@phdthesis{Taeumel2020,
  author    = {Taeumel, Marcel},
  title     = {Data-driven tool construction in exploratory programming environments},
  doi       = {10.25932/publishup-44428},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-444289},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xiv, 299},
  year      = {2020},
  abstract  = {This work presents a new design for programming environments that promote the exploration of domain-specific software artifacts and the construction of graphical tools for such program comprehension tasks. In complex software projects, tool building is essential because domain- or task-specific tools can support decision making by representing concerns concisely with low cognitive effort. In contrast, generic tools can only support anticipated scenarios, which usually align with programming language concepts or well-known project domains. However, the creation and modification of interactive tools is expensive because the glue that connects data to graphics is hard to find, change, and test. Even if valuable data is available in a common format and even if promising visualizations could be populated, programmers have to invest many resources to make changes in the programming environment. Consequently, only ideas of predictably high value will be implemented. In the non-graphical, command-line world, the situation looks different and inspiring: programmers can easily build their own tools as shell scripts by configuring and combining filter programs to process data. We propose a new perspective on graphical tools and provide a concept to build and modify such tools with a focus on high quality, low effort, and continuous adaptability. That is, (1) we propose an object-oriented, data-driven, declarative scripting language that reduces the amount of and governs the effects of glue code for view-model specifications, and (2) we propose a scalable UI-design language that promotes short feedback loops in an interactive, graphical environment such as Morphic known from Self or Squeak/Smalltalk systems. We implemented our concept as a tool building environment, which we call VIVIDE, on top of Squeak/Smalltalk and Morphic. We replaced existing code browsing and debugging tools to iterate within our solution more quickly. In several case studies with undergraduate and graduate students, we observed that VIVIDE can be applied to many domains such as live language development, source-code versioning, modular code browsing, and multi-language debugging. Then, we designed a controlled experiment to measure the effect on the time to build tools. Several pilot runs showed that training is crucial and, presumably, takes days or weeks, which implies a need for further research. As a result, programmers as users can directly work with tangible representations of their software artifacts in the VIVIDE environment. Tool builders can write domain-specific scripts to populate views to approach comprehension tasks from different angles. Our novel perspective on graphical tools can inspire the creation of new trade-offs in modularity for both data providers and view designers.},
  language  = {en}
}
@phdthesis{Teusner2021,
  author    = {Teusner, Ralf},
  title     = {Situational interventions and peer feedback in massive open online courses},
  doi       = {10.25932/publishup-50758},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-507587},
  school      = {Universit{\"a}t Potsdam},
  pages     = {178},
  year      = {2021},
  abstract  = {Massive Open Online Courses (MOOCs) open up new opportunities to learn a wide variety of skills online and are thus well suited for individual education, especially where proffcient teachers are not available locally. At the same time, modern society is undergoing a digital transformation, requiring the training of large numbers of current and future employees. Abstract thinking, logical reasoning, and the need to formulate instructions for computers are becoming increasingly relevant. A holistic way to train these skills is to learn how to program. Programming, in addition to being a mental discipline, is also considered a craft, and practical training is required to achieve mastery. In order to effectively convey programming skills in MOOCs, practical exercises are incorporated into the course curriculum to offer students the necessary hands-on experience to reach an in-depth understanding of the programming concepts presented. Our preliminary analysis showed that while being an integral and rewarding part of courses, practical exercises bear the risk of overburdening students who are struggling with conceptual misunderstandings and unknown syntax. In this thesis, we develop, implement, and evaluate different interventions with the aim to improve the learning experience, sustainability, and success of online programming courses. Data from four programming MOOCs, with a total of over 60,000 participants, are employed to determine criteria for practical programming exercises best suited for a given audience. Based on over five million executions and scoring runs from students' task submissions, we deduce exercise difficulties, students' patterns in approaching the exercises, and potential flaws in exercise descriptions as well as preparatory videos. The primary issue in online learning is that students face a social gap caused by their isolated physical situation. Each individual student usually learns alone in front of a computer and suffers from the absence of a pre-determined time structure as provided in traditional school classes. Furthermore, online learning usually presses students into a one-size-fits-all curriculum, which presents the same content to all students, regardless of their individual needs and learning styles. Any means of a personalization of content or individual feedback regarding problems they encounter are mostly ruled out by the discrepancy between the number of learners and the number of instructors. This results in a high demand for self-motivation and determination of MOOC participants. Social distance exists between individual students as well as between students and course instructors. It decreases engagement and poses a threat to learning success. Within this research, we approach the identified issues within MOOCs and suggest scalable technical solutions, improving social interaction and balancing content difficulty. Our contributions include situational interventions, approaches for personalizing educational content as well as concepts for fostering collaborative problem-solving. With these approaches, we reduce counterproductive struggles and create a universal improvement for future programming MOOCs. We evaluate our approaches and methods in detail to improve programming courses for students as well as instructors and to advance the state of knowledge in online education. Data gathered from our experiments show that receiving peer feedback on one's programming problems improves overall course scores by up to 17\%. Merely the act of phrasing a question about one's problem improved overall scores by about 14\%. The rate of students reaching out for help was significantly improved by situational just-in-time interventions. Request for Comment interventions increased the share of students asking for help by up to 158\%. Data from our four MOOCs further provide detailed insight into the learning behavior of students. We outline additional significant findings with regard to student behavior and demographic factors. Our approaches, the technical infrastructure, the numerous educational resources developed, and the data collected provide a solid foundation for future research.},
  language  = {en}
}