@article{EhlenzBergnerSchroeder2016,
  author    = {Ehlenz, Matthias and Bergner, Nadine and Schroeder, Ulrik},
  title     = {Synergieeffekte zwischen Fach- und Lehramtsstudierenden in Softwarepraktika},
  series = {Commentarii informaticae didacticae (CID)},
  journal   = {Commentarii informaticae didacticae (CID)},
  number    = {10},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94875},
  pages     = {99 -- 102},
  year      = {2016},
  abstract  = {Dieser Beitrag diskutiert die Konzeption eines Software-Projektpraktikums im Bereich E-Learning, welches Lehramts- und Fachstudierenden der Informatik erm{\"o}glicht, voneinander zu profitieren und praxisrelevante Ergebnisse generiert. Vorbereitungen, Organisation und Durchf{\"u}hrung werden vorgestellt und diskutiert. Den Abschluss bildet ein Ausblick auf die Fortf{\"u}hrung des Konzepts und den Ausbau des Forschungsgebietes.},
  language  = {de}
}
@article{DennertMoellerGarmann2016,
  author    = {Dennert-M{\"o}ller, Elisabeth and Garmann, Robert},
  title     = {Das „Startprojekt"},
  series = {Commentarii informaticae didacticae (CID)},
  journal   = {Commentarii informaticae didacticae (CID)},
  number    = {10},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94780},
  pages     = {11 -- 23},
  year      = {2016},
  abstract  = {Absolventinnen und Absolventen unserer Informatik-Bachelorstudieng{\"a}nge ben{\"o}tigen f{\"u}r kompetentes berufliches Handeln sowohl fachliche als auch {\"u}berfachliche Kompetenzen. Vielfach verlangen wir von Erstsemestern in Grundlagen-Lehrveranstaltungen fast ausschließlich den Aufbau von Fachkompetenz und vernachl{\"a}ssigen dabei h{\"a}ufig Selbstkompetenz, Methodenkompetenz und Sozialkompetenz. Gerade die drei letztgenannten sind f{\"u}r ein erfolgreiches Studium unabdingbar und sollten von Anfang an entwickelt werden. Wir stellen unser „Startprojekt" als einen Beitrag vor, im ersten Semester die eigenverantwortliche, {\"u}berfachliche Kompetenzentwicklung in einem fachlichen Kontext zu f{\"o}rdern.},
  language  = {de}
}
@article{Kujath2016,
  author    = {Kujath, Bertold},
  title     = {Lernwirksamkeits- und Zielgruppenanalyse f{\"u}r ein Lehrvideo zum informatischen Probleml{\"o}sen},
  series = {Commentarii informaticae didacticae (CID)},
  journal   = {Commentarii informaticae didacticae (CID)},
  number    = {10},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94797},
  pages     = {25 -- 39},
  year      = {2016},
  abstract  = {Aus einer Vergleichsstudie mit starken und schwachen Probleml{\"o}sern konnten Erkenntnisse {\"u}ber die effizienten Herangehensweisen von Hochleistern an Informatikprobleme gewonnen werden. Diese Erkenntnisse wurden in einem Lehrvideo zum informatischen Probleml{\"o}sen didaktisch aufgearbeitet, sodass Lernenden der Einsatz von Baumstrukturen und Rekursion im konkreten Kontext gezeigt werden kann. Nun wurde die tats{\"a}chliche Lernwirksamkeit des Videos sowie die Definition der Zielgruppe in einer Vergleichsstudie mit 66 Studienanf{\"a}ngern {\"u}berpr{\"u}ft.},
  language  = {de}
}
@article{ZscheygeWeicker2016,
  author    = {Zscheyge, Oliver and Weicker, Karsten},
  title     = {Werkzeugunterst{\"u}tzung bei der Vermittlung der Grundlagen wissenschaftlichen Schreibens},
  series = {Commentarii informaticae didacticae (CID)},
  journal   = {Commentarii informaticae didacticae (CID)},
  number    = {10},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94814},
  pages     = {57 -- 68},
  year      = {2016},
  abstract  = {Der Unterricht großer Studierendengruppen im wissenschaftlichen Schreiben birgt vielf{\"a}ltige organisatorische Herausforderungen und eine zeitintensive Betreuung durch die Dozenten. Diese Arbeit stellt ein Lehrkonzept mit Peer-Reviews vor, in dem das Feedback der Peers durch eine automatisierte Analyse erg{\"a}nzt wird. Die Software Confopy liefert metrik- und strukturbasierte Hinweise f{\"u}r die Verbesserung des wissenschaftlichen Schreibstils. Der Nutzen von Confopy wird an 47 studentischen Arbeiten in Draft- und Final-Version illustriert.},
  language  = {de}
}
@article{BoehneKreitzKnobelsdorf2016,
  author    = {B{\"o}hne, Sebastian and Kreitz, Christoph and Knobelsdorf, Maria},
  title     = {Mathematisches Argumentieren und Beweisen mit dem Theorembeweiser Coq},
  series = {Commentarii informaticae didacticae (CID)},
  journal   = {Commentarii informaticae didacticae (CID)},
  number    = {10},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94824},
  pages     = {69 -- 80},
  year      = {2016},
  abstract  = {Informatik-Studierende haben in der Mehrzahl Schwierigkeiten, einen Einstieg in die Theoretische Informatik zu finden und die Leistungsanforderungen in den Endklausuren der zugeh{\"o}rigen Lehrveranstaltungen zu erf{\"u}llen. Wir argumentieren, dass dieser Symptomatik mangelnde Kompetenzen im Umgang mit abstrakten und stark formalisierten Themeninhalten zugrunde liegen und schlagen vor, einen Beweisassistenten als interaktives Lernwerkzeug in der Eingangslehre der Theoretischen Informatik zu nutzen, um entsprechende Kompetenzen zu st{\"a}rken.},
  language  = {de}
}
@article{SteenWisniewskiBenzmueller2016,
  author    = {Steen, Alexander and Wisniewski, Max and Benzm{\"u}ller, Christoph},
  title     = {Einsatz von Theorembeweisern in der Lehre},
  series = {Commentarii informaticae didacticae (CID)},
  journal   = {Commentarii informaticae didacticae (CID)},
  number    = {10},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94853},
  pages     = {81 -- 92},
  year      = {2016},
  abstract  = {Dieser Beitrag diskutiert den Einsatz von interaktiven und automatischen Theorembeweisern in der universit{\"a}ren Lehre. Moderne Theorembeweiser scheinen geeignet zur Implementierung des dialogischen Lernens und als E-Assessment-Werkzeug in der Logikausbilding. Exemplarisch skizzieren wir ein innovaties Lehrprojekt zum Thema „Komputationale Metaphysik", in dem die zuvor genannten Werkzeuge eingesetzt werden.},
  language  = {de}
}
@article{Gebhardt2016,
  author    = {Gebhardt, Kai},
  title     = {Kooperative und kompetenzorientierte {\"U}bungen in der Softwaretechnik},
  series = {Commentarii informaticae didacticae (CID)},
  journal   = {Commentarii informaticae didacticae (CID)},
  number    = {10},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94867},
  pages     = {95 -- 98},
  year      = {2016},
  abstract  = {Die Unterrichtsmethode Stationsarbeit kann verwendet werden, um Individualisierung und Differenzierung im Lernprozess zu erm{\"o}glichen. Dieser Beitrag schl{\"a}gt Aufgabenformate vor, die in einer Stationsarbeit {\"u}ber das Klassendiagramm aus der Unified Modeling Language verwendet werden k{\"o}nnen. Die Aufgabenformate wurden bereits mit Studierenden erprobt.},
  language  = {de}
}
@phdthesis{Semmo2016,
  author    = {Semmo, Amir},
  title     = {Design and implementation of non-photorealistic rendering techniques for 3D geospatial data},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-99525},
  school      = {Universit{\"a}t Potsdam},
  pages     = {XVI, 155},
  year      = {2016},
  abstract  = {Geospatial data has become a natural part of a growing number of information systems and services in the economy, society, and people's personal lives. In particular, virtual 3D city and landscape models constitute valuable information sources within a wide variety of applications such as urban planning, navigation, tourist information, and disaster management. Today, these models are often visualized in detail to provide realistic imagery. However, a photorealistic rendering does not automatically lead to high image quality, with respect to an effective information transfer, which requires important or prioritized information to be interactively highlighted in a context-dependent manner. Approaches in non-photorealistic renderings particularly consider a user's task and camera perspective when attempting optimal expression, recognition, and communication of important or prioritized information. However, the design and implementation of non-photorealistic rendering techniques for 3D geospatial data pose a number of challenges, especially when inherently complex geometry, appearance, and thematic data must be processed interactively. Hence, a promising technical foundation is established by the programmable and parallel computing architecture of graphics processing units. This thesis proposes non-photorealistic rendering techniques that enable both the computation and selection of the abstraction level of 3D geospatial model contents according to user interaction and dynamically changing thematic information. To achieve this goal, the techniques integrate with hardware-accelerated rendering pipelines using shader technologies of graphics processing units for real-time image synthesis. The techniques employ principles of artistic rendering, cartographic generalization, and 3D semiotics—unlike photorealistic rendering—to synthesize illustrative renditions of geospatial feature type entities such as water surfaces, buildings, and infrastructure networks. In addition, this thesis contributes a generic system that enables to integrate different graphic styles—photorealistic and non-photorealistic—and provide their seamless transition according to user tasks, camera view, and image resolution. Evaluations of the proposed techniques have demonstrated their significance to the field of geospatial information visualization including topics such as spatial perception, cognition, and mapping. In addition, the applications in illustrative and focus+context visualization have reflected their potential impact on optimizing the information transfer regarding factors such as cognitive load, integration of non-realistic information, visualization of uncertainty, and visualization on small displays.},
  language  = {en}
}
@phdthesis{Mueller2016,
  author    = {Mueller, Stefanie},
  title     = {Interacting with personal fabrication devices},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-100908},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xxi, 108},
  year      = {2016},
  abstract  = {Personal fabrication tools, such as 3D printers, are on the way of enabling a future in which non-technical users will be able to create custom objects. However, while the hardware is there, the current interaction model behind existing design tools is not suitable for non-technical users. Today, 3D printers are operated by fabricating the object in one go, which tends to take overnight due to the slow 3D printing technology. Consequently, the current interaction model requires users to think carefully before printing as every mistake may imply another overnight print. Planning every step ahead, however, is not feasible for non-technical users as they lack the experience to reason about the consequences of their design decisions. In this dissertation, we propose changing the interaction model around personal fabrication tools to better serve this user group. We draw inspiration from personal computing and argue that the evolution of personal fabrication may resemble the evolution of personal computing: Computing started with machines that executed a program in one go before returning the result to the user. By decreasing the interaction unit to single requests, turn-taking systems such as the command line evolved, which provided users with feedback after every input. Finally, with the introduction of direct-manipulation interfaces, users continuously interacted with a program receiving feedback about every action in real-time. In this dissertation, we explore whether these interaction concepts can be applied to personal fabrication as well. We start with fabricating an object in one go and investigate how to tighten the feedback-cycle on an object-level: We contribute a method called low-fidelity fabrication, which saves up to 90\% fabrication time by creating objects as fast low-fidelity previews, which are sufficient to evaluate key design aspects. Depending on what is currently being tested, we propose different conversions that enable users to focus on different parts: faBrickator allows for a modular design in the early stages of prototyping; when users move on WirePrint allows quickly testing an object's shape, while Platener allows testing an object's technical function. We present an interactive editor for each technique and explain the underlying conversion algorithms. By interacting on smaller units, such as a single element of an object, we explore what it means to transition from systems that fabricate objects in one go to turn-taking systems. We start with a 2D system called constructable: Users draw with a laser pointer onto the workpiece inside a laser cutter. The drawing is captured with an overhead camera. As soon as the the user finishes drawing an element, such as a line, the constructable system beautifies the path and cuts it--resulting in physical output after every editing step. We extend constructable towards 3D editing by developing a novel laser-cutting technique for 3D objects called LaserOrigami that works by heating up the workpiece with the defocused laser until the material becomes compliant and bends down under gravity. While constructable and LaserOrigami allow for fast physical feedback, the interaction is still best described as turn-taking since it consists of two discrete steps: users first create an input and afterwards the system provides physical output. By decreasing the interaction unit even further to a single feature, we can achieve real-time physical feedback: Input by the user and output by the fabrication device are so tightly coupled that no visible lag exists. This allows us to explore what it means to transition from turn-taking interfaces, which only allow exploring one option at a time, to direct manipulation interfaces with real-time physical feedback, which allow users to explore the entire space of options continuously with a single interaction. We present a system called FormFab, which allows for such direct control. FormFab is based on the same principle as LaserOrigami: It uses a workpiece that when warmed up becomes compliant and can be reshaped. However, FormFab achieves the reshaping not based on gravity, but through a pneumatic system that users can control interactively. As users interact, they see the shape change in real-time. We conclude this dissertation by extrapolating the current evolution into a future in which large numbers of people use the new technology to create objects. We see two additional challenges on the horizon: sustainability and intellectual property. We investigate sustainability by demonstrating how to print less and instead patch physical objects. We explore questions around intellectual property with a system called Scotty that transfers objects without creating duplicates, thereby preserving the designer's copyright.},
  language  = {en}
}
@inproceedings{DennertMoellerGarmannKujathetal.2016,
  author    = {Dennert-M{\"o}ller, Elisabeth and Garmann, Robert and Kujath, Bertold and Zscheyge, Oliver and Weicker, Karsten and B{\"o}hne, Sebastian and Knobelsdorf, Maria and Kreitz, Christoph and Steen, Alexander and Wisniewski, Max and Benzm{\"u}ller, Christoph and Gebhardt, Kai and Ehlenz, Matthias and Bergner, Nadine and Schroeder, Ulrik},
  title     = {Hochschuldidaktik der Informatik},
  editor    = {Schwill, Andreas and Lucke, Ulrike},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-376-3},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-93511},
  pages     = {102},
  year      = {2016},
  abstract  = {Die 7. Fachtagung f{\"u}r Hochschuldidaktik, die 2016 erneut mit der DeLFI E-Learning Fachtagung Informatik stattfand, setzte das erfolgreiche Modell einer Tagung fort, die sich mit hochschuldidaktischen Fragen und der Gestaltung von Studieng{\"a}ngen der Informatik besch{\"a}ftigt. Thema der Tagung waren alle Fragen, die sich der Vermittlung von Informatikgegenst{\"a}nden im Hochschulbereich widmen. Dazu geh{\"o}rten u.a.: • fachdidaktische Konzepte der Vermittlung einzelner Informatikgegenst{\"a}nde • methodische L{\"o}sungen, wie spezielle Lehr- und Lernformen, Durchf{\"u}hrungskonzepte • empirische Ergebnisse und Vergleichsstudien • E-Learning-Ans{\"a}tze, wenn sie ein erkennbares didaktisches Konzept verfolgen • Studienkonzepte und Curricula, organisatorische Fragen, wie Gewinnung von Studierenden, Studieneingangsphase, Abbrecher. Die Fachtagung widmete sich ausgew{\"a}hlten Fragestellungen dieses Themenkomplexes, die durch Vortr{\"a}ge ausgewiesener Experten, durch eingereichte Beitr{\"a}ge und durch Pr{\"a}sentationen und Poster intensiv behandelt wurden. Unser besonderer Dank gilt dem Programmkomitee und den hier nicht genannten Helfern f{\"u}r ihren Einsatz bei der Vorbereitung und Durchf{\"u}hrung der Tagung.},
  language  = {de}
}