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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/)

Published in Education
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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