Tobias Ley

Projects (Extract Research Database)

Running projects

Human-Centered Development and Deployment of AI

Duration: 01/01/2023–31/12/2026
Principle investigator for the project (University for Continuing Education Krems): Tobias Ley
Funding: FFG

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Completed projects

Digitalisation of the Austrian education system

Duration: 01/01/2022–28/02/2023
Principle investigator for the project (University for Continuing Education Krems): Peter Parycek
Funding: EU

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Publications (Extract Research Database)

Polikarpus, Stella; Luik, Piret; Poom-Valickis, Katrin; Ley, Tobias (2023). The Role of Trainers in Implementing Virtual Simulation-based Training: Effects on Attitude and TPACK Knowledge. Vocations and Learning, in press:

Prieto, Luis P.; Pishtari, Gerti; Dimitriadis, Yannis; Rodríguez-Triana, María Jesús; Ley, Tobias; Odriozola-González, Paula (2023). Single-case learning analytics: Feasibility of a human-centered analytics approach to support doctoral education. Journal of Universal Computer Science, 29: 1033-1068

Hirv-Biene, Jaanika; Pishtari, Gerti; Wagner, Marlene; Sarmiento-Márquez, Edna Milena; Ley, Tobias (2023). A Learning Design to Support Transfer of Training in Continuing Education. In: EC-TEL 2023: Responsive and Sustainable Educational Futures:, Springer, Heidelberg

Pishtari, Gerti; Sarmiento-Márquez, Edna Milena; Rodríguez-Triana, María Jesús; Wagner, Marlene; Ley, Tobias (2023). Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design. In: EC-TEL 2023: Responsive and Sustainable Educational Futures:, Springer, Heidelberg

Wagner, Marlene; Pishtari, Gerti; Ley, Tobias (2023). Here or There? Differences of On-Site and Remote Students’ Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms. In: EC-TEL 2023: Responsive and Sustainable Educational Futures:, Springer, Heidelberg

Pammer-Schindler, V.; Ley, T.; Kimmerle, J.; Littlejohn, A. (2022). Designing Technologies to Support Professional and Workplace Learning for Situated Practice. IEEE Transactions on Learning Technologies, 15 (5): 523 - 525

Tammets, K.; Khulbe, M.; Sillat, L.H.; Ley. T. (2022). A Digital Learning Ecosystem to Scaffold Teachers’ Learning. IEEE Transactions on Learning Technologies, 15: 620 - 633

Polikarpus, S.; Ley, T.; Hazebroek, H.; Graham, E.; Sallis, G.; Baker, S.; Figueras Masip, A. (2022). Authoring virtual simulations to measure situation awareness and understanding. In: Hedi Karray; Antonio De Nicola; Nada Matta; Hemant Purohit, 19th International Conference on Information Systems for Crisis Response and Management: 428 - 433, ISCRAM Digital Library, Tarbes

Tammets, K; Sarmiento-Márquez, E.M.; Khulbe, M., Laanpere, M., Ley, T. (2022). "Integrating Digital Learning Resources in classroom teaching: effects on teaching practices and student perceptions". In: Proceedings of the European Conference on Technology-enhanced Learning 2022: 379 - 393, Springer, Heidelberg

Kasepalu, R.; Prieto, L., Ley. T., Chejara, P. (2022). Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz Study. Frontiers in Education, 7:

Prieto, L.; Odriozola-González, P.; Rodriguez-Triana, M.J.; Dimitriadis, Y., Ley, T. (2022). Progress-Oriented Workshops for Doctoral Well-being: Evidence From a Two-Country Design-Based Research. International Journal of Doctoral Studies, 17: 33 - 60

Kasepalu, R.; Chejara, P.; Prieto, L. P.; Ley, T. (2021). Do Teachers Find Dashboards Trustworthy, Actionable and Useful? A Vignette Study Using a Logs and Audio Dashboard. Technology, Knowledge and Learning, Springer Nature B.V.

Leoste, J.; Heidmets, M.; Ley, T.; Stepanova, J. (2021). Classroom Innovation Becoming Sustainable: A Study of Technological Innovation Adoption by Estonian Primary School Teachers. Interaction Design and Architecture(s) Journal, 47: 144-166

Ley, T.; Tammets, K.; Sarmiento-Márquez, E. M.; Leoste, J.; Hallik, M.; Poom-Valickis, K. (2021). Adopting technology in schools: modelling, measuring and supporting knowledge appropriation. European Journal of Teacher Education

Dennerlein, S. M.; Tomberg, V.; Treasure-Jones, T.; Theiler, D.; Lindstaedt, S.; Ley, T. (2020). Co-designing tools for workplace learning: A method for analysing and tracing the appropriation of affordances in design-based research. Information and Learning Sciences, 121 No. 3/4: 175-205

Pammer-Schindler, V.; Wild, F.; Fominykh, M.; Ley, T.; Perifanou, M.; Victoria Soule, M.; Hernández-Leo, D.; Kalz, M.; Klamma, R.; Pedro, L.; Santos, C.; Glahn, C.; Economides, A.A.; Parmaxi, A.; Prasolova-Forland, E.; Gillet D.; Maillet, K. (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education, 5, 2007 - 2021 Frontiers Media S.A. All Rights Reserved

Rodríguez-Triana, M. J.; Prieto, L. P.; Ley, T.; de Jong, T.; Gillet, D. (2020). Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning. International Journal of Computer-Supported Collaborative Learning, 15: pages445–467, International Society of the Learning Sciences

Leoste, J.; Tammets, K.; Ley, T. (2019). Co-Creating Learning Designs in Professional Teacher Education: Knowledge Appropriation in the Teacher’s Innovation Laboratory. Interaction Design and Architecture(s) Journal, 42: 131-163

Ley, T. (2019). Knowledge structures for integrating working and learning: A reflection on a decade of learning technology research for workplace learning. British Journal of Educational Technology: 331-346, British Educational Research Association

Ley, T., Maier, R., Thalmann, S., Waizenegger, L., Pata, K., & Ruiz-Calleja, A. (2019). A Knowledge Appropriation Model to connect scaffolded learning and knowledge maturation in workplace learning settings. Vocations and Learning, 13: 91-112, Springer Nature B.V.

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