Instructional Design Literature Review

Gruber, M. R. (2009). Instructional Design Literature Review. MACE.This review focuses on instructional design literature for the MACE project. It shows the plenty of research in instructional design era for more than 20 years, and offers various approaches, concepts and models in this field. The findings relate to the following keywords: Instructional design in teaching, design architecture, and construction engineering. This report is divided in four sections: “Literature Reviews”, “Articles, Book Chapters and Studies”, “Books”, and “Web Resources”, and is organized in a schedular view. Each section implicates the information about literature reference or website title, keywords, abstract and URL/resource if available.MAC

Social Software and Web2.0 in Teacher Education and Teacher Training

Gruber, M. R. (2011). Social Software and Web2.0 in Teacher Education and Teacher Training. Research Report for Share.TEC Pilot. Heerlen, The Netherlands: Open Universiteit in the Netherlands.This report describes and analyses the Share.TEC pilot „Social Software and Web2.0 in Teacher Education and Teacher Training”. In the pilot we focused on the use of social software and web2.0 tools and services in teacher education and teacher training. It resulted in a wiki that can get used as an educational resource for teaching and learning. The wiki provides a platform for the community of practice for exploring and analysing social web for educational purposes, and is open to educational researchers and practitioners. Furthermore, the wiki has been added to ShareTECʼs open educational resources repository.Share.TE

Zeitgemäße Museumspädagogik – Formen medialer Kunst- und Kulturvermittlung

Gruber, M. R. (2012). Zeitgemäße Museumspädagogik – Formen medialer Kunst- und Kulturvermittlung. In Fachblatt des BÖKWE, 2012-1, Wien: BÖKWE. (In Press)Die Vermittlung von Kunst und Kultur nimmt neben dem Sammeln, Bewahren und Ausstellen einen wichtigen Stellenwert in der Arbeit von Museen ein. Kunst- und Kulturvermittlung umfasst dabei alle Aktivitäten, die dazu beitragen, den künstlerischen und kulturellen Schatz einer Institution interessierten Personen zugänglich zu machen. In ihrer Funktion als Kommunikatoren leisten Museen einen erheblichen Beitrag zum Lebenslangen Lernen in unserer Gesellschaft. Der Einsatz neuer Technologien ermöglicht hierbei zeitgemäße und vielfältige Zugänge zum künstlerischen und kulturellen Erbe. Der vorliegende Beitrag stellt mediale Vermittlungsangebote vor und beschreibt wie die einzelnen Technologien eingesetzt werden

Supporting the Reuse of Open Educational Resources through Open Standards

Glahn, C., Kalz, M., Gruber, M., & Specht, M. (2010). Supporting the Reuse of Open Educational Resources through Open Standards. In T. Hirashima, A. F. Mohd Ayub, L. F. Kwok, S. L. Wong, S. C. Kong, & F. Y. Yu (Eds.), Workshop Proceedings of the 18th International Conference on Computers in Education: ICCE2010 (pp. 308-315). November, 29 - December, 3, 2010, Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.In this paper we analyse open standards for supporting the reuse of OER in different knowledge domains based on a generic architecture for content federation and higher-order services. Plenty OER are available at different institutions. We face the problem that the mere availability of these resources does not directly lead to their reuse. To increase the accessibility we integrated existing resource repositories to allow educational practitioners to discover appropriate resources. On top of this content federation we build higher order services to allow re-authoring and sharing of resources. Open standards play an important role in this process for developing high-level services for lowering the thresholds for the creation, distribution and reuse of OER in higher education.This paper has been partly sponsored by the GRAPPLE project (www.grapple-project.org) that is funded by the European Union within the Framework Programme 7 and the following European Projects funded in the eContentPlus Programme: MACE (ECP-2005-EDU-038098, portal.mace-orject.org), OpenScout (grant ECP-2008-EDU-428016, cf. www.openscout.net), and Share.TEC (ECP-2007-EDU-427015/Share.TEC, www.share-tec.eu)

Social Media in Education

Gruber, M. R. (2011, 29 September). Social Media in Education. eduhub Webinar, SWITCH, Zürich, Switzerland. Also available at: http://www.eduhub.ch/events/webinars/11sept29-socialmedia/index.htmlThis webinar focuses on the usage of Social Software and Web2.0 for teaching and learning. The webinar gives an overview on available web-tools and services that are useful for teaching and learning. The broad range of social media applications enables new forms of online interaction. They are suited to work together, to support creating content, and to share it in your community. In order to transfer these opportunities to education we will identify applicaton scenarios, good practices, and discuss opportunities and limitations of the tools and services for their effective use

Social Web in Lehre und Forschung

Gruber, M. R. (2011). Social Web in Lehre und Forschung. Presentation at the Faculty of Arts, University of Zurich. January, 19, 2011, Info-Veranstaltung der E-Learning-Koordination der Philosophischen Fakultät, Zürich, Schweiz: Universität Zürich.Wikis, Blogs, Twitter, Facebook und Co. - diese sind aus der Welt vieler Internetnutzer und -nutzerinnen nicht mehr wegzudenken. Doch wie sieht es mit dem Einsatz von Sozialer Software und Web2.0-Werkzeugen in Lehre, Lernen und Forschung aus? Wie funktioniert das Soziale Web und welche Möglichkeiten bietet es? Wie können die einzelnen Werkzeuge und Dienste sinnvoll an der Universität eingesetzt werden? 
Diesen Fragen geht Marion R. Gruber in ihrer Präsentation nach und erläutert sie anhand von Beispielen. In dieser Überblicksveranstaltung werden einzelne Themengebiete umrissen und mögliche Anwendungsfelder definiert und beschrieben.Share.TE

Can Genetic Estimators Provide Robust Estimates of the Effective Number of Breeders in Small Populations?

The effective population size (N(e)) is proportional to the loss of genetic diversity and the rate of inbreeding, and its accurate estimation is crucial for the monitoring of small populations. Here, we integrate temporal studies of the gecko Oedura reticulata, to compare genetic and demographic estimators of N(e). Because geckos have overlapping generations, our goal was to demographically estimate N(bI), the inbreeding effective number of breeders and to calculate the N(bI)/N(a) ratio (N(a) =number of adults) for four populations. Demographically estimated N(bI) ranged from 1 to 65 individuals. The mean reduction in the effective number of breeders relative to census size (N(bI)/N(a)) was 0.1 to 1.1. We identified the variance in reproductive success as the most important variable contributing to reduction of this ratio. We used four methods to estimate the genetic based inbreeding effective number of breeders N(bI(gen)) and the variance effective populations size N(eV(gen)) estimates from the genotype data. Two of these methods - a temporal moment-based (MBT) and a likelihood-based approach (TM3) require at least two samples in time, while the other two were single-sample estimators - the linkage disequilibrium method with bias correction LDNe and the program ONeSAMP. The genetic based estimates were fairly similar across methods and also similar to the demographic estimates excluding those estimates, in which upper confidence interval boundaries were uninformative. For example, LDNe and ONeSAMP estimates ranged from 14-55 and 24-48 individuals, respectively. However, temporal methods suffered from a large variation in confidence intervals and concerns about the prior information. We conclude that the single-sample estimators are an acceptable short-cut to estimate N(bI) for species such as geckos and will be of great importance for the monitoring of species in fragmented landscapes

Variation in pedagogy affects overimitation in children and adolescents

S.D. was supported by The Société Académique Vaudoise and The Prepared Adult Initiative. A.F. was supported by a Leverhulme Early Career Research Fellowship (grant number ECF-2023-573). TG was supported by a grant from the Swiss National Science Foundation (PCEFP1_186832).Children are strong imitators, which sometimes leads to overimitation of causally unnecessary actions. Here, we tested whether learning from a peer decreases this tendency. First, sixty-five 7-10-year-old children performed the Hook task (i.e., retrieve a reward from a jar with tools) with child or adult demonstrators. The overimitation rate was lower after watching a peer than an adult. Second, we tested whether experiencing peer-to-peer learning versus adult-driven learning (i.e., Montessori versus traditional pedagogy) impacted overimitation. Sixty-six 4-18-year-old children performed the Hook task with adult demonstrators only. Montessori-schooled children had a lower propensity to overimitate. These findings emphasize the importance of the teaching model across the school years. While peer models favor selective imitation, adult models encourage overimitation.Peer reviewe