This document discusses the history and principles of maker education. It outlines how maker education began in the late 1990s and early 2000s with the development of makerspaces, Fab Labs, and the first Maker Faire. The key principles of maker education are described as learning through construction, allowing creative failure, using both digital and physical tools, self-organized and peer learning, and working with adults on the same level. Examples are given of MakerDays events for children held in Austria that involve various making stations and have led to student-created digital products and improvements in self-efficacy and creativity. The document advocates for bringing maker education approaches into primary school teacher training and other adult education programs.
Evaluation Design for Learning with Mixed Reality in Mining Education based o...Martin Ebner
This document summarizes a literature review on evaluating the use of mixed reality tools in mining education. The review analyzed 45 papers published between 2015-2021 that described formal evaluations. The papers were classified based on their main research focus into categories like objective measurements, subjective measurements, qualitative analysis, and usability evaluations. The results showed that subjective evaluation methods were the most common, followed by objective measurements and qualitative analysis. Relatively few used usability evaluations. Overall, the amount of evaluation of mixed reality tools has been steadily increasing. The document discusses applying the results of the literature review to help integrate mixed reality technologies into a four-phase didactic framework for mining education projects.
Making of an Open Makerspace in a Secondary Vocational School in Austria: Dev...Martin Ebner
The document discusses the development and implementation of an open makerspace at a secondary vocational school in Austria. It describes how the makerspace was established using initial and ongoing funding, its facilities and equipment, statistical analysis of user data showing high usage, and various maker activities held including a student challenge and summer/holiday camps. The conclusion addresses the research questions about the need for makerspaces in schools, how to develop one, suitable maker activities, positive effects on users, and how age impacts gender balance in activities.
This document discusses the history and principles of maker education. It outlines how maker education began in the late 1990s and early 2000s with the development of makerspaces, Fab Labs, and the first Maker Faire. The key principles of maker education are described as learning through construction, allowing creative failure, using both digital and physical tools, self-organized and peer learning, and working with adults on the same level. Examples are given of MakerDays events for children held in Austria that involve various making stations and have led to student-created digital products and improvements in self-efficacy and creativity. The document advocates for bringing maker education approaches into primary school teacher training and other adult education programs.
Evaluation Design for Learning with Mixed Reality in Mining Education based o...Martin Ebner
This document summarizes a literature review on evaluating the use of mixed reality tools in mining education. The review analyzed 45 papers published between 2015-2021 that described formal evaluations. The papers were classified based on their main research focus into categories like objective measurements, subjective measurements, qualitative analysis, and usability evaluations. The results showed that subjective evaluation methods were the most common, followed by objective measurements and qualitative analysis. Relatively few used usability evaluations. Overall, the amount of evaluation of mixed reality tools has been steadily increasing. The document discusses applying the results of the literature review to help integrate mixed reality technologies into a four-phase didactic framework for mining education projects.
Making of an Open Makerspace in a Secondary Vocational School in Austria: Dev...Martin Ebner
The document discusses the development and implementation of an open makerspace at a secondary vocational school in Austria. It describes how the makerspace was established using initial and ongoing funding, its facilities and equipment, statistical analysis of user data showing high usage, and various maker activities held including a student challenge and summer/holiday camps. The conclusion addresses the research questions about the need for makerspaces in schools, how to develop one, suitable maker activities, positive effects on users, and how age impacts gender balance in activities.
The relation of prior IT usage, IT skills and field of study: A multiple corr...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Mair, B., Ebner, M., Nagler, W., Edelsbrunner, S., & Schön, S. (2021). The relation of prior IT usage, IT skills and field of study: A multiple correspondence analysis of first-year students at a University of Technology. Submission to Edmedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991830_The_relation_of_prior_IT_usage_IT_skills_and_field_of_study_A_multiple_correspondence_analysis_of_first-year_students_at_a_University_of_Technology
YouTube: https://youtu.be/u93GKSnMQiQ
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
The document describes the development of a new digital screening tool for Austrian schools. It was created to assess children's skills before entering school and in the first two grades. Researchers worked with universities to design assignments and evaluations. The mobile app uses a story and intuitive interface to engage children. It provides automatic scoring and generates reports on children's development levels. Initial testing in schools was successful overall, though some technical issues were identified. The new screening tool aims to improve educational support and transition schools to more digital assessments.
Speech-based Learning with Amazon AlexaMartin Ebner
The document discusses the creation of an arithmetic learning skill for Amazon Alexa. The goals were to create a skill for learners of all ages that teaches basic arithmetic operations through an engaging story-based format. Two stories were developed, one for easy level and one for hard level, containing riddles about math problems. An initial usability test with 5 participants provided positive feedback on using stories and riddles for learning. The skill aims to make arithmetic learning more effective and enjoyable compared to traditional training programs.
This document provides guidance for redesigning a lecture into an online or blended format. It outlines key phases and considerations for the redesign process, including understanding the target group's needs, determining appropriate media and tools, preparing a plan for synchronous and asynchronous content delivery, developing self-study resources, and establishing methods for feedback and evaluation.
This document outlines the objectives and components of a proposed massive open online course (MOOC). The MOOC aims to spread knowledge and increase visibility by making the course openly accessible. It will provide a forum for discussion, video conferences, and links to recorded lectures. Course assignments may include quizzes, self-assessments, group work, and tasks requiring cooperation between learners. Partners are needed for development, production, and technical support.
Implementation fo Interactive Learning Objects for German Language Acquisitio...Martin Ebner
This document summarizes an implementation of interactive learning objects for German language acquisition in primary schools based on learning analytics measurements. The project aimed to monitor students' learning processes, provide motivation and help through exercises, and help teachers create better exercises. Five types of spelling and vocabulary exercises were created, evaluated in a field test, and analyzed to understand students' performance and feedback. Future work will improve the exercises, add more types, and make the tools available on mobile devices.
Practitioner Integration in Computational Thinking EducationMartin Ebner
This document discusses integrating practitioner expertise into computational thinking education. It defines computational thinking as recognizing computation in the world and applying computing tools to understand natural, social, and artificial systems. The document then discusses a small-scale experimental setting in Waidhofen an der Thaya, Austria to test lessons learned. It outlines the research design, ideas, outcomes, conclusions and future work to improve computational thinking education through external partnerships.
1. The document describes research into using the Alexa voice assistant to create a math game called "Mathekuchen" for teaching multiplication tables to children.
2. Two studies were conducted with children ages 6-13 to test the game. Results showed children enjoyed interacting with Alexa and were able to follow instructions and answer questions correctly with few mistakes.
3. The game uses a story and gamification elements to motivate children to learn by having Alexa guide them in calculating ingredient amounts for baking a cake. Feedback is provided to help children learn from mistakes.
The relation of prior IT usage, IT skills and field of study: A multiple corr...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Mair, B., Ebner, M., Nagler, W., Edelsbrunner, S., & Schön, S. (2021). The relation of prior IT usage, IT skills and field of study: A multiple correspondence analysis of first-year students at a University of Technology. Submission to Edmedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991830_The_relation_of_prior_IT_usage_IT_skills_and_field_of_study_A_multiple_correspondence_analysis_of_first-year_students_at_a_University_of_Technology
YouTube: https://youtu.be/u93GKSnMQiQ
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
The document describes the development of a new digital screening tool for Austrian schools. It was created to assess children's skills before entering school and in the first two grades. Researchers worked with universities to design assignments and evaluations. The mobile app uses a story and intuitive interface to engage children. It provides automatic scoring and generates reports on children's development levels. Initial testing in schools was successful overall, though some technical issues were identified. The new screening tool aims to improve educational support and transition schools to more digital assessments.
Speech-based Learning with Amazon AlexaMartin Ebner
The document discusses the creation of an arithmetic learning skill for Amazon Alexa. The goals were to create a skill for learners of all ages that teaches basic arithmetic operations through an engaging story-based format. Two stories were developed, one for easy level and one for hard level, containing riddles about math problems. An initial usability test with 5 participants provided positive feedback on using stories and riddles for learning. The skill aims to make arithmetic learning more effective and enjoyable compared to traditional training programs.
This document provides guidance for redesigning a lecture into an online or blended format. It outlines key phases and considerations for the redesign process, including understanding the target group's needs, determining appropriate media and tools, preparing a plan for synchronous and asynchronous content delivery, developing self-study resources, and establishing methods for feedback and evaluation.
This document outlines the objectives and components of a proposed massive open online course (MOOC). The MOOC aims to spread knowledge and increase visibility by making the course openly accessible. It will provide a forum for discussion, video conferences, and links to recorded lectures. Course assignments may include quizzes, self-assessments, group work, and tasks requiring cooperation between learners. Partners are needed for development, production, and technical support.
Implementation fo Interactive Learning Objects for German Language Acquisitio...Martin Ebner
This document summarizes an implementation of interactive learning objects for German language acquisition in primary schools based on learning analytics measurements. The project aimed to monitor students' learning processes, provide motivation and help through exercises, and help teachers create better exercises. Five types of spelling and vocabulary exercises were created, evaluated in a field test, and analyzed to understand students' performance and feedback. Future work will improve the exercises, add more types, and make the tools available on mobile devices.
Practitioner Integration in Computational Thinking EducationMartin Ebner
This document discusses integrating practitioner expertise into computational thinking education. It defines computational thinking as recognizing computation in the world and applying computing tools to understand natural, social, and artificial systems. The document then discusses a small-scale experimental setting in Waidhofen an der Thaya, Austria to test lessons learned. It outlines the research design, ideas, outcomes, conclusions and future work to improve computational thinking education through external partnerships.
1. The document describes research into using the Alexa voice assistant to create a math game called "Mathekuchen" for teaching multiplication tables to children.
2. Two studies were conducted with children ages 6-13 to test the game. Results showed children enjoyed interacting with Alexa and were able to follow instructions and answer questions correctly with few mistakes.
3. The game uses a story and gamification elements to motivate children to learn by having Alexa guide them in calculating ingredient amounts for baking a cake. Feedback is provided to help children learn from mistakes.