@techreport{DoellnerFriedrichArnrichetal.2022, author = {D{\"o}llner, J{\"u}rgen Roland Friedrich and Friedrich, Tobias and Arnrich, Bert and Hirschfeld, Robert and Lippert, Christoph and Meinel, Christoph}, title = {Abschlussbericht KI-Labor ITSE}, doi = {10.25932/publishup-57860}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-578604}, pages = {60}, year = {2022}, abstract = {Der Abschlussbericht beschreibt Aufgaben und Ergebnisse des KI-Labors "ITSE". Gegenstand des KI-Labors bildeten Methodik, Technik und Ausbildung in der IT-Systemtechnik zur Analyse, Planung und Konstruktion KI-basierter, komplexer IT-Systeme.}, language = {de} } @book{MeinelJohnWollowski2022, author = {Meinel, Christoph and John, Catrina and Wollowski, Tobias}, title = {Die HPI Schul-Cloud - Von der Vision zur digitale Infrastruktur f{\"u}r deutsche Schulen}, number = {144}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-526-2}, issn = {1613-5652}, doi = {10.25932/publishup-53586}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-535860}, publisher = {Universit{\"a}t Potsdam}, pages = {v, 77}, year = {2022}, abstract = {Digitale Medien sind aus unserem Alltag kaum noch wegzudenken. Einer der zentralsten Bereiche f{\"u}r unsere Gesellschaft, die schulische Bildung, darf hier nicht hintanstehen. Wann immer der Einsatz digital unterst{\"u}tzter Tools p{\"a}dagogisch sinnvoll ist, muss dieser in einem sicheren Rahmen erm{\"o}glicht werden k{\"o}nnen. Die HPI Schul-Cloud ist dieser Vision gefolgt, die vom Nationalen IT-Gipfel 2016 angestoßen wurde und dem Bericht vorangestellt ist - gefolgt. Sie hat sich in den vergangenen f{\"u}nf Jahren vom Pilotprojekt zur unverzichtbaren IT-Infrastruktur f{\"u}r zahlreiche Schulen entwickelt. W{\"a}hrend der Corona-Pandemie hat sie f{\"u}r viele Tausend Schulen wichtige Unterst{\"u}tzung bei der Umsetzung ihres Bildungsauftrags geboten. Das Ziel, eine zukunftssichere und datenschutzkonforme Infrastruktur zur digitalen Unterst{\"u}tzung des Unterrichts zur Verf{\"u}gung zu stellen, hat sie damit mehr als erreicht. Aktuell greifen rund 1,4 Millionen Lehrkr{\"a}fte und Sch{\"u}lerinnen und Sch{\"u}ler bundesweit und an den deutschen Auslandsschulen auf die HPI Schul-Cloud zu.}, language = {de} } @book{MeinelWillemsStaubitzetal.2022, author = {Meinel, Christoph and Willems, Christian and Staubitz, Thomas and Sauer, Dominic and Hagedorn, Christiane}, title = {openHPI}, number = {148}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-544-6}, issn = {1613-5652}, doi = {10.25932/publishup-56020}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560208}, publisher = {Universit{\"a}t Potsdam}, pages = {125}, year = {2022}, abstract = {On the occasion of the 10th openHPI anniversary, this technical report provides information about the HPI MOOC platform, including its core features, technology, and architecture. In an introduction, the platform family with all partner platforms is presented; these now amount to nine platforms, including openHPI. This section introduces openHPI as an advisor and research partner in various projects. In the second chapter, the functionalities and common course formats of the platform are presented. The functionalities are divided into learner and admin features. The learner features section provides detailed information about performance records, courses, and the learning materials of which a course is composed: videos, texts, and quizzes. In addition, the learning materials can be enriched by adding external exercise tools that communicate with the HPI MOOC platform via the Learning Tools Interoperability (LTI) standard. Furthermore, the concept of peer assessments completed the possible learning materials. The section then proceeds with further information on the discussion forum, a fundamental concept of MOOCs compared to traditional e-learning offers. The section is concluded with a description of the quiz recap, learning objectives, mobile applications, gameful learning, and the help desk. The next part of this chapter deals with the admin features. The described functionality is restricted to describing the news and announcements, dashboards and statistics, reporting capabilities, research options with A/B testing, the course feed, and the TransPipe tool to support the process of creating automated or manual subtitles. The platform supports a large variety of additional features, but a detailed description of these features goes beyond the scope of this report. The chapter then elaborates on common course formats and openHPI teaching activities at the HPI. The chapter concludes with some best practices for course design and delivery. The third chapter provides insights into the technology and architecture behind openHPI. A special characteristic of the openHPI project is the conscious decision to operate the complete application from bare metal to platform development. Hence, the chapter starts with a section about the openHPI Cloud, including detailed information about the data center and devices, the used cloud software OpenStack and Ceph, as well as the openHPI Cloud Service provided for the HPI. Afterward, a section on the application technology stack and development tooling describes the application infrastructure components, the used automation, the deployment pipeline, and the tools used for monitoring and alerting. The chapter is concluded with detailed information about the technology stack and concrete platform implementation details. The section describes the service-oriented Ruby on Rails application, inter-service communication, and public APIs. It also provides more information on the design system and components used in the application. The section concludes with a discussion of the original microservice architecture, where we share our insights and reasoning for migrating back to a monolithic application. The last chapter provides a summary and an outlook on the future of digital education.}, language = {en} } @misc{SerthStaubitzvanEltenetal.2022, author = {Serth, Sebastian and Staubitz, Thomas and van Elten, Martin and Meinel, Christoph}, title = {Measuring the effects of course modularizations in online courses for life-long learners}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Reihe der Digital Engineering Fakult{\"a}t}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Reihe der Digital Engineering Fakult{\"a}t}, number = {17}, editor = {Gamage, Dilrukshi}, doi = {10.25932/publishup-58918}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-589182}, pages = {15}, year = {2022}, abstract = {Many participants in Massive Open Online Courses are full-time employees seeking greater flexibility in their time commitment and the available learning paths. We recently addressed these requirements by splitting up our 6-week courses into three 2-week modules followed by a separate exam. Modularizing courses offers many advantages: Shorter modules are more sustainable and can be combined, reused, and incorporated into learning paths more easily. Time flexibility for learners is also improved as exams can now be offered multiple times per year, while the learning content is available independently. In this article, we answer the question of which impact this modularization has on key learning metrics, such as course completion rates, learning success, and no-show rates. Furthermore, we investigate the influence of longer breaks between modules on these metrics. According to our analysis, course modules facilitate more selective learning behaviors that encourage learners to focus on topics they are the most interested in. At the same time, participation in overarching exams across all modules seems to be less appealing compared to an integrated exam of a 6-week course. While breaks between the modules increase the distinctive appearance of individual modules, a break before the final exam further reduces initial interest in the exams. We further reveal that participation in self-paced courses as a preparation for the final exam is unlikely to attract new learners to the course offerings, even though learners' performance is comparable to instructor-paced courses. The results of our long-term study on course modularization provide a solid foundation for future research and enable educators to make informed decisions about the design of their courses.}, language = {en} } @article{SerthStaubitzvanEltenetal.2022, author = {Serth, Sebastian and Staubitz, Thomas and van Elten, Martin and Meinel, Christoph}, title = {Measuring the effects of course modularizations in online courses for life-long learners}, series = {Frontiers in Education}, volume = {7}, journal = {Frontiers in Education}, editor = {Gamage, Dilrukshi}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {2504-284X}, doi = {10.3389/feduc.2022.1008545}, pages = {15}, year = {2022}, abstract = {Many participants in Massive Open Online Courses are full-time employees seeking greater flexibility in their time commitment and the available learning paths. We recently addressed these requirements by splitting up our 6-week courses into three 2-week modules followed by a separate exam. Modularizing courses offers many advantages: Shorter modules are more sustainable and can be combined, reused, and incorporated into learning paths more easily. Time flexibility for learners is also improved as exams can now be offered multiple times per year, while the learning content is available independently. In this article, we answer the question of which impact this modularization has on key learning metrics, such as course completion rates, learning success, and no-show rates. Furthermore, we investigate the influence of longer breaks between modules on these metrics. According to our analysis, course modules facilitate more selective learning behaviors that encourage learners to focus on topics they are the most interested in. At the same time, participation in overarching exams across all modules seems to be less appealing compared to an integrated exam of a 6-week course. While breaks between the modules increase the distinctive appearance of individual modules, a break before the final exam further reduces initial interest in the exams. We further reveal that participation in self-paced courses as a preparation for the final exam is unlikely to attract new learners to the course offerings, even though learners' performance is comparable to instructor-paced courses. The results of our long-term study on course modularization provide a solid foundation for future research and enable educators to make informed decisions about the design of their courses.}, language = {en} } @article{WeinsteinCehMeineletal.2022, author = {Weinstein, Theresa Julia and Ceh, Simon Majed and Meinel, Christoph and Benedek, Mathias}, title = {What's creative about sentences?}, series = {Creativity Research Journal}, volume = {34}, journal = {Creativity Research Journal}, number = {4}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1040-0419}, doi = {10.1080/10400419.2022.2124777}, pages = {419 -- 430}, year = {2022}, abstract = {Evaluating creativity of verbal responses or texts is a challenging task due to psychometric issues associated with subjective ratings and the peculiarities of textual data. We explore an approach to objectively assess the creativity of responses in a sentence generation task to 1) better understand what language-related aspects are valued by human raters and 2) further advance the developments toward automating creativity evaluations. Over the course of two prior studies, participants generated 989 four-word sentences based on a four-letter prompt with the instruction to be creative. We developed an algorithm that scores each sentence on eight different metrics including 1) general word infrequency, 2) word combination infrequency, 3) context-specific word uniqueness, 4) syntax uniqueness, 5) rhyme, 6) phonetic similarity, and similarity of 7) sequence spelling and 8) semantic meaning to the cue. The text metrics were then used to explain the averaged creativity ratings of eight human raters. We found six metrics to be significantly correlated with the human ratings, explaining a total of 16\% of their variance. We conclude that the creative impression of sentences is partly driven by different aspects of novelty in word choice and syntax, as well as rhythm and sound, which are amenable to objective assessment.}, language = {en} } @book{MeinelWillemsStaubitzetal.2022, author = {Meinel, Christoph and Willems, Christian and Staubitz, Thomas and Sauer, Dominic and Hagedorn, Christiane}, title = {openHPI}, number = {150}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-546-0}, issn = {1613-5652}, doi = {10.25932/publishup-56179}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-561792}, publisher = {Universit{\"a}t Potsdam}, pages = {86}, year = {2022}, abstract = {Anl{\"a}sslich des 10-j{\"a}hrigen Jubil{\"a}ums von openHPI informiert dieser technische Bericht {\"u}ber die HPI-MOOC-Plattform einschließlich ihrer Kernfunktionen, Technologie und Architektur. In einer Einleitung wird die Plattformfamilie mit allen Partnerplattformen vorgestellt; diese belaufen sich inklusive openHPI aktuell auf neun Plattformen. In diesem Abschnitt wird außerdem gezeigt, wie openHPI als Berater und Forschungspartner in verschiedenen Projekten fungiert. Im zweiten Kapitel werden die Funktionalit{\"a}ten und g{\"a}ngigen Kursformate der Plattform pr{\"a}sentiert. Die Funktionalit{\"a}ten sind in Lerner- und Admin-Funktionen unterteilt. Der Bereich Lernerfunktionen bietet detaillierte Informationen zu Leistungsnachweisen, Kursen und den Lernmaterialien, aus denen sich ein Kurs zusammensetzt: Videos, Texte und Quiz. Dar{\"u}ber hinaus k{\"o}nnen die Lernmaterialien durch externe {\"U}bungstools angereichert werden, die {\"u}ber den Standard Learning Tools Interoperability (LTI) mit der HPI MOOC-Plattform kommunizieren. Das Konzept der Peer-Assessments rundet die m{\"o}glichen Lernmaterialien ab. Der Abschnitt geht dann weiter auf das Diskussionsforum ein, das einen grundlegenden Unterschied von MOOCs im Vergleich zu traditionellen E-Learning-Angeboten darstellt. Zum Abschluss des Abschnitts folgen eine Beschreibung von Quiz-Recap, Lernzielen, mobilen Anwendungen, spielerischen Lernens und dem Helpdesk. Der n{\"a}chste Teil dieses Kapitels besch{\"a}ftigt sich mit den Admin-Funktionen. Die Funktionalit{\"a}tsbeschreibung beschr{\"a}nkt sich Neuigkeiten und Ank{\"u}ndigungen, Dashboards und Statistiken, Berichtsfunktionen, Forschungsoptionen mit A/B-Tests, den Kurs-Feed und das TransPipe-Tool zur Unterst{\"u}tzung beim Erstellen von automatischen oder manuellen Untertiteln. Die Plattform unterst{\"u}tzt außerdem eine Vielzahl zus{\"a}tzlicher Funktionen, doch eine detaillierte Beschreibung dieser Funktionen w{\"u}rde den Rahmen des Berichts sprengen. Das Kapitel geht dann auf g{\"a}ngige Kursformate und openHPI-Lehrveranstaltungen am HPI ein, bevor es mit einigen Best Practices f{\"u}r die Gestaltung und Durchf{\"u}hrung von Kursen schließt. Zum Abschluss des technischen Berichts gibt das letzte Kapitel eine Zusammenfassung und einen Ausblick auf die Zukunft der digitalen Bildung. Ein besonderes Merkmal des openHPI-Projekts ist die bewusste Entscheidung, die komplette Anwendung von den physischen Netzwerkkomponenten bis zur Plattformentwicklung eigenst{\"a}ndig zu betreiben. Bei der vorliegenden deutschen Variante handelt es sich um eine gek{\"u}rzte {\"U}bersetzung des technischen Berichts 148, bei der kein Einblick in die Technologien und Architektur von openHPI gegeben wird. Interessierte Leser:innen k{\"o}nnen im technischen Bericht 148 (vollst{\"a}ndige englische Version) detaillierte Informationen zum Rechenzentrum und den Ger{\"a}ten, der Cloud-Software und dem openHPI Cloud Service aber auch zu Infrastruktur-Anwendungskomponenten wie Entwicklungstools, Automatisierung, Deployment-Pipeline und Monitoring erhalten. Außerdem finden sich dort weitere Informationen {\"u}ber den Technologiestack und konkrete Implementierungsdetails der Plattform inklusive der serviceorientierten Ruby on Rails-Anwendung, die Kommunikation zwischen den Diensten, {\"o}ffentliche APIs, sowie Designsystem und -komponenten. Der Abschnitt schließt mit einer Diskussion {\"u}ber die urspr{\"u}ngliche Microservice-Architektur und die Migration zu einer monolithischen Anwendung.}, language = {de} } @book{RanaMohapatraSidorovaetal.2022, author = {Rana, Kaushik and Mohapatra, Durga Prasad and Sidorova, Julia and Lundberg, Lars and Sk{\"o}ld, Lars and Lopes Grim, Lu{\´i}s Fernando and Sampaio Gradvohl, Andr{\´e} Leon and Cremerius, Jonas and Siegert, Simon and Weltzien, Anton von and Baldi, Annika and Klessascheck, Finn and Kalancha, Svitlana and Lichtenstein, Tom and Shaabani, Nuhad and Meinel, Christoph and Friedrich, Tobias and Lenzner, Pascal and Schumann, David and Wiese, Ingmar and Sarna, Nicole and Wiese, Lena and Tashkandi, Araek Sami and van der Walt, Est{\´e}e and Eloff, Jan H. P. and Schmidt, Christopher and H{\"u}gle, Johannes and Horschig, Siegfried and Uflacker, Matthias and Najafi, Pejman and Sapegin, Andrey and Cheng, Feng and Stojanovic, Dragan and Stojnev Ilić, Aleksandra and Djordjevic, Igor and Stojanovic, Natalija and Predic, Bratislav and Gonz{\´a}lez-Jim{\´e}nez, Mario and de Lara, Juan and Mischkewitz, Sven and Kainz, Bernhard and van Hoorn, Andr{\´e} and Ferme, Vincenzo and Schulz, Henning and Knigge, Marlene and Hecht, Sonja and Prifti, Loina and Krcmar, Helmut and Fabian, Benjamin and Ermakova, Tatiana and Kelkel, Stefan and Baumann, Annika and Morgenstern, Laura and Plauth, Max and Eberhard, Felix and Wolff, Felix and Polze, Andreas and Cech, Tim and Danz, Noel and Noack, Nele Sina and Pirl, Lukas and Beilharz, Jossekin Jakob and De Oliveira, Roberto C. L. and Soares, F{\´a}bio Mendes and Juiz, Carlos and Bermejo, Belen and M{\"u}hle, Alexander and Gr{\"u}ner, Andreas and Saxena, Vageesh and Gayvoronskaya, Tatiana and Weyand, Christopher and Krause, Mirko and Frank, Markus and Bischoff, Sebastian and Behrens, Freya and R{\"u}ckin, Julius and Ziegler, Adrian and Vogel, Thomas and Tran, Chinh and Moser, Irene and Grunske, Lars and Sz{\´a}rnyas, G{\´a}bor and Marton, J{\´o}zsef and Maginecz, J{\´a}nos and Varr{\´o}, D{\´a}niel and Antal, J{\´a}nos Benjamin}, title = {HPI Future SOC Lab - Proceedings 2018}, number = {151}, editor = {Meinel, Christoph and Polze, Andreas and Beins, Karsten and Strotmann, Rolf and Seibold, Ulrich and R{\"o}dszus, Kurt and M{\"u}ller, J{\"u}rgen}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-547-7}, issn = {1613-5652}, doi = {10.25932/publishup-56371}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-563712}, publisher = {Universit{\"a}t Potsdam}, pages = {x, 277}, year = {2022}, abstract = {The "HPI Future SOC Lab" is a cooperation of the Hasso Plattner Institute (HPI) and industry partners. Its mission is to enable and promote exchange and interaction between the research community and the industry partners. The HPI Future SOC Lab provides researchers with free of charge access to a complete infrastructure of state of the art hard and software. This infrastructure includes components, which might be too expensive for an ordinary research environment, such as servers with up to 64 cores and 2 TB main memory. The offerings address researchers particularly from but not limited to the areas of computer science and business information systems. Main areas of research include cloud computing, parallelization, and In-Memory technologies. This technical report presents results of research projects executed in 2018. Selected projects have presented their results on April 17th and November 14th 2017 at the Future SOC Lab Day events.}, language = {en} }