The document describes the development and evaluation of a web-based information system to support live online lectures. The system provides different methods of interaction like questions and polls to help sustain student attention. In a study, the system was used in a live broadcast lecture, and student attention levels were initially low but increased to over 75% after improvements like adding more content-related questions and pausing between questions. The system was found to have positive effects on student attention in online courses.
Creating Learning Connections via an Online Community of PracticeThe Mind Lab
Presentation of a research study on the impact of online interaction on student learning
National Tertiary Learning and Teaching Conference (NTLT) 2016
Application of Eye Tracking Technology as a Self-Evaluation Tool in the Train...Gergely Rakoczi
Future online tutors are facing an increasing need of using interactive tools in their everyday tutoring tasks. The online moderation and communication processes hereby are becoming more and more demanding. Many training programs of online tutors therefore include special training to exercise personal skills. Examples for these trainings are exercises with web-conferencing tools. Feedback hereby is mainly given by the trainers based on their observations and (if at all) in form of simple screen recordings. The potentials of self-evaluation are often limited. The ongoing case study of this paper tries to improve feedback by introducing eye tracking technology. This paper evaluates the potentials of eye tracking whether the provided feedback for training of personal skills might be enriched with gaze data. The paper investigates whether gaze replays, visualizations and statistics of eye movements might offer more comprehensive feedback to online tutors enabling improvement of their skills.
CELePro: Collaboration in E-Learning ProjectsAnja Lorenz
Presentation at the 2nd eScience Network Conference. Juni 12, 2013 at Max Planck Institute for the Physics of Complex Systems, Dresden. See also the Poster: http://de.slideshare.net/anjalorenz/plakat-escience-celepro
Creating Learning Connections via an Online Community of PracticeThe Mind Lab
Presentation of a research study on the impact of online interaction on student learning
National Tertiary Learning and Teaching Conference (NTLT) 2016
Application of Eye Tracking Technology as a Self-Evaluation Tool in the Train...Gergely Rakoczi
Future online tutors are facing an increasing need of using interactive tools in their everyday tutoring tasks. The online moderation and communication processes hereby are becoming more and more demanding. Many training programs of online tutors therefore include special training to exercise personal skills. Examples for these trainings are exercises with web-conferencing tools. Feedback hereby is mainly given by the trainers based on their observations and (if at all) in form of simple screen recordings. The potentials of self-evaluation are often limited. The ongoing case study of this paper tries to improve feedback by introducing eye tracking technology. This paper evaluates the potentials of eye tracking whether the provided feedback for training of personal skills might be enriched with gaze data. The paper investigates whether gaze replays, visualizations and statistics of eye movements might offer more comprehensive feedback to online tutors enabling improvement of their skills.
CELePro: Collaboration in E-Learning ProjectsAnja Lorenz
Presentation at the 2nd eScience Network Conference. Juni 12, 2013 at Max Planck Institute for the Physics of Complex Systems, Dresden. See also the Poster: http://de.slideshare.net/anjalorenz/plakat-escience-celepro
BioSHaRE: Evaluation of tools and MEthods for Sharing Data - ENMESHD - Madele...Lisette Giepmans
BioSHaRE conference July 28th, 2015, Milan - Latest tools and services for data sharing
Stream 1: Tools for data sharing analysis and enhancement
Contactinfo:
Professor Madeleine Murtagh
University of Bristol, UK
madeleine.murtagh@bristol.ac.uk
Key words: biobank, bioshare, cohort, data sharing, epidemiology, harmonisation, stakeholders participation
Don't look at me that way! - Understanding User Attitudes Towards Data Glasse...EISLab
Data glasses do carry promising potential for hands-free interaction, but also raise various concerns amongst their potential users. In order to gain insights into the nature of those concerns, we investigate how potential usage scenarios are perceived by device users and their peers. We present results of a two-step approach: a focus group discussion with 7 participants, and a user study with 38 participants. In particular, we look into differences between the usage of data glasses and more established devices such as smart phones. We provide quantitative measures for scenario-related social acceptability and point out factors that can influence user attitudes. Based on our quantitative and qualitative results, we derive design implications that might support the development of head-worn devices and applications with an improved social acceptability.
Please cite this work as follows: M. Koelle, M. Kranz, A. Möller: Don't look at me that way! - Understanding User Attitudes Towards Data Glasses Usage. In: Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI '15), Copenhagen, Denmark, 2015
Service Design Drinks started off into their 5th year. This edition discussed one of the most important services – education.
Our own Manuel – who recently co-organised a summit on the future of education – shed light on educational services in Germany with focus on digital tools. He presented a study, discuss today’s challenges and potential approaches to them.
To fit the topic the event took place at the ‘Evangelische Schule Berlin Zentrum’, known for its application of design thinking in the classroom.
BioSHaRE: Evaluation of tools and MEthods for Sharing Data - ENMESHD - Madele...Lisette Giepmans
BioSHaRE conference July 28th, 2015, Milan - Latest tools and services for data sharing
Stream 1: Tools for data sharing analysis and enhancement
Contactinfo:
Professor Madeleine Murtagh
University of Bristol, UK
madeleine.murtagh@bristol.ac.uk
Key words: biobank, bioshare, cohort, data sharing, epidemiology, harmonisation, stakeholders participation
Don't look at me that way! - Understanding User Attitudes Towards Data Glasse...EISLab
Data glasses do carry promising potential for hands-free interaction, but also raise various concerns amongst their potential users. In order to gain insights into the nature of those concerns, we investigate how potential usage scenarios are perceived by device users and their peers. We present results of a two-step approach: a focus group discussion with 7 participants, and a user study with 38 participants. In particular, we look into differences between the usage of data glasses and more established devices such as smart phones. We provide quantitative measures for scenario-related social acceptability and point out factors that can influence user attitudes. Based on our quantitative and qualitative results, we derive design implications that might support the development of head-worn devices and applications with an improved social acceptability.
Please cite this work as follows: M. Koelle, M. Kranz, A. Möller: Don't look at me that way! - Understanding User Attitudes Towards Data Glasses Usage. In: Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI '15), Copenhagen, Denmark, 2015
Service Design Drinks started off into their 5th year. This edition discussed one of the most important services – education.
Our own Manuel – who recently co-organised a summit on the future of education – shed light on educational services in Germany with focus on digital tools. He presented a study, discuss today’s challenges and potential approaches to them.
To fit the topic the event took place at the ‘Evangelische Schule Berlin Zentrum’, known for its application of design thinking in the classroom.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Introducing an Information System for successful support of selective attention in online courses
1. S C I E N C E P A S S I O N T E C H N O L O G Y
www.tugraz.at
Introducing an Information
System for successful
support of selective
attention in online courses
Andreas Holzinger, Josef Wachtler and Martin Ebner
Graz, University of Technology
July 15, 2013
2. 2
LIVE Interaction in Virtual learning Environments
Index
1. Goal
2. Motivation
3. Implementation
4. Study
5. Conclusion
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
3. 3
LIVE Interaction in Virtual learning Environments
Graz, University of Technology
Europe, Austria, Graz
http://www.tugraz.at
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
4. 4
Goal
Goal
Development and evaluation
of a web-based information system
to support a live stream of a lecture
with different forms of interactions like an
Audience-Response-System.
Sustain and enlarge Students’ attention.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
5. 5
Motivation
Attention and Communication
Selective attention is the most crucial resource for
human learning
Enhances both behavioral and neuronal performance
Interaction and communication between all groups of
participants in all sorts and directions
are key features for an increased attention.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
6. 6
Motivation
Audience-Response-Systems
ARSs are well known for face-to-face education in
standard classroom-situations
presenting questions to students
answering with a special handset
answers are shown to the lecturer
ARS has the power to enhance the attention and the
participation of the students (reported by many
studies)
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
10. 10
Implementation
Lecturer GUI
1. Metadata of the event
2. Calculated degree of attention of all students
3. Free space for occurring interactions
4. Control-elements to invoke interactions
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
12. 12
Implementation
Student GUI
1. Foreign web-content (e.g. the live-stream)
2. Metadata of the event and calculated degree of
attention
3. Free space for occurring interactions
4. Control-elements to invoke interactions
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
13. 13
Implementation
Three Interaction-Types
1. Automatically started
The interactions of an interaction-method of this type
are automatically presented to the attendees in a
random way.
2. Started by the attendees
This type represents interaction-methods which could
be started by the attendees.
3. Invoked by the lecturer
With interaction-methods of this type the lecturer is
able to invoke them.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
14. 14
Implementation
Showing Interactions
Three Models are used to schedule interactions
1. showing interactions to students
2. presenting interactions to the lecturer
3. error messages
If a model reaches its scheduled time
a special view is shown in the reserved space.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
15. 15
Implementation
Interaction-Methods
Simple Questions
General questions are automatically shown to the
students.
Solve Captcha
Students are prompted to solve a captcha randomly.
Report Problem
A technical problem could be reported to the lecturer
by the students.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
16. 16
Implementation
Interaction-Methods
Set Attention-Level
Students could set their current level of attention
through a slider.
Ask Lecturer
Questions could be asked to the lecturer by the
students.
Ask Students
Also the lecturer could ask questions to the students.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
17. 17
Implementation
Degree of Attention
A value between 0% and 100%
Every interaction-method calculates its own value
Most of them are using a reaction-time based
approach
Overall attention-level: the mean of all
interaction-methods
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
18. 18
Implementation
Reaction-Time based Attention-Level
For every interaction:
Attention-level of the interaction-method: the mean of
all interactions
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
20. 20
Study
Setting and Observations
Live broadcasting of the lecture Cleanroom
Technology
Five Units
Seven to twelve attendees
Lecture 1 and 2: very low attention-level (less than
40%)
Attendees felt very uncomfortable with their low
attention-level and
they liked content-related questions more than
general questions.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
21. 21
Study
Improvements and Observations
Some improvements:
more content-related questions
pauses during questions
. . .
After that the attention-level stabilized at 75% and
more
Also the attendees felt satisfied with this
improvements.
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
22. 22
Conclusion
Conclusion
A web-application which provides different methods of
interaction
Calculation of the degree of attention
Positive effects on the attention under the mentioned
circumstances
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013
23. 23
Conclusion
Thanks
for your attention!
Social Learning
Computer and Information Services
Graz University of Technology
tugtc@tugraz.at
http://elearning.tugraz.at
Slides available at http://elearningblog.tugraz.at
Andreas Holzinger, Josef Wachtler and Martin Ebner, Graz, University of Technology
July 15, 2013