@inproceedings{BoehmeWuttkeBenderetal.2023, author = {B{\"o}hme, Lukas and Wuttke, Tobias and Bender, Benedict and Teusner, Ralf and Baltes, Sebastian and Matthies, Christoph and Perscheid, Michael}, title = {From full-fledged erp systems towards process-centric business process platforms}, series = {Twenty-ninth Americas Conference on Information Systems, Panama, 2023}, booktitle = {Twenty-ninth Americas Conference on Information Systems, Panama, 2023}, publisher = {arXiv.org, Cornell University}, address = {Ithaca, NY}, doi = {10.48550/arXiv.2306.02995}, pages = {10}, year = {2023}, abstract = {Enterprise Resource Planning (ERP) systems are critical to the success of enterprises, facilitating business operations through standardized digital processes. However, existing ERP systems are unsuitable for startups and small and medium-sized enterprises that grow quickly and require adaptable solutions with low barriers to entry. Drawing upon 15 explorative interviews with industry experts, we examine the challenges of current ERP systems using the task technology fit theory across companies of varying sizes. We describe high entry barriers, high costs of implementing implicit processes, and insufficient interoperability of already employed tools. We present a vision of a future business process platform based on three enablers: Business processes as first-class entities, semantic data and processes, and cloud-native elasticity and high availability. We discuss how these enablers address current ERP systems' challenges and how they may be used for research on the next generation of business software for tomorrow's enterprises.}, 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} } @misc{StaubitzTeusnerMeinel2019, author = {Staubitz, Thomas and Teusner, Ralf and Meinel, Christoph}, title = {MOOCs in Secondary Education}, series = {2019 IEEE Global Engineering Education Conference (EDUCON)}, journal = {2019 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, address = {New York}, isbn = {978-1-5386-9506-7}, issn = {2165-9567}, doi = {10.1109/EDUCON.2019.8725138}, pages = {173 -- 182}, year = {2019}, abstract = {Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online Course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.}, language = {en} } @misc{MatthiesTeusnerHesse2018, author = {Matthies, Christoph and Teusner, Ralf and Hesse, G{\"u}nter}, title = {Beyond Surveys}, series = {2018 IEEE Frontiers in Education (FIE) Conference}, journal = {2018 IEEE Frontiers in Education (FIE) Conference}, publisher = {IEEE}, address = {New York}, isbn = {978-1-5386-1174-6}, issn = {0190-5848}, pages = {9}, year = {2018}, language = {en} } @misc{TeusnerMatthiesStaubitz2018, author = {Teusner, Ralf and Matthies, Christoph and Staubitz, Thomas}, title = {What Stays in Mind?}, series = {IEEE Frontiers in Education Conference (FIE)}, journal = {IEEE Frontiers in Education Conference (FIE)}, publisher = {IEEE}, address = {New York}, isbn = {978-1-5386-1174-6}, issn = {0190-5848}, doi = {10.1109/FIE.2018.8658890}, pages = {9}, year = {2018}, language = {en} }