Game based learning in Secundary EducationMartin Ebner
This document discusses using a game called iGeo to teach geography knowledge of Austria's federal states to secondary school students. It presents the concepts of digital natives, game-based learning, and the technical implementation of iGeo. An experiment was conducted comparing the learning results of students who used iGeo versus traditional methods. The results showed the game class had higher average learning increases and knowledge retention of the federal states' locations compared to the control class. Additional findings and discussions address student motivation, usability, and the game's effectiveness as a didactic tool.
This document discusses research on the use of microblogging in higher education. It describes 5 studies conducted between 2007-2009 that tested microblogging for community building, enhancing conferences, interactive lecturing, supporting writing processes, and facilitating informal learning. The studies found that microblogging showed potential for brainstorming, discussion, and sharing links and media, but also issues like information overload, lack of content, and distraction. The document provides recommendations for using microblogging to optimize collections and feedback in HEIs while supporting new forms of assessment. However, microblogging alone may not replace traditional education and its continuous use requires attention and moderation.
Microblogging allows for easy access to information from any location and network. It has the potential to support learning for mobile users. However, the consequences of microblogging and its effectiveness as a tool for educational communities require further examination.
The World of Widgets – An Important Step Towards a Personalized Learning Envi...Martin Ebner
This document discusses the development of a personalized learning environment (PLE) at Graz University of Technology. Usability tests were conducted with technical and non-technical users, finding that the PLE concept was unfamiliar and introductions were needed. Tracking usage data showed the most used and activated widgets, which could be improved using a K-selection strategy. The PLE aims to provide personalization, mobile access, and allow combining widgets to create new functionalities, representing an evolution guided by principles of variation, selection, and recombination.
Is Your University Ready For the Ne(x)t-Generation?Martin Ebner
The document discusses how today's university students have changed and are digital natives who are comfortable with technology. It summarizes several studies that show students are highly connected through internet and mobile devices and use digital communication tools and social media. The document also presents results of a study conducted at Graz University of Technology that shows most students have internet access and use web 2.0 tools like Wikipedia and YouTube, though e-learning activities are not as commonly used. It concludes that while students are well-equipped digitally, universities need to better implement e-learning and train lecturers to take advantage of students' digital skills.
Digitale Lernumgebungen an UniverisitätenMartin Ebner
The document discusses trends in digital learning environments at universities based on a 3-year study of over 2,000 students. It finds that:
1) Students are well-equipped with technology, with near-universal internet access, even mobile access, and frequent use of communication tools like social networks and YouTube.
2) While web 2.0 is mainly used for Wikipedia and YouTube, social networks like Facebook and Twitter have grown dramatically in popularity.
3) The students of today have been called "digital natives" and are highly networked, multi-tasking users of various digital tools and platforms for learning.
eEducaton at Graz University of TechnologyMartin Ebner
This document discusses e-education and the move towards u-learning at Graz University of Technology. It examines how today's students have changed and are equipped with their own devices and internet access. Web 2.0 technologies like Wikipedia and YouTube are familiar to students. While students are well equipped, lecturers may need to adopt an "EduPunk" approach of do-it-yourself creativity to enhance education. The university aims to create a learner-centered, web-based learning environment that supports both students and lecturers in collaboration.
Game based learning in Secundary EducationMartin Ebner
This document discusses using a game called iGeo to teach geography knowledge of Austria's federal states to secondary school students. It presents the concepts of digital natives, game-based learning, and the technical implementation of iGeo. An experiment was conducted comparing the learning results of students who used iGeo versus traditional methods. The results showed the game class had higher average learning increases and knowledge retention of the federal states' locations compared to the control class. Additional findings and discussions address student motivation, usability, and the game's effectiveness as a didactic tool.
This document discusses research on the use of microblogging in higher education. It describes 5 studies conducted between 2007-2009 that tested microblogging for community building, enhancing conferences, interactive lecturing, supporting writing processes, and facilitating informal learning. The studies found that microblogging showed potential for brainstorming, discussion, and sharing links and media, but also issues like information overload, lack of content, and distraction. The document provides recommendations for using microblogging to optimize collections and feedback in HEIs while supporting new forms of assessment. However, microblogging alone may not replace traditional education and its continuous use requires attention and moderation.
Microblogging allows for easy access to information from any location and network. It has the potential to support learning for mobile users. However, the consequences of microblogging and its effectiveness as a tool for educational communities require further examination.
The World of Widgets – An Important Step Towards a Personalized Learning Envi...Martin Ebner
This document discusses the development of a personalized learning environment (PLE) at Graz University of Technology. Usability tests were conducted with technical and non-technical users, finding that the PLE concept was unfamiliar and introductions were needed. Tracking usage data showed the most used and activated widgets, which could be improved using a K-selection strategy. The PLE aims to provide personalization, mobile access, and allow combining widgets to create new functionalities, representing an evolution guided by principles of variation, selection, and recombination.
Is Your University Ready For the Ne(x)t-Generation?Martin Ebner
The document discusses how today's university students have changed and are digital natives who are comfortable with technology. It summarizes several studies that show students are highly connected through internet and mobile devices and use digital communication tools and social media. The document also presents results of a study conducted at Graz University of Technology that shows most students have internet access and use web 2.0 tools like Wikipedia and YouTube, though e-learning activities are not as commonly used. It concludes that while students are well-equipped digitally, universities need to better implement e-learning and train lecturers to take advantage of students' digital skills.
Digitale Lernumgebungen an UniverisitätenMartin Ebner
The document discusses trends in digital learning environments at universities based on a 3-year study of over 2,000 students. It finds that:
1) Students are well-equipped with technology, with near-universal internet access, even mobile access, and frequent use of communication tools like social networks and YouTube.
2) While web 2.0 is mainly used for Wikipedia and YouTube, social networks like Facebook and Twitter have grown dramatically in popularity.
3) The students of today have been called "digital natives" and are highly networked, multi-tasking users of various digital tools and platforms for learning.
eEducaton at Graz University of TechnologyMartin Ebner
This document discusses e-education and the move towards u-learning at Graz University of Technology. It examines how today's students have changed and are equipped with their own devices and internet access. Web 2.0 technologies like Wikipedia and YouTube are familiar to students. While students are well equipped, lecturers may need to adopt an "EduPunk" approach of do-it-yourself creativity to enhance education. The university aims to create a learner-centered, web-based learning environment that supports both students and lecturers in collaboration.
27. Januar 2016 | Stuttgart / Bad Cannstatt
Vortrag und Diskussion beim
Netzwerk für berufliche Fortbildung
in Baden-Württemberg
---
Jöran Muuß-Merholz
open-educational-resources.de – Transferstelle für OER
---
Dies sind nicht die Folien von Sandra Schön.
Diese Folien basieren auf einer Präsentation „Open Educational Resources (OER) - die große Chance für die Aus- und Weiterbildung“von Sandra Schön, die diese unter der Lizenz CC BY 4.0* veröffentlicht*** hat.
Die vorliegende Überarbeitung stammt von Jöran Muuß-Merholz und steht unter der Lizenz CC BY SA 4.0**.
Die freie Lizenz erstreckt sich nicht auf Inhalte Dritter (Zitate und Screenshots).
* https://creativecommons.org/licenses/by/4.0/
** https://creativecommons.org/licenses/by-sa/4.0/
*** http://de.slideshare.net/sandra_slideshare/open-educational-resources-oer-die-groe-chance-fr-die-aus-und-weiterbildung
"Web 2.0 in Bibliotheken, Bibliotheken im Web 2.0". Präsentation zum Vortrag von Edlef Stabenau und Christian Hauschke auf der Inetbibtagung 2010 am 16. April 2010 in der ETH Zürich.
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.
27. Januar 2016 | Stuttgart / Bad Cannstatt
Vortrag und Diskussion beim
Netzwerk für berufliche Fortbildung
in Baden-Württemberg
---
Jöran Muuß-Merholz
open-educational-resources.de – Transferstelle für OER
---
Dies sind nicht die Folien von Sandra Schön.
Diese Folien basieren auf einer Präsentation „Open Educational Resources (OER) - die große Chance für die Aus- und Weiterbildung“von Sandra Schön, die diese unter der Lizenz CC BY 4.0* veröffentlicht*** hat.
Die vorliegende Überarbeitung stammt von Jöran Muuß-Merholz und steht unter der Lizenz CC BY SA 4.0**.
Die freie Lizenz erstreckt sich nicht auf Inhalte Dritter (Zitate und Screenshots).
* https://creativecommons.org/licenses/by/4.0/
** https://creativecommons.org/licenses/by-sa/4.0/
*** http://de.slideshare.net/sandra_slideshare/open-educational-resources-oer-die-groe-chance-fr-die-aus-und-weiterbildung
"Web 2.0 in Bibliotheken, Bibliotheken im Web 2.0". Präsentation zum Vortrag von Edlef Stabenau und Christian Hauschke auf der Inetbibtagung 2010 am 16. April 2010 in der ETH Zürich.
Ähnlich wie Wissenschaft 2.0 / Kollaboration und OER am Beispiel von L3T (20)
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.
5. L3T! ist ...
eine OPEN EDUCATIONAL
RESOURCE (OER)
frei zugänglich unter http://l3t.eu
6. L3T! ist ...
ein ehrenamtliches Projekt
unterstützt durch ...
Kapitelpaten
7. L3T! ist ...
via iPhone / Android
erreichbar
pp
iP ad-A
ite l als
ein Kap
8. verwendet
L3T! ist ...
Web 2.0
Videos
auf Vo Dokumente bei
dpod
Slideshare
ng
fM r. Wo
arks au
Bookm
Bilder auf Flickr
9. L3T! ist ...
ein (soziales) Netzwerk
Facebook (htt
p://facebook.
com/l3t.eu)
Twitter
10. macht
L3T! ist ...
virales Marketing
h"p://youtu.be/FWRRySx0HmU
h"p://l3t.eu/ontour
11. L3T! ist ... ein E-Book
Für iPad und Android Tablet
12. L3T! ist ...
auch
ein Buch
seit
Ende
Mai
erhältlich:
452
Seiten
Hardcover,
farbig
Bod
on
Demand
ISBN
978-‐3844204377
–
129
Euro
SoTcover,
schwarz-‐weiß
Verlag:
ePubli
ISBN
978-‐3842340114
–
69
Euro
16. und
L3T! ist ...
Wissenschaft 2.0
• …
neue
Kollabora]onsform
(durch
Verwendung
verschiedenster
Tools)
• ...
neue
Form
der
Zusammenarbeit
(Teams
über
große
Encernung)
• ...
neue
Form
der
Endprodukte
(Open
Educa]onal
Resources)
• ...
neue
Form
der
Veröffentlichung
(Self
Publishing;
Print
on
Demand)
• ...
neue
Form
des
Marke]ng
(Self
Marke]ng;
virale
Netzwerke)
• ...
Neue
Form
der
Kommunika]on
(soziale
Netzwerke)
17. Herzlichen
Dank
an
die
Paten
und
Sponsoren:
Credit
Suisse,
Zürich
Evolaris
Next
Level,
Graz
Land
Steiermark,
Graz
Kontakt
Webduca]on,
Wien
Apple
Hard
&
SoT,
Salzburg
Dr.
Sandra
Schön
h"p://sandra-‐schoen.de
Dr.
Mar]n
Ebner
h"p://elearningblog.tugraz.at/
mar]n.ebner@l3t.eu
http://l3t.eu
Online-Gesprächsreihe:
http://l3t.eu/talk