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Vergangene Events

  • SPU-Infotag

    13.09.2017


  • SPU-Infotag

    08.09.2017


  • Administration von Moodle

    21.03.2017


  • Erweiterungscurricula

    09.03.2017


  • Interne Weiterbildung "eTesting"

    05.12.2016


  • Administration von Moodle

    14.10.2016


  • Administration von Moodle

    08.03.2016


  • Lerngruppen - Blended Learning Live

    24.02 - 29.02.2016


  • eLearning Veranstaltung

    04.11.2015


  • Aktivierung von Studierenden durch Blended Learning

    06.10.2015


  • Wieviel "e" braucht die Lehre?

    07.11.2013


  • Abteilungsausflug 2013

    31.07.2013


  • SouthCHI 2013

    01.07 - 03.07.2013


  • eLearning Wandertag

    01.08.2012


  • INTED 2012

    05.03 - 07.03.2012


  • Lern- und Lehretag der AAUK 2011

    23.11 - 23.11.2011


  • Lange Nacht der Sprachen

    23.09.2010


  • Verlosung e-Book Reader

    29.05.2010


  • Lern- und Lehretag der AAUK 2010

    27.05 - 28.05.2010


Publikationen

  • Collaborative Learning (Online) and the Role of Student Engagement in Higher Education 15th European Conference on e-learning; 27.10 - 28.10.2016;
    AutorIn(en): Dr. Gabriele Frankl, Dr. Sofie Schratt-Bitter, Dr. David O’Sullivan

     For each objective in higher education student engagement is a prerequisite. However, many of todays’ ‘mass’ universities lack particularly engaged students. Further, collaborative learning, which is the essence of each learning process, has been neglected in education for decades. We argue that digital technologies can support and foster collaboration (online) which in turn advances student engagement. Over the last decades, technology has tremendously and unforeseeably reorganized the ways we live, communicate and learn. One of the most promising but also challenging aspects of this change is the social learning approach. Learning in a digital and connected age does not depend on individual knowledge acquisition, storage, and retrieval; rather, it relies on connected learning that occurs through engaged interaction with various sources of knowledge and participation in communities of common interest, social networks and group tasks. Since learning as such, collaborative learning and engagement are strongly influenced by social interactions, technologies like social media can be powerful pedagogical instruments. However, it is not completely evident which factors contribute to a successful collaborative and engaged learning scenario (online). There is still a lack of research concentrating on impacting factors that trigger collaboration and engagement supported by social media in higher education. In this paper we suggest that the functioning of the learning community is one important factor, which has an impact on collaborative learning (online) and subsequently on the level of student engagement. By drawing on the educational team climate inventory (TCI), this paper provides propositions how various factors from the TCI impact students’ perceived collaborative learning, perceived learning online as well as their engagement behaviour. Data (N = 48) from a quantitative pre-test that was distributed with an online questionnaire, offer initial impressions for the proposed hypotheses. The results reveal for example that the alignment of goals and support for individual learning have a positive influence on perceived collaborative learning. This paper constitutes a foundation to provoke additional empirical research regarding antecedents that impact collaboration, learning online and engagement in higher education. Consequently, our intention is to analyse, how the positive dynamics of collaboration (online) can be used to engage students.
  • Balancing Social Dilemmas to Foster Collaborative Learning With Social Software 14th European Conference on e-Learning ECEL 2015; 29.10 - 30.10.2015;
    AutorIn(en): Dr. Gabriele Frankl

       Education does not only need to foster and support the acquisition of information and knowledge, but should also train higher-order skills which are necessary to engage with social and technological change and contribute to life-longlearning. Since learning is a participatory, social process, one of the most important, but rather complex higher-order skills is the ability to participate in a constructive way within communities. Hence, in our fast changing society with highly diversified life trajectories and a shortening half-life of knowledge and skills, interacting with people and improving competence with the help of peers and experts is an increasingly important asset. However, we still lack knowledge on how to collaborate successfully, respectively, on how to lay the ground for beneficial collaborations. Obviously, this is a barrier to use the full potential of social media. Indeed, the expansion of social media tools has created massive opportunities for the sector of higher education, in particular for interaction and collaboration. Even though most students are familiar with social media, they do not always use the collaborative potential of social software spontaneously for educational purposes. On the one hand, students have not yet experienced successful collaboration in an educational context. On the other hand, social dilemmas hinder prosperous collaboration. The objective of this paper is to highlight how social barriers to collaboration can be tackled with the concept of Win For All. The focus is in particular on one fundamental barrier for a successful collaboration: social dilemmas. A social dilemma is a situation in which a group of Npersons (N >= 2) has to choose between maximizing selfish interests and maximizing collective interests. Problems arise when something is beneficial for the individual but detrimental for the group and vice versa. Thus, processes of learning together might be negatively influenced, for instance, through free-riding or social loafing. The concept of Win For All (or: winn), which was developed by the author, might be an approach to overcome the fundamental tension between the individual and the group by harmonizing various sets of interest. In a Win For All-constellation, all n participants regard the benefits of all other participants as an essential element for their own benefit. For learning purposes, Win For All implies that each learner is not only responsible for his/her own learning progress and  success – a situation which is normally forced by the educational systems in western societies -, but should also support his/her colleagues’ learning progress and success as well as the learning progress and success of the class or the group as a whole. Benefits for all are the result. Single group members as well as the group in its entirety shall be able to optimally learn, to develop their performance potential and to act responsibly. Thus, Win For All can be regarded as an all-purpose pattern of thought for group processes with the aim to optimally balance individual and group needs. The paper shows how Win For All can contribute as a theoretical and practical foundation within educational contexts to foster successful collaboration with social media.
  • Win-for-All in Software Engineering Education: Balancing Social Dilemmas to Foster Collaboration CSEE&T 2014; 23.04 - 25.04.2014;
    AutorIn(en): Gabriele Frankl; Sofie Bitter; Bonifaz Kaufmann

    Software engineering is a highly collaborative process. However, we still lack knowledge on how to collaborate successfully. A main barrier to successful collaboration emerges due to social dilemmas that can be traced back to a profound tension between what is desirable for a collective as a whole, e. g. a software development team, and what is desirable for an individual, e. g. a single coder. This position paper introduces the concept of win-for-all (winn) and applies it to software engineering education. winn is an all-purpose pattern of thought for group processes with the aim to optimally balance individual and group needs. Thus, winn is a prerequisite for sustainable and high-quality performance of the whole group, the latter being a central issue for software engineering. High-level performance can only be achieved through a systemic perspective: both, the group and the individual (as a fundamental element of the group) have to be considered. Consequently, there is also still a lot of potential for teaching and improving collaboration in software engineering education.
  • Collaboration is Smart: Smart Learning Communities First International Conference, SouthCHI 2013; 01.07 - 03.07.2013;
    AutorIn(en): Gabriele Frankl und Sofie Bitter

  • Sichere Online Prüfungen an der Alpen-Adria Universität Klagenfurt ; 01.01.2013;
    AutorIn(en): Dr. Gabriele Frankl, Dipl.-Ing. (FH) Robert Schoblick, Gerald Zebedin u. Dr.Peter Schartner

    Die Alpen-Adria-Universität Klagenfurt (AAUK) etabliert seit Juni 2011 eine vollelektronische Sichere Prüfungsumgebung (SPU). Die Studierenden können Klausuren mit den ausschließlich für die Prüfung zugelassenen Hilfsmitteln auf ihrem eigenen Computer schreiben. Ein Eingriff in private Betriebssysteme ist ebenso ausgeschlossen wie der Zugriff auf die eigene Festplatte oder unerlaubte Webseiten während der Prüfung. Ab Frühjahr 2014 wird die Sichere Prüfungsumgebung zudem in der Lage sein, Prüfungen innerhalb eines vorgegebenen Zeitrahmens zu Wunschterminen abzulegen. SPU bedeutet ein hohes Maß an Sicherheit, Erleichterung für den Lehrenden und Flexibilität für die Studierenden. Das System ist auch auf andere Schulzweige übertragbar, weil es technisch einfach umsetzbar ist.
  • Online Exams: Practical Implications and Future Directions. ECEL 2012; 2012;
    AutorIn(en): Frankl G., Bitter S.

    26-27.10.2012 Teaching is continuously adapting to the new needs and requirements of digital natives, but testing is more or less still conducted in the same, antiqued paper-and-pencil way. Although oral exams outclass - from a qualitative point of view - written exams, paper-and-pencil exams have no serious advantages compared to online exams. They even hinder the possibility to test students’ knowledge properly, especially if this knowledge was acquired using software programs in class, but it also causes tremendous correction workload, especially in classes with hundreds of students, as it is the case e.g. for mandatory courses of the study entry and orientation phase. Furthermore, even if smaller numbers of students or open-text-questions are used, there is the great advantage of the readability of the answers. Since the acquisition and maintenance of large-scale computer rooms is off budget for many universities, and based on the above-mentioned circumstances, we decided to develop a “secure exam environment” (SEE). The system is in use since June 2011 and students have now the possibility to conduct exams online on their own devices, while at the same time preventing them to access locally stored files or non-specified Internet pages. Furthermore, it is possible to integrate software tools that are used in class. Up to now, 47 online exams have been conducted with 1075 students participating and we are in the position to test up to 70 students synchronously. At the moment, we are planning to further develop the SEE for synchronous online testing of approximately 200 students. Therefore, one aspect of the paper is drawing on practical experiences gained through the implementation of this flexible solution for online testing at the Alpen-Adria-Universität Klagenfurt (AAUK). In the course of employing the SEE, we also conducted a survey among the participating students revealing their general attitudes, points of concern, (technical) obstacles faced and suggestions for improvements regarding online exams. Our findings include several university important implications for up-to-date online testing and for a successful implementation of online assessments. Summarizing, the aim of this paper is to reveal the status quo of online exams and its didactic implications, to outline the structure of our SEE and its security, safety, privacy and organizational facets, to highlight the results of our survey and pinpoint conclusions and future research directions. 
  • Evaluation of blended learning courses. The assessment of the e-tutors. ICL; 26.09.2012;
    AutorIn(en): Bitter S., Frankl G.

    Abstract—The department of e-learning at the Alpen-Adria- Universität Klagenfurt – Wien – Graz (AAU) offers lecturers the possibility to get support from qualified e-tutors for the successful implementation of e-learning and blended learning elements in their courses. The aim of the ‘mission e-tutor’ is that they train lecturers to get used to the learning management system “Moodle” and to find tailor-made e-learning and blended concepts that support their courses and didactical conceptions in a sustainable way. Over a period of three years (starting in the summer semester 2009), a total of 41 e-tutors evaluated courses that received e- learning assistance and we received data from 364 lectures that implemented blended learning strategies. Therefore, the current paper provides a first glance at the research results and enables us to start to consider the evaluation of e-tutors blended learning courses at the AAU. 
  • Common Benefits and Goal Cooperativeness as Driving Forces for Knowledge Management. ECKM 2012; 2012;
    AutorIn(en): Frankl, G.

    06-07.09.2012 Various factors and influences affect willingness to share know‐ ledge, experiences and ideas, and to generate new knowledge with others. But the development and sharing of knowledge – and the utilization of knowledge by human beings – remains a key concern for Knowledge Man‐ agement (KM). This paper sets out to examine phenomena that intrinsical‐ ly dispose humans to share their knowledge, as well as factors related to the cooperative development of new knowledge. It is proposed that what drives cooperation in knowledge development is primarily the issue of common benefits and goal cooperativeness. The concept of win n is proposed as a way to link and harmonize the needs of individuals and a collec‐ tive, which is the essential basis for Knowledge Management. A win n constellation indicates that each participant (all n participants) considers him or herself as a “winner“ only if all other participants consider themselves to be “winners” as well. The mere accumulation of individual benefits is a zero‐sum scenario, whereas collective success or benefit (win n) is by definition a non‐zero‐sum constellation where both the enterprise and all its participants do well. As a consequence, Knowledge Management initiatives benefit not only business enterprises but also their employees. It is post‐ ulated that this mutual benefit scenario fosters the success and sustainability of Knowledge Management in practice, since it addresses the intrinsic motivation of employees. These notions have evolved from the implemen‐ tation of Knowledge Management systems within a production industry and are  accompanied by  quantitative and qualitative research. The results show that common benefits and cooperative goals were the driving forces for knowledge creation and sharing, and that the key structure for achieving win n was social self‐organization.
  • UP-TO-DATE TEACHING REQUIRES UP-TO-DATE TESTING: A SURVEY ON ONLINE TESTING. INTED 2012; 2012;
    AutorIn(en): Frankl G., Bitter S.

    5-7 03.2012 Testing of knowledge is still an important and non-trivial part in today’s university life. We argue that up-to-date teaching methods require up-to-date testing methods. The Alpen-Adria-Universität Klagenfurt (AAUK) implemented a self-developed secure online exam environment that enables online testing on students’ own devices without access to their own files or to unauthorized Internet webpages. Loan devices are offered in case students have no device or their device is outdated for the secure exam environment. We conducted twelve online exams so far and collected feedback from students (N=147). This paper outlines the benefits and obstacles students encounter with this new form of testing. This research paper concludes with an outlook and our next planned development steps. Future research directions are highlighted. 
  • Student Perspectives on eLearning in a Blended Learning Context . ICEL 2012; 2012;
    AutorIn(en): Frankl G., Bitter S.

    21.-22. 06.2012 This paper provides insights on students’ attitudes and experiences with e-learning in a blended learning context. The Alpen-Adria-Universität Klagenfurt (AAUK) uses e-learning in various ways such as to video-record lectures, for large-scale online exams and peer-reviews and as a centralized pool and tool to provide students with study materials and information. E-learning is also seen as an important means of fostering self-organization, of profiting from flexibility in time and space and providing possibilities for cooperation and collaboration. Hence, the aim is to offer our students appropriate, timely, and varied teaching methods that combine traditional face-to-face teaching with e- learning tasks to contribute positively to students’ learning success. In order to obtain an understanding of the students’ opinions and attitude to e-learning in a blended learning context, we conducted surveys in three consecutive semesters (summer semester 2009, winter semester 2009/10 and summer semester 2010). We used online and paper questionnaires for data collection and obtained 803 completed and valid answers from students. The research also reveals the stress factors students are faced with for example students holding down a job (periodic, part-time or full-time employment) alongside their studies at the university. Another essential part of the survey was the students’ e-learning and blended learning wishes for the future. Based on this feedback, we further enlarged and intensified our services such as video recording of lectures or providing interaction platforms. Furthermore, we implemented a secure exam environment (SEE) offering up-to-date online testing methods. The survey includes insights on students’ feedback and experiences with this new form of examination. This study confirms that e-learning and blended learning are appropriate teaching and learning tools to address the learning needs of a new generation of students, namely the ‘digital natives’. 
  • Secure Online Exams using students' devices. EDUCON 2012; 17.04.2012;
    AutorIn(en): Frankl G., Schartner P., Zebedin G.

    17.20.04.2012 With the augmented use of Learning Management Systems (LMS) like Moodle, the demand to perform exams online is higher than ever. Providing a dedicated exam room with up to hundreds of computers is a possible but very expensive solution. However, performing exams on student laptops increases the number of simultaneous exams but also the possibility for cheating. This paper describes the “Secure Exam Environment” (SEE) implemented at the AAUK to support exams based on Moodle to be held on student laptops without access to local files or the Internet. Additional programs like Excel or Java applications can be installed and used during the exams. 
  • LEARNING FOREIGN LANGUAGES ON THE INTERNET WORKING EXAMPLE “TRAINING PROGRAM GERMAN LANGUAGE”. INTED 2012; 2012;
    AutorIn(en): R. Saxer, G. Frankl.

    05-07.03.2012 An important task for eLearning didactics in the area of learning foreign languages is the creation of basics for autonomous learning, i.e. basics for the individual language acquisition. A model for this scenario is the "Training Program German" (http://www.aau/ocw/daf). It is based on the following propositions: 1) The users of the program have easy access to the files: no login is required and the materials can be immediately accessed, the chosen exercises solved and checked whether or not they are correct. 2) The individual documents can be downloaded and be used in print for language course or for individual training. 3) The usage of the program is free of charge. In order to achieve the goals, simple word documents and hot-potatoes-files are used. The intuitive handling of the program is supported by a color-code system as well as by specific icons. Every interested person can use the "Training Program German" at any time for individual learning activities. It additionally offers language teachers a magnitude of additional learning materials. Hence, on the one hand side it offers a broad program for interested students learning German and on the other hand side contributes, due to the easy handling, to the democratization of language learning.
  • Blended Learning at the Alpen-Adria-Universität Klagenfurt. Improving quality and fostering re-academization. ECEL 2011; 2011;
    AutorIn(en): Frankl G., Bitter S.

    10-11.11.2011 The application of blended learning, i.e. the combination of face-toface and eLearning elements, is one of the university’s declared goals and seen as a chance to cope with the challenges educational institutions are facing today. After several years of implementing eLearning and blended learning at the Alpen-Adria-Universität Klagenfurt (AAUK), a survey has been conducted to detect the status quo. The survey shed light on the potential of eLearning and blended learning as well as risks, fields of application and contentedness. Furthermore, the survey focused on the benefits of blended learning as well as on reusability. Data were collected with online and paper questionnaires and 1154 valid answers (collected over a period of three semesters) were obtained. Students and lecturers were asked to judge, how studying is supported by the various forms blended learning offers. Furthermore, it was investigated how common different forms of blended learning are and what the most frequented tools are. Students see great potentials of eLearning and blended learning in flexible learning (24 hours a day 7 days a week), in using their study time more efficiently and in being able to learn at their own pace. In addition, students were asked about their attitude towards mobile learning, as this form of learning is planned to be further expanded in the near future. The eLearning service department has additionally collected suggestions for improvements regarding the eLearning and blended learning environment at the AAUK. Based on these results our already existing service of video-recording lectures has been further expanded. Apart from that, we have started to offer a “secure exam environment” where online exams can take place on a grand scale. With this special software students can use their own devices but have no access to any of their files or to non-specified Internet resources.
  • The "Secure Exam Environment" for Online Testing at the Alpen-Adria-Universität Klagenfurt/Austria. E-Learn 2011; 2011;
    AutorIn(en): Frankl G., Schartner P., Zebedin G.

    17-21.10.2011 This paper aims at taking a glance at a particular new and flexible solution of online-testing at the Alpen-Adria-Universität Klagenfurt. We present a very recently implemented method that allows students to conduct their exams online and directly on their own devices without the possibility to access their own files or non-specified internet pages. A survey among the participating students in the pilot exams showed that the general attitude of students is very positive. Especially among lecturers the demand for the secure exam environment (SEE) for their courses inclined tremendously. For the future we plan to further develop the environment, e.g. to offer an additional version for open book exams or for specific software requirements. 
  • Blended learning at the Alpen-Adria-Universität Klagenfurt. Improving quality and fostering re-academization. ICL 2011; 2011;
    AutorIn(en): Frankl G., Bitter S.

    21-23.09.2011 The Alpen-Adria-Universität Klagenfurt (AAUK) seeks high quality of teaching combined with excellent support of students. Thus, e-learning and blended learning are integral parts of the university's strategy, e.g. the process of re-academization. This paper presents an extract of a study conducted among AAUK students and lecturers during three different semester terms analyzing the status quo (N = 1154). Results reveal that quality issues are strongly attributable to flexibility, more efficient use of resources, collaboration and cooperation as well as receiving more feedback. Additionally, blended learning can contribute essentially to the re-academization initiative inter alia through self-responsibility and efficient online (self-) testing applications.
  • Success for all in Knowledge Management and (e)Learning. ICL 2011; 21.09.2011;
    AutorIn(en): Frankl, G.

    21-23.09.2011 Knowledge management and e-learning are currently in use in a variety of settings, and there are numerous software solutions on the market which offer workable and technically functioning knowledge management and e-learning packages. The key concern is therefore applying these ideas and making them useful. Hence, the core concern is again the human being. It is anything but taken for granted that humans share their knowledge with technical systems, contribute to learning processes of others, give feedback or organize their own learning processes. This paper sets out to examine, what prerequisites humans need to share their knowledge, to support others and/or to learn. Running parallel with these facts is the question of how knowledge management and e-learning can succeed in practice. It is proposed that it is an issue of benefits. The answer delivers the concept of winn, which is defined by the author as follows: A winn-constellation means that each participant in this constellation (more precisely: all n participants) can only see him-/herself as a winner if all other participants win too and hence all participants themselves feel as winners. The paper presents an empirical study focusing on the implementation of knowledge management and e-learning systems in a production company and further defines the theoretical concept of winn.
  • Blended Learning at the Alpen-Adria-Universität Klagenfurt. EDULEARN 2010; 2010;
    AutorIn(en): Frankl G., Zederbauer S.

    05-07.07.2010 The Alpen-Adria-Universität Klagenfurt (AAUK) seeks high quality of teaching combined with excellent support of students. Thus, e-learning and blended learning are integral parts of the university's strategy, e.g. the process of re-academization. This paper presents an extract of a study conducted among AAUK students and lecturers during three different semester terms analyzing the status quo (N = 1154). Results reveal that quality issues are strongly attributable to flexibility, more efficient use of resources, collaboration and cooperation as well as receiving more feedback. Additionally, blended learning can contribute essentially to the re-academization initiative inter alia through self-responsibility and efficient online (self-) testing applications.
  • Individualisiertes und kollaboratives Blended Learning in der Schule. Internet 33.Jahrgang/ Heft 2 2009; 2010;
    AutorIn(en): Frankl G., Zederbauer S.

    Individualisierung wurde in den letzten Jahren und Jahrzehnten immer wieder thematisiert, fand aber nur beschränkt Einzug in die Bildungsinstitutionen. Derzeit wird die Bedeutung individualisierter Lernprozesse aber auch in den Schulen groß geschrieben. Immerhin bieten sie die Chance, viele Schwächen des derzeitigen Bildungssystems zu kompensieren, denn Lernprozesse werden nicht durch Konfektionsangebote angeregt, sondern sind am erfolgsversprechendsten, wenn sie interessengesteuert erfolgen, auf die Bedürfnisse der Einzelnen eingehen und an deren Vorwissen anknüpfen. Neue Wege des Lehrens und Lernens sind daher einzuschlagen: Konstruktivistisches Lernen und Lehren, offener Unterricht, Anerkennung des individuellen Lernweges und Differenzierung des Lernangebots.
  • win-to-the-n. Cybernetics and Systems; 2010;
    AutorIn(en): Frankl, G., Ossimitz, G.

  • Neue Kommunikationskulturen. ide 33.Jahrgang/ Heft 2-2009; 2009;
    AutorIn(en): Frankl G., Richter D.

  • Konkurrieren oder kooperieren? Formen der Leistungserbringung in Learning Communities Learning Communities: Das Internet als neuer Lern- und Wissensraum; 2008;
    AutorIn(en): Frankl G.

  • Mehr Wissen durch Medien? Media, Knowledge & Education; 2008;
    AutorIn(en): Frankl G.