Die Folge haben wir am 09.02.2026 aufgenommen.
+++ Bitte teilnehmen: Umfrage von A und Kolleg*innen +++
Ihr arbeitet an einer Hochschule? Dann spendet A und ihren Kolleg*innen bitte etwas Zeit und Aufmerksamkeit und nehmt an dieser Umfrage teil. Teilt sie auch gern mit allen, die an Hochschulen arbeiten. Viel hilft viel, für die Wissenschaft und so …
+++ weiter mit den regulären Shownotes +++
Intro & Feedback
Danke für das liebe Feedback zu unserer letzten Folge für den WissPod-Adventskalender! Man kann die Folgen auch im neuen Jahr noch gut hören, viel dabei lernen und tolle andere Wissenschaftspodcasts entdecken!
News+Alt+Entf
News+O
- O jammert dieses Mal über ein Nicht-H5P-Projekt.
- Es gibt ein Update zur Weltverbesserungsidee mit dem Crowdfunding aus Episode #66: Im Steintorvarieté Halle wird „Monkey Island – Ich will Pirat werden“ am 16.04.2026 aufgeführt.
- O war beim 39c3, wir haben über folgende Beiträge gesprochen:
- Marc-Uwe Kling: „Die Känguru-Rebellion – Digital Independence Day“ (Video, DI.day)
- Martha Root, Eva Hoffmann und Christian Fuchs: „The Heartbreak Machine – Nazis in the Echo Chamber“ (Video)
- Tim Philipp Schäfers: „Verlorene Domains, offene Türen – was alte Behördendomains verraten“ (Video)
- O sagt Google Maps adé und empfielt Organic Maps.
- Er hat das XR-Energy-Projekt abgeschlossen und fährt zu den MOERFI-Demotagen am 11.02.2026 in Mainz (Webseite und Anmeldung).
- H5P-News:
- Wir hatten auch noch über die Open Music Academy (Website) gesprochen.
News+A
Paper+Alt+Entf
Paper+O: Better transparency is good
Sepp, Stoo
Towards More Transparency in Learning Analytics: Sharing Information with University Students Increases their Awareness of Data Collection Practices Artikel
In: Journal of Learning Analytics, Bd. 12, Nr. 3, S. 34–46, 2025, ISSN: 1929-7750.
Abstract | Links | BibTeX
@article{Sepp2025,
title = {Towards More Transparency in Learning Analytics: Sharing Information with University Students Increases their Awareness of Data Collection Practices},
author = {Stoo Sepp},
url = {https://doi.org/10.18608/jla.2025.8713},
doi = {10.18608/jla.2025.8713},
issn = {1929-7750},
year = {2025},
date = {2025-12-15},
urldate = {2025-12-15},
journal = {Journal of Learning Analytics},
volume = {12},
number = {3},
pages = {34–46},
publisher = {Society for Learning Analytics Research},
abstract = {As learning analytics practices become more commonplace in educational settings, student knowledge about the collection and use of their data becomes more of an interest. How students perceive the collection and use of their data has been researched for many years, with legitimate privacy and ethical concerns raised. While various guidelines, models, and frameworks have been proposed to address these concerns, the ways educational institutions practically address them by providing more information for increased transparency has yet to be widely investigated. The present study provides an initial investigation into the effectiveness of three different formats of data disclosure statements in a higher education setting. Participants were presented with one of three different formats from a fictional university: 1) a generic text, 2) a detailed text, or 3) an icon-based “nutrition label.” Participants then completed a survey to assess their understanding and perceptions of data collection practices. Results suggest that regardless of format, participants demonstrated an increased understanding of these practices when the disclosure was not generic. Additionally, student acceptance of data collection and beliefs about sharing were unaffected by disclosure of any kind. This study provides initial evidence to inform learning analytics practices to address identified concerns from students around a lack of transparency. Universities and other institutions in the higher education sector may revisit their data disclosure methods and language to ensure that they are both accurate and transparent, so that students better understand data collection within the scope of their studies.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Schließen
As learning analytics practices become more commonplace in educational settings, student knowledge about the collection and use of their data becomes more of an interest. How students perceive the collection and use of their data has been researched for many years, with legitimate privacy and ethical concerns raised. While various guidelines, models, and frameworks have been proposed to address these concerns, the ways educational institutions practically address them by providing more information for increased transparency has yet to be widely investigated. The present study provides an initial investigation into the effectiveness of three different formats of data disclosure statements in a higher education setting. Participants were presented with one of three different formats from a fictional university: 1) a generic text, 2) a detailed text, or 3) an icon-based “nutrition label.” Participants then completed a survey to assess their understanding and perceptions of data collection practices. Results suggest that regardless of format, participants demonstrated an increased understanding of these practices when the disclosure was not generic. Additionally, student acceptance of data collection and beliefs about sharing were unaffected by disclosure of any kind. This study provides initial evidence to inform learning analytics practices to address identified concerns from students around a lack of transparency. Universities and other institutions in the higher education sector may revisit their data disclosure methods and language to ensure that they are both accurate and transparent, so that students better understand data collection within the scope of their studies.
Schließen
Was hilft Lernenden beim Verständnis, wer was mit welchen Learning-Analytics-Daten macht? Bei Sepp gibt es ein paar Antworten.
Paper+A: Warum gibt es da noch nichts?
Görzen, Sergej; Heinemann, Birte; Heim, Marlene; Schroeder, Ulrik
Open Educational Resources and Virtual Reality: An inventory Proceedings Article
In: Mandausch, Martin; Henning, Peter A. (Hrsg.): Proceedings of DELFI Workshops 2022, S. 243–250, Gesellschaft für Informatik e.V., Karlsruhe, 2022.
Abstract | Links | BibTeX
@inproceedings{Goerzen2022,
title = {Open Educational Resources and Virtual Reality: An inventory},
author = {Sergej Görzen and Birte Heinemann and Marlene Heim and Ulrik Schroeder},
editor = {Martin Mandausch and Peter A. Henning},
url = {https://doi.org/10.18420/delfi2022-ws-73},
doi = {10.18420/delfi2022-ws-73},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Proceedings of DELFI Workshops 2022},
pages = {243–250},
publisher = {Gesellschaft für Informatik e.V.},
address = {Karlsruhe},
abstract = {Virtual reality (VR) in education is a current field of research, e.g. because it provides an immersive and safe learning environment for dangerous or expensive training. But developing VR learning applications is time-consuming and costly. The development of open educational resources (OER) can facilitate educators’ access to VR and help integrate technology into everyday education. This paper presents the current state of open educational resources in virtual reality and discusses the possibilities and challenges of combining VR and OER.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Schließen
Virtual reality (VR) in education is a current field of research, e.g. because it provides an immersive and safe learning environment for dangerous or expensive training. But developing VR learning applications is time-consuming and costly. The development of open educational resources (OER) can facilitate educators’ access to VR and help integrate technology into everyday education. This paper presents the current state of open educational resources in virtual reality and discusses the possibilities and challenges of combining VR and OER.
Schließen
VR-Szenarien werden immer wieder als Trend gehandelt, sind aber in der Produktion kostspielig. Warum dann nicht gleich als OER bereitstellen und weiter- und wiederverwenden? Aber irgendwie scheint es hier bislang nicht allzu viele Erfahrungen zu geben.
Fundgrube+Alt+Entf
Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:
Veranstaltungstipps
Weltverbesserung+Alt+Entf
Förderzusagen sind da, aber das Geld lässt auf sich warten? Der Überbrückungsfonds von FragDenStaat hilft mit zinslosen Darlehen, bis die Förderung ausgezahlt wird. Hier kann man spenden und damit für liquide Mittel des Fonds sorgen.
Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.
