terms of participation, peer tutoring and gender mainstreaming influence the design of the space, the methods used, as well as the general setting. Abstract of the publication

[article @ publisher’s homepage] [draft @ ResearchGate] Reference: Schön S., Ebner M., Grandl M. (2020). Designing a Makerspace for Children – Let’s Do It. In: Moro M., Alimisis D., Iocchi L. (eds) Educational Robotics in the Context of the Mak-er Movement. Edurobotics 2018. Advances in Intelligent Systems and Computing, vol 946., pp. 3-15 Springer, Cham –>

[publication] More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond #mooc #imoox

Our contribution to the book „Emerging Technologies and Pedagogies in the Curriculum“ got published right now. Following the title „More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond“ we described different scenarios how MOOCs can be used in (Higher) Education. Furthermore, we also did a short summary of the outcome, which you can find here.

Abstract:
Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched topics in the area of educational technology. Due to their open nature such courses attract thousands of learners worldwide and more and more higher education institutions begin to produce their own MOOCs. Even the (international) press is full of reports and articles of how MOOCs can revolutionize education. In this chapter, we will take a look from a meta-level. After years of experiences with different MOOCs, we recognize that many MOOCs are used in different ways by teachers, lecturers, trainers and learners. So, there are different learning and teaching scenarios in the background often not visible to the broader public. Therefore, we like to address the following research question: “How can MOOCs be used in Higher Education learning and teaching scenarios and beyond?” In the study, the authors will focus on the seven identified scenarios how particular MOOCs were used for teaching and learning and therefore illustrate, that a MOOC can be “more than a MOOC”. MOOCs are one of the key drivers for open education using Open Educational Resources. The use of open licenses for MOOC resources are the mechanism for potential innovations in learning and teachings scenarios.

Abstract of the publication

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

Reference: Ebner M., Schön S., Braun C. (2020) More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond. In: Yu S., Ally M., Tsinakos A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. pp. 75-87 Springer, Singapore

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Publication: „Seven teaching and learning scenarios with MOOCs“

We produced a folder as a short overview of our research work with MOOCs called „Seven teaching and learning scenarios with MOOCs“. The research-based on interviews with educational experts and their work with MOOCs over 5 years.

The folder is available in English and German on Slideshare (for embedding) as well as .pdf (for download):

[Download folder (english) (.pdf)] [Download folder (german) (.pdf)]