Benchmarking Institutional Readiness for Technology Enhanced LearningHelen Carter
Presentation on the ACODE Benchmarks at the 2015 Blended Learning Conference in Sydney, Australia. The ACODE benchmarks have been developed to assist institutions in their practice of delivering a quality technology enhanced learning experience for students and staff. See http://www.acode.edu.au/course/view.php?id=16
Demetrios G. Sampson,
Technology-enhanced learning for All: the eAccess Framework,
The 3rd International Conference on Accessible and Adaptive Virtual Learning Environments (CAVA 2011), Bogota, Colombia 2-4 November 2011 [Invited Tutorial]
The 1st International Conference of e-Learning For All (LEAFA 2010), Hammamet, Tunisia, 3-5 June 2010 [Keynote Speech]
The 9th IASTED International Conference on Web-Based Education (WBE 2010), Sharm El Sheikh, Egypt, 15 - 17 March 2010 [Invited Speech]
The document summarizes the E-portfolio Community of Practice (ePCoP) project funded by JISC. The ePCoP aimed to share learning from JISC projects involving e-portfolios for work-based learners. It used an open Cloudworks platform to encourage participation and allow resources to be sustained after funding. Strategies included inviting specific projects and experts to participate. Challenges included some inappropriate posts and lack of discussion. Future plans included a face-to-face event and hosting resources on Cloudworks and JISC infonet.
The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
This document summarizes Martin Ebner's work on technology enhanced learning. It discusses his research projects on e-learning 2.0 using web 2.0 tools, mobile learning, microblogging, and exploring new technologies like QR codes and interactive whiteboards. It also examines how today's digital native students interact with online and mobile tools and the need to adapt education for this new generation.
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
This document provides an overview of technology enhanced learning (TEL). It defines TEL as using digital technologies to improve teaching practice and enhance the student experience. The key drivers for TEL include improving employability, accessibility, and inclusivity. Internal drivers include learning outcomes and institutional strategies. Examples of TEL strategies are provided, such as using discussion boards, webinars, and social media. Guidance is offered on planning TEL initiatives and evaluating their effectiveness.
Technology-Enhanced Learning at the Workplace – From islands of automation to...Ralf Klamma
Technology-Enhanced Learning at the Workplace – From islands of automation to broad deployment of informal learning in small and medium sized enterprises
Invited Talk - Siegen, January 20, 2015
Ralf Klamma, RWTH Aachen
Advanced Community Information Systems Group (ACIS)
Technology Enhanced Learning - MOOCs and Learning AnalyticsMohammad Khalil
This document discusses technology-enhanced learning and focuses on Massive Open Online Courses (MOOCs) and learning analytics. It begins with introductions and then defines MOOCs, describing their massive, open, online, and course characteristics. Popular MOOC providers like edX and courses offered are discussed. The document then explains learning analytics and how data can be used to improve online learning environments. Examples of learning analytics applications in MOOCs are provided, including how analytics can help address issues faced by MOOCs. Workshops are presented on designing a MOOC and identifying MOOC problems, as well as how learning analytics can be applied in MOOCs through dashboards to track students.
This document provides an introduction to learning technology. It defines learning technology as the broad range of communication, information, and related technologies that can support learning, teaching, and assessment. It discusses concerns that have historically been raised about new technologies, from Socrates' worries about the impact of writing to Luddites protesting labor-saving technologies. The document also addresses how technology may enhance learning, digital literacy, and trends in technology adoption in higher education.
Introduction to Technology-Enhanced LearningJosmar Borg
This document provides an overview of technology-enhanced learning (TEL) and discusses how to incorporate TEL into educational practices. It defines TEL and explains why educators should use it. It also discusses how today's students are digital natives who need 21st century skills developed through TEL approaches. The document outlines different TEL activities that can support collaborative and self-directed learning, such as online discussions, presentations, simulations and games. It emphasizes that effective TEL requires aligning technologies with educational theories and philosophies to improve learning outcomes rather than just using technology for its own sake.
Benchmarking Institutional Readiness for Technology Enhanced LearningHelen Carter
Presentation on the ACODE Benchmarks at the 2015 Blended Learning Conference in Sydney, Australia. The ACODE benchmarks have been developed to assist institutions in their practice of delivering a quality technology enhanced learning experience for students and staff. See http://www.acode.edu.au/course/view.php?id=16
Demetrios G. Sampson,
Technology-enhanced learning for All: the eAccess Framework,
The 3rd International Conference on Accessible and Adaptive Virtual Learning Environments (CAVA 2011), Bogota, Colombia 2-4 November 2011 [Invited Tutorial]
The 1st International Conference of e-Learning For All (LEAFA 2010), Hammamet, Tunisia, 3-5 June 2010 [Keynote Speech]
The 9th IASTED International Conference on Web-Based Education (WBE 2010), Sharm El Sheikh, Egypt, 15 - 17 March 2010 [Invited Speech]
The document summarizes the E-portfolio Community of Practice (ePCoP) project funded by JISC. The ePCoP aimed to share learning from JISC projects involving e-portfolios for work-based learners. It used an open Cloudworks platform to encourage participation and allow resources to be sustained after funding. Strategies included inviting specific projects and experts to participate. Challenges included some inappropriate posts and lack of discussion. Future plans included a face-to-face event and hosting resources on Cloudworks and JISC infonet.
The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
This document summarizes Martin Ebner's work on technology enhanced learning. It discusses his research projects on e-learning 2.0 using web 2.0 tools, mobile learning, microblogging, and exploring new technologies like QR codes and interactive whiteboards. It also examines how today's digital native students interact with online and mobile tools and the need to adapt education for this new generation.
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
This document provides an overview of technology enhanced learning (TEL). It defines TEL as using digital technologies to improve teaching practice and enhance the student experience. The key drivers for TEL include improving employability, accessibility, and inclusivity. Internal drivers include learning outcomes and institutional strategies. Examples of TEL strategies are provided, such as using discussion boards, webinars, and social media. Guidance is offered on planning TEL initiatives and evaluating their effectiveness.
Technology-Enhanced Learning at the Workplace – From islands of automation to...Ralf Klamma
Technology-Enhanced Learning at the Workplace – From islands of automation to broad deployment of informal learning in small and medium sized enterprises
Invited Talk - Siegen, January 20, 2015
Ralf Klamma, RWTH Aachen
Advanced Community Information Systems Group (ACIS)
Technology Enhanced Learning - MOOCs and Learning AnalyticsMohammad Khalil
This document discusses technology-enhanced learning and focuses on Massive Open Online Courses (MOOCs) and learning analytics. It begins with introductions and then defines MOOCs, describing their massive, open, online, and course characteristics. Popular MOOC providers like edX and courses offered are discussed. The document then explains learning analytics and how data can be used to improve online learning environments. Examples of learning analytics applications in MOOCs are provided, including how analytics can help address issues faced by MOOCs. Workshops are presented on designing a MOOC and identifying MOOC problems, as well as how learning analytics can be applied in MOOCs through dashboards to track students.
This document provides an introduction to learning technology. It defines learning technology as the broad range of communication, information, and related technologies that can support learning, teaching, and assessment. It discusses concerns that have historically been raised about new technologies, from Socrates' worries about the impact of writing to Luddites protesting labor-saving technologies. The document also addresses how technology may enhance learning, digital literacy, and trends in technology adoption in higher education.
Introduction to Technology-Enhanced LearningJosmar Borg
This document provides an overview of technology-enhanced learning (TEL) and discusses how to incorporate TEL into educational practices. It defines TEL and explains why educators should use it. It also discusses how today's students are digital natives who need 21st century skills developed through TEL approaches. The document outlines different TEL activities that can support collaborative and self-directed learning, such as online discussions, presentations, simulations and games. It emphasizes that effective TEL requires aligning technologies with educational theories and philosophies to improve learning outcomes rather than just using technology for its own sake.
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.
3. If u cn rd this quickly, gd 4 u, but
AFAIK u will have problems - so
dw it's just fyi - L3T's start *lol*
106 Zeichen / 1 Tweet / 1 SMS
4. If you can read this quickly,
good for you, but as far as I
know you will have problems -
so don‘t worry it's just for your
information - Let's start
*laughing out loud*
169 Zeichen / 2 Tweet / 2 SMS / 160 %
12. The 80-25 Gap
„81% der SchülerInnen würden ihre Telefon
gern für Lehr- und Lernzwecke verwenden“
• 100% haben eine Mobiltelefon
• 55% konnten uns sagen welches Telefon
sie haben
• nur 25% hatten ein zu den SchülerInnen
vergleichbares Device
• nur 25% können sich vorstellen das
Mobiltelefon im Unterricht einzusetzen
Ergebnis bei den 20 LehrerInnen:
13.
14. Grimus, M., Ebner, M., (2016) Mobile Phones and Learning
Perceptions of Austrian Students, aged 11 to 14 Years, in review
Besitz bei SchülerInnen
2013/2014 in Österreich
16. Ebner, M., Nagler, W., Schön, M. (2016) R.I.P E-Mail * 1965 - ✝ 2015, ED-Media
2016, accepted, in print
17. Ebner, M., Nagler, W., Schön, M. (2016) R.I.P E-Mail * 1965 - ✝ 2015, ED-Media
2016, accepted, in print
18. Ebner, M., Nagler, W., Schön, M. (2015) Why Facebook Swallowed WhatsApp!, In
Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2015. pp. 1383-1392 Chesapeake, VA: AACE.
22. Implementing mobile devices in
teaching and learning settings:
• Beaming of stored information
• Location awareness
• Portable sound- and voice-recording
• Cameras for taking photos and
making video clips
• Connectivity for spontaneous
communication and collaboration
amongst learners
Kukulska-Hulme & Traxler, 2005
23. Lerntheoretische Ansätze
• Situatives Lernen: Hohe Authentizität der
Lernsituation
• Sozial-konstruktivistische Lernansätze:
Wissen entsteht duch aktive Teilnahme
und Partizpation
• Game-based Learning
• Kollaboratives Lernen
Sandra Schön et al, 2010
26. Emerging technologies for education through
Internet of things
• Technology Enhanced Classrooms
• Collaborative Learning (connection of devices)
• Learning Analytics
• Massive Open Online Courses
• Wearable technologies for learning
• Maker Movement
29. Mobile Endgeräte im Unterricht
Wählen Sie eine konkrete Lehrveranstaltung aus, wo
Sie mobile Endgeräte einsetzen wollen?
Plakat
Beschreiben Sie die Lernziele und die Zielgruppe, wie
schaut der Einsatz konkret aus? Welche Vorteile
ergeben sich daraus und welchen Herausforderungen
müssen Sie sich stellen?
32. Graz University of Technology
EDUCATIONAL TECHNOLOGY
Graz University of Technology
Martin Ebner
http://elearning.tugraz.at
martin.ebner@tugraz.at
http://elearningblog.tugraz.at
mebner
Slides available at:
This work is licensed under a
Creative Commons Attribution
4.0 International License.