@incollection{KiyGessnerLuckeetal.2015, author = {Kiy, Alexander and Geßner, Hendrik and Lucke, Ulrike and Gr{\"u}newald, Franka}, title = {A Hybrid and Modular Framework for Mobile Campus Applications}, series = {i-com}, volume = {2015}, booktitle = {i-com}, number = {14}, publisher = {de Gruyter}, address = {Berlin}, issn = {2196-6826}, doi = {10.1515/icom-2015-0016}, publisher = {Universit{\"a}t Potsdam}, pages = {63 -- 73}, year = {2015}, abstract = {Mobile devices and associated applications (apps) are an indispensable part of daily life and provide access to important information anytime and anywhere. However, the availability of university-wide services in the mobile sector is still poor. If they exist they usually result from individual activities of students and teachers. Mobile applications can have an essential impact on the improvement of students' self-organization as well as on the design and enhancement of specific learning scenarios, though. This article introduces a mobile campus app framework, which integrates central campus services and decentralized learning applications. An analysis of strengths and weaknesses of different approaches is presented to summarize and evaluate them in terms of requirements, development, maintenance and operation. The article discusses the underlying service-oriented architecture that allows transferring the campus app to other universities or institutions at reasonable cost. It concludes with a presentation of the results as well as ongoing discussions and future work}, language = {en} } @article{LiangLiuLiuetal.2015, author = {Liang, Feng and Liu, Yunzhen and Liu, Hai and Ma, Shilong and Schnor, Bettina}, title = {A Parallel Job Execution Time Estimation Approach Based on User Submission Patterns within Computational Grids}, series = {International journal of parallel programming}, volume = {43}, journal = {International journal of parallel programming}, number = {3}, publisher = {Springer}, address = {New York}, issn = {0885-7458}, doi = {10.1007/s10766-013-0294-1}, pages = {440 -- 454}, year = {2015}, abstract = {Scheduling performance in computational grid can potentially benefit a lot from accurate execution time estimation for parallel jobs. Most existing approaches for the parallel job execution time estimation, however, require ample past job traces and the explicit correlations between the job execution time and the outer layout parameters such as the consumed processor numbers, the user-estimated execution time and the job ID, which are hard to obtain or reveal. This paper presents and evaluates a novel execution time estimation approach for parallel jobs, the user-behavior clustering for execution time estimation, which can give more accurate execution time estimation for parallel jobs through exploring the job similarity and revealing the user submission patterns. Experiment results show that compared to the state-of-art algorithms, our approach can improve the accuracy of the job execution time estimation up to 5.6 \%, meanwhile the time that our approach spends on calculation can be reduced up to 3.8 \%.}, language = {en} } @article{PabloAlarconArroyoBordihnetal.2015, author = {Pablo Alarcon, Pedro and Arroyo, Fernando and Bordihn, Henning and Mitrana, Victor and Mueller, Mike}, title = {Ambiguity of the multiple interpretations on regular languages}, series = {Fundamenta informaticae}, volume = {138}, journal = {Fundamenta informaticae}, number = {1-2}, publisher = {IOS Press}, address = {Amsterdam}, issn = {0169-2968}, doi = {10.3233/FI-2015-1200}, pages = {85 -- 95}, year = {2015}, abstract = {A multiple interpretation scheme is an ordered sequence of morphisms. The ordered multiple interpretation of a word is obtained by concatenating the images of that word in the given order of morphisms. The arbitrary multiple interpretation of a word is the semigroup generated by the images of that word. These interpretations are naturally extended to languages. Four types of ambiguity of multiple interpretation schemata on a language are defined: o-ambiguity, internal ambiguity, weakly external ambiguity and strongly external ambiguity. We investigate the problem of deciding whether a multiple interpretation scheme is ambiguous on regular languages.}, language = {en} } @article{LindauerHoosHutteretal.2015, author = {Lindauer, Marius and Hoos, Holger H. and Hutter, Frank and Schaub, Torsten H.}, title = {An automatically configured algorithm selector}, series = {The journal of artificial intelligence research}, volume = {53}, journal = {The journal of artificial intelligence research}, publisher = {AI Access Foundation}, address = {Marina del Rey}, issn = {1076-9757}, pages = {745 -- 778}, year = {2015}, abstract = {Algorithm selection (AS) techniques - which involve choosing from a set of algorithms the one expected to solve a given problem instance most efficiently - have substantially improved the state of the art in solving many prominent AI problems, such as SAT, CSP, ASP, MAXSAT and QBF. Although several AS procedures have been introduced, not too surprisingly, none of them dominates all others across all AS scenarios. Furthermore, these procedures have parameters whose optimal values vary across AS scenarios. This holds specifically for the machine learning techniques that form the core of current AS procedures, and for their hyperparameters. Therefore, to successfully apply AS to new problems, algorithms and benchmark sets, two questions need to be answered: (i) how to select an AS approach and (ii) how to set its parameters effectively. We address both of these problems simultaneously by using automated algorithm configuration. Specifically, we demonstrate that we can automatically configure claspfolio 2, which implements a large variety of different AS approaches and their respective parameters in a single, highly-parameterized algorithm framework. Our approach, dubbed AutoFolio, allows researchers and practitioners across a broad range of applications to exploit the combined power of many different AS methods. We demonstrate AutoFolio can significantly improve the performance of claspfolio 2 on 8 out of the 13 scenarios from the Algorithm Selection Library, leads to new state-of-the-art algorithm selectors for 7 of these scenarios, and matches state-of-the-art performance (statistically) on all other scenarios. Compared to the best single algorithm for each AS scenario, AutoFolio achieves average speedup factors between 1.3 and 15.4.}, language = {en} } @phdthesis{Heinze2015, author = {Heinze, Theodor}, title = {Analyse von Patientendaten und Entscheidungsunterst{\"u}tzung in der Telemedizin}, school = {Universit{\"a}t Potsdam}, pages = {173}, year = {2015}, language = {de} } @article{FroitzheimBergnerSchroeder2015, author = {Froitzheim, Manuel and Bergner, Nadine and Schroeder, Ulrik}, title = {Android-Workshop zur Vertiefung der Kenntnisse bez{\"u}glich Datenstrukturen und Programmierung in der Studieneingangsphase}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schwill, Andreas}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-80247}, pages = {11 -- 26}, year = {2015}, abstract = {Die Studieneingangsphase stellt f{\"u}r Studierende eine Schl{\"u}sselphase des terti{\"a}ren Ausbildungsabschnitts dar. Fachwissenschaftliches Wissen wird praxisfern vermittelt und die Studierenden k{\"o}nnen die Zusammenh{\"a}nge zwischen den Themenfeldern der verschiedenen Vorlesungen nicht erkennen. Zur Verbesserung der Situation wurde ein Workshop entwickelt, der die Verbindung der Programmierung und der Datenstrukturen vertieft. Dabei wird das Spiel Go-Moku1 als Android-App von den Studierenden selbst{\"a}ndig entwickelt. Die Kombination aus Software (Java, Android-SDK) und Hardware (Tablet-Computer) f{\"u}r ein kleines realistisches Softwareprojekt stellt f{\"u}r die Studierenden eine neue Erfahrung dar.}, language = {de} } @article{LaengrichSchulze2015, author = {L{\"a}ngrich, Matthias and Schulze, J{\"o}rg}, title = {Angewandte Output-Orientierung}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schwill, Andreas and Schubert, Sigrid}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-80299}, pages = {93 -- 107}, year = {2015}, abstract = {Erstsemester-Studierende sind mit den Anforderungen des Lehr-/ Lernprozess einer Universit{\"a}t oder Fachhochschule noch nicht vertraut. Ihre Erwartungen orientieren sich vielmehr an ihrer bisherigen Lerngeschichte (Abitur, Fachabitur, o. {\"a}.). Neben den fachlichen Anforderungen des ersten Semesters m{\"u}ssen die Studierenden also auch Ver{\"a}nderungen im Lehr-/Lernprozess erkennen und bew{\"a}ltigen. Es wird anhand einer Output-orientierten informatischen Lehrveranstaltung aufgezeigt, dass sich aus deren strengen Anforderungen der Messbarkeit klare Kompetenzbeschreibungen ergeben, die besonders dem Orientierungsbed{\"u}rfnis Erstsemester-Studierender entgegenkommen.}, language = {de} } @article{HoosKaminskiLindaueretal.2015, author = {Hoos, Holger and Kaminski, Roland and Lindauer, Marius and Schaub, Torsten H.}, title = {aspeed: Solver scheduling via answer set programming}, series = {Theory and practice of logic programming}, volume = {15}, journal = {Theory and practice of logic programming}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {1471-0684}, doi = {10.1017/S1471068414000015}, pages = {117 -- 142}, year = {2015}, abstract = {Although Boolean Constraint Technology has made tremendous progress over the last decade, the efficacy of state-of-the-art solvers is known to vary considerably across different types of problem instances, and is known to depend strongly on algorithm parameters. This problem was addressed by means of a simple, yet effective approach using handmade, uniform, and unordered schedules of multiple solvers in ppfolio, which showed very impressive performance in the 2011 Satisfiability Testing (SAT) Competition. Inspired by this, we take advantage of the modeling and solving capacities of Answer Set Programming (ASP) to automatically determine more refined, that is, nonuniform and ordered solver schedules from the existing benchmarking data. We begin by formulating the determination of such schedules as multi-criteria optimization problems and provide corresponding ASP encodings. The resulting encodings are easily customizable for different settings, and the computation of optimum schedules can mostly be done in the blink of an eye, even when dealing with large runtime data sets stemming from many solvers on hundreds to thousands of instances. Also, the fact that our approach can be customized easily enabled us to swiftly adapt it to generate parallel schedules for multi-processor machines.}, language = {en} } @article{Ohrndorf2015, author = {Ohrndorf, Laura}, title = {Assignments in Computer Science Education}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82868}, pages = {327 -- 333}, year = {2015}, abstract = {In this paper we describe the recent state of our research project concerning computer science teachers' knowledge on students' cognition. We did a comprehensive analysis of textbooks, curricula and other resources, which give teachers guidance to formulate assignments. In comparison to other subjects there are only a few concepts and strategies taught to prospective computer science teachers in university. We summarize them and given an overview on our empirical approach to measure this knowledge.}, language = {en} } @article{FichteSzeider2015, author = {Fichte, Johannes Klaus and Szeider, Stefan}, title = {Backdoors to tractable answer set programming}, series = {Artificial intelligence}, volume = {220}, journal = {Artificial intelligence}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0004-3702}, doi = {10.1016/j.artint.2014.12.001}, pages = {64 -- 103}, year = {2015}, abstract = {Answer Set Programming (ASP) is an increasingly popular framework for declarative programming that admits the description of problems by means of rules and constraints that form a disjunctive logic program. In particular, many Al problems such as reasoning in a nonmonotonic setting can be directly formulated in ASP. Although the main problems of ASP are of high computational complexity, complete for the second level of the Polynomial Hierarchy, several restrictions of ASP have been identified in the literature, under which ASP problems become tractable. In this paper we use the concept of backdoors to identify new restrictions that make ASP problems tractable. Small backdoors are sets of atoms that represent "clever reasoning shortcuts" through the search space and represent a hidden structure in the problem input. The concept of backdoors is widely used in theoretical investigations in the areas of propositional satisfiability and constraint satisfaction. We show that it can be fruitfully adapted to ASP. We demonstrate how backdoors can serve as a unifying framework that accommodates several tractable restrictions of ASP known from the literature. Furthermore, we show how backdoors allow us to deploy recent algorithmic results from parameterized complexity theory to the domain of answer set programming. (C) 2015 Elsevier B.V. All rights reserved.}, language = {en} } @article{BergnerTaraschewskiSchroeder2015, author = {Bergner, Nadine and Taraschewski, Christian and Schroeder, Ulrik}, title = {Beispiel eines Sch{\"u}lerwettbewerbs zum Thema Projektmanagement und App-Programmierung}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schubert, Sigrid and Schwill, Andreas}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84726}, pages = {161 -- 168}, year = {2015}, abstract = {Es wird ein Informatik-Wettbewerb f{\"u}r Sch{\"u}lerinnen und Sch{\"u}ler der Sekundarstufe II beschrieben, der {\"u}ber mehrere Wochen m{\"o}glichst realit{\"a}tsnah die Arbeitswelt eines Informatikers vorstellt. Im Wettbewerb erarbeiten die Sch{\"u}lerteams eine Android-App und organisieren ihre Entwicklung durch Projektmanagementmethoden, die sich an professionellen, agilen Prozessen orientieren. Im Beitrag werden der theoretische Hintergrund zu Wettbewerben, die organisatorischen und didaktischen Entscheidung, eine erste Evaluation sowie Reflexion und Ausblick dargestellt.}, language = {de} } @article{OpelKramerTrommenetal.2015, author = {Opel, Simone and Kramer, Matthias and Trommen, Michael and Pottb{\"a}cker, Florian and Ilaghef, Youssef}, title = {BugHunt}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82693}, pages = {217 -- 233}, year = {2015}, abstract = {Competencies related to operating systems and computer security are usually taught systematically. In this paper we present a different approach, in which students have to remove virus-like behaviour on their respective computers, which has been induced by software developed for this purpose. They have to develop appropriate problem-solving strategies and thereby explore essential elements of the operating system. The approach was implemented exemplarily in two computer science courses at a regional general upper secondary school and showed great motivation and interest in the participating students.}, language = {en} } @article{BroekerKastensMagenheim2015, author = {Br{\"o}ker, Kathrin and Kastens, Uwe and Magenheim, Johannes}, title = {Competences of Undergraduate Computer Science Students}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82613}, pages = {77 -- 96}, year = {2015}, abstract = {The paper presents two approaches to the development of a Computer Science Competence Model for the needs of curriculum development and evaluation in Higher Education. A normativetheoretical approach is based on the AKT and ACM/IEEE curriculum and will be used within the recommendations of the German Informatics Society (GI) for the design of CS curricula. An empirically oriented approach refines the categories of the first one with regard to specific subject areas by conducting content analysis on CS curricula of important universities from several countries. The refined model will be used for the needs of students' e-assessment and subsequent affirmative action of the CS departments.}, language = {en} } @article{BottinoChioccariello2015, author = {Bottino, Rosa and Chioccariello, Augusto}, title = {Computational Thinking}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82820}, pages = {301 -- 309}, year = {2015}, abstract = {Digital technology has radically changed the way people work in industry, finance, services, media and commerce. Informatics has contributed to the scientific and technological development of our society in general and to the digital revolution in particular. Computational thinking is the term indicating the key ideas of this discipline that might be included in the key competencies underlying the curriculum of compulsory education. The educational potential of informatics has a history dating back to the sixties. In this article, we briefly revisit this history looking for lessons learned. In particular, we focus on experiences of teaching and learning programming. However, computational thinking is more than coding. It is a way of thinking and practicing interactive dynamic modeling with computers. We advocate that learners can practice computational thinking in playful contexts where they can develop personal projects, for example building videogames and/or robots, share and discuss their construction with others. In our view, this approach allows an integration of computational thinking in the K-12 curriculum across disciplines.}, language = {en} } @article{Webb2015, author = {Webb, Mary}, title = {Considerations for the Design of Computing Curricula}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82723}, pages = {267 -- 283}, year = {2015}, abstract = {This paper originated from discussions about the need for important changes in the curriculum for Computing including two focus group meetings at IFIP conferences over the last two years. The paper examines how recent developments in curriculum, together with insights from curriculum thinking in other subject areas, especially mathematics and science, can inform curriculum design for Computing. The analysis presented in the paper provides insights into the complexity of curriculum design as well as identifying important constraints and considerations for the ongoing development of a vision and framework for a Computing curriculum.}, language = {en} } @article{WesselsMetzger2015, author = {Weßels, Doris and Metzger, Christiane}, title = {Die Arbeitswelt im Fokus}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schwill, Andreas and Schubert, Sigrid}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-80289}, pages = {77 -- 92}, year = {2015}, abstract = {F{\"u}r Bachelor-Studierende der Wirtschaftsinformatik im zweiten Semester an der Fachhochschule Kiel werden im Modul Informationsmanagement neben klassischen didaktischen Ans{\"a}tzen in einer seminaristischen Unterrichtsform so genannte „Aktivbausteine" eingesetzt: Studierende erhalten zum einen die Gelegenheit, sich im Kontakt mit Fach- und F{\"u}hrungskr{\"a}ften aus der Industrie ein konkretes Bild vom Beruf der Wirtschaftsinformatikerin bzw. des Wirtschaftsinformatikers zu machen; zum anderen erarbeiten sie innovative Ans{\"a}tze der Prozessverbesserung aus Sicht der IT oder mit Nutzenpotenzial f{\"u}r die IT und pr{\"a}sentieren ihre Ergebnisse {\"o}ffentlich im Rahmen des Kieler Prozessmanagementforums. Diese Aktivbausteine dienen insbesondere der Berufsfeldorientierung: Durch die Informationen, die die Studierenden {\"u}ber die Anforderungen und T{\"a}tigkeiten von im Beruf stehenden Menschen erhalten, werden sie in die Lage versetzt, fundierte Entscheidungen bzgl. ihrer Studiengestaltung und Berufswahl zu treffen. Im Beitrag wird die Konzeption der Bausteine vorgestellt und deren Grad der Zielerreichung durch aktuelle Evaluationsergebnisse erl{\"a}utert. Zudem wird die motivationale Wirkung der Aktivbausteine anhand der Theorie der Selbstbestimmung von Deci und Ryan [DR1985, DR1993, DR2004] erl{\"a}utert.}, language = {de} } @article{Micheuz2015, author = {Micheuz, Peter}, title = {Discussing Educational Standards for Digital Competence and/or Informatics Education at Lower Secondary Level}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-83008}, pages = {425 -- 431}, year = {2015}, abstract = {Participants of this workshop will be confronted exemplarily with a considerable inconsistency of global Informatics education at lower secondary level. More importantly, they are invited to contribute actively on this issue in form of short case studies of their countries. Until now, very few countries have been successful in implementing Informatics or Computing at primary and lower secondary level. The spectrum from digital literacy to informatics, particularly as a discipline in its own right, has not really achieved a breakthrough and seems to be underrepresented for these age groups. The goal of this workshop is not only to discuss the anamnesis and diagnosis of this fragmented field, but also to discuss and suggest viable forms of therapy in form of setting educational standards. Making visible good practices in some countries and comparing successful approaches are rewarding tasks for this workshop. Discussing and defining common educational standards on a transcontinental level for the age group of 14 to 15 years old students in a readable, assessable and acceptable form should keep the participants of this workshop active beyond the limited time at the workshop.}, language = {en} } @phdthesis{Jung2015, author = {Jung, J{\"o}rg}, title = {Efficient credit based server load balancing}, school = {Universit{\"a}t Potsdam}, pages = {353}, year = {2015}, language = {en} } @article{Buechner2015, author = {B{\"u}chner, Steffen}, title = {Empirical and Normative Research on Fundamental Ideas of Embedded System Development}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82949}, pages = {393 -- 396}, year = {2015}, language = {en} } @article{KujathSchuetze2015, author = {Kujath, Bertold and Sch{\"u}tze, Christopher}, title = {Evaluation der Lernwirksamkeit eines Lehrvideos zum informatischen Probleml{\"o}sen}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schubert, Sigrid and Schwill, Andreas}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84705}, pages = {143 -- 152}, year = {2015}, abstract = {Der folgende Artikel beschreibt die Evaluation eines Lehrvideos zum informatischen Probleml{\"o}sen, welches auf der Grundlage einer Vergleichsstudie mit starken und schwachen Probleml{\"o}sern entwickelt wurde. Beispielhaft wird in dem Film ein F{\"a}rbeproblem durch einen fiktiven Hochleister unter lautem Denken gel{\"o}st, die einzelnen Arbeitsschritte werden abschnittsweise kommentiert und erkl{\"a}rt. Ob dieses Lernkonzept von Studenten akzeptiert wird und sich durch Anschauen des Videos tats{\"a}chlich ein Lerneffekt einstellt, wurde durch eine Befragung und eine erste Vergleichsstudie untersucht.}, language = {de} } @article{MagenheimNellesNeugebaueretal.2015, author = {Magenheim, Johannes and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid}, title = {Expert Rating of Competence Levels in Upper Secondary Computer Science Education}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82683}, pages = {199 -- 216}, year = {2015}, abstract = {In the project MoKoM, which is funded by the German Research Foundation (DFG) from 2008 to 2012, a test instrument measuring students' competences in computer science was developed. This paper presents the results of an expert rating of the levels of students' competences done for the items of the instrument. At first we will describe the difficulty-relevant features that were used for the evaluation. These were deduced from computer science, psychological and didactical findings and resources. Potentials and desiderata of this research method are discussed further on. Finally we will present our conclusions on the results and give an outlook on further steps.}, language = {en} } @article{WaltonGordon2015, author = {Walton, Douglas and Gordon, Thomas F.}, title = {Formalizing informal logic}, series = {Informal logic : reasoning and argumentation in theory and practics}, volume = {35}, journal = {Informal logic : reasoning and argumentation in theory and practics}, number = {4}, publisher = {Centre for Research in Reasoning, Argumentation and Rhetoric, University of Windsor}, address = {Windsor}, issn = {0824-2577}, pages = {508 -- 538}, year = {2015}, abstract = {In this paper we investigate the extent to which formal argumentation models can handle ten basic characteristics of informal logic identified in the informal logic literature. By showing how almost all of these characteristics can be successfully modelled formally, we claim that good progress can be made toward the project of formalizing informal logic. Of the formal argumentation models available, we chose the Carneades Argumentation System (CAS), a formal, computational model of argument that uses argument graphs as its basis, structures of a kind very familiar to practitioners of informal logic through their use of argument diagrams.}, language = {en} } @article{JakoblewKeilWinkelnkemper2015, author = {Jakoblew, Marcel and Keil, Reinhard and Winkelnkemper, Felix}, title = {Forschendes Lernen durch Semantisches Positionieren}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schwill, Andreas and Schubert, Sigrid}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-80301}, pages = {109 -- 124}, year = {2015}, abstract = {Der Beitrag stellt das Konzept des Semantischen Positionierens als eine M{\"o}glichkeit vor, Grundformen des wissenschaftlichen Arbeitens und elementare Formen der diskursiven Auseinandersetzung zu vermitteln, ohne dass die Studierenden sich inhaltlich an der aktuellen Forschung beteiligen m{\"u}ssten. Die Umsetzung dieses Konzepts im Bachelorstudium der Informatik verdeutlicht, dass mit diesem Ansatz sowohl die Kompetenzen f{\"u}r den {\"U}bergang in den mehr forschungsgetriebenen Masterstudiengang als auch f{\"u}r die berufliche Wissensarbeit erworben werden k{\"o}nnen.}, language = {de} } @inproceedings{FroitzheimBergnerSchroederetal.2015, author = {Froitzheim, Manuel and Bergner, Nadine and Schroeder, Ulrik and Hurtienne, Dominik and Spannagel, Christian and Roderus, Simon and Wienkop, Uwe and Leonhardt, Thiemo and Kwiecien, Alexandra and Schmetz, Arno and Bellgardt, Martin and Naumann, Uwe and Weßels, Doris and Metzger, Christiane and L{\"a}ngrich, Matthias and Schulze, J{\"o}rg and Jakoblew, Marcel and Keil, Reinhard and Winkelnkemper, Felix and Engbring, Dieter and Klar, Tilman-Mathies and Kujath, Bertold and Sch{\"u}tze, Christopher and Fietkau, Julian and Kindsm{\"u}ller, Martin Christof and G{\"o}ttel, Timo and Bergner, Nadine and Taraschewski, Christian and Vosseberg, Karin and Czernik, Sofie and Erb, Ulrike and Vielhaber, Michael and Schlierkamp, Kathrin and Thurner, Veronika and Br{\"o}ker, Kathrin}, title = {HDI 2014 - Gestalten von {\"U}berg{\"a}ngen}, editor = {Forbrig, Peter and Magenheim, Johannes}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-313-8}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-74920}, pages = {186}, year = {2015}, abstract = {Die Tagung HDI 2014 in Freiburg zur Hochschuldidaktik der Informatik HDI wurde erneut vom Fachbereich Informatik und Ausbildung / Didaktik der Informatik (IAD) in der Gesellschaft f{\"u}r Informatik e. V. (GI) organisiert. Sie dient den Lehrenden der Informatik in Studieng{\"a}ngen an Hochschulen als Forum der Information und des Austauschs {\"u}ber neue didaktische Ans{\"a}tze und bildungspolitische Themen im Bereich der Hochschulausbildung aus der fachlichen Perspektive der Informatik. Die HDI 2014 ist nun bereits die sechste Ausgabe der HDI. F{\"u}r sie wurde das spezielle Motto „Gestalten und Meistern von {\"U}berg{\"a}ngen" gew{\"a}hlt. Damit soll ein besonderes Augenmerk auf die {\"U}berg{\"a}nge von Schule zum Studium, vom Bachelor zum Master, vom Studium zur Promotion oder vom Studium zur Arbeitswelt gelegt werden.}, language = {de} } @phdthesis{Kaufmann2015, author = {Kaufmann, Benjamin}, title = {High performance answer set solving}, pages = {182}, year = {2015}, language = {en} } @article{MainaAngondiWaga2015, author = {Maina, Anthony Gioko and Angondi, Enos Kiforo and Waga, Rosemary}, title = {How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition?}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82856}, pages = {319 -- 326}, year = {2015}, abstract = {This study aimed at following how teachers transfer skills into results while using ABRA literacy software. This was done in the second part of the pilot study whose aim was to provide equity to control group teachers and students by exposing them to the ABRACADABRA treatment after the end of phase 1. This opportunity was used to follow the phase 1 teachers to see how the skills learned were being transformed into results. A standard three-day initial training and planning session on how to use ABRA to teach literacy was held at the beginning of each phase for ABRA teachers (phase 1 experimental and phase 2 delayed ABRA). Teachers were provided with teaching materials including a tentative ABRA curriculum developed to align with the Kenyan English Language requirements for year 1 and 3 students. Results showed that although there was no significant difference between the groups in vocabulary-related subscales which include word reading and meaning as well as sentence comprehension, students in ABRACADABRA classes improved their scores at a significantly higher rate than students in control classes in comprehension related scores. An average student in the ABRACADABRA group improved by 12 and 16 percentile points respectively compared to their counterparts in the control group.}, language = {en} } @article{Weigend2015, author = {Weigend, Michael}, title = {How Things Work}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82814}, pages = {285 -- 298}, year = {2015}, abstract = {Recognizing and defining functionality is a key competence adopted in all kinds of programming projects. This study investigates how far students without specific informatics training are able to identify and verbalize functions and parameters. It presents observations from classroom activities on functional modeling in high school chemistry lessons with altogether 154 students. Finally it discusses the potential of functional modelling to improve the comprehension of scientific content.}, language = {en} } @article{Jones2015, author = {Jones, Anthony}, title = {ICT Competencies for School Students}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82663}, pages = {171 -- 179}, year = {2015}, abstract = {This paper discusses results from a small-scale research study, together with some recently published research into student perceptions of ICT for learning in schools, to consider relevant skills that do not appear to currently being taught. The paper concludes by raising three issues relating to learning with and through ICT that need to be addressed in school curricula and classroom teaching.}, language = {en} } @article{GruenewaldMeinel2015, author = {Gr{\"u}newald, Franka and Meinel, Christoph}, title = {Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to Foster Active Learning}, series = {IEEE transactions on learning technologies}, volume = {8}, journal = {IEEE transactions on learning technologies}, number = {3}, publisher = {Inst. of Electr. and Electronics Engineers}, address = {Los Alamitos}, issn = {1939-1382}, doi = {10.1109/TLT.2015.2396042}, pages = {286 -- 298}, year = {2015}, abstract = {The use of video lectures in distance learning involves the two major problems of searchability and active user participation. In this paper, we promote the implementation and usage of a collaborative educational video annotation functionality to overcome these two challenges. Different use cases and requirements, as well as details of the implementation, are explained. Furthermore, we suggest more improvements to foster a culture of participation and an algorithm for the extraction of semantic data. Finally, evaluations in the form of user tests and questionnaires in a MOOC setting are presented. The results of the evaluation are promising, as they indicate not only that students perceive it as useful, but also that the learning effectiveness increases. The combination of personal lecture video annotations with a semantic topic map was also evaluated positively and will thus be investigated further, as will the implementation in a MOOC context.}, language = {en} } @article{PassigTzurielKedmi2015, author = {Passig, David and Tzuriel, David and Kedmi, Ganit Eshel}, title = {Improving children's Cognitive Modifiability through Mediated Learning and Dynamic Assessment within 3D Immersive Virtual Reality Environment}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82705}, pages = {235 -- 252}, year = {2015}, abstract = {The objectives of this study were to examine (a) the effect of dynamic assessment (DA) in a 3D Immersive Virtual Reality (IVR) environment as compared with computerized 2D and noncomputerized (NC) situations on cognitive modifiability, and (b) the transfer effects of these conditions on more difficult problem solving administered two weeks later in a non-computerized environment. A sample of 117 children aged 6:6-9:0 years were randomly assigned into three experimental groups of DA conditions: 3D, 2D, and NC, and one control group (C). All groups received the pre- and post-teaching Analogies subtest of the Cognitive Modifiability Battery (CMB-AN). The experimental groups received a teaching phase in conditions similar to the pre-and post-teaching phases. The findings showed that cognitive modifiability, in a 3D IVR, was distinctively higher than in the two other experimental groups (2D computer group and NC group). It was also found that the 3D group showed significantly higher performance in transfer problems than the 2D and NC groups.}, language = {en} } @article{DagieneStupuriene2015, author = {Dagiene, Valentina and Stupuriene, Gabriele}, title = {Informatics Education based on Solving Attractive Tasks through a Contest}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82626}, pages = {97 -- 115}, year = {2015}, abstract = {The paper discusses the issue of supporting informatics (computer science) education through competitions for lower and upper secondary school students (8-19 years old). Competitions play an important role for learners as a source of inspiration, innovation, and attraction. Running contests in informatics for school students for many years, we have noticed that the students consider the contest experience very engaging and exciting as well as a learning experience. A contest is an excellent instrument to involve students in problem solving activities. An overview of infrastructure and development of an informatics contest from international level to the national one (the Bebras contest on informatics and computer fluency, originated in Lithuania) is presented. The performance of Bebras contests in 23 countries during the last 10 years showed an unexpected and unusually high acceptance by school students and teachers. Many thousands of students participated and got a valuable input in addition to their regular informatics lectures at school. In the paper, the main attention is paid to the developed tasks and analysis of students' task solving results in Lithuania.}, language = {en} } @article{HurtienneSchroederSpannagel2015, author = {Hurtienne, Dominik and Schroeder, Ulrik and Spannagel, Christian}, title = {IT EnGAGES!}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schwill, Andreas and Schubert, Sigrid}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-80258}, pages = {27 -- 43}, year = {2015}, abstract = {Durch den Einsatz von Spielen und Spielelementen in Lernkontexten wird versucht, Lernende zur Besch{\"a}ftigung mit den Lerninhalten zu motivieren. Spielerische Elemente haben allerdings nicht nur positive motivationale Effekte: Sie k{\"o}nnen sich beispielsweise negativ auf die intrinsische Motivation auswirken, und auch nicht jeder Lernende spielt gerne. Um negativen Einfl{\"u}ssen von Gamification entgegenzuwirken, wurde ein Toolkit f{\"u}r adaptierbare Lernumgebungen entwickelt. Damit erzeugte Lernumgebungen erlauben es Studierenden, den Grad der Gamification selbst zu bestimmen, indem Spielelemente an- und abgeschaltet werden. Im Rahmen einer Anf{\"a}ngerprogrammiervorlesung wurden Lernspielaufgaben aus den existierenden, optionalen interaktiven eTests entwickelt und Studierenden als zus{\"a}tzliche Lerngelegenheit angeboten. Eine erste explorative Studie best{\"a}tigt die Vermutung, dass die Akzeptanz des adaptierbaren Lernspiels sehr hoch ist, es aber dennoch Studierende gibt, welche die Lernumgebung ohne Spielelemente durcharbeiten. Somit bietet adaptierbare Gamification verschiedenen Studierenden die M{\"o}glichkeit, sich zus{\"a}tzliche motivationale Anreize durch Zuschalten von Spielelementen zu verschaffen, ohne dabei zum Spielen „gen{\"o}tigt" zu werden.}, language = {de} } @article{PrzybyllaRomeike2015, author = {Przybylla, Mareen and Romeike, Ralf}, title = {Key Competences with Physical Computing}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82904}, pages = {351 -- 361}, year = {2015}, abstract = {Physical computing covers the design and realization of interactive objects and installations and allows students to develop concrete, tangible products of the real world that arise from the learners' imagination. This way, constructionist learning is raised to a level that enables students to gain haptic experience and thereby concretizes the virtual. In this paper the defining characteristics of physical computing are described. Key competences to be gained with physical computing will be identified.}, language = {en} } @inproceedings{CurzonKalasSchubertetal.2015, author = {Curzon, Paul and Kalas, Ivan and Schubert, Sigrid and Schaper, Niclas and Barnes, Jan and Kennewell, Steve and Br{\"o}ker, Kathrin and Kastens, Uwe and Magenheim, Johannes and Dagiene, Valentina and Stupuriene, Gabriele and Ellis, Jason Brent and Abreu-Ellis, Carla Reis and Grillenberger, Andreas and Romeike, Ralf and Haugsbakken, Halvdan and Jones, Anthony and Lewin, Cathy and McNicol, Sarah and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid and Opel, Simone and Kramer, Matthias and Trommen, Michael and Pottb{\"a}cker, Florian and Ilaghef, Youssef and Passig, David and Tzuriel, David and Kedmi, Ganit Eshel and Saito, Toshinori and Webb, Mary and Weigend, Michael and Bottino, Rosa and Chioccariello, Augusto and Christensen, Rhonda and Knezek, Gerald and Gioko, Anthony Maina and Angondi, Enos Kiforo and Waga, Rosemary and Ohrndorf, Laura and Or-Bach, Rachel and Preston, Christina and Younie, Sarah and Przybylla, Mareen and Romeike, Ralf and Reynolds, Nicholas and Swainston, Andrew and Bendrups, Faye and Sysło, Maciej M. and Kwiatkowska, Anna Beata and Zieris, Holger and Gerstberger, Herbert and M{\"u}ller, Wolfgang and B{\"u}chner, Steffen and Opel, Simone and Schiller, Thomas and Wegner, Christian and Zender, Raphael and Lucke, Ulrike and Diethelm, Ira and Syrbe, J{\"o}rn and Lai, Kwok-Wing and Davis, Niki and Eickelmann, Birgit and Erstad, Ola and Fisser, Petra and Gibson, David and Khaddage, Ferial and Knezek, Gerald and Micheuz, Peter and Kloos, Carlos Delgado}, title = {KEYCIT 2014}, editor = {Brinda, Torsten and Reynolds, Nicholas and Romeike, Ralf and Schwill, Andreas}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-292-6}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-70325}, pages = {438}, year = {2015}, abstract = {In our rapidly changing world it is increasingly important not only to be an expert in a chosen field of study but also to be able to respond to developments, master new approaches to solving problems, and fulfil changing requirements in the modern world and in the job market. In response to these needs key competencies in understanding, developing and using new digital technologies are being brought into focus in school and university programmes. The IFIP TC3 conference "KEYCIT - Key Competences in Informatics and ICT (KEYCIT 2014)" was held at the University of Potsdam in Germany from July 1st to 4th, 2014 and addressed the combination of key competencies, Informatics and ICT in detail. The conference was organized into strands focusing on secondary education, university education and teacher education (organized by IFIP WGs 3.1 and 3.3) and provided a forum to present and to discuss research, case studies, positions, and national perspectives in this field.}, language = {en} } @misc{Kuntzsch2015, type = {Master Thesis}, author = {Kuntzsch, Christian}, title = {Konzeption und Implementierung eines multimodalen Campusroutenplaners am Beispiel der Universit{\"a}t Potsdam}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-77467}, school = {Universit{\"a}t Potsdam}, pages = {XIV, 86}, year = {2015}, abstract = {Die regelm{\"a}ßige Navigation durch den Raum geh{\"o}rt f{\"u}r Studenten der Universit{\"a}t Potsdam zum Alltag. Man m{\"o}chte, unabh{\"a}ngig vom Fortbewegungsmittel, schnell und sicher von zu Hause zum H{\"o}rsaal oder Seminargeb{\"a}ude. Eine umfassende Navigationshilfe, die alle Transportmodi verbindet, wird daf{\"u}r verlangt. Das Ziel dieser Arbeit besteht darin, ein Konzept f{\"u}r einen multimodalen Routenplaner zu entwickeln, der es Studenten und G{\"a}sten der Universit{\"a}t Potsdam erm{\"o}glicht, sich zwischen den dezentral gelegenen Campusstandorten zu bewegen - egal ob mit Bus und Bahn, dem Auto, Fahrrad oder zu Fuß. Die Implementierung erfolgt ausschließlich auf Grundlage freier Daten und freier, quelloffener Software (FOSS), die f{\"u}r diesen Zweck aufbereitet werden. Ergebnis ist eine webbasierte Applikation, die {\"u}ber eine Entwicklerschnittstelle (API) in andere Projekte eingebunden werden kann.}, language = {de} } @article{VidelaGuziolowskiEduatietal.2015, author = {Videla, Santiago and Guziolowski, Carito and Eduati, Federica and Thiele, Sven and Gebser, Martin and Nicolas, Jacques and Saez-Rodriguez, Julio and Schaub, Torsten H. and Siegel, Anne}, title = {Learning Boolean logic models of signaling networks with ASP}, series = {Theoretical computer science}, volume = {599}, journal = {Theoretical computer science}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0304-3975}, doi = {10.1016/j.tcs.2014.06.022}, pages = {79 -- 101}, year = {2015}, abstract = {Boolean networks provide a simple yet powerful qualitative modeling approach in systems biology. However, manual identification of logic rules underlying the system being studied is in most cases out of reach. Therefore, automated inference of Boolean logical networks from experimental data is a fundamental question in this field. This paper addresses the problem consisting of learning from a prior knowledge network describing causal interactions and phosphorylation activities at a pseudo-steady state, Boolean logic models of immediate-early response in signaling transduction networks. The underlying optimization problem has been so far addressed through mathematical programming approaches and the use of dedicated genetic algorithms. In a recent work we have shown severe limitations of stochastic approaches in this domain and proposed to use Answer Set Programming (ASP), considering a simpler problem setting. Herein, we extend our previous work in order to consider more realistic biological conditions including numerical datasets, the presence of feedback-loops in the prior knowledge network and the necessity of multi-objective optimization. In order to cope with such extensions, we propose several discretization schemes and elaborate upon our previous ASP encoding. Towards real-world biological data, we evaluate the performance of our approach over in silico numerical datasets based on a real and large-scale prior knowledge network. The correctness of our encoding and discretization schemes are dealt with in Appendices A-B. (C) 2014 Elsevier B.V. All rights reserved.}, language = {en} } @article{DiethelmSyrbe2015, author = {Diethelm, Ira and Syrbe, J{\"o}rn}, title = {Let's talk about CS!}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82983}, pages = {411 -- 414}, year = {2015}, abstract = {To communicate about a science is the most important key competence in education for any science. Without communication we cannot teach, so teachers should reflect about the language they use in class properly. But the language students and teachers use to communicate about their CS courses is very heterogeneous, inconsistent and deeply influenced by tool names. There is a big lack of research and discussion in CS education regarding the terminology and the role of concepts and tools in our science. We don't have a consistent set of terminology that we agree on to be helpful for learning our science. This makes it nearly impossible to do research on CS competencies as long as we have not agreed on the names we use to describe these. This workshop intends to provide room to fill with discussion and first ideas for future research in this field.}, language = {en} } @article{EngbringKlar2015, author = {Engbring, Dieter and Klar, Tilman-Mathies}, title = {Medienbildung mit Informatik-Anteilen!?}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schubert, Sigrid and Schwill, Andreas}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84693}, pages = {125 -- 142}, year = {2015}, abstract = {Auf der Grundlage der Planung, Durchf{\"u}hrung, Evaluation und Revision eines gemeinsamen Seminars von Medienp{\"a}dagogik und Didaktik der Informatik stellen wir in diesem Aufsatz dar, wo die Defizite klassischer Medienbildung in Bezug auf digitale bzw. interaktive Medien liegen und welche Inhalte der Informatik f{\"u}r Studierende aller Lehr{\"a}mter - im allgemeinbildenden Sinne - aus dieser Perspektive relevant erscheinen.}, language = {de} } @article{PrestonYounie2015, author = {Preston, Christina and Younie, Sarah}, title = {Mentoring in a Digital World}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82895}, pages = {343 -- 350}, year = {2015}, abstract = {This paper focuses on the results of the evaluation of the first pilot of an e-mentoring unit designed by the Hands-On ICT consortium, funded by the EU LLL programme. The overall aim of this two-year activity is to investigate the value for professional learning of Massive Online Open Courses (MOOCs) and Community Online Open Courses (COOCs) in the context of a 'community of practice'. Three units in the first pilot covered aspects of using digital technologies to develop creative thinking skills. The findings in this paper relate to the fourth unit about e-mentoring, a skill that was important to delivering the course content in the other three units. Findings about the e-mentoring unit included: the students' request for detailed profiles so that participants can get to know each other; and, the need to reconcile the different interpretations of e-mentoring held by the participants when the course begins. The evaluators concluded that the major issues were that: not all professional learners would self-organise and network; and few would wish to mentor their colleagues voluntarily. Therefore, the e-mentoring issues will need careful consideration in pilots two and three to identify how e-mentoring will be organised.}, language = {en} } @phdthesis{Wust2015, author = {Wust, Johannes}, title = {Mixed workload managment for in-memory databases}, pages = {VIII, 167}, year = {2015}, language = {en} } @incollection{KnothKiyKlein2015, author = {Knoth, Alexander Henning and Kiy, Alexander and Klein, M.}, title = {Mobil in und aus Situationen lernen: Erste Erfahrungen zum Studieneinstieg von Studierenden verschiedener Fachrichtungen}, series = {Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft f{\"u}r Informatik}, booktitle = {Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft f{\"u}r Informatik}, number = {247}, publisher = {Gesellschaft fur Informatik e.V.}, address = {Bonn}, isbn = {978-3-88579-641-1}, issn = {1617-5468}, publisher = {Universit{\"a}t Potsdam}, pages = {81 -- 93}, year = {2015}, language = {de} } @article{MagenheimSchubertSchapert2015, author = {Magenheim, Johannes and Schubert, Sigrid and Schapert, Niclas}, title = {Modelling and Measurement of Competencies in Computer Science Education}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82592}, pages = {33 -- 57}, year = {2015}, abstract = {As a result of the Bologna reform of educational systems in Europe the outcome orientation of learning processes, competence-oriented descriptions of the curricula and competence-oriented assessment procedures became standard also in Computer Science Education (CSE). The following keynote addresses important issues of shaping a CSE competence model especially in the area of informatics system comprehension and object-oriented modelling. Objectives and research methodology of the project MoKoM (Modelling and Measurement of Competences in CSE) are explained. Firstly, the CSE competence model was derived based on theoretical concepts and then secondly the model was empirically examined and refined using expert interviews. Furthermore, the paper depicts the development and examination of a competence measurement instrument, which was derived from the competence model. Therefore, the instrument was applied to a large sample of students at the gymnasium's upper class level. Subsequently, efforts to develop a competence level model, based on the retrieved empirical results and on expert ratings are presented. Finally, further demands on research on competence modelling in CSE will be outlined.}, language = {en} } @phdthesis{Hosp2015, author = {Hosp, Sven}, title = {Modifizierte Cross-Party Codes zur schnellen Mehrbit-Fehlerkorrektur}, pages = {105}, year = {2015}, language = {de} } @article{ReynoldsSwainstonBendrups2015, author = {Reynolds, Nicholas and Swainston, Andrew and Bendrups, Faye}, title = {Music Technology and Computational Thinking}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82913}, pages = {363 -- 370}, year = {2015}, abstract = {A project involving the composition of a number of pieces of music by public participants revealed levels of engagement with and mastery of complex music technologies by a number of secondary student volunteers. This paper reports briefly on some initial findings of that project and seeks to illuminate an understanding of computational thinking across the curriculum.}, language = {en} } @article{Opel2015, author = {Opel, Simone}, title = {On the Way to a "General Model of Contextualised Computer Science Education"}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82953}, pages = {397 -- 400}, year = {2015}, language = {en} } @article{Kalas2015, author = {Kalas, Ivan}, title = {Programming at Pre-primary and Primary Levels}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82587}, pages = {29 -- 31}, year = {2015}, language = {en} } @article{OrBach2015, author = {Or-Bach, Rachel}, title = {Programming for Non-Programmers}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82875}, pages = {335 -- 342}, year = {2015}, abstract = {The study reported in this paper involved the employment of specific in-class exercises using a Personal Response System (PRS). These exercises were designed with two goals: to enhance students' capabilities of tracing a given code and of explaining a given code in natural language with some abstraction. The paper presents evidence from the actual use of the PRS along with students' subjective impressions regarding both the use of the PRS and the special exercises. The conclusions from the findings are followed with a short discussion on benefits of PRS-based mental processing exercises for learning programming and beyond.}, language = {en} } @article{VossebergCzernikErbetal.2015, author = {Vosseberg, Karin and Czernik, Sofie and Erb, Ulrike and Vielhaber, Michael}, title = {Projektorientierte Studieneingangsphase}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schubert, Sigrid and Schwill, Andreas}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84730}, pages = {169 -- 177}, year = {2015}, abstract = {Ziel einer neuen Studieneingangsphase ist, den Studierenden bis zum Ende des ersten Semesters ein vielf{\"a}ltiges Berufsbild der Informatik und Wirtschaftsinformatik mit dem breiten Aufgabenspektrum aufzubl{\"a}ttern und damit die Zusammenh{\"a}nge zwischen den einzelnen Modulen des Curriculums zu verdeutlichen. Die Studierenden sollen in die Lage versetzt werden, sehr eigenst{\"a}ndig die Planung und Gestaltung ihres Studiums in die Hand zu nehmen.}, language = {de} } @article{WegnerZenderLucke2015, author = {Wegner, Christian and Zender, Raphael and Lucke, Ulrike}, title = {ProtoSense}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82970}, pages = {405 -- 407}, year = {2015}, language = {en} } @article{FietkauKindsmuellerGoettel2015, author = {Fietkau, Julian and Kindsm{\"u}ller, Martin Christof and G{\"o}ttel, Timo}, title = {Rapid Prototyping von Interaktionskonzepten in der universit{\"a}ren MCI-Lehre}, series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, volume = {2015}, journal = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen}, number = {9}, editor = {Schubert, Sigrid and Schwill, Andreas}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84718}, pages = {153 -- 160}, year = {2015}, abstract = {In der Lehre zur MCI (Mensch-Computer-Interaktion) stellt sich immer wieder die Herausforderung, praktische {\"U}bungen mit spannenden Ergebnissen durchzuf{\"u}hren, die sich dennoch nicht in technischen Details verlieren sondern MCI-fokussiert bleiben. Im Lehrmodul „Interaktionsdesign" an der Universit{\"a}t Hamburg werden von Studierenden innerhalb von drei Wochen prototypische Interaktionskonzepte f{\"u}r das Spiel Neverball entworfen und praktisch umgesetzt. Anders als in den meisten Grundlagenkursen zur MCI werden hier nicht Mock-Ups, sondern lauff{\"a}hige Software entwickelt. Um dies innerhalb der Projektzeit zu erm{\"o}glichen, wurde Neverball um eine TCP-basierte Schnittstelle erweitert. So entf{\"a}llt die aufw{\"a}ndige Einarbeitung in den Quellcode des Spiels und die Studierenden k{\"o}nnen sich auf ihre Interaktionsprototypen konzentrieren. Wir beschreiben die Erfahrungen aus der mehrmaligen Durchf{\"u}hrung des Projektes und erl{\"a}utern unser Vorgehen bei der Umsetzung. Die Ergebnisse sollen Lehrende im Bereich MCI unterst{\"u}tzen, {\"a}hnliche praxisorientierte {\"U}bungen mit Ergebnissen „zum Anfassen" zu gestalten.}, language = {de} }