TUGraz OPEN Library

Holzinger, Andreas

Treitler, Peter

Slany, Wolfgang

Making Apps Useable on Multiple Different Mobile Platforms: On Interoperability for Business Application Development on Smartphones

Karpenko-Jereb, Larisa

Shaposhnik, V. A.

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Mravlje, Jernej

Aichhorn, Markus

Georges, Antoine

Origin of the high Neel temperature in SrTcO3

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Ebner, M.

Die Zukunft von Lern- und Lehrmaterialien: Wettergebnisse bei zwölf ausgewählte Thesen zur Entwicklung in den nächsten 18 Monaten

Ebner,M.

Gröblinger, O.

Waba, S.

Erenli, K.

Bratengeyer, E.

Staber, R.

GUEST EDITORIAL 
 
Young Academics in E-Learning Research - 
Editorial 
http://dx.doi.org/10.3991/ijet.v7iS2.2321 
Martin Ebner1, Ortrun Gröblinger2, Stephan Waba3, Kai Erenli4, Erwin Bratengeyer5 and Reinhard Staber6 
1 Graz University of Technology, Graz, Austria 
2 University of Innsbruck, Innsbruck, Austria 
3Online Campus, Virtuelle PH, Eisenstadt, Austria 
4University of Applied Science BFI, Vienna, Austria 
5Danube University, Krems, Austria 
6Medical University of Graz, Austria 
 
 
 
Abstract—The special track “Young Academics in E-
Learning Research”, shortly YAER2012, took place within 
the “International Conference on Interactive Collaborative 
Learning” (ICL 2012) in Villach, Austria. The conference 
slot aims to invite young researchers in the field of 
Technology Enhanced Learning (TEL) to present their 
thesis or ongoing work. We asked for contributions, which 
address the interdisciplinary research field. YAER 2012 
provided an excellent space for discussions in order to 
improve learning and teaching of tomorrow. Education 
without technology seems to be nearly impossible and this 
issue helps to increase the impact of technology for learning. 
Index Terms—Editorial, Technology Enhanced Learning, 
Young Academics, E-Learning 
I. INTRODUCTION 
Computer Based Training (CBT), Web Based Training 
(WBT), Computer Supported Collaborative Learning 
(CSCL), E-Learning, Blended Learning are keywords of 
the last three decades, pointing out that the use of 
technology for learning and teaching is increasing 
arbitrarily. Today web technologies and digital devices 
with access to it represent most of this used educational-
technology. Furthermore till the announcement of Web 
2.0 by Tim O’Reilly [1] and the consequent continuation 
for educational purposes, called E-Learning 2.0 [2], the 
former young research field keep growing on. Today we 
are addressing the use of Social Media for [3] and the 
influence of the Semantic Web on TEL [4]. Researchers 
are wondering if we have to educate the so called Digital 
Natives [5] in another way and how the invention of new 
digital devices changes the learning behavior. Mobile 
Learning and Learning Analytics are two trends named by 
the Horizon Report [6]. Due to the fact that the World 
Wide Web is the drive of a worldwide network for 
exchanging and sharing content Open Educational 
Resources are playing an essential part [7]. Finally the 
upcoming open online courses, called Massive Open 
Online Courses (MOOC), delivering education for anyone 
who is interested in it [8]. It can be summarized that the 
research filed of Technology Enhanced Learning is one of 
the most increasing ones. 
In consequence the special track “Young Academics E-
learning Research” addresses the work of our new blood. 
Especially the up growing population who deals for the 
first time with the Internet since their youth helps to bring 
new insights. Due to the fact that this kind technology is a 
daily part of their life it becomes ubiquitous. The Austrian 
association for new media (Forum Neue Medien in der 
Lehre Austria, shortly fnma) asked for contributions on 
“E-learning research done by young researchers” to foster 
the exchange of innovative approaches and research 
results in a highly interdisciplinary field: 
E-Learning or Technology Enhanced Learning as well 
as research about the usage of New Media in especially 
Higher Education is one of the three key aspects of the 
association for new media Austria. The executive 
committee likes to bring together related work in the field 
of Higher Education and to offer a possibility for 
exchange of exciting research results. Due to the fact that 
we think that also young people need a chance for 
presenting their work to a broader community, we invited 
students and young researchers to send us research results 
of their master thesis, PhD-work or similar projects. The 
call for papers had no restrictions in any directions, even 
more we like to show the broad and interdisciplinary field. 
Finally only contributions based on students' works were 
accepted. 
In this special track, we brought together new and 
innovative approaches, applications and experiences 
related to the research field of Technology Enhanced 
Learning. Accepted contributions are addressing one of 
the invited topics: 
• Research in e-Learning technologies 
• Evaluation studies of various e-Learning settings 
• Empirical studies for usage of new media in 
Higher Education 
• E-Books 
• Social Media in e-Learning 
• E-Learning environments 
• Mobile Learning 
• Game Based Learning 
• Digital Natives and learning 
• E-Assessment 
• Podcasting for learning (Educasting & Vodcasting) 
• Open Educational Resources (OER) 
4 http://www.i-jet.org
GUEST EDITORIAL 
 
II. THIS ISSUE 
The six papers finally selected to be part of this special 
issue are following briefly described. 
A. Ubiquitious Personal Learning Environment 
Personal Learning Environments are a booming 
research field since years now. Graz University of 
Technology is one of only few universities offering such 
an environment to their students and staff. The switch to a 
more learner-centered framework is described as well as 
first statistical date of the usage. Finally a converter is 
presented who allows the usage of browser based learning 
widgets also on today’s smartphones. This leads to the 
described ubiquity.   
B. Towards identifying Collaborative Learning Groups 
using Social Media 
In this publication a semantic approach is described 
which should help to find learning groups for further 
collaboration. Based on the microblogging platform 
Twitter a data-mining algorithm identifies users who have 
something in common. Based on the content users are 
producing and consuming a pre-selection is done for 
different clusters of learning groups. It can be shown that 
a recommender system using social network metrics is a 
promising success factor to the future of education. 
C. A Semantic Approach to Cross-Disciplinary 
Research Collaboration 
Collaboration is marked as one of the most important 
tasks for experts in future. Therefore it would be from 
great interest to provide an application based on semantic 
technologies, which is able to extract reliable information 
from Social Networks or other Web 2.0 tools. A model for 
presenting both structured and unstructured research data 
is proposed which should be the bases for further research 
work. 
D. A unique, culture-aware, personalized learning 
enviornment 
In this publication current learning systems are 
addressed towards the idea of multi-dimensional system. 
Due to the fact that systems are closed applications a 
model is developed to bring more personalization in the 
field of technology enhanced learning. Finally also the 
problem of cultural diversity is pointed out and its 
influence towards personal learning environments. 
E. Impact factors for learner motivation in Blended 
Learning environments. 
Media cannot improve learning itself because it is a task 
each learner has to do for him/herself. But one of the 
crucial factors, which influence learning is motivation, 
therefore it must be thought about parameters which help 
to increase motivation. This field study with more than 
170 students pointed out the importance of the 
performance of a Learning Management System as well as 
further local parameters at school. 
F. Teaching E-portfolios in Teacher Education 
E-portfolios are a possibility to document the personal 
and individual student progress. In consequence such a 
tool can be used for mentoring young teachers in their 
induction phase. The article points out how portfolios can 
be used in teacher education and further teaching 
trainings.  
PROGRAM COMMITTEE 
We like to thank our international program committee 
for their valuable work. On the one side for their reviews 
but also their feedback which helps to improve the 
submitted contributions. In alphabetical order we are 
indebted to following senior researchers: 
 Ilona Buchem, Beuth University of Applied 
Sciences Berlin, Germany  
 Hendrik Drachsler, Open University Netherlands, 
Netherlands 
 Jan P. Ehlers, University of Veterinary Medicine 
Hannover, Germany 
 Wolfgang Greller, Open University Netherlands, 
Netherlands 
 Erich Herber, Danube University Krems, Austria 
 Wolf Hilzensauer, University of Education 
Salzburg, Austria 
 Klaus Himpsl-Gutermann, Danube University 
Krems, Austria 
 Sandra Hofues, Hamburg University of Applied 
Sciences, Germany 
 Tanja Jadin, University of Applied Sciences 
Hagenberg, Austria 
 Christian Lehr, Freie Universität Berlin, Germany 
 Felix Mödritscher, Vienna University of 
Economics and Business, Austria 
 Jutta Pauschenwein, University of Applied 
Sciences Graz, Austria 
 Annabell Preußler, University Hagen, Germany 
 Peter Purgathofer, Vienna University of 
Technology, Austria 
 Franz Reichl, Vienna University of Technology, 
Austria 
 Herwig Rehatschek, Medical University of Graz, 
Austria 
 Wolfgang Reinhardt, University Paderborn, 
Germany 
 Brigitte Römmer.Nossek, University Vienna, 
Austria 
 Mandy Schiefner-Rohs, University Duisburg, 
Germany 
 Günter Wageneder, University Salzburg, Austria 
 Frank Weber, University of Applied Sciences 
Vorarlberg, Austria 
ACKNOWLEDGMENT 
Beside the members of the program committee and 
their work we like to thank also the community of fnma, 
which helps to establish this possibility for young 
researchers. We are equally indebted to Professor Dr. 
Michael Auer for his interest and collaboration with 
YAER 2012 and that we were able to become part of his 
international conference. Last but not least, thanks to all 
unnamed participants for their attention and engaged 
discussions. 
iJET – Volume 7, Special Issue 2: "FNMA", November 2012 5
GUEST EDITORIAL 
 
REFERENCES 
[1] O’Reilly, T. (2010) What is Web 2.0? – Design Patterns and 
Business Models for the Next Generation Software, 
http://oreilly.com/Web2/archive/what-is-Web-20.html (last visited 
October 2012).  
[2] Downes, S. (2005) e-Learning 2.0. ACM e-Learn Magazine 10 
(October 2005) 
[3] Ebner, M. (2012) The Influence of Twitter on the Academic 
Environment, In: Social Media and the New Academic 
Environment: Pedagogical Challenges, IGI-Gobal, accepted (in 
print) 
[4] Thonhauser, P., Softic, S., Ebner, M. (2012) Thought Bubbles: a 
conceptual prototype for a Twitter based recommender system for 
research 2.0. In Proceedings of the 12th International Conference 
on Knowledge Management and Knowledge Technologies (i-
KNOW '12). ACM, New York, NY, USA, Article 32, 4 pages.  
[5] Ebner, M., Nagler, W. & Schön, M. (2012). Have They Changed? 
Five Years of Survey on Academic Net-Generation. In 
Proceedings of World Conference on Educational Multimedia, 
Hypermedia and Telecommunications 2012 (pp. 343-353). 
Chesapeake, VA: AACE 
[6] Johnson, L., Adams, S., Cummins, M. (2012). The NMC Horizon 
Report: 2012 Higher Education Edition. Austin, Texas: The New 
Media Consortium 
[7] Schaffert, S. (2010). Strategic Integration of Open Educational 
Resources in Higher Education. Objectives, Case Studies, and the 
Impact of Web 2.0 on Universities. In U.- D. Ehlers, & D. 
Schneckenberg (Hrsg.), Changing Cultures in Higher Education – 
Moving Ahead to Future Learning. New York: Springer., S.119-
132 
[8] McAuley, A., Stewart, B., Siemens, G. , Cormier, D. (2010) The 
MOOC Model for Digital Practice, research report, University of 
Prince Edward Island, http://www.edukwest.com/wp-
content/uploads/2011/07/MOOC_Final.pdf (last visited October 
2012) 
AUTHORS 
Martin Ebner is Head of the department Social 
Learning of Computer and Information Services at Graz 
University of Technology, Austria as well as senior 
researcher at the Institute of Information Systems and 
Computer Media (e-mail: martin.ebner@tugraz.at).  
Ortrun Gröblinger is Head of the department New 
Media and Learning Technology at the University of 
Innsbruck, Austria as well as president of the Austria-wide 
association “Forum Neue Medien in der Lehre Austria” 
(e-mail: ortrun.groeblinger@uibk.ac.at). 
Stephan Waba is with the Onlinecampus Virtuelle PH 
at Eisenstadt University of Teacher Education which 
focuses on virtual in-service teacher training and provides 
a nationwide network for teachers and schools. 
(stephan.waba@virtuelle-ph.at) 
Kai Erenli is Director of Studies "Film, TV and Media 
Production" at University of Applied Science BFI, Vienna 
(kai.erenli@fh-vie.ac.at)  
Erwin Bratengeyer is Head of the E-Learning Center 
of Danube University Krems, Austria.  (e-mail: erwin 
.bratengeyer@donau-uni.ac.at) 
Reinhard Staber is head of the teaching support staff 
unit "virtual medical campus" at the medical university of 
Graz. (e-mail: reinhard.staber@medunigraz.at). 
 
 
 
6 http://www.i-jet.org


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