The use of programming tasks in interactive videos to increase learning effec...Educational Technology
1. The document discusses an experiment using interactive programming tasks during learning videos in a MOOC course on Python basics to test their impact on learning effectiveness.
2. 577 learners participated in the course and were split into two groups - one with programming overlays and one without. Quiz results showed the group with overlays performed better, indicating the overlays could influence learning.
3. Data from the programming tasks and interactive platform provided additional insights. Task results showed some concepts were challenging and attention to accuracy is important. Statistics on learner behavior can help optimize task placement and video content.
Analysis of students' behavior watching iMooX courses with interactive elementsEducational Technology
This document discusses analyzing student behavior when watching interactive online courses. It presents the LIVE DataEvaluator, a Python application that generates visualizations of student interaction data from the iMoox online learning platform. The visualizations include tables of participant numbers, progress and certificates; viewership statistics; dropout rates; timestamps of student interactions; response times to questions; and changes in calculated attention levels. Diagrams then analyze retention, effectiveness, interactivity and attention over time. The goal is to better understand student engagement and learning experiences to improve online education.
This document discusses the challenges of porting mobile applications between Android and iOS. It explores both manually porting applications as well as attempts at automatic porting. Manually porting applications is found to be the most reliable approach, though time-consuming, while current automatic porting tools have limitations and cannot fully port applications. The document uses a case study of porting a school screening app from Android to iOS to illustrate the manual porting process.
This document discusses the development of an accessible theme for a learning management system. It provides definitions and information on usability testing, types of disabilities, assistive technologies, e-learning, and the Web Content Accessibility Guidelines (WCAG). The methodology section outlines the process used, which included overwriting an existing theme to address accessibility concerns for users with visual, hearing, motor, and cognitive impairments. An evaluation was conducted using thinking aloud tests with 4 probands who had different disabilities and assistive technologies.
This document summarizes the development of a math trainer chatbot for Android devices. The goals were to improve mathematical skills using push notifications and continuous practice. The chatbot was implemented using Android SDK and provides different math trainers through a user-friendly interface. Feedback from user testing was positive regarding satisfaction but mixed on perceived helpfulness. Results showed good correct-to-wrong ratios but many unanswered questions. Overall, the findings suggest chatbots may support education, but the technology requires continued advancement.
Empirical Analysis of Automated Editing of Raw Learning Video FootageEducational Technology
This document outlines David Nußbaumer's master's thesis presentation on empirically analyzing automated editing of raw learning video footage. The presentation covers the introduction, methodology, and results. The introduction discusses video editing, quality measures, and characteristics of good learning videos. The methodology section explains that reference videos will be edited manually and automatically while tracking time consumption. Videos will also be rated in a survey to measure quality differences. The goal is to evaluate if automated editing can save time while preserving video quality for learning.
The use of programming tasks in interactive videos to increase learning effec...Educational Technology
1. The document discusses an experiment using interactive programming tasks during learning videos in a MOOC course on Python basics to test their impact on learning effectiveness.
2. 577 learners participated in the course and were split into two groups - one with programming overlays and one without. Quiz results showed the group with overlays performed better, indicating the overlays could influence learning.
3. Data from the programming tasks and interactive platform provided additional insights. Task results showed some concepts were challenging and attention to accuracy is important. Statistics on learner behavior can help optimize task placement and video content.
Analysis of students' behavior watching iMooX courses with interactive elementsEducational Technology
This document discusses analyzing student behavior when watching interactive online courses. It presents the LIVE DataEvaluator, a Python application that generates visualizations of student interaction data from the iMoox online learning platform. The visualizations include tables of participant numbers, progress and certificates; viewership statistics; dropout rates; timestamps of student interactions; response times to questions; and changes in calculated attention levels. Diagrams then analyze retention, effectiveness, interactivity and attention over time. The goal is to better understand student engagement and learning experiences to improve online education.
This document discusses the challenges of porting mobile applications between Android and iOS. It explores both manually porting applications as well as attempts at automatic porting. Manually porting applications is found to be the most reliable approach, though time-consuming, while current automatic porting tools have limitations and cannot fully port applications. The document uses a case study of porting a school screening app from Android to iOS to illustrate the manual porting process.
This document discusses the development of an accessible theme for a learning management system. It provides definitions and information on usability testing, types of disabilities, assistive technologies, e-learning, and the Web Content Accessibility Guidelines (WCAG). The methodology section outlines the process used, which included overwriting an existing theme to address accessibility concerns for users with visual, hearing, motor, and cognitive impairments. An evaluation was conducted using thinking aloud tests with 4 probands who had different disabilities and assistive technologies.
This document summarizes the development of a math trainer chatbot for Android devices. The goals were to improve mathematical skills using push notifications and continuous practice. The chatbot was implemented using Android SDK and provides different math trainers through a user-friendly interface. Feedback from user testing was positive regarding satisfaction but mixed on perceived helpfulness. Results showed good correct-to-wrong ratios but many unanswered questions. Overall, the findings suggest chatbots may support education, but the technology requires continued advancement.
Empirical Analysis of Automated Editing of Raw Learning Video FootageEducational Technology
This document outlines David Nußbaumer's master's thesis presentation on empirically analyzing automated editing of raw learning video footage. The presentation covers the introduction, methodology, and results. The introduction discusses video editing, quality measures, and characteristics of good learning videos. The methodology section explains that reference videos will be edited manually and automatically while tracking time consumption. Videos will also be rated in a survey to measure quality differences. The goal is to evaluate if automated editing can save time while preserving video quality for learning.
The document describes the development of a mobile application for screening children before they enter school in Austria. It details the motivation, requirements, design considerations for preschool-aged children, implementation including assignments, evaluation, and conclusions. The app was created to introduce a new digital screening method for Austrian schools and automatically evaluate screening results. It utilizes a frame story, child-friendly graphics, intuitive inputs, and provides offline functionality. Evaluations from schools found it engaging for children and an improvement over paper screenings.
This document summarizes a master's thesis project that developed a mobile language learning platform for French. The project was motivated by the need for an application to help avoid interference errors for students at levels B1 and B2. Key aspects included categorized exercises and quizzes with multimedia, as well as self-organized learning functionality. The platform was implemented using a database, content management system, and APIs to power both web and mobile applications. An evaluation found the platform worked well when supported by instructors, though better exercise design and faster setup were needed areas of improvement.
Learning Analytics and Spelling Acquisition in German - the Path to Indivdual...Educational Technology
The document discusses the IDeRBlog project which aims to help students improve their writing and spelling skills in German through an individualized online platform. It analyzes spelling mistakes made by students to select words for specific training exercises. The platform will be expanded to include additional exercises and more words based on ongoing analysis of student writing.
The document discusses learning analytics and massive open online courses (MOOCs). It outlines various learning analytics methods like data mining, statistics, text mining and social network analysis that can be applied to MOOCs. These methods help understand student learning and behaviors to improve MOOC environments and outcomes. However, challenges remain around connecting analytics to learning science, optimizing open online environments, and ensuring student privacy and ethical use of data.
Chatbots for Brand Representation in Comparison with Traditional WebsitesEducational Technology
The document presents research on comparing chatbots to traditional websites for brand representation. It describes creating a chatbot named Theodore to represent a software company. A user study was conducted where participants completed tasks on both the chatbot and website. Results showed the chatbot was faster for specific information while the website was better for exploration. Users also found the chatbot more entertaining and had high acceptance of it. However, the chatbot needed improved intent matching. Overall, feedback on the chatbot was positive.
This document discusses the development of a mobile learning diary application for a MOOC (Massive Open Online Course) platform called iMooX. The goal was to create Android and iOS apps to help students keep track of courses, events, and learning progress. A prototype app was designed and then working apps were developed for both platforms. The apps were tested through surveys, with most students reporting that the app helped increase their learning progress and keep organized. While the apps showed promise, limitations around offline usage, gamification, and login functionality need further work. Overall, the project demonstrated how a mobile learning diary app can support students on a MOOC platform.
Implementation of Interactive Learning Objects for German Language AcquisitionEducational Technology
1) The document describes the implementation of interactive learning exercises in German for primary school students based on learning analytics measurements. Five different exercises were created to help students learn orthographic skills in German.
2) A field test with 21 third grade students evaluated the exercises based on how clear the instructions were, how independently the tasks could be solved, how fun the exercises were, and the desire to complete the exercises at home. Data analysis found issues with some exercises that could be improved.
3) Future work includes enhancing the usability of current exercises, adding new exercises, accessing usage data through an API, and creating mobile versions of the exercises for tablets and smartphones.
The document discusses automated system testing for a learning management system (LMS). It introduces the motivation for test automation due to shifts in agile software development. The focus of automation is on regression testing core functionality through the system testing level. Over 30 test cases were identified for the LMS by interviewing support staff and researching common user cases. Both synthetic and real test data are used, including course materials, user accounts, and submissions. The infrastructure implements page object modeling and stores test data in JSON files to provide data independently to test cases.
This master's thesis discusses the development of mobile applications for German language acquisition. The applications were created for Android and iOS platforms and track user interactions through learning analytics. Various exercise formats are included to practice vocabulary, grammar, and other language skills. An evaluation was conducted with elementary school children to assess user experience and the applications' ability to support independent learning. The evaluation found that the children understood the exercises and could complete them successfully while also enjoying the experience. Areas for further development were also identified.
Teaching Digital Literacy with the BBC micro:bit in the EFL ClassroomEducational Technology
1) The document presents Daniel Wachmann's diploma thesis on teaching digital literacy with BBC micro:bits in English as a foreign language classrooms.
2) An overview is given of the thesis presentation which includes introducing digital literacy, a field test, reorienting the thesis and developing materials, and evaluating insights from interviews.
3) The thesis introduction defines digital literacy and explains using BBC micro:bits to teach computational thinking and English skills through a cross-disciplinary approach.
The document summarizes an evaluation of a Maker Days for Kids event held at TU Graz in 2018. It provides statistics on the 118 child attendees, broken down by gender and age. The most popular stations were 3D printing and soldering. Two original hypotheses were confirmed - that computer/electronic workshops are most popular and programming less so, while three were not confirmed. Novel hypotheses propose that interest shifts from electronics to programming with age, and that girls attend fewer workshops than boys. The event was deemed successful in engaging children, especially girls, though more can be done to attract older children and increase female participation.
The document discusses learning analytic tools for massive open online courses (MOOCs). It introduces the motivation for such tools given ubiquitous learning environments and large online resources. It then provides background on MOOCs and learning analytics, focusing on capturing learner activity traces to improve learning. The implementation section describes a learning analytics cockpit dashboard that visualizes various metrics on activity, resources accessed, and mouse interactions. An evaluation of the tool in a MOOC found it helped define activity, bridge information gaps, and support data literacy to motivate course improvement.
The document describes the development of a mobile application for screening children before they enter school in Austria. It details the motivation, requirements, design considerations for preschool-aged children, implementation including assignments, evaluation, and conclusions. The app was created to introduce a new digital screening method for Austrian schools and automatically evaluate screening results. It utilizes a frame story, child-friendly graphics, intuitive inputs, and provides offline functionality. Evaluations from schools found it engaging for children and an improvement over paper screenings.
This document summarizes a master's thesis project that developed a mobile language learning platform for French. The project was motivated by the need for an application to help avoid interference errors for students at levels B1 and B2. Key aspects included categorized exercises and quizzes with multimedia, as well as self-organized learning functionality. The platform was implemented using a database, content management system, and APIs to power both web and mobile applications. An evaluation found the platform worked well when supported by instructors, though better exercise design and faster setup were needed areas of improvement.
Learning Analytics and Spelling Acquisition in German - the Path to Indivdual...Educational Technology
The document discusses the IDeRBlog project which aims to help students improve their writing and spelling skills in German through an individualized online platform. It analyzes spelling mistakes made by students to select words for specific training exercises. The platform will be expanded to include additional exercises and more words based on ongoing analysis of student writing.
The document discusses learning analytics and massive open online courses (MOOCs). It outlines various learning analytics methods like data mining, statistics, text mining and social network analysis that can be applied to MOOCs. These methods help understand student learning and behaviors to improve MOOC environments and outcomes. However, challenges remain around connecting analytics to learning science, optimizing open online environments, and ensuring student privacy and ethical use of data.
Chatbots for Brand Representation in Comparison with Traditional WebsitesEducational Technology
The document presents research on comparing chatbots to traditional websites for brand representation. It describes creating a chatbot named Theodore to represent a software company. A user study was conducted where participants completed tasks on both the chatbot and website. Results showed the chatbot was faster for specific information while the website was better for exploration. Users also found the chatbot more entertaining and had high acceptance of it. However, the chatbot needed improved intent matching. Overall, feedback on the chatbot was positive.
This document discusses the development of a mobile learning diary application for a MOOC (Massive Open Online Course) platform called iMooX. The goal was to create Android and iOS apps to help students keep track of courses, events, and learning progress. A prototype app was designed and then working apps were developed for both platforms. The apps were tested through surveys, with most students reporting that the app helped increase their learning progress and keep organized. While the apps showed promise, limitations around offline usage, gamification, and login functionality need further work. Overall, the project demonstrated how a mobile learning diary app can support students on a MOOC platform.
Implementation of Interactive Learning Objects for German Language AcquisitionEducational Technology
1) The document describes the implementation of interactive learning exercises in German for primary school students based on learning analytics measurements. Five different exercises were created to help students learn orthographic skills in German.
2) A field test with 21 third grade students evaluated the exercises based on how clear the instructions were, how independently the tasks could be solved, how fun the exercises were, and the desire to complete the exercises at home. Data analysis found issues with some exercises that could be improved.
3) Future work includes enhancing the usability of current exercises, adding new exercises, accessing usage data through an API, and creating mobile versions of the exercises for tablets and smartphones.
The document discusses automated system testing for a learning management system (LMS). It introduces the motivation for test automation due to shifts in agile software development. The focus of automation is on regression testing core functionality through the system testing level. Over 30 test cases were identified for the LMS by interviewing support staff and researching common user cases. Both synthetic and real test data are used, including course materials, user accounts, and submissions. The infrastructure implements page object modeling and stores test data in JSON files to provide data independently to test cases.
This master's thesis discusses the development of mobile applications for German language acquisition. The applications were created for Android and iOS platforms and track user interactions through learning analytics. Various exercise formats are included to practice vocabulary, grammar, and other language skills. An evaluation was conducted with elementary school children to assess user experience and the applications' ability to support independent learning. The evaluation found that the children understood the exercises and could complete them successfully while also enjoying the experience. Areas for further development were also identified.
Teaching Digital Literacy with the BBC micro:bit in the EFL ClassroomEducational Technology
1) The document presents Daniel Wachmann's diploma thesis on teaching digital literacy with BBC micro:bits in English as a foreign language classrooms.
2) An overview is given of the thesis presentation which includes introducing digital literacy, a field test, reorienting the thesis and developing materials, and evaluating insights from interviews.
3) The thesis introduction defines digital literacy and explains using BBC micro:bits to teach computational thinking and English skills through a cross-disciplinary approach.
The document summarizes an evaluation of a Maker Days for Kids event held at TU Graz in 2018. It provides statistics on the 118 child attendees, broken down by gender and age. The most popular stations were 3D printing and soldering. Two original hypotheses were confirmed - that computer/electronic workshops are most popular and programming less so, while three were not confirmed. Novel hypotheses propose that interest shifts from electronics to programming with age, and that girls attend fewer workshops than boys. The event was deemed successful in engaging children, especially girls, though more can be done to attract older children and increase female participation.
The document discusses learning analytic tools for massive open online courses (MOOCs). It introduces the motivation for such tools given ubiquitous learning environments and large online resources. It then provides background on MOOCs and learning analytics, focusing on capturing learner activity traces to improve learning. The implementation section describes a learning analytics cockpit dashboard that visualizes various metrics on activity, resources accessed, and mouse interactions. An evaluation of the tool in a MOOC found it helped define activity, bridge information gaps, and support data literacy to motivate course improvement.
Empfehlungen für den Unterricht im Fach Informatik für Menschen mit Autismus-Spektrum-Störungen
1. Empfehlungen für den Unterricht im
Fach Informa7k für Menschen mit
Au7smus-Spektrum-Störungen
ANNA CARINA GRANITZ (01413583)
2. Beweggründe
u Bereits in früheren Lehrveranstaltungen Seminararbeiten zu
ähnlichen Themen verfasst
u Mit Beginn meiner Lehrtätigkeit die Chance einen Schüler mit
Autismus-Spektrum-Störung zu unterrichten
3. Autismus-Spektrum-Störungen
u Merkmale:
u Störungen der sozialen
Interaktion/Kommunikation
u stereotype Verhaltensmuster
u Probleme mit Veränderungen
u Bedürfnis nach strikten Routinen
u Ursachen:
u Umwelt kaum Einfluss
u Genetische Ursachen
u Familiäre Häufung
4. Subtypen
Frühkindlicher Autismus Asperger-Syndrom
Erstes Auftreten <3 Jahre >3 Jahre
Verhältnis
männlich/weiblich
3:1 8:1
Symptome • Beeinträchtigung in sozialen
Interaktionen
• Beeinträchtigung der Kommunikation
• repetitive/stereotype
Verhaltensweisen
• Verzögerung der Sprachentwicklung
• Beeinträchtigung in sozialen
Interaktionen
• stereotype Verhaltensweisen und
Interessen
• keine Sprachentwicklungs-
verzögerung
Kognitive Funktion Meist beeinträchtigt, aber stabil Nicht beeinträchtigt, aber spezifische
Besonderheiten
Vgl.: Remschmidt & Kamp-Becker, 2007, S. 874
5. Motivation
u Intrinsische Motivation
u Persönlich spannende und
herausfordernde Handlungen
u Erledigung mit bestem Wissen und
Gewissen
u Ohne „Belohnung“
u Extrinsische Motivation
u äußere Anreize (zum Beispiel: gute
Noten, Belohnungen, Geld, …)
u „Belohnung“
6. Sonderpädagogischer
Förderbedarf (SPF)
u Schülerin/Schüler aufgrund vorübergehender geistiger, psychischer
oder körperlicher (Funktions-)Beeinträchtigungen nicht im Stande
dem Unterricht zu folgen
u Beantragung des SPF über Bildungsdirektion
u In Absprache der Schule, Eltern und der Bildungsdirektion erfolgt
Einstufung in den entsprechenden Lehrplan (Sonderschule,
Regelschule)
-> Ziel: bestmögliche Förderung des Kindes
7. Lehrplan Mittelschule
u Ziel: grundlegende Ausbildung je nach Begabung, Interesse und
Fähigkeit und Vorbereitung auf den Übertritt in eine weiterführende
Schule oder auf das Berufsleben
u „Digitale Grundbildung“ verbindliche Übung
„Informatik“ unverbindliche Übung
8. Digitale Grundbildung
u Ziel: Förderung und Vereinigung der digitalen Kompetenz, der
Medienkompetenz und in gewisser Form der politischen Kompetenz
u Einfache informatische Anwendungen im Alltag bis hin zum Arbeiten
mit Algorithmen und der kreativen Nutzung von
Programmiersprachen
9. Informatik
u Ziel: Erlangen von Sicherheit in der Bedienung des Computers und
seiner zusätzlichen Peripheriegeräte
u Kein klar formulierter Lehrplan des Bildungsministeriums
u Klare Strukturierung innerhalb der Schule
10. Persönliche Erfahrungen
Rahmenbedingungen
u Schuljahr 2020/21 -> Distance Learning, Schichtbetrieb,
Regelunterricht
u Ländliche Schule in Graz-Umgebung
u UF Informatik in 1.-4. Klasse (5.-8. Schulstufe)
u Entsprechende Lehrinhalte an den ECDL und der Digitalen
Grundbildung angelehnt
11. Persönliche Erfahrungen
Untersuchungsmethode
u Feldstudie beruhend auf Beobachtungen und meinen persönlichen
Erfahrungen
u Schüler 1: gesamtes Schuljahr selbst unterrichtet -> Stundenbilder/-
reflexionen
u Schüler 2: Beobachtungen und Notizen über mehrere Monate,
Gespräche mit Lehrperson und Vertrauensperson
12. Persönliche Erfahrungen
Beschreibung der Schüler
u Schüler 1:
u 12 Jahre, 1. Klasse
u Frühkindlicher Autismus
u SPF in verschiedensten Fächern seit
drei Jahren
u Begeisterung für die Natur
u Schulassistenz (öfters gewechselt)
u Schüler 2:
u 15 Jahre, 3. Klasse
u Frühkindlicher Autismus
u Starke Sehbehinderung
u Großes Interesse an Rasenmähroboter
u Schulassistenz -> wichtige Bezugsperson
15. Persönliche Erfahrungen
Auswertung
u Gemeinsamkeiten:
u Schulassistenz
u Alltägliche Routine
u Vertiefung in persönliche
Interessen
u Arbeitsplatz zum Wohlfühlen
u Spiele
u Unterschiede:
u Art der Beeinträchtigung
u Lautstärke in der Klasse
u Distanz/Nähe-Verhalten
gegenüber Mitmenschen
u Motivationsverhalten
u Kognitive Möglichkeiten
16. Resümee
u Kann Ergebnisse selbstverständlich nicht auf alle Autisten umlegen
u Gesundes Lernumfeld (Arbeitsplatz und vertraute Personen)
u Abwechslungsreicher Unterricht
u Freiheiten
u Gute Ebene und gutes Klassenklima
u Recht auf Bildung