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Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
Teaching and Learning in Higher Education - An Integral Approach
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Teaching and Learning in Higher Education - An Integral Approach

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Presentation at SITE Conference 2010 (http://site.aace.org/conf/)

Presentation at SITE Conference 2010 (http://site.aace.org/conf/)

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  • http://austria-lexikon.at/attach/Wissenssammlungen/Biographien/Erzherzog_Johann/erzherzog%20johann.jpg Recorded and Slideshare Before that education was up to the church and only for the priviledged ones Started early Don´t bother with history
  • http://newzar.files.wordpress.com/2009/07/arnold.jpg http://maps.google.at/
  • http://maps.google.at/
  • How did they change? Have they ever been the people the system was designed to? What was the system designed for? It is intrinsic that nowadays a school system always is a step behind social changes
  • How did they change? Have they ever been the people the system was designed to? What was the system designed for? It is intrinsic that nowadays a school system always is a step behind social changes
  • How did they change? Have they ever been the people the system was designed to? What was the system designed for? It is intrinsic that nowadays a school system always is a step behind social changes
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • How did they change? Have they ever been the people the system was designed to? What was the system designed for? It is intrinsic that nowadays a school system always is a step behind social changes
  • 100% mobile Mobile is increasing whether ist cell phone, iPod, lap PC is decreasing A lot of them have laps and Pcs Survey about cell phones in secondary school tells: over 90% of the 12 have one / 100% of the 15 years old have - but little WLAN and GPRS equiped
  • Most by email Skype is increasing VoIP in general is strongly increasing All over 90%
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Still only wikipedia for learning Most of the „real“ web2.0 applications are even not known by students, RSS, Twitter, Flickr, Social Bookmarking
  • Recorded and Presentation on Slideshare – link over elearningblog
  • Recorded and Presentation on Slideshare – link over elearningblog
  • Transcript

    • 1. TU Graz was founded by Archduke John of Austria in 1811 http://austria-lexikon.at/attach/Wissenssammlungen/Biographien/Erzherzog_Johann/erzherzog%20johann.jpg Teaching and Learning in Higher Education An Integral Approach Teaching and Learning Service System at Graz University of Technology – Austria Walther Nagler Martin Ebner Isidor Kamrat Nikolai Scerbakov Behnam Taraghi
    • 2. Kangaroos to be seen at the Vienna Zoo  Graz
    • 3. Thal near Graz This is were Schwarzenegger is from … Inner city of Graz
    • 4. Campus of TU Graz at Inner City of Graz
      • 200.000 m² floor space (as of Jan. 2009)
    • 5.
      • 8 th largest university in Austria
      • Second largest university in Graz
      • 11.500 students total (winter term 2009)
    • 6. Organigram of TU Graz
    • 7. Dept. Social Learning Central E-Learning Service by CIS since 2006
    • 8. Reach millions of people within minutes …
    • 9. http://www.flickr.com/photos/maebmij/123180774 „ Our students have changed radically. Today‘s students are no longer the people our educational system was designed to teach.“ Mark Prenksy 2001
    • 10. Net-Generation Study among Freshmen
      • Study covers freshmen to TU Graz from 2007 to 2009
      • Survey took place during annual “Welcome Days”
      • total n = 2156; (2007 n = 578, 2008 n = 821, 2009 n = 757)
      • Topics: Technological equipment Digital communication Web2.0 activities in general Web2.0 activities towards E-Learning2.0
    • 11. Equipment
    • 12. Communication Behavior
    • 13. Target of Web2.0 Usage in 2009
    • 14. TU Graz Teaching & Learning Service System
    • 15. TUGraz.online
    • 16. TUGraz.online by CIS since 1998
      • Single Sign-On via Shibboleth
      • 1 central Database (ORACLE) – over 600 tables
      • Individual Personal Access with Distinct Authorizations
      • 28 Austrian Universities and TU Munich (Germany)
      • Inquiry of the teaching regarding current, past or future academic years
      • Individual tasks for employees using personal digital business card
      • Individual tasks for students using personal digital business card
      • Individual tasks for organisation units
      • Tasks for service purposes
      • Tasks for central administration and management with a selective interface to the SAP system used for staff, inventory and room tasks
    • 17. TUGraz.online Concept
      • Data: 600 tables / 6 main classes
      • People
      • Organisation
      • Teaching
      • Research
      • Rooms
      • Inventory
      • Programs: enabling access to data
      • Roles: determine the preconditions of programs
      • Functions: connect program‘s role with identified user
      • Identified User: a physical member of TU Graz
    • 18.
      • Advantages
      • Integration into e-Learning concept of TU Graz
      • User roles and rights
      • Basic areas and possibilities
      • Useful and uncommon gadgets
      • Examples
      TU Graz TeachCenter WBTMaster by IICM Institute for Information Systems and Computer Media of TU Graz
    • 19.
      • One center for online teaching / learning
      • Single sing-on
      • High degree of individualization
      • Adjustment on demand
      • Best performance
      • Automated backup
      Advantages of TUGTC
    • 20.
      • Connected to TUGraz.online (LDAP) single sign-on, user import and import of course information
      • Login possibilities
        • Homepage: http://tugtc.tugraz.at
        • Personal Desktop
        • Tutors Room
        • TUGonline user card
        • TUGonline course card
        • Mobile
        • As a member of TU Graz (with TUGraz.online access data)
        • As an external Person (with special access data)
      • RSS course feed
      Integrated into E-Learning Concept
    • 21.
      • Administrator
        • Create and manage courses and their applications
        • Monitoring server and server traffic
        • All teacher and user rights
      • Teacher / Tutor / Author
        • Import users of course
        • Responsible for content
        • Edit tests and polls
        • Moderate communication applications
        • Edit course settings (fill in or remove applications)
        • View and work with course-statistics
        • All user rights
      • User / Student
        • Edit forum, faqs, personal upload area, annotations, microblogging with different devices, …
      http://www.brettspiel-blog.de/archiv/2005/10/schachdepot.html User Roles and Rights
    • 22.
      • Announcement / Blackboard
      • Course administration data
      • Content and Upload area
      • Learning and teaching adds
      • Forum, FAQs, Chat, Blog for several applications
      • User list
      • Information and goodies column right sided
      http://www.sierranevada.edu/?id=551 Basic Areas and Possibilities for Teachers
    • 23.
      • RSS feed of course and external sources
      • Course statistics and “file watching”
      • File upload by drag & drop
      • Course blog & “blog it”-button
      • Evaluations & plagiarism check
      • Time planer
      • … more than 200 several and special apps
      http://www.blavish.com/philips-swarovski-active-crystal-computer-gear/ Useful and Uncommon Gadgets
    • 24. Example: Announcements
    • 25. Example: Administration Data
    • 26. Example: Main Content Area
    • 27.
      • Virtual rooms (quiz, projects, lockers, laboratories, meetings, …)
      • Discussion forums
      • Applications (polls, evaluations, plagiarism, …)
      • Special tools (graphic chat, group appointments, …)
      Example: Teaching and Learning Adds
    • 28. Example: Forum
    • 29. Example: User List and Administration
    • 30. Example: Information and Goodies Column
    • 31. Example: ABC-E-Books within TUGTC
    • 32.
      • Using different channels:
      • Weblog on TUGTC
      • PDA & Mobile phone
      • eMail
      Example: Interactions within E-Books Microblogging and Annotations
    • 33. Example: Diary – Individualized Study History
    • 34. TUGLL – TU Graz LearnLand - Weblog
    • 35. TUGLL – TU Graz LearnLand - Help
    • 36. TUGLL – TU Graz LearnLand - Search
    • 37. E-Books on TU Graz
    • 38. ABC-Manager
    • 39. ABC-Manager
    • 40. ABC-Manager
    • 41. ABC-E-Books within TUGTC
    • 42.
      • Using different channels:
      • Weblog on TUGTC
      • PDA & Mobile phone
      • eMail
      Interactions within E-Books Microblogging and Annotations
    • 43.
      • Over 900h of podcasts since 2007
      • Over 60 different lectures recorded
      • Full service including
        • Instructions and settings before
        • Support during lessons
        • Postprocessing and publishing
      • Which way can be chosen?
        • Recording of lectures (screen & voice & video)
        • Streaming of lectures (screen & voice & video)
        • Short recordings (for introductions, explanations)
        • Professional Videos for TUGraz on iTunes U
        • Informal recordings & streaming using Web2.0 platforms (Qik, AudioBoo …)
      Podcasting Services
    • 44. Podcasting Services
    • 45. Example: Podcasting
    • 46. Example: Streaming embedded in TUGTC
    • 47. TUGraz on iTunes U since autumn 2009
    • 48. TUGraz on iTunes U since autumn 2009
    • 49. http://www.flickr.com/photos/pleasewait/2272096624 TU Graz M-Learning
    • 50. TU Graz Teaching & Learning Service System
    • 51. PLE TU Graz – TU Graz Personal Learning Environment
    • 52. SOCIAL LEARNING Computer and Information Services Graz University of Technology Walther Nagler, Martin Ebner http://elearning.tugraz.at http://elearningblog.tugraz.at http://twitter.com/sociallearning
    • 53. . . . WE‘‘LL BE BACK EdMedia 2010 - Toronto

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