Bildung-Alt-Entfernen

Die Folge haben wir am 07.08.2019 aufgenommen.

Intro & Feedback

Der ehemalige Innenminister Thomas de Maizière ist jetzt übrigens Vorsitzender der Telekomstiftung. Mehr im Abschnitt Politik.

Zur letzten Folge hatten wir einen sehr ausführlichen Kommentar von René, der richtigerweise darauf hinweist, dass Lehrerinnen und Lehrer nicht unmündig seien, sondern entlastet werden sollen. Sebastian mag, dass wir Nicht-Pädagogen öffentlich einen solchen Podcast machen (wir glauben, das ist ein Lob ). Markus mochte unser Intro (merke: Spam vorlesen als Podcast-Format durchdenken) und findet Os Vorhaben spannend, nächstes Jahr im Recurse Center anzuheuern. Ein anderer Markus empfiehlt uns und andere Podcasts, wir sagen danke (auch für die nette Gesellschaft der anderen Nennungen ).

News+Alt+Entf News+O

• O arbeitet ständig selbst ganz erfolgreich.
• O bedankt sich bei Nele für die schnelle Erweiterung ihres Services Mailnudge (mit dem kann man eine E-Mail an das Zukunfts-Ich schreiben).
• Wegen Scammern, Spam/Malware-Mails (hier der Log vom beschriebenen Fall) und Kommentaren mit die menschenverachtenden Inhalten ärgert sich O häufig. Und es ärgert ihn, dass ihn das ärgert.
• O ist in Hamburg eScooter gefahren und fand es weniger sinnvoll im Vergleich zu Fahrrad und ÖPNV. Dennoch fand er (und A auch) die Folge von Sascha Lobos Debattencast dazu sehr gut.

News+A

•  A war im Urlaub,
  • war dort von den niederländischen Mobilitätskonzepten beeindruckt,
  • kann auch nach den Erfahrungen dort Free Walking Tours sehr empfehlen,
  • und findet weiterhin Gefallen an gut gemachten Audio-Guides und Apps in Museen (beides zusammen bspw. mit izi.travel) und
  • war davon beeindruckt, wie gut sich Google Lens mittlerweile bei der Live-Übersetzung bspw. in Museen oder Restaurants macht
• A weist darauf hin, dass die Abstimmung für den Standort des EduCamps im Frühjahr 2020 gestartet ist: Frankfurt und Calberlah haben sich beworben.
• Außerdem hat sie noch zwei Podcast-Empfehlungen:
  • OMR #207 mit Frederick Braun vom Miniaturwunderland
  • BZT056 mit Enno Park

Google Lens beim Erkennen handgeschriebener Texte auf einer mittelalterlichen Karte im Mercator-Museum St. Niklaas

Paper+Alt+Entf Paper+O #1: M-M-MOOC Headroom

Dacrema, Maurizio Ferrari; Cremonesi, Paolo; Jannach, Dietmar

Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches Artikel

In: Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019), 2019.

Abstract | Links | BibTeX

@article{Dacrema2019,
title = {Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches},
author = {Maurizio Ferrari Dacrema and Paolo Cremonesi and Dietmar Jannach},
url = {https://arxiv.org/abs/1907.06902
https://dblp.org/rec/bib/journals/corr/abs-1907-06902},
year = {2019},
date = {2019-07-23},
urldate = {2019-08-08},
journal = {Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019)},
abstract = {Deep learning techniques have become the method of choice for researchers working on algorithmic aspects of recommender systems. With the strongly increased interest in machine learning in general, it has, as a result, become difficult to keep track of what represents the state-of-the-art at the moment, e.g., for top-n recommendation tasks. At the same time, several recent publications point out problems in today's research practice in applied machine learning, e.g., in terms of the reproducibility of the results or the choice of the baselines when proposing new models. In this work, we report the results of a systematic analysis of algorithmic proposals for top-n recommendation tasks. Specifically, we considered 18 algorithms that were presented at top-level research conferences in the last years. Only 7 of them could be reproduced with reasonable effort. For these methods, it however turned out that 6 of them can often be outperformed with comparably simple heuristic methods, e.g., based on nearest-neighbor or graph-based techniques. The remaining one clearly outperformed the baselines but did not consistently outperform a well-tuned non-neural linear ranking method. Overall, our work sheds light on a number of potential problems in today's machine learning scholarship and calls for improved scientific practices in this area. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Schließen

Deep learning techniques have become the method of choice for researchers working on algorithmic aspects of recommender systems. With the strongly increased interest in machine learning in general, it has, as a result, become difficult to keep track of what represents the state-of-the-art at the moment, e.g., for top-n recommendation tasks. At the same time, several recent publications point out problems in today's research practice in applied machine learning, e.g., in terms of the reproducibility of the results or the choice of the baselines when proposing new models. In this work, we report the results of a systematic analysis of algorithmic proposals for top-n recommendation tasks. Specifically, we considered 18 algorithms that were presented at top-level research conferences in the last years. Only 7 of them could be reproduced with reasonable effort. For these methods, it however turned out that 6 of them can often be outperformed with comparably simple heuristic methods, e.g., based on nearest-neighbor or graph-based techniques. The remaining one clearly outperformed the baselines but did not consistently outperform a well-tuned non-neural linear ranking method. Overall, our work sheds light on a number of potential problems in today's machine learning scholarship and calls for improved scientific practices in this area.

Schließen

• https://arxiv.org/abs/1907.06902
• https://dblp.org/rec/bib/journals/corr/abs-1907-06902

Schließen

Kim, Byung-Hak; Ganapathi, Varun

LumièreNet: Lecture Video Synthesis from Audio Artikel

In: CoRR, Bd. bs/1907.02253, 2019.

Abstract | Links | BibTeX

@article{Kim2019,
title = {LumièreNet: Lecture Video Synthesis from Audio},
author = {Byung-Hak Kim and Varun Ganapathi},
url = {http://arxiv.org/abs/1907.02253
https://dblp.org/rec/bib/journals/corr/abs-1907-02253},
year = {2019},
date = {2019-07-08},
urldate = {2019-08-08},
journal = {CoRR},
volume = {bs/1907.02253},
abstract = {We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23].},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Schließen

We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23].

Schließen

• http://arxiv.org/abs/1907.02253
• https://dblp.org/rec/bib/journals/corr/abs-1907-02253

Schließen

Bei Udacity wird damit experimentiert, wie man aus einer Tonspur automatisch passende Vortragsvideos erzeugen kann, wenn man künstliche neuronale Netze zuvor mit Videovorträgen einer Person trainiert hat. Die Autoren sind zufrieden – auch wenn die gelieferten Beispielvideos noch Luft nach oben lassen.

Vielleicht ist hier tatsächlich eine vorsichtige Einschätzung ratsam, wenn man ein anderes Paper heranzieht: Die Ergebnisse von Algorithmen, die künstliche neuronale Netze verwenden, sind nicht immer reproduzierbar oder einfacheren Ansätzen unterlegen.

• für U40-Menschen: Max Headroom
• Beispielvideo 1: https://vimeo.com/327196781
• Beispielvideo 2: https://vimeo.com/327196551

Paper+A: Ich mag es immer noch

Leitner, Philipp; Ebner, Martin

Experiences with a MOOC-platform – Who are our learners and what do they think about MOOCs? Proceedings Article

In: Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019, 2019, ISSN: 1613-0073.

Abstract | Links | BibTeX

@inproceedings{Leitner2019,
title = {Experiences with a MOOC-platform – Who are our learners and what do they think about MOOCs?},
author = {Philipp Leitner and Martin Ebner},
url = {http://ceur-ws.org/Vol-2356/
http://ceur-ws.org/Vol-2356/experience_short14.pdf
https://www.researchgate.net/publication/333446168_Experiences_with_a_MOOC-platform_-Who_are_our_learners_and_what_do_they_think_about_MOOCs},
issn = {1613-0073},
year = {2019},
date = {2019-05-20},
urldate = {2019-08-08},
booktitle = {Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019},
volume = {2356},
abstract = {iMooX, the first and currently only Austrian MOOC platform, has been hosting xMOOCs since 2014. Directly after the start a survey of the first three MOOCs was conducted and published in 2015. In the meantime, the MOOC platform contains more than 45 courses and serves many thousands of learners. Therefore, we are investigating, if there is a change towards the learners themselves, their expectations and experiences regarding learning with MOOCs as well as with the platform. Using the exact same survey as years before it can be shown that there are little changes in the right directions or maybe it can be concluded that learning with MOOCs became more common to a broader public, at least in the academic world.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}

Schließen

iMooX, the first and currently only Austrian MOOC platform, has been hosting xMOOCs since 2014. Directly after the start a survey of the first three MOOCs was conducted and published in 2015. In the meantime, the MOOC platform contains more than 45 courses and serves many thousands of learners. Therefore, we are investigating, if there is a change towards the learners themselves, their expectations and experiences regarding learning with MOOCs as well as with the platform. Using the exact same survey as years before it can be shown that there are little changes in the right directions or maybe it can be concluded that learning with MOOCs became more common to a broader public, at least in the academic world.

Schließen

• http://ceur-ws.org/Vol-2356/
• http://ceur-ws.org/Vol-2356/experience_short14.pdf
• https://www.researchgate.net/publication/333446168_Experiences_with_a_MOOC-platf[...]

Schließen

Neuböck, Kristina; Kopp, Michael; Ebner, Martin

What do we know about typical MOOC participants? First insights from the field Proceedings Article

In: Proceedings of eMOOCs 2015 conference, S. 183–190, Mons, 2019.

Abstract | Links | BibTeX

@inproceedings{Neuböck2019,
title = {What do we know about typical MOOC participants? First insights from the field},
author = {Kristina Neuböck and Michael Kopp and Martin Ebner},
url = {https://www.researchgate.net/publication/276473928_What_do_we_know_about_typical_MOOC_participants_First_insights_from_the_field},
year = {2019},
date = {2019-05-20},
urldate = {2019-08-08},
booktitle = {Proceedings of eMOOCs 2015 conference},
pages = {183–190},
address = {Mons},
abstract = {assive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}

Schließen

assive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.

Schließen

• https://www.researchgate.net/publication/276473928_What_do_we_know_about_typical[...]

Schließen

Die österreichische MOOC-Plattform iMOOX hat im Wintersemester 2017/18 und im Sommersemester geschaut, wer eigentlich an den MOOCs teilnimmt, welche Interessen sie verfolgen und wie sie die Plattform und Kurse bewerten. Da sie das schon einmal 2015 getan haben, konnten die Autoren auch ein paar Änderungen feststellen.

• Herbert Schmidt vom efiMOOC

Paper+O #2: Hyper, Hyper!

Perini, Marco; Cattaneo, Alberto A. P.; Tacconi, Guiseppe

Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study Artikel

In: International Journal of Educational Technology in Higher Education, Bd. 16, Nr. 1, S. 29, 2019, ISSN: 2365-9440.

Abstract | Links | BibTeX

@article{Perini2019,
title = {Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study},
author = {Marco Perini and Alberto A.P. Cattaneo and Guiseppe Tacconi},
url = {https://doi.org/10.1186/s41239-019-0156-z},
doi = {10.1186/s41239-019-0156-z},
issn = {2365-9440},
year = {2019},
date = {2019-07-19},
urldate = {2019-08-08},
journal = {International Journal of Educational Technology in Higher Education},
volume = {16},
number = {1},
pages = {29},
publisher = {Springer International Publishing},
abstract = {According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B).},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Schließen

According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B).

Schließen

• https://doi.org/10.1186/s41239-019-0156-z
• doi:10.1186/s41239-019-0156-z

Schließen

Videos können als Lernmedium besonders spannend sein, wenn man sie mit unterschiedlichen Interaktionsmöglichkeiten anreichert. Wie wirkt sich beispielsweise die Möglichkeit zur Annotation auf die Reflexion der Inhalte aus? Das haben drei Forscher aus Italien und der Schweiz explorativ untersucht …

• „Bandersnatch„: Interaktive Folge der Reihe Black Mirror auf Netflix

Fundgrube+Alt+Entf

Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:

• Auf Twitter wurde diskutiert, ob Open Access denn zwingend mit einer freien Lizenz zusammen hinge (dazu auch Berliner und Budapester Erklärungen zu Open Access)
• mapchart.net: Karten kolorieren, Legende beschriften, speichern als PNG (CC BY-SA 4.0 oder anderer Verweis auf die Seite)
• Reporterfabrik: Kurse zu Journalistischem Wissen, meist kostenlos, max. 25€, von Correctiv
• Im Rijksstudio findet man digitale Bilder aus der Sammlung des Rijksmuseums, i. d. R. unter CC0-Lizenz
• Cartesuis: Digitalisierte Karten, überwiegend von Belgien und drumrum (leider nicht frei lizenziert), das Virtuelle Kartenforum der SLUB Dresden ist da meist offener
• User Inyerface: Ein kleines Spiel rund um schlechte UIs

Keine Fotoverbote im Rijksmuseum, viele Bilder gibt es online unter CC0-Lizenz

Politik+Alt+Entf

Das BMBF will die deutschen Hochschulen mit der Exzellenzstrategie für den internationalen Wettbewerb stärken (was auch immer das genau heißt). Vor allem ostdeutsche Hochschulen haben dabei auch strukturelle Probleme, in diesem Wettbewerb erfolgreich zu sein.

Und nochmal zurück zum Intro: Wer administriert eigentlich bei der Telekomstiftung die IT? Macht das Thomas de Maizère selbst? Oder kennt sich dort jemand mit Rechnernetzen aus?

Veranstaltungstipps

• 26. bis 28. August 2019: OER- und IT-Sommercamp in Weimar
  Es wird gemeinsam an Bildungsinfrastrukturen entwickelt und Content gehackt.
• 31. August 2019: BarCamp Education Ost in Halle (#beo19)
  Wer nicht bis zum EduCamp in Hattingen warten will, trifft hier sicher auf gleichgesinnte Menschen aus der Bildungswelt.
• 06. September 2019: stARTcamp Hamburg (#schh19)
  Ein BarCamp für alle für Wissenschaft und Kultur für alle. Tickets sind auch alle, nur noch Warteliste.
• 07. bis 14. September 2019: Digitale Woche Kiel (#diwokiel)
  mit Podcast-Tag am 14. September, für den es noch Tickets gibt.
• 16. bis 18. September 2019: DeLFI & GMW Jahrestagungen in Berlin (#delfigmw2019)
  mit einem Tutorial „Wissenschaft richtig gemacht: Tools für Open Scientists und Open Educators“ von Lambert Heller (TIB Hannover) und A.

Mythos+Alt+Entf

… das erklärt O im Podcast

Willingham, Daniel

Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to Online

RealClear Education 2014, besucht am: 08.08.2019.

Links | BibTeX

@online{Willingham2014,
title = {Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to},
author = {Daniel Willingham},
url = {https://www.realcleareducation.com/articles/2014/04/16/dont_blame_the_web_we_can_still_think_and_read_critically_we_just_dont_want_to_942.html},
year = {2014},
date = {2014-04-16},
urldate = {2019-08-08},
organization = {RealClear Education},
keywords = {},
pubstate = {published},
tppubtype = {online}
}

Schließen

• https://www.realcleareducation.com/articles/2014/04/16/dont_blame_the_web_we_can[...]

Schließen

Rosenwald, Michael S.

Serious reading takes a hit from online scanning and skimming, researchers say Online

The Washington Post 2014, besucht am: 08.08.2019.

Links | BibTeX

@online{Rosenwald2014,
title = {Serious reading takes a hit from online scanning and skimming, researchers say},
author = {Michael S. Rosenwald},
url = {https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html?noredirect=on},
year = {2014},
date = {2014-04-06},
urldate = {2019-08-08},
organization = {The Washington Post},
keywords = {},
pubstate = {published},
tppubtype = {online}
}

Schließen

• https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-sca[...]

Schließen

Weltverbesserung+Alt+Entf

Amnesty International hat immer gute Ideen, wie man Geld in Menschenrechte anlegen kann, beispielsweise damit in Florida allein reisende Kinder nicht in den Knast kommen oder weniger Menschen im Mittelmeer ertrinken müssen.