@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{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}
}
@article{BarnesKennewell2015,
  author    = {Barnes, Jan and Kennewell, Steve},
  title     = {Teacher Perceptions of Key Competencies in ICT},
  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-opus4-82604},
  pages     = {61 -- 75},
  year      = {2015},
  abstract  = {Regardless of what is intended by government curriculum specifications and advised by educational experts, the competencies taught and learned in and out of classrooms can vary considerably. In this paper, we discuss in particular how we can investigate the perceptions that individual teachers have of competencies in ICT, and how these and other factors may influence students' learning. We report case study research which identifies contradictions within the teaching of ICT competencies as an activity system, highlighting issues concerning the object of the curriculum, the roles of the participants and the school cultures. In a particular case, contradictions in the learning objectives between higher order skills and the use of application tools have been resolved by a change in the teacher's perceptions which have not led to changes in other aspects of the activity system. We look forward to further investigation of the effects of these contradictions in other case studies and on forthcoming curriculum change.},
  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{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{EllisAbreuEllis2015,
  author    = {Ellis, Jason Brent and Abreu-Ellis, Carla Reis},
  title     = {Student Perspectives of Social Networking use in Higher 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-opus4-82632},
  pages     = {117 -- 131},
  year      = {2015},
  abstract  = {Social networks are currently at the forefront of tools that lend to Personal Learning Environments (PLEs). This study aimed to observe how students perceived PLEs, what they believed were the integral components of social presence when using Facebook as part of a PLE, and to describe student's preferences for types of interactions when using Facebook as part of their PLE. This study used mixed methods to analyze the perceptions of graduate and undergraduate students on the use of social networks, more specifically Facebook as a learning tool. Fifty surveys were returned representing a 65 \% response rate. Survey questions included both closed and open-ended questions. Findings suggested that even though students rated themselves relatively well in having requisite technology skills, and 94 \% of students used Facebook primarily for social use, they were hesitant to migrate these skills to academic use because of concerns of privacy, believing that other platforms could fulfil the same purpose, and by not seeing the validity to use Facebook in establishing social presence. What lies at odds with these beliefs is that when asked to identify strategies in Facebook that enabled social presence to occur in academic work, the majority of students identified strategies in five categories that lead to social presence establishment on Facebook during their coursework.},
  language  = {en}
}
@article{GrillenbergerRomeike2015,
  author    = {Grillenberger, Andreas and Romeike, Ralf},
  title     = {Teaching Data Management},
  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-opus4-82648},
  pages     = {133 -- 150},
  year      = {2015},
  abstract  = {Data management is a central topic in computer science as well as in computer science education. Within the last years, this topic is changing tremendously, as its impact on daily life becomes increasingly visible. Nowadays, everyone not only needs to manage data of various kinds, but also continuously generates large amounts of data. In addition, Big Data and data analysis are intensively discussed in public dialogue because of their influences on society. For the understanding of such discussions and for being able to participate in them, fundamental knowledge on data management is necessary. Especially, being aware of the threats accompanying the ability to analyze large amounts of data in nearly real-time becomes increasingly important. This raises the question, which key competencies are necessary for daily dealings with data and data management. In this paper, we will first point out the importance of data management and of Big Data in daily life. On this basis, we will analyze which are the key competencies everyone needs concerning data management to be able to handle data in a proper way in daily life. Afterwards, we will discuss the impact of these changes in data management on computer science education and in particular database education.},
  language  = {en}
}
@article{Haugsbakken2015,
  author    = {Haugsbakken, Halvdan},
  title     = {The Student Learning Ecology},
  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-opus4-82659},
  pages     = {151 -- 169},
  year      = {2015},
  abstract  = {Educational research on social media has showed that students use it for socialisation, personal communication, and informal learning. Recent studies have argued that students to some degree use social media to carry out formal schoolwork. This article gives an explorative account on how a small sample of Norwegian high school students use social media to self-organise formal schoolwork. This user pattern can be called a "student learning ecology", which is a user perspective on how participating students gain access to learning resources.},
  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{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}
}