Fakultät für InformatikResearch Lab for Educational Technologies

Mission Statement (outline)

We make the difference in researching and facilitating significant, technology enhanced communication and learning.

We promote a process-driven approach with:

Exploitation of technologies and tools for maximum effectiveness; Models for communication, “learn-flow”, knowledge sharing, cognitions and emotions, evaluation, research; Provision of interpersonal presence for deepened meaning; Appreciation of gender differences for synergies; Transfer into practice by living what we research.

Strategies and goals

Combine benefits from considering:

theory and practice

presence and distance,

individual and cooperative learning

cognitions, skills, and feelings/attitudes

Transdisciplinary cooperation and research:

research methodologies from techn. & soc. sciences

International project cooperation and courses/curricula

Build models to improve sharing, reuse, explication.

Goal: From independence to interdependence

Members

Core team:

Cenker Christian, Ass. Prof. Dr.

Derntl Michael (vice-head), Mag. (Dr. in 2005)

Figl Kathrin, Mag.

Hampel Alexander (new to the team), Dr.

Mangler Jürgen (to be employed by TEL-Project)

Motschnig Renate (head), Ao. Univ. Prof.

Transdisciplinary cooperation with colleagues from: educational sciences, psychology, translational science, ...

Topics and Projects

PCeL Person-Centered e-Learning: learning on three levels (Suport: WKO-Preis, 2003)

TEL: Focus – projekt (Univ. of Vienna, 2005 - 2007):Development of Patterns, CEWebS (Cooperative Environment Web Services) and Best-Practice Models;

Knowledge Experts (ESF, - 2005): with Knowledge Media Group; Goal: Transdisciplinary model-curriculum;

Submitted: OENB; EU-IST STREP (RM as coordinator); TEMPUS (G. Quirchmayr), EU-IST IP (Knowledge-Media Res. Group)

potential next steps: FWF submission, FET submission,

BLESS: Blended Learning Systems Structure

Layer 5:

Learning Platforms

Layer 1:

Blended Learning

Courses

Layer 2:

Course Scenarios

Layer 3:

Blended Learning

Patterns

Visualization,Modeling

Modularization,Decomposition

Selection,Implementation

Instantiation,Application

Application

Design,Composition

TECHNOLOGY

LEARNINGTHEORY

Features

Support

TECHNOLOGY

LEARNING THEORY

Layer 0:

Learning Theory &

Didactic Baseline

Application Improvement

Questionnaire

Feedback Item(from Collect Feedback)

QuestionnaireItem Block

QuestionnaireItem

ScaledQuestionnaire

Item

OpenQuestionnaire

Item

QuestionnaireItem Response

1..*

Item Scale*

has scale

1

1..* Participant(from Course)

* respond to *

Feedback

General

Questionnaire

«Pattern»

Publish

«Pattern»

Feedback Phase

«use»

Collect

«Pattern»

(from General)

{optional}

«include» Course

«Pattern»

Feedback Collector Feedback Provider

«Pattern»

Questionnaire

Constructquestionnaire

w

Publishquestionnaire

w Completequestionnaire

w

Analyzequestionnaires

*Publish

«Pattern»

«use»

FeedbackPhase «derive»

Layer 4:

Web Templates

platform-independent

platform-dependent

Layer 4:

Web Templates

platform-independent

platform-dependent

platform-independent

platform-dependent

The first threecourse units are heldby the instructor, therest are moderatedby student teams.

Course unit

Project Management

Soft Skills

Create course space and publishcourse information w

Download andview infos on

topics wPublic reaction

sheets w

Content andnotes

Prepare courseunit B

Initial Meeting

«Pattern»P

Moderatecourse unit

P

Initial questionnairew

OnlineDiscussion

«Pattern»

w

Diary (personal)

«Pattern» w

Uploaddocuments

w

TeamBuilding

«Pattern»

B

AssessmentPhases

«Pattern»

B

Test and EvaluationInstruments

………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….

Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen

Visual Models of Scenarios &Repository Organization

Platform

Web Services

Knowledge Management

Object Technology

Courses

Adaptation of Theoriesfrom Soft Sciences

StaffDevelopment

Strategies

Action Research Cycles

Test and EvaluationInstruments

………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….

Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen

Test and EvaluationInstruments

………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….

Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen

Visual Models of Scenarios &Repository Organization

Visual Models of Scenarios &Repository Organization

Platform

Web Services

Knowledge Management

Object Technology

Courses

Adaptation of Theoriesfrom Soft Sciences

Adaptation of Theoriesfrom Soft Sciences

StaffDevelopment

Strategies

Action Research Cycles

... congenial with EU: 7th Framework Programme

"The escalating economic and societal demands ... set a growing agenda for research. ...

To bring technology closer to people and organisational needs means: ... revealing functionality on demand; making technology very simple to use, available and affordable; providing new ICT-based applications, solutions and services that are trusted, reliable, and adaptable to the users’ context and preferences. ...

ICT research activities will also draw on a broader range of scientific and technological disciplines including bio- and life sciences, psychology, pedagogy, cognitive and social sciences."

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EAEA (2004) on new curricula: Attitudes > skills > knowledge

Major challenge:

finding priorities in a field where everything appears exciting and equally important. -

“Thank you for listening!“