@phdthesis{Seibel2012,
  author    = {Seibel, Andreas},
  title     = {Traceability and model management with executable and dynamic hierarchical megamodels},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64222},
  school      = {Universit{\"a}t Potsdam},
  year      = {2012},
  abstract  = {Nowadays, model-driven engineering (MDE) promises to ease software development by decreasing the inherent complexity of classical software development. In order to deliver on this promise, MDE increases the level of abstraction and automation, through a consideration of domain-specific models (DSMs) and model operations (e.g. model transformations or code generations). DSMs conform to domain-specific modeling languages (DSMLs), which increase the level of abstraction, and model operations are first-class entities of software development because they increase the level of automation. Nevertheless, MDE has to deal with at least two new dimensions of complexity, which are basically caused by the increased linguistic and technological heterogeneity. The first dimension of complexity is setting up an MDE environment, an activity comprised of the implementation or selection of DSMLs and model operations. Setting up an MDE environment is both time-consuming and error-prone because of the implementation or adaptation of model operations. The second dimension of complexity is concerned with applying MDE for actual software development. Applying MDE is challenging because a collection of DSMs, which conform to potentially heterogeneous DSMLs, are required to completely specify a complex software system. A single DSML can only be used to describe a specific aspect of a software system at a certain level of abstraction and from a certain perspective. Additionally, DSMs are usually not independent but instead have inherent interdependencies, reflecting (partial) similar aspects of a software system at different levels of abstraction or from different perspectives. A subset of these dependencies are applications of various model operations, which are necessary to keep the degree of automation high. This becomes even worse when addressing the first dimension of complexity. Due to continuous changes, all kinds of dependencies, including the applications of model operations, must also be managed continuously. This comprises maintaining the existence of these dependencies and the appropriate (re-)application of model operations. The contribution of this thesis is an approach that combines traceability and model management to address the aforementioned challenges of configuring and applying MDE for software development. The approach is considered as a traceability approach because it supports capturing and automatically maintaining dependencies between DSMs. The approach is considered as a model management approach because it supports managing the automated (re-)application of heterogeneous model operations. In addition, the approach is considered as a comprehensive model management. Since the decomposition of model operations is encouraged to alleviate the first dimension of complexity, the subsequent composition of model operations is required to counteract their fragmentation. A significant portion of this thesis concerns itself with providing a method for the specification of decoupled yet still highly cohesive complex compositions of heterogeneous model operations. The approach supports two different kinds of compositions - data-flow compositions and context compositions. Data-flow composition is used to define a network of heterogeneous model operations coupled by sharing input and output DSMs alone. Context composition is related to a concept used in declarative model transformation approaches to compose individual model transformation rules (units) at any level of detail. In this thesis, context composition provides the ability to use a collection of dependencies as context for the composition of other dependencies, including model operations. In addition, the actual implementation of model operations, which are going to be composed, do not need to implement any composition concerns. The approach is realized by means of a formalism called an executable and dynamic hierarchical megamodel, based on the original idea of megamodels. This formalism supports specifying compositions of dependencies (traceability and model operations). On top of this formalism, traceability is realized by means of a localization concept, and model management by means of an execution concept.},
  language  = {en}
}
@phdthesis{Polyvyanyy2012,
  author    = {Polyvyanyy, Artem},
  title     = {Structuring process models},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59024},
  school      = {Universit{\"a}t Potsdam},
  year      = {2012},
  abstract  = {One can fairly adopt the ideas of Donald E. Knuth to conclude that process modeling is both a science and an art. Process modeling does have an aesthetic sense. Similar to composing an opera or writing a novel, process modeling is carried out by humans who undergo creative practices when engineering a process model. Therefore, the very same process can be modeled in a myriad number of ways. Once modeled, processes can be analyzed by employing scientific methods. Usually, process models are formalized as directed graphs, with nodes representing tasks and decisions, and directed arcs describing temporal constraints between the nodes. Common process definition languages, such as Business Process Model and Notation (BPMN) and Event-driven Process Chain (EPC) allow process analysts to define models with arbitrary complex topologies. The absence of structural constraints supports creativity and productivity, as there is no need to force ideas into a limited amount of available structural patterns. Nevertheless, it is often preferable that models follow certain structural rules. A well-known structural property of process models is (well-)structuredness. A process model is (well-)structured if and only if every node with multiple outgoing arcs (a split) has a corresponding node with multiple incoming arcs (a join), and vice versa, such that the set of nodes between the split and the join induces a single-entry-single-exit (SESE) region; otherwise the process model is unstructured. The motivations for well-structured process models are manifold: (i) Well-structured process models are easier to layout for visual representation as their formalizations are planar graphs. (ii) Well-structured process models are easier to comprehend by humans. (iii) Well-structured process models tend to have fewer errors than unstructured ones and it is less probable to introduce new errors when modifying a well-structured process model. (iv) Well-structured process models are better suited for analysis with many existing formal techniques applicable only for well-structured process models. (v) Well-structured process models are better suited for efficient execution and optimization, e.g., when discovering independent regions of a process model that can be executed concurrently. Consequently, there are process modeling languages that encourage well-structured modeling, e.g., Business Process Execution Language (BPEL) and ADEPT. However, the well-structured process modeling implies some limitations: (i) There exist processes that cannot be formalized as well-structured process models. (ii) There exist processes that when formalized as well-structured process models require a considerable duplication of modeling constructs. Rather than expecting well-structured modeling from start, we advocate for the absence of structural constraints when modeling. Afterwards, automated methods can suggest, upon request and whenever possible, alternative formalizations that are "better" structured, preferably well-structured. In this thesis, we study the problem of automatically transforming process models into equivalent well-structured models. The developed transformations are performed under a strong notion of behavioral equivalence which preserves concurrency. The findings are implemented in a tool, which is publicly available.},
  language  = {en}
}
@article{AbkeSchwirtlichSedelmaier2013,
  author    = {Abke, J{\"o}rg and Schwirtlich, Vincent and Sedelmaier, Yvonne},
  title     = {Kompetenzf{\"o}rderung im Software Engineering durch ein mehrstufiges Lehrkonzept im Studiengang Mechatronik},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64899},
  pages     = {79 -- 84},
  year      = {2013},
  abstract  = {Dieser Beitrag stellt das Lehr-Lern-Konzept zur Kompetenzf{\"o}rderung im Software Engineering im Studiengang Mechatronik der Hochschule Aschaffenburg dar. Dieses Konzept ist mehrstufig mit Vorlesungs-, Seminar- und Projektsequenzen. Dabei werden Herausforderungen und Verbesserungspotentiale identifiziert und dargestellt. Abschließend wird ein {\"U}berblick gegeben, wie im Rahmen eines gerade gestarteten Forschungsprojektes Lehr-Lernkonzepte weiterentwickelt werden k{\"o}nnen.},
  language  = {de}
}
@article{Doerge2013,
  author    = {D{\"o}rge, Christina},
  title     = {Entwicklung eines methodologischen Verfahrens zur Ermittlung von informatischen Kompetenzen},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64906},
  pages     = {85 -- 90},
  year      = {2013},
  abstract  = {Der traditionelle Weg in der Informatik besteht darin, Kompetenzen entweder normativ durch eine Expertengruppe festzulegen oder als Ableitungsergebnis eines Bildungsstandards aus einem externen Feld. Dieser Artikel stellt einen neuartigen und alternativen Ansatz vor, der sich der Methodik der Qualitativen Inhaltsanalyse (QI) bedient. Das Ziel war die Ableitung von informatischen Schl{\"u}sselkompetenzen anhand bereits etablierter und erprobter didaktischer Ans{\"a}tze der Informatikdidaktik. Dazu wurde zun{\"a}chst aus einer Reihe von Informatikdidaktikb{\"u}chern eine Liste mit m{\"o}glichen Kandidaten f{\"u}r Kompetenzen generiert. Diese Liste wurde als QI-Kategoriensystem verwendet, mit der sechs verschiedene didaktische Ans{\"a}tze analysiert wurden. Ein abschließender Verfeinerungsschritt erfolgte durch die {\"U}berpr{\"u}fung, welche der gefundenen Kompetenzen in allen vier Kernbereichen der Informatik (theoretische, technische, praktische und angewandte Informatik) Anwendung finden. Diese Methode wurde f{\"u}r die informatische Schulausbildung exemplarisch entwickelt und umgesetzt, ist aber ebenfalls ein geeignetes Vorgehen f{\"u}r die Identifizierung von Schl{\"u}sselkompetenzen in anderen Gebieten, wie z. B. in der informatischen Hochschulausbildung, und soll deshalb hier kurz vorgestellt werden.},
  language  = {de}
}
@article{MuellerFrommerHumbert2013,
  author    = {M{\"u}ller, Dorothee and Frommer, Andreas and Humbert, Ludger},
  title     = {Informatik im Alltag},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64959},
  pages     = {98 -- 104},
  year      = {2013},
  abstract  = {Die Fachwissenschaft Informatik stellt Mittel bereit, deren Nutzung f{\"u}r Studierende heutzutage selbstverst{\"a}ndlich ist. Diese Tatsache darf uns allerdings nicht dar- {\"u}ber hinwegt{\"a}uschen, dass Studierende in der Regel keine Grundlage im Sinne einer informatischen Allgemeinbildung gem{\"a}{\"y} der Bildungsstandards der Gesellschaft f{\"u}r Informatik besitzen. Das Schulfach Informatik hat immer noch keinen durchg{\"a}ngigen Platz in den Stundentafeln der allgemein bildenden Schule gefunden. Zuk{\"u}nftigen Lehrkr{\"a}ften ist im Rahmen der bildungswissenschaftlichen Anteile im Studium eine hinreichende Medienkompetenz zu vermitteln. Mit der {\"u}berragenden Bedeutung der digitalen Medien kann dies nur auf der Grundlage einer ausreichenden informatischen Grundbildung erfolgen. Damit ist es angezeigt, ein Studienangebot bereitzustellen, das allen Studierenden ein Eintauchen in Elemente (Fachgebiete) der Fachwissenschaft Informatik aus der Sicht des Alltags bietet. An diesen Elementen werden exemplarisch verschiedene Aspekte der Fachwissenschaft beleuchtet, um einen Einblick in die Vielgestaltigkeit der Fragen und L{\"o}sungsstrategien der Informatik zu erlauben und so die informatische Grundbildung zu bef{\"o}rdern.},
  language  = {de}
}
@phdthesis{Boehm2013,
  author    = {B{\"o}hm, Christoph},
  title     = {Enriching the Web of Data with topics and links},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-68624},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {This thesis presents novel ideas and research findings for the Web of Data - a global data space spanning many so-called Linked Open Data sources. Linked Open Data adheres to a set of simple principles to allow easy access and reuse for data published on the Web. Linked Open Data is by now an established concept and many (mostly academic) publishers adopted the principles building a powerful web of structured knowledge available to everybody. However, so far, Linked Open Data does not yet play a significant role among common web technologies that currently facilitate a high-standard Web experience. In this work, we thoroughly discuss the state-of-the-art for Linked Open Data and highlight several shortcomings - some of them we tackle in the main part of this work. First, we propose a novel type of data source meta-information, namely the topics of a dataset. This information could be published with dataset descriptions and support a variety of use cases, such as data source exploration and selection. For the topic retrieval, we present an approach coined Annotated Pattern Percolation (APP), which we evaluate with respect to topics extracted from Wikipedia portals. Second, we contribute to entity linking research by presenting an optimization model for joint entity linking, showing its hardness, and proposing three heuristics implemented in the LINked Data Alignment (LINDA) system. Our first solution can exploit multi-core machines, whereas the second and third approach are designed to run in a distributed shared-nothing environment. We discuss and evaluate the properties of our approaches leading to recommendations which algorithm to use in a specific scenario. The distributed algorithms are among the first of their kind, i.e., approaches for joint entity linking in a distributed fashion. Also, we illustrate that we can tackle the entity linking problem on the very large scale with data comprising more than 100 millions of entity representations from very many sources. Finally, we approach a sub-problem of entity linking, namely the alignment of concepts. We again target a method that looks at the data in its entirety and does not neglect existing relations. Also, this concept alignment method shall execute very fast to serve as a preprocessing for further computations. Our approach, called Holistic Concept Matching (HCM), achieves the required speed through grouping the input by comparing so-called knowledge representations. Within the groups, we perform complex similarity computations, relation conclusions, and detect semantic contradictions. The quality of our result is again evaluated on a large and heterogeneous dataset from the real Web. In summary, this work contributes a set of techniques for enhancing the current state of the Web of Data. All approaches have been tested on large and heterogeneous real-world input.},
  language  = {en}
}
@misc{Frank2013,
  type      = {Master Thesis},
  author    = {Frank, Mario},
  title     = {TEMPLAR : efficient determination of relevant axioms in big formula sets for theorem proving},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-72112},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {This document presents a formula selection system for classical first order theorem proving based on the relevance of formulae for the proof of a conjecture. It is based on unifiability of predicates and is also able to use a linguistic approach for the selection. The scope of the technique is the reduction of the set of formulae and the increase of the amount of provable conjectures in a given time. Since the technique generates a subset of the formula set, it can be used as a preprocessor for automated theorem proving. The document contains the conception, implementation and evaluation of both selection concepts. While the one concept generates a search graph over the negation normal forms or Skolem normal forms of the given formulae, the linguistic concept analyses the formulae and determines frequencies of lexemes and uses a tf-idf weighting algorithm to determine the relevance of the formulae. Though the concept is built for first order logic, it is not limited to it. The concept can be used for higher order and modal logik, too, with minimal adoptions. The system was also evaluated at the world championship of automated theorem provers (CADE ATP Systems Competition, CASC-24) in combination with the leanCoP theorem prover and the evaluation of the results of the CASC and the benchmarks with the problems of the CASC of the year 2012 (CASC-J6) show that the concept of the system has positive impact to the performance of automated theorem provers. Also, the benchmarks with two different theorem provers which use different calculi have shown that the selection is independent from the calculus. Moreover, the concept of TEMPLAR has shown to be competitive to some extent with the concept of SinE and even helped one of the theorem provers to solve problems that were not (or slower) solved with SinE selection in the CASC. Finally, the evaluation implies that the combination of the unification based and linguistic selection yields more improved results though no optimisation was done for the problems.},
  language  = {en}
}
@inproceedings{HeinischRomeikeKnobelsdorfetal.2013,
  author    = {Heinisch, Isabelle and Romeike, Ralf and Knobelsdorf, Maria and Kreitz, Christoph and Nyl{\´e}n, Aletta and D{\"o}rge, Christina and G{\"o}ttel, Timo and Holz, Jan and Bergner, Nadine and Schroeder, Ulrik and Metzger, Christiane and Haag, Johann and Abke, J{\"o}rg and Schwirtlich, Vincent and Sedelmaier, Yvonne and M{\"u}ller, Dorothee and Frommer, Andreas and Humbert, Ludger and Berges, Marc and M{\"u}hling, Andreas and Hubwieser, Peter and Steuer, Horst and Engbring, Dieter and Selke, Harald and Drews, Paul and Schirmer, Ingrid and Morisse, Marcel and Sagawe, Arno and Rolf, Arno and Friedemann, Stefan and Gr{\"o}ger, Stefan and Schumann, Matthias and Klinger, Melanie and Polutina, Olena and Bibel, Ariane and G{\"o}tz, Christian and Brinda, Torsten and Apel, Rebecca and Berg, Tobias and Bergner, Nadine and Chatti, Mohamed Amine and Leicht-Scholten, Carmen and Schroeder, Ulrik and Al-Saffar, Loay Talib and Petre, Marian and Schirmer, Ingrid and Rick, Detlef},
  title     = {HDI 2012 - Informatik f{\"u}r eine nachhaltige Zukunft : 5. Fachtagung Hochschuldidaktik der Informatik ; 06.-07. November 2012, Universit{\"a}t Hamburg},
  editor    = {Forbrig, Peter and Rick, Detlef and Schmolitzky, Axel},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-220-9},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-62891},
  pages     = {169},
  year      = {2013},
  abstract  = {Die Tagungsreihe zur Hochschuldidaktik der Informatik HDI wird 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. Diese f{\"u}nfte HDI 2012 wurde an der Universit{\"a}t Hamburg organisiert. F{\"u}r sie wurde das spezielle Motto „Informatik f{\"u}r eine nachhaltige Zukunft" gew{\"a}hlt, um insbesondere Fragen der Bildungsrelevanz informatischer Inhalte, der Kompetenzen f{\"u}r Studierende informatisch gepr{\"a}gter Studieng{\"a}nge und der Rolle der Informatik in der Hochschulentwicklung zu diskutieren.},
  language  = {de}
}
@article{KnobelsdorfKreitz2013,
  author    = {Knobelsdorf, Maria and Kreitz, Christoph},
  title     = {Ein konstruktivistischer Lehransatz f{\"u}r die Einf{\"u}hrungsveranstaltung der Theoretischen Informatik},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64845},
  pages     = {21 -- 32},
  year      = {2013},
  abstract  = {Ausgehend von einem sozial-konstruktivistischen Verst{\"a}ndnis von Lernprozessen und unter der besonderen Ber{\"u}cksichtigung der durch die Bologna-Studienreform angeregten Kompetenzorientierung, haben wir in den letzten Jahren einen hochschuldidaktischen Ansatz f{\"u}r die Einf{\"u}hrungsveranstaltung im Bereich der Theoretischen Informatik an der Universit{\"a}t Potsdam entwickelt und praktisch erprobt. Nach zahlreichen Experimenten und mit einer Durchfallquote von zuletzt 6\% im Wintersemester 2011/2012 haben wir den Eindruck, dass der Ansatz den Studierenden jene Lernumgebung und -anregung bietet, die ihnen hilft, die entsprechenden Fachkompetenzen in der Veranstaltung zu entwickeln. In diesem Artikel stellen wir unseren Ansatz vor und skizzieren abschlie{\"y}end, wie wir diesen im n{\"a}chsten Wintersemester empirisch evaluieren werden.},
  language  = {de}
}
@article{Goettel2013,
  author    = {G{\"o}ttel, Timo},
  title     = {Schnupperveranstaltungen Informatik in der Hochschullandschaft},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64860},
  pages     = {45 -- 55},
  year      = {2013},
  abstract  = {Die vorliegende Arbeit er{\"o}rtert die Frage, wie Nachwuchs f{\"u}r das Informatikstudium nachhaltig gesichert werden kann. Dazu werden Befragungen unter Sch{\"u}lerinnen und Sch{\"u}lern (13-16 Jahre), sowie aktuelle Informatik-Schnupperangebote f{\"u}r Sch{\"u}lerinnen und Sch{\"u}ler an deutschsprachigen Hochschulen vorgestellt und untersucht. Diese Gegen{\"u}berstellung zeigt deutlich, dass die Angebote nur bedingt eine breite Zielgruppe ansprechen und dass weitere Formate und Inhalte notwendig sind, um Sch{\"u}lerinnen und Sch{\"u}ler fr{\"u}hzeitig und in voller Breite zu erreichen und f{\"u}r das Informatikstudium zu begeistern. Daraus wird abgeleitet, dass Missverst{\"a}ndnisse und Probleme mit der Informatik im Schulkontext aufgegriffen werden m{\"u}ssen. Das vorgestellte Programm Schulbotschafter Informatik stellt einen m{\"o}glichen Weg dar, um dies zu erreichen und {\"u}bliche Schnupperangebote zu erg{\"a}nzen.},
  language  = {de}
}
@article{GoetzBrinda2013,
  author    = {G{\"o}tz, Christian and Brinda, Torsten},
  title     = {Sind soziale Netzwerke geeignet, um darin f{\"u}r Informatikstudieng{\"a}nge zu werben?},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-65017},
  pages     = {137 -- 142},
  year      = {2013},
  abstract  = {Durch den bundesweiten R{\"u}ckgang der Sch{\"u}lerzahlen und einer steigenden Zahl von Bildungsangeboten geraten Universit{\"a}ten und Hochschulen in den n{\"a}chsten Jahren weiter in eine Wettbewerbssituation, weshalb sie effektive Marketingmaßnahmen entwickeln m{\"u}ssen, um Sch{\"u}lerinnen und Sch{\"u}ler m{\"o}glichst fr{\"u}hzeitig f{\"u}r das jeweilige Angebot (z. B. Informatik- und informatiknahe Studieng{\"a}nge) zu interessieren. Ein Medium, {\"u}ber das sich potenziell sehr viele Jugendliche erreichen lassen, sind dabei soziale Netzwerke. Diese Arbeit pr{\"a}sentiert Ergebnisse einer Studie unter Informatikstudienanf{\"a}ngerinnen und -anf{\"a}ngern zum Nutzungsverhalten sozialer Netzwerke und zieht Schlussfolgerungen zu deren Eignung als Werbe- und Informationskanal f{\"u}r die Zielgruppe der Informatikinteressierten.},
  language  = {de}
}
@article{ApelBergBergneretal.2013,
  author    = {Apel, Rebecca and Berg, Tobias and Bergner, Nadine and Chatti, Mhamed Amine and Holz, Jan and Leicht-Scholten, Carmen and Schroeder, Ulrike},
  title     = {Ein vierstufiges F{\"o}rderkonzept f{\"u}r die Studieneingangsphase in der Informatik},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-65025},
  pages     = {143 -- 148},
  year      = {2013},
  abstract  = {Es wird ein vierstufiges F{\"o}rderkonzept f{\"u}r die Studieneingangsphase im Fach Informatik beschrieben, das derzeit im Rahmen des Projekts IGaDtools4MINT an der RWTH Aachen auf der Basis einer Literaturanalyse und eines daraus abgeleiteten Indikatorenkatalogs entwickelt wird.},
  language  = {de}
}
@article{SchirmerRick2013,
  author    = {Schirmer, Ingrid and Rick, Detlef},
  title     = {Pers{\"o}nlichkeitsbildung und informatische Professionalisierung},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-65053},
  pages     = {160 -- 169},
  year      = {2013},
  language  = {de}
}
@phdthesis{Kyprianidis2013,
  author    = {Kyprianidis, Jan Eric},
  title     = {Structure adaptive stylization of images and video},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64104},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {In the early days of computer graphics, research was mainly driven by the goal to create realistic synthetic imagery. By contrast, non-photorealistic computer graphics, established as its own branch of computer graphics in the early 1990s, is mainly motivated by concepts and principles found in traditional art forms, such as painting, illustration, and graphic design, and it investigates concepts and techniques that abstract from reality using expressive, stylized, or illustrative rendering techniques. This thesis focuses on the artistic stylization of two-dimensional content and presents several novel automatic techniques for the creation of simplified stylistic illustrations from color images, video, and 3D renderings. Primary innovation of these novel techniques is that they utilize the smooth structure tensor as a simple and efficient way to obtain information about the local structure of an image. More specifically, this thesis contributes to knowledge in this field in the following ways. First, a comprehensive review of the structure tensor is provided. In particular, different methods for integrating the minor eigenvector field of the smoothed structure tensor are developed, and the superiority of the smoothed structure tensor over the popular edge tangent flow is demonstrated. Second, separable implementations of the popular bilateral and difference of Gaussians filters that adapt to the local structure are presented. These filters avoid artifacts while being computationally highly efficient. Taken together, both provide an effective way to create a cartoon-style effect. Third, a generalization of the Kuwahara filter is presented that avoids artifacts by adapting the shape, scale, and orientation of the filter to the local structure. This causes directional image features to be better preserved and emphasized, resulting in overall sharper edges and a more feature-abiding painterly effect. In addition to the single-scale variant, a multi-scale variant is presented, which is capable of performing a highly aggressive abstraction. Fourth, a technique that builds upon the idea of combining flow-guided smoothing with shock filtering is presented, allowing for an aggressive exaggeration and an emphasis of directional image features. All presented techniques are suitable for temporally coherent per-frame filtering of video or dynamic 3D renderings, without requiring expensive extra processing, such as optical flow. Moreover, they can be efficiently implemented to process content in real-time on a GPU.},
  language  = {en}
}
@article{HilseLucke2013,
  author    = {Hilse, Michael and Lucke, Ulrike},
  title     = {eLiS - E-Learning in Studienbereichen},
  series = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  journal   = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-44227},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442275},
  pages     = {73 -- 75},
  year      = {2013},
  abstract  = {Deutsche Universit{\"a}ten erweitern ihre E-Learning-Angebote als Service f{\"u}r die Studierenden und Lehrenden. Diese sind je nach Fakult{\"a}t unterschiedlich ausgepr{\"a}gt. Dieser Artikel zeigt, wie durch technische Erweiterung der Infrastruktur, einer Anpassung der Organisationsstruktur und einer gezielten Inhaltsentwicklung eine durchg{\"a}ngige und personalisierbare Lehr- und Lernumgebung (Personal Learning Environment, PLE) geschaffen und damit die Akzeptanz bei den Lehrenden und Studierenden f{\"u}r E-Learning erh{\"o}ht werden kann. Aus der vorausgehenden, systematischen Anforderungsanalyse k{\"o}nnen Kennzahlen f{\"u}r die Qualit{\"a}tssicherung von E-Learning-Angeboten abgeleitet werden.},
  language  = {de}
}
@inproceedings{TavangarianSchroederIgeletal.2013,
  author    = {Tavangarian, Djamshid and Schroeder, Ulrik and Igel, Christoph and Magenheim, Johannes and Kundisch, Dennis and Beutner, Marc and Herrmann, Philipp and Whittaker, Michael and Reinhardt, Wolfgang and Zoyke, Andrea and Elbeshausen, Stefanie and Griesbaum, Joachim and Koelle, Ralph and Kneiphoff, Anika Hanna and Mauch, Martina and H{\"u}bner, Sandra and Walter, Satjawan and Dittler, Ullrich and Baumann, Annette and Reeh, Lucas and Beuster, Liane and Elkina, Margarita and Fortenbacher, Albrecht and Kappe, Leonard and Merceron, Agathe and Pursian, Andreas and Schwarzrock, Sebastian and Wenzlaff, Boris and Hilse, Michael and Lucke, Ulrike},
  title     = {E-Learning Symposium 2012},
  editor    = {Lucke, Ulrike},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-6162},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-62661},
  pages     = {77},
  year      = {2013},
  abstract  = {Dieser Tagungsband beinhaltet die auf dem E-Learning Symposium 2012 an der Universit{\"a}t Potsdam vorgestellten Beitr{\"a}ge zu aktuellen Anwendungen, innovativen Prozesse und neuesten Ergebnissen im Themenbereich E-Learning. Lehrende, E-Learning-Praktiker und -Entscheider tauschten ihr Wissen {\"u}ber etablierte und geplante Konzepte im Zusammenhang mit dem Student-Life-Cycle aus. Der Schwerpunkt lag hierbei auf der unmittelbaren Unterst{\"u}tzung von Lehr- und Lernprozessen, auf Pr{\"a}sentation, Aktivierung und Kooperation durch Verwendung von neuen und etablierten Technologien.},
  language  = {de}
}
@phdthesis{Trapp2013,
  author    = {Trapp, Matthias},
  title     = {Interactive rendering techniques for focus+context visualization of 3D geovirtual environments},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66824},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {This thesis introduces a collection of new real-time rendering techniques and applications for focus+context visualization of interactive 3D geovirtual environments such as virtual 3D city and landscape models. These environments are generally characterized by a large number of objects and are of high complexity with respect to geometry and textures. For these reasons, their interactive 3D rendering represents a major challenge. Their 3D depiction implies a number of weaknesses such as occlusions, cluttered image contents, and partial screen-space usage. To overcome these limitations and, thus, to facilitate the effective communication of geo-information, principles of focus+context visualization can be used for the design of real-time 3D rendering techniques for 3D geovirtual environments (see Figure). In general, detailed views of a 3D geovirtual environment are combined seamlessly with abstracted views of the context within a single image. To perform the real-time image synthesis required for interactive visualization, dedicated parallel processors (GPUs) for rasterization of computer graphics primitives are used. For this purpose, the design and implementation of appropriate data structures and rendering pipelines are necessary. The contribution of this work comprises the following five real-time rendering methods: • The rendering technique for 3D generalization lenses enables the combination of different 3D city geometries (e.g., generalized versions of a 3D city model) in a single image in real time. The method is based on a generalized and fragment-precise clipping approach, which uses a compressible, raster-based data structure. It enables the combination of detailed views in the focus area with the representation of abstracted variants in the context area. • The rendering technique for the interactive visualization of dynamic raster data in 3D geovirtual environments facilitates the rendering of 2D surface lenses. It enables a flexible combination of different raster layers (e.g., aerial images or videos) using projective texturing for decoupling image and geometry data. Thus, various overlapping and nested 2D surface lenses of different contents can be visualized interactively. • The interactive rendering technique for image-based deformation of 3D geovirtual environments enables the real-time image synthesis of non-planar projections, such as cylindrical and spherical projections, as well as multi-focal 3D fisheye-lenses and the combination of planar and non-planar projections. • The rendering technique for view-dependent multi-perspective views of 3D geovirtual environments, based on the application of global deformations to the 3D scene geometry, can be used for synthesizing interactive panorama maps to combine detailed views close to the camera (focus) with abstract views in the background (context). This approach reduces occlusions, increases the usage the available screen space, and reduces the overload of image contents. • The object-based and image-based rendering techniques for highlighting objects and focus areas inside and outside the view frustum facilitate preattentive perception. The concepts and implementations of interactive image synthesis for focus+context visualization and their selected applications enable a more effective communication of spatial information, and provide building blocks for design and development of new applications and systems in the field of 3D geovirtual environments.},
  language  = {en}
}
@article{DrewsSchirmerMorisseetal.2013,
  author    = {Drews, Paul and Schirmer, Ingrid and Morisse, Marcel and Sagawe, Arno and Rolf, Arno},
  title     = {Reflexionsdialog mit DialogueMaps},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64983},
  pages     = {117 -- 123},
  year      = {2013},
  abstract  = {In einigen Bereichen der Informatiklehre ist es m{\"o}glich, die pers{\"o}nlichen Erfahrungen der Studierenden im Umgang mit Informationstechnik aufzugreifen und vor dem Hintergrund theoretischer Konzepte aus der Literatur gemeinsam mit ihnen zu reflektieren. Das hier vorgestellte Lehrkonzept des Reflexionsdialogs erstreckt sich {\"u}ber drei Seminartermine und vorbereitende Selbstlernphasen. Unterst{\"u}tzt wird das Konzept durch DialogueMaps, eine Software zur Visualisierung komplexer Sachverhalte und zur Unterst{\"u}tzung interaktiver Dialoge. Dieser Beitrag beschreibt die Hintergr{\"u}nde des Lehrkonzeptes, das Lehrkonzept selbst sowie die inhaltliche Ausgestaltung im Rahmen eines Mastermoduls „Computergest{\"u}tzte Kooperation".},
  language  = {de}
}
@article{NylenDoerge2013,
  author    = {Nyl{\´e}n, Aletta and D{\"o}rge, Christina},
  title     = {Using competencies to structure scientific writing education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64851},
  pages     = {33 -- 44},
  year      = {2013},
  abstract  = {Scientific writing is an important skill for computer science and computer engineering professionals. In this paper we present a writing concept across the curriculum program directed towards scientific writing. The program is built around a hierarchy of learning outcomes. The hierarchy is constructed through analyzing the learning outcomes in relation to competencies that are needed to fulfill them.},
  language  = {en}
}
@article{FriedemannGroegerSchumann2013,
  author    = {Friedemann, Stefan and Gr{\"o}ger, Stefan and Schumann, Matthias},
  title     = {Was denken Studierende {\"u}ber SAP ERP?},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64995},
  pages     = {124 -- 130},
  year      = {2013},
  abstract  = {Viele Hochschulen nutzen SAP ERP in der Lehre, um den Studierenden einen Einblick in die Funktionsweise und den Aufbau von integrierter Standardsoftware zu erm{\"o}glichen. Im Rahmen solcher Schulungen bilden die Studierenden eine Meinung und Bewertung der Software. In diesem Artikel wird untersucht, wie sich klassische Modelle der Nutzungswahrnehmung auf die spezielle Situation von SAP ERP in der Lehre {\"u}bertragen lassen und welchen Einfluss bestimmte Faktoren haben. Dazu wurden vier Vorher-Nachher-Studien durchgef{\"u}hrt. Die Ergebnisse zeigen, dass die Funktionalit{\"a}t im Laufe der Schulung positiver und die Benutzungsfreundlichkeit als negativer bewertet wird.},
  language  = {de}
}
@phdthesis{Holz2013,
  author    = {Holz, Christian},
  title     = {3D from 2D touch},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-67796},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {While interaction with computers used to be dominated by mice and keyboards, new types of sensors now allow users to interact through touch, speech, or using their whole body in 3D space. These new interaction modalities are often referred to as "natural user interfaces" or "NUIs." While 2D NUIs have experienced major success on billions of mobile touch devices sold, 3D NUI systems have so far been unable to deliver a mobile form factor, mainly due to their use of cameras. The fact that cameras require a certain distance from the capture volume has prevented 3D NUI systems from reaching the flat form factor mobile users expect. In this dissertation, we address this issue by sensing 3D input using flat 2D sensors. The systems we present observe the input from 3D objects as 2D imprints upon physical contact. By sampling these imprints at very high resolutions, we obtain the objects' textures. In some cases, a texture uniquely identifies a biometric feature, such as the user's fingerprint. In other cases, an imprint stems from the user's clothing, such as when walking on multitouch floors. By analyzing from which part of the 3D object the 2D imprint results, we reconstruct the object's pose in 3D space. While our main contribution is a general approach to sensing 3D input on 2D sensors upon physical contact, we also demonstrate three applications of our approach. (1) We present high-accuracy touch devices that allow users to reliably touch targets that are a third of the size of those on current touch devices. We show that different users and 3D finger poses systematically affect touch sensing, which current devices perceive as random input noise. We introduce a model for touch that compensates for this systematic effect by deriving the 3D finger pose and the user's identity from each touch imprint. We then investigate this systematic effect in detail and explore how users conceptually touch targets. Our findings indicate that users aim by aligning visual features of their fingers with the target. We present a visual model for touch input that eliminates virtually all systematic effects on touch accuracy. (2) From each touch, we identify users biometrically by analyzing their fingerprints. Our prototype Fiberio integrates fingerprint scanning and a display into the same flat surface, solving a long-standing problem in human-computer interaction: secure authentication on touchscreens. Sensing 3D input and authenticating users upon touch allows Fiberio to implement a variety of applications that traditionally require the bulky setups of current 3D NUI systems. (3) To demonstrate the versatility of 3D reconstruction on larger touch surfaces, we present a high-resolution pressure-sensitive floor that resolves the texture of objects upon touch. Using the same principles as before, our system GravitySpace analyzes all imprints and identifies users based on their shoe soles, detects furniture, and enables accurate touch input using feet. By classifying all imprints, GravitySpace detects the users' body parts that are in contact with the floor and then reconstructs their 3D body poses using inverse kinematics. GravitySpace thus enables a range of applications for future 3D NUI systems based on a flat sensor, such as smart rooms in future homes. We conclude this dissertation by projecting into the future of mobile devices. Focusing on the mobility aspect of our work, we explore how NUI devices may one day augment users directly in the form of implanted devices.},
  language  = {en}
}
@phdthesis{Scheffler2013,
  author    = {Scheffler, Thomas},
  title     = {Privacy enforcement with data owner-defined policies},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-67939},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {This thesis proposes a privacy protection framework for the controlled distribution and use of personal private data. The framework is based on the idea that privacy policies can be set directly by the data owner and can be automatically enforced against the data user. Data privacy continues to be a very important topic, as our dependency on electronic communication maintains its current growth, and private data is shared between multiple devices, users and locations. The growing amount and the ubiquitous availability of personal private data increases the likelihood of data misuse. Early privacy protection techniques, such as anonymous email and payment systems have focused on data avoidance and anonymous use of services. They did not take into account that data sharing cannot be avoided when people participate in electronic communication scenarios that involve social interactions. This leads to a situation where data is shared widely and uncontrollably and in most cases the data owner has no control over further distribution and use of personal private data. Previous efforts to integrate privacy awareness into data processing workflows have focused on the extension of existing access control frameworks with privacy aware functions or have analysed specific individual problems such as the expressiveness of policy languages. So far, very few implementations of integrated privacy protection mechanisms exist and can be studied to prove their effectiveness for privacy protection. Second level issues that stem from practical application of the implemented mechanisms, such as usability, life-time data management and changes in trustworthiness have received very little attention so far, mainly because they require actual implementations to be studied. Most existing privacy protection schemes silently assume that it is the privilege of the data user to define the contract under which personal private data is released. Such an approach simplifies policy management and policy enforcement for the data user, but leaves the data owner with a binary decision to submit or withhold his or her personal data based on the provided policy. We wanted to empower the data owner to express his or her privacy preferences through privacy policies that follow the so-called Owner-Retained Access Control (ORAC) model. ORAC has been proposed by McCollum, et al. as an alternate access control mechanism that leaves the authority over access decisions by the originator of the data. The data owner is given control over the release policy for his or her personal data, and he or she can set permissions or restrictions according to individually perceived trust values. Such a policy needs to be expressed in a coherent way and must allow the deterministic policy evaluation by different entities. The privacy policy also needs to be communicated from the data owner to the data user, so that it can be enforced. Data and policy are stored together as a Protected Data Object that follows the Sticky Policy paradigm as defined by Mont, et al. and others. We developed a unique policy combination approach that takes usability aspects for the creation and maintenance of policies into consideration. Our privacy policy consists of three parts: A Default Policy provides basic privacy protection if no specific rules have been entered by the data owner. An Owner Policy part allows the customisation of the default policy by the data owner. And a so-called Safety Policy guarantees that the data owner cannot specify disadvantageous policies, which, for example, exclude him or her from further access to the private data. The combined evaluation of these three policy-parts yields the necessary access decision. The automatic enforcement of privacy policies in our protection framework is supported by a reference monitor implementation. We started our work with the development of a client-side protection mechanism that allows the enforcement of data-use restrictions after private data has been released to the data user. The client-side enforcement component for data-use policies is based on a modified Java Security Framework. Privacy policies are translated into corresponding Java permissions that can be automatically enforced by the Java Security Manager. When we later extended our work to implement server-side protection mechanisms, we found several drawbacks for the privacy enforcement through the Java Security Framework. We solved this problem by extending our reference monitor design to use Aspect-Oriented Programming (AOP) and the Java Reflection API to intercept data accesses in existing applications and provide a way to enforce data owner-defined privacy policies for business applications.},
  language  = {en}
}
@phdthesis{Dawoud2013,
  author    = {Dawoud, Wesam},
  title     = {Scalability and performance management of internet applications in the cloud},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-68187},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {Cloud computing is a model for enabling on-demand access to a shared pool of computing resources. With virtually limitless on-demand resources, a cloud environment enables the hosted Internet application to quickly cope when there is an increase in the workload. However, the overhead of provisioning resources exposes the Internet application to periods of under-provisioning and performance degradation. Moreover, the performance interference, due to the consolidation in the cloud environment, complicates the performance management of the Internet applications. In this dissertation, we propose two approaches to mitigate the impact of the resources provisioning overhead. The first approach employs control theory to scale resources vertically and cope fast with workload. This approach assumes that the provider has knowledge and control over the platform running in the virtual machines (VMs), which limits it to Platform as a Service (PaaS) and Software as a Service (SaaS) providers. The second approach is a customer-side one that deals with the horizontal scalability in an Infrastructure as a Service (IaaS) model. It addresses the trade-off problem between cost and performance with a multi-goal optimization solution. This approach finds the scale thresholds that achieve the highest performance with the lowest increase in the cost. Moreover, the second approach employs a proposed time series forecasting algorithm to scale the application proactively and avoid under-utilization periods. Furthermore, to mitigate the interference impact on the Internet application performance, we developed a system which finds and eliminates the VMs suffering from performance interference. The developed system is a light-weight solution which does not imply provider involvement. To evaluate our approaches and the designed algorithms at large-scale level, we developed a simulator called (ScaleSim). In the simulator, we implemented scalability components acting as the scalability components of Amazon EC2. The current scalability implementation in Amazon EC2 is used as a reference point for evaluating the improvement in the scalable application performance. ScaleSim is fed with realistic models of the RUBiS benchmark extracted from the real environment. The workload is generated from the access logs of the 1998 world cup website. The results show that optimizing the scalability thresholds and adopting proactive scalability can mitigate 88\% of the resources provisioning overhead impact with only a 9\% increase in the cost.},
  language  = {en}
}
@phdthesis{Haider2013,
  author    = {Haider, Peter},
  title     = {Prediction with Mixture Models},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-69617},
  school      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {Learning a model for the relationship between the attributes and the annotated labels of data examples serves two purposes. Firstly, it enables the prediction of the label for examples without annotation. Secondly, the parameters of the model can provide useful insights into the structure of the data. If the data has an inherent partitioned structure, it is natural to mirror this structure in the model. Such mixture models predict by combining the individual predictions generated by the mixture components which correspond to the partitions in the data. Often the partitioned structure is latent, and has to be inferred when learning the mixture model. Directly evaluating the accuracy of the inferred partition structure is, in many cases, impossible because the ground truth cannot be obtained for comparison. However it can be assessed indirectly by measuring the prediction accuracy of the mixture model that arises from it. This thesis addresses the interplay between the improvement of predictive accuracy by uncovering latent cluster structure in data, and further addresses the validation of the estimated structure by measuring the accuracy of the resulting predictive model. In the application of filtering unsolicited emails, the emails in the training set are latently clustered into advertisement campaigns. Uncovering this latent structure allows filtering of future emails with very low false positive rates. In order to model the cluster structure, a Bayesian clustering model for dependent binary features is developed in this thesis. Knowing the clustering of emails into campaigns can also aid in uncovering which emails have been sent on behalf of the same network of captured hosts, so-called botnets. This association of emails to networks is another layer of latent clustering. Uncovering this latent structure allows service providers to further increase the accuracy of email filtering and to effectively defend against distributed denial-of-service attacks. To this end, a discriminative clustering model is derived in this thesis that is based on the graph of observed emails. The partitionings inferred using this model are evaluated through their capacity to predict the campaigns of new emails. Furthermore, when classifying the content of emails, statistical information about the sending server can be valuable. Learning a model that is able to make use of it requires training data that includes server statistics. In order to also use training data where the server statistics are missing, a model that is a mixture over potentially all substitutions thereof is developed. Another application is to predict the navigation behavior of the users of a website. Here, there is no a priori partitioning of the users into clusters, but to understand different usage scenarios and design different layouts for them, imposing a partitioning is necessary. The presented approach simultaneously optimizes the discriminative as well as the predictive power of the clusters. Each model is evaluated on real-world data and compared to baseline methods. The results show that explicitly modeling the assumptions about the latent cluster structure leads to improved predictions compared to the baselines. It is beneficial to incorporate a small number of hyperparameters that can be tuned to yield the best predictions in cases where the prediction accuracy can not be optimized directly.},
  language  = {en}
}
@article{MetzgerHaag2013,
  author    = {Metzger, Christiane and Haag, Johann},
  title     = {„Ich k{\"o}nnte nie wieder zu einem ‚normalen' Stundenplan zur{\"u}ck!"},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64884},
  pages     = {67 -- 78},
  year      = {2013},
  abstract  = {Im Bachelor-Studiengang (B. Sc.) IT Security an der Fachhochschule St. P{\"o}lten wurde im Wintersemester 2011/12 versuchsweise die Lehrorganisation im ersten Fachsemester ver{\"a}ndert: Die Module bzw. Teilmodule wurden nicht mehr alle parallel zueinander unterrichtet, sondern jedes Modul wurde exklusiv {\"u}ber einige Wochen abgehalten. Im Beitrag werden die Auswirkungen und bisherigen Erfahrungen mit dieser Reorganisation der Lehre geschildert: So haben sich die Noten im Mittel um etwa eine Note verbessert, die Zahl derjenigen Studierenden, die durch Pr{\"u}fungen durchfallen, ist drastisch gesunken. Die Zufriedenheit der Studierenden und Lehrenden ist so groß, dass diese Form der Lehrorganisation im gesamten Bachelor- und auch im Masterstudiengang {\"u}bernommen wird.},
  language  = {de}
}
@article{KlingerPolutinaBibel2013,
  author    = {Klinger, Melanie and Polutina, Olena and Bibel, Ariane},
  title     = {Studentische eLearning-Beratung},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-65003},
  pages     = {131 -- 136},
  year      = {2013},
  abstract  = {Der vorliegende Beitrag besch{\"a}ftigt sich mit der Frage, wie der eLearning-Support in großen Institutionen effizient gestaltet werden kann. Vorgestellt wird ein experimentelles Beratungsprojekt, das Lehrende bei der Gestaltung von eLearning-Maßnahmen mithilfe der Lernplattform ILIAS1 unterst{\"u}tzt. Neben der Zielsetzung des Projekts werden dessen Aufbau und erste Praxiserfahrungen er{\"o}rtert. Außerdem werden Potenziale des Beratungsformats, die insbesondere mit der individuellen Vor-Ort-Beratung der Lehrenden durch hochschuldidaktisch geschulte Studierende einhergehen, erl{\"a}utert. Abschließend werden Grenzen und Weiterentwicklungsperspektiven des Projekts dargestellt. Am Beispiel der ILIAS-Beratung soll gezeigt werden, dass es sich einer nachhaltigen Organisationsentwicklung als zutr{\"a}glich erweist, Kooperationen erschiedenartiger Organisationseinheiten zu f{\"o}rdern und die entstehenden Synergieeffekte zu nutzen.},
  language  = {de}
}
@article{BergesMuehlingHubwieseretal.2013,
  author    = {Berges, Marc and M{\"u}hling, Andreas and Hubwieser, Peter and Steuer, Horst},
  title     = {Informatik f{\"u}r Nichtinformatiker},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64962},
  pages     = {105 -- 110},
  year      = {2013},
  abstract  = {Wir stellen die Konzeption und erste Ergebnisse einer neuartigen Informatik- Lehrveranstaltung f{\"u}r Studierende der Geod{\"a}sie vor. Das Konzept verbindet drei didaktische Ideen: Kontextorientierung, Peer-Tutoring und Praxisbezug (Course). Die Studierenden sollen dabei in zwei Semestern wichtige Grundlagen der Informatik verstehen und anzuwenden lernen. Durch enge Verzahnung der Aufgaben mit einem f{\"u}r Nichtinformatiker relevanten Kontext, sowie einem sehr hohen Anteil von Selbstt{\"a}tigkeit der Studierenden soll die Motivation f{\"u}r fachfremde Themen gesteigert werden. Die Ergebnisse zeigen, dass die Veranstaltung sehr erfolgreich war.},
  language  = {de}
}
@article{EngbringSelke2013,
  author    = {Engbring, Dieter and Selke, Harald},
  title     = {Informatik und Gesellschaft als Gebiet der Informatik},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64977},
  pages     = {111 -- 116},
  year      = {2013},
  abstract  = {In diesem Beitrag berichten wir {\"u}ber die Erfahrungen einer umgestalteten Lehre im Bereich Informatik und Gesellschft (IuG). Die Gr{\"u}nde f{\"u}r die Umge staltung und die Konzeption werden skizziert. Die Erfahrungen haben wir zu Thesen verdichtet: 1. Informatik und Gesellschaft sollte eine Pflichtveranstaltung im Bachelor-Studium sein, in der Studierende einen {\"U}berblick erhalten, welche gesellschaftlichen Rahmenbedingungen f{\"u}r sie relevant sind und wie man diese in die Praxis mit einbeziehen kann. 2. Historische Inhalte der Informatik sollen hier aufgearbeitet werden, indem man aktuelle Entwicklungen im Kontext ihrer Genese betrachtet.},
  language  = {de}
}
@article{Doerge2013,
  author    = {D{\"o}rge, Christina},
  title     = {Entwicklung eines Kompetenzrahmenmodells f{\"u}r die universit{\"a}re Lehre},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64946},
  pages     = {91 -- 97},
  year      = {2013},
  abstract  = {Zurzeit haben wir es mit der folgenden Situation an Universit{\"a}ten zu tun: Studierende kommen mit unterschiedlichem Wissen und Kompetenzen zur Universit{\"a}t, um informatikbezogene Studieng{\"a}nge zu belegen. Diesem Umstand muss in den universit{\"a}ren Kursen entgegengewirkt werden, um ein einheitliches Bildungsziel zu erreichen. F{\"u}r einige Studierende bedeutet dies oft eine Lehrbelastung in einem ohnehin sehr zeitintensiven Studium, was nicht selten zum Studienabbruch f{\"u}hrt. Ein anderes Problem ist die fehlende Transparenz bez{\"u}glich der Gegenst{\"a}nde des Informatikstudiums: einige angehende Studierende kommen mit einem von der Realit{\"a}t abweichenden Bild der Informatik zur Universit{\"a}t, andere entscheiden sich u. U. deshalb gegen ein Informatikstudium, da ihnen nicht bewusst ist, dass das Studium f{\"u}r sie interessant sein k{\"o}nnte. In diesem Artikel soll ein L{\"o}sungsvorschlag anhand eines Kompetenzrahmenmodells vorgestellt werden, mit dessen Hilfe eine Verbesserung der Hochschulsituation erreicht werden kann.},
  language  = {de}
}
@article{AlSaffar2013,
  author    = {Al-Saffar, Loay Talib Ahmed},
  title     = {Where girls take the role of boys in CS},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-65034},
  pages     = {149 -- 154},
  year      = {2013},
  abstract  = {A survey has been carried out in the Computer Science (CS) department at the University of Baghdad to investigate the attitudes of CS students in a female dominant environment, showing the differences between male and female students in different academic years. We also compare the attitudes of the freshman students of two different cultures (University of Baghdad, Iraq, and the University of Potsdam).},
  language  = {en}
}
@article{Petre2013,
  author    = {Petre, Marian},
  title     = {Computing is not a spectator sport},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-65045},
  pages     = {155 -- 159},
  year      = {2013},
  abstract  = {This talk will describe My Digital Life (TU100), a distance learning module that introduces computer science through immediate engagement with ubiquitous computing (ubicomp). This talk will describe some of the principles and concepts we have adopted for this modern computing introduction: the idea of the 'informed digital citizen'; engagement through narrative; playful pedagogy; making the power of ubicomp available to novices; setting technical skills in real contexts. It will also trace how the pedagogy is informed by experiences and research in Computer Science education.},
  language  = {en}
}
@article{HeinischRomeike2013,
  author    = {Heinisch, Isabelle and Romeike, Ralf},
  title     = {Outcome-orientierte Neuausrichtung in der Hochschullehre Informatik},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64831},
  pages     = {9 -- 20},
  year      = {2013},
  abstract  = {Die Orientierung am Outcome eines Lernprozesses stellt einen wichtigen Pfeiler einer kompetenzorientierten Informatiklehre dar. Im Beitrag werden Konzeption und Erfahrungen eines Projekts zur outcome-orientierten Neuausrichtung der Informatiklehre unter Ber{\"u}cksichtigung der Theorie des Constructive Alignment beschrieben. Nach der theoretischen Fundierung der Kompetenzproblematik wird anhand eines Formulierungsmodells ein Prozess zur Erarbeitung beobachtbarer Lernergebnisse dargestellt. Die Diskussion der Projektziele und Erfahrungen in der Umsetzung und Evaluierung unterstreichen die Chancen und Herausforderungen f{\"u}r eine Steigerung der Studienqualit{\"a}t.},
  language  = {de}
}
@article{HolzBergerSchroeder2013,
  author    = {Holz, Jan and Berger, Nadine and Schroeder, Ulrike},
  title     = {Anwendungsorientierte Gestaltung eines Informatik-Vorkurses als Studienmotivator},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64871},
  pages     = {56 -- 66},
  year      = {2013},
  abstract  = {Zur Unterst{\"u}tzung von Studierenden in der Studieneingangsphase wurde an der RWTH Aachen ein neuartiger und motivierender Einstieg in den Vorkurs Informatik entwickelt und zum Wintersemester 2011/12 erprobt. Dabei wurde die grafische Programmierung mittels App Inventor eingef{\"u}hrt, die zur Umsetzung anwendungsbezogener Projekte genutzt wurde. In diesem Beitrag werden die Motivation f{\"u}r die Neugestaltung, das Konzept und die Evaluation des Testlaufs beschrieben. Diese dienen als Grundlage f{\"u}r eine vollst{\"a}ndige Neukonzeption des Vorkurses f{\"u}r das Wintersemester 2012/2013.},
  language  = {de}
}
@phdthesis{Ahmad2014,
  author    = {Ahmad, Nadeem},
  title     = {People centered HMI's for deaf and functionally illiterate users},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-70391},
  school      = {Universit{\"a}t Potsdam},
  year      = {2014},
  abstract  = {The objective and motivation behind this research is to provide applications with easy-to-use interfaces to communities of deaf and functionally illiterate users, which enables them to work without any human assistance. Although recent years have witnessed technological advancements, the availability of technology does not ensure accessibility to information and communication technologies (ICT). Extensive use of text from menus to document contents means that deaf or functionally illiterate can not access services implemented on most computer software. Consequently, most existing computer applications pose an accessibility barrier to those who are unable to read fluently. Online technologies intended for such groups should be developed in continuous partnership with primary users and include a thorough investigation into their limitations, requirements and usability barriers. In this research, I investigated existing tools in voice, web and other multimedia technologies to identify learning gaps and explored ways to enhance the information literacy for deaf and functionally illiterate users. I worked on the development of user-centered interfaces to increase the capabilities of deaf and low literacy users by enhancing lexical resources and by evaluating several multimedia interfaces for them. The interface of the platform-independent Italian Sign Language (LIS) Dictionary has been developed to enhance the lexical resources for deaf users. The Sign Language Dictionary accepts Italian lemmas as input and provides their representation in the Italian Sign Language as output. The Sign Language dictionary has 3082 signs as set of Avatar animations in which each sign is linked to a corresponding Italian lemma. I integrated the LIS lexical resources with MultiWordNet (MWN) database to form the first LIS MultiWordNet(LMWN). LMWN contains information about lexical relations between words, semantic relations between lexical concepts (synsets), correspondences between Italian and sign language lexical concepts and semantic fields (domains). The approach enhances the deaf users' understanding of written Italian language and shows that a relatively small set of lexicon can cover a significant portion of MWN. Integration of LIS signs with MWN made it useful tool for computational linguistics and natural language processing. The rule-based translation process from written Italian text to LIS has been transformed into service-oriented system. The translation process is composed of various modules including parser, semantic interpreter, generator, and spatial allocation planner. This translation procedure has been implemented in the Java Application Building Center (jABC), which is a framework for extreme model driven design (XMDD). The XMDD approach focuses on bringing software development closer to conceptual design, so that the functionality of a software solution could be understood by someone who is unfamiliar with programming concepts. The transformation addresses the heterogeneity challenge and enhances the re-usability of the system. For enhancing the e-participation of functionally illiterate users, two detailed studies were conducted in the Republic of Rwanda. In the first study, the traditional (textual) interface was compared with the virtual character-based interactive interface. The study helped to identify usability barriers and users evaluated these interfaces according to three fundamental areas of usability, i.e. effectiveness, efficiency and satisfaction. In another study, we developed four different interfaces to analyze the usability and effects of online assistance (consistent help) for functionally illiterate users and compared different help modes including textual, vocal and virtual character on the performance of semi-literate users. In our newly designed interfaces the instructions were automatically translated in Swahili language. All the interfaces were evaluated on the basis of task accomplishment, time consumption, System Usability Scale (SUS) rating and number of times the help was acquired. The results show that the performance of semi-literate users improved significantly when using the online assistance. The dissertation thus introduces a new development approach in which virtual characters are used as additional support for barely literate or naturally challenged users. Such components enhanced the application utility by offering a variety of services like translating contents in local language, providing additional vocal information, and performing automatic translation from text to sign language. Obviously, there is no such thing as one design solution that fits for all in the underlying domain. Context sensitivity, literacy and mental abilities are key factors on which I concentrated and the results emphasize that computer interfaces must be based on a thoughtful definition of target groups, purposes and objectives.},
  language  = {en}
}
@article{ZoernerKoehlmannBrandt2014,
  author    = {Zoerner, Dietmar and K{\"o}hlmann, Wiebke and Brandt, Christopher},
  title     = {Mobiles spielebasiertes Lernen an historischen Lernorten},
  series = {E-Learning Symposium 2014 : Mobil und vernetzt - studieren im digitalen Zeitalter ; Potsdam, 14. November 2014},
  journal   = {E-Learning Symposium 2014 : Mobil und vernetzt - studieren im digitalen Zeitalter ; Potsdam, 14. November 2014},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-44235},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442354},
  pages     = {53 -- 54},
  year      = {2014},
  abstract  = {Im Rahmen eines interdisziplin{\"a}ren studentischen Projekts wurde ein Framework f{\"u}r mobile pervasive Lernspiele entwickelt. Am Beispiel des historischen Lernortes Park Sanssouci wurde auf dieser Grundlage ein Lernspiel f{\"u}r Sch{\"u}lerinnen und Sch{\"u}ler implementiert. Die geplante Evaluation soll die Lernwirksamkeit von geobasierten mobilen Lernspielen messen. Dazu wird die Intensit{\"a}t des Flow-Erlebens mit einer ortsgebundenen alternativen Umsetzung verglichen.},
  language  = {de}
}
@inproceedings{BreitlauchNoskovaRensingetal.2014,
  author    = {Breitlauch, Linda and Noskova, Tatiana N. and Rensing, Christoph and Ifenthaler, Dirk and Owassapian, Dominik and Hensinger, Johannes and Buschmann, Jana and Glasemann, Marie and Dirwelis, Swenja and Mach, Michael and Kallookaran, Michael and Robra-Bissantz, Susanne and Zoerner, Dietmar and K{\"o}hlmann, Wiebke and Brandt, Christopher and Kutzner, Tobias and Steinert, Christian},
  title     = {E-Learning Symposium 2014},
  editor    = {Lucke, Ulrike and Gr{\"u}newald, Franka and Hafer, J{\"o}rg},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-6984},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-72154},
  pages     = {59},
  year      = {2014},
  abstract  = {Der Tagungsband zum E-Learning Symposium 2014 an der Universit{\"a}t Potsdam beleuchtet die diversen Zielgruppen und Anwendungsbereiche, die aktuell in der E-Learning-Forschung angesprochen werden. W{\"a}hrend im letzten Symposium 2012 der Dozierende mit den unterschiedlichen M{\"o}glichkeiten der Studierendenaktivierung und Lehrgestaltung im Fokus der Diskussionen stand, werden in diesem Jahr in einem großen Teil der Beitr{\"a}ge die Studierenden ins Zentrum der Aufmerksamkeit ger{\"u}ckt. Dass nicht nur der Inhalt des Lernmediums f{\"u}r den Lernerfolg eine Rolle spielt, sondern auch dessen Unterhaltungswert und die Freude, die die Lernenden w{\"a}hrend des Prozesses der Wissensakquise empfinden, zeigt sehr anschaulich die Keynote von Linda Breitlauch zum Thema „Faites vos Jeux" (Spielen Sie jetzt). Der Beitrag von Zoerner et al. verbindet den Gedanken des spiele-basierten Lernens mit dem nach wie vor aktuellen Thema des mobilen Lernens. Auch in diesem Forschungsbereich spielt die Fokussierung auf den Lernenden eine immer herausragendere Rolle. Einen Schritt weiter in Richtung Individualisierung geht in diesem Zusammenhang der eingeladene Vortrag von Christoph Rensing, der sich mit der Adaptivit{\"a}t von mobilen Lernanwendungen besch{\"a}ftigt. Mit Hilfe zur Verf{\"u}gung stehender Kontextinformationen sollen gezielt individuelle Lernprozesse unterst{\"u}tzt werden. Alle Beitr{\"a}ge, die sich auf mobile Applikationen und auf Spiele beziehen, sprechen auch die zwischenmenschliche Komponente am Lernen an. So wird neben der Mobilit{\"a}t insbesondere auch der Austausch von Lernobjekten zwischen Lernenden (vergleiche den Beitrag von Zoerner et al.) sowie die Kooperation zwischen Lernenden (siehe Beitrag von Kallookaran und Robra-Bissantz) diskutiert. Der interpersonelle Kontakt spielt allerdings ebenfalls in den Beitr{\"a}gen ohne Spiel- oder App-Fokussierung eine Rolle. Tutoren werden beispielsweise zur Moderation von Lernprozessen eingesetzt und Lerngruppen gegr{\"u}ndet um das problem-orientierte Lernen st{\"a}rker in den Mittelpunkt zu r{\"u}cken (siehe Beitrag von Mach und Dirwelis) bzw. n{\"a}her am Bedarf der Studierenden zu arbeiten (wie in eingeladenen Vortrag von Tatiana N. Noskova sowie in dem Beitrag von Mach und Dirwelis beschrieben). In der Evaluation wird ebenfalls der Schritt weg von anonymen, akkumulierten statistischen Auswertungen hin zu individualisierten Nutzerprofilen im Bereich des Learning Analytics untersucht (vergleiche dazu den Beitrag von Ifenthaler). Neben der Schwerpunktsetzung auf die Lernenden und deren Mobilit{\"a}t r{\"u}ckt das Thema Transmedialit{\"a}t st{\"a}rker ins Zentrum der Forschung. W{\"a}hrend schon die Keynote mit ihrem Spielefokus darauf anspricht, geht es in weiteren Beitr{\"a}gen darum Abl{\"a}ufe aus der analogen Welt bestm{\"o}glich in der digitalen Welt abzubilden. Lerninhalte, die bisher mittels Bildern und Texten f{\"u}r Lehrende und Lernende zug{\"a}nglich gemacht wurden, werden nunmehr mit weiteren Medien, insbesondere Videos, angereichert um deren Verst{\"a}ndnis zu erh{\"o}hen. Dies ist beispielsweise geeignet, um Bewegungsabl{\"a}ufe im Sport (vergleiche dazu den Beitrag von Owassapian und Hensinger) oder musikpraktische {\"U}bungen wie Bodyperkussion (beschrieben im Beitrag von Buschmann und Glasemann) zu erlernen Lernendenfokussierung, pers{\"o}nlicher Austausch, Mobilit{\"a}t und Transmedialit{\"a}t sind somit einige der Kernthemen, die Sie in diesem Sammelband erwarten. Auch zeigt die h{\"a}ufige Verkn{\"u}pfung verschedener dieser Kernthemen, dass keines davon ein Randthema ist, sondern sich die Summe aus allen im E-Learning b{\"u}ndelt und damit eine neue Qualit{\"a}t f{\"u}r Lehre, Studium und Forschung erreicht werden kann.},
  language  = {mul}
}
@phdthesis{Lindauer2014,
  author    = {Lindauer, T. Marius},
  title     = {Algorithm selection, scheduling and configuration of Boolean constraint solvers},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-71260},
  school      = {Universit{\"a}t Potsdam},
  pages     = {ii, 130},
  year      = {2014},
  abstract  = {Boolean constraint solving technology has made tremendous progress over the last decade, leading to industrial-strength solvers, for example, in the areas of answer set programming (ASP), the constraint satisfaction problem (CSP), propositional satisfiability (SAT) and satisfiability of quantified Boolean formulas (QBF). However, in all these areas, there exist multiple solving strategies that work well on different applications; no strategy dominates all other strategies. Therefore, no individual solver shows robust state-of-the-art performance in all kinds of applications. Additionally, the question arises how to choose a well-performing solving strategy for a given application; this is a challenging question even for solver and domain experts. One way to address this issue is the use of portfolio solvers, that is, a set of different solvers or solver configurations. We present three new automatic portfolio methods: (i) automatic construction of parallel portfolio solvers (ACPP) via algorithm configuration,(ii) solving the \$NP\$-hard problem of finding effective algorithm schedules with Answer Set Programming (aspeed), and (iii) a flexible algorithm selection framework (claspfolio2) allowing for fair comparison of different selection approaches. All three methods show improved performance and robustness in comparison to individual solvers on heterogeneous instance sets from many different applications. Since parallel solvers are important to effectively solve hard problems on parallel computation systems (e.g., multi-core processors), we extend all three approaches to be effectively applicable in parallel settings. We conducted extensive experimental studies different instance sets from ASP, CSP, MAXSAT, Operation Research (OR), SAT and QBF that indicate an improvement in the state-of-the-art solving heterogeneous instance sets. Last but not least, from our experimental studies, we deduce practical advice regarding the question when to apply which of our methods.},
  language  = {en}
}
@phdthesis{Videla2014,
  author    = {Videla, Santiago},
  title     = {Reasoning on the response of logical signaling networks with answer set programming},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-71890},
  school      = {Universit{\"a}t Potsdam},
  year      = {2014},
  abstract  = {Deciphering the functioning of biological networks is one of the central tasks in systems biology. In particular, signal transduction networks are crucial for the understanding of the cellular response to external and internal perturbations. Importantly, in order to cope with the complexity of these networks, mathematical and computational modeling is required. We propose a computational modeling framework in order to achieve more robust discoveries in the context of logical signaling networks. More precisely, we focus on modeling the response of logical signaling networks by means of automated reasoning using Answer Set Programming (ASP). ASP provides a declarative language for modeling various knowledge representation and reasoning problems. Moreover, available ASP solvers provide several reasoning modes for assessing the multitude of answer sets. Therefore, leveraging its rich modeling language and its highly efficient solving capacities, we use ASP to address three challenging problems in the context of logical signaling networks: learning of (Boolean) logical networks, experimental design, and identification of intervention strategies. Overall, the contribution of this thesis is three-fold. Firstly, we introduce a mathematical framework for characterizing and reasoning on the response of logical signaling networks. Secondly, we contribute to a growing list of successful applications of ASP in systems biology. Thirdly, we present a software providing a complete pipeline for automated reasoning on the response of logical signaling networks.},
  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}
}
@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{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}
}
@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}
}
@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{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{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}
}
@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{LewinMcNicol2015,
  author    = {Lewin, Cathy and McNicol, Sarah},
  title     = {Supporting the Development of 21st Century Skills through 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-opus4-82672},
  pages     = {181 -- 198},
  year      = {2015},
  abstract  = {The growing impact of globalisation and the development of a 'knowledge society' have led many to argue that 21st century skills are essential for life in twenty-first century society and that ICT is central to their development. This paper describes how 21st century skills, in particular digital literacy, critical thinking, creativity, communication and collaboration skills, have been conceptualised and embedded in the resources developed for teachers in iTEC, a four-year, European project. The effectiveness of this approach is considered in light of the data collected through the evaluation of the pilots, which considers both the potential benefits of using technology to support the development of 21st century skills, but also the challenges of doing so. Finally, the paper discusses the learning support systems required in order to transform pedagogies and embed 21st century skills. It is argued that support is required in standards and assessment; curriculum and instruction; professional development; and learning environments.},
  language  = {en}
}
@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{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{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{Saito2015,
  author    = {Saito, Toshinori},
  title     = {The Key Competencies in Informatics and ICT viewed from Nussbaum's Ten Central Capabilities},
  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-opus4-82718},
  pages     = {253 -- 266},
  year      = {2015},
  abstract  = {This article shows a discussion about the key competencies in informatics and ICT viewed from a philosophical foundation presented by Martha Nussbaum, which is known as 'ten central capabilities'. Firstly, the outline of 'The Capability Approach', which has been presented by Amartya Sen and Nussbaum as a theoretical framework of assessing the state of social welfare, will be explained. Secondly, the body of Nussbaum's ten central capabilities and the reason for being applied as the basis of discussion will be shown. Thirdly, the relationship between the concept of 'capability' and 'competency' is to be discussed. After that, the author's assumption of the key competencies in informatics and ICT led from the examination of Nussbaum's ten capabilities will be presented.},
  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{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{RoderusWienkop2015,
  author    = {Roderus, Simon and Wienkop, Uwe},
  title     = {Verbesserung der Bestehensquoten durch ein Peer Assessment-Pflichtpraktikum},
  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-opus4-80260},
  pages     = {45 -- 60},
  year      = {2015},
  abstract  = {Peer Assessment ist eine Methode, bei der die Teilnehmer eine gestellte Aufgabe nicht nur bearbeiten und einreichen, sondern - in einer zweiten Phase - diese auch gegenseitig {\"u}berpr{\"u}fen, kommentieren und bewerten. Durch diese Methode wird, auch in sehr großen Veranstaltungen, das {\"U}ben mit individuellen Bewertungen und individuellem Feedback m{\"o}glich. Im Wintersemester 2013/14 wurde dieser Ansatz in der Erstsemesterveranstaltung Programmieren an der Technischen Hochschule N{\"u}rnberg mit 340 Studierenden als semesterbegleitendes Online-Pflichtpraktikum erprobt. Bei gleichen Leistungsanforderungen wurde bei Studierenden, die erfolgreich am Praktikum teilnahmen, eine Reduzierung der Durchfallquote um durchschnittlich 60 \% und eine Verbesserung der Durchschnittsnote um 0,6 - 0,9 Notenstufen erzielt. Zudem lernten die teilnehmenden Studierenden kontinuierlicher, bereiteten Lerninhalte besser nach und gelangten zu einer {\"u}berwiegend positiven Einsch{\"a}tzung des Praktikums und der Methode. Im E-Learning System Moodle kann Peer Assessment, mit moderatem Umsetzungs- und Betreuungsaufwand, mit der Workshop-Aktivit{\"a}t realisiert werden. Im Beitrag wird auf die Schl{\"u}sselelemente des erfolgreichen Einsatzes von Peer Assessment eingegangen.},
  language  = {de}
}
@article{LeonhardtKwiecienSchmetzetal.2015,
  author    = {Leonhardt, Thiemo and Kwiecien, Alexandra and Schmetz, Arno and Bellgardt, Martin and Naumann, Uwe},
  title     = {Studienabbruchsquote dauerhaft senken},
  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-opus4-80274},
  pages     = {61 -- 76},
  year      = {2015},
  abstract  = {Es wird ein umfassendes Mentoring Konzept im Studiengang Informatik an der RWTH Aachen vorgestellt, das den {\"U}bergang von der Schule zur Universit{\"a}t unterst{\"u}tzt und gleichzeitig beim Auftreten von Schwierigkeiten im Verlauf des Studiums effiziente und kompetente Beratung bietet. Das Programm erreicht durchg{\"a}ngig hohe Akzeptanzwerte bei den Studierenden trotz verpflichtender Teilnahme im ersten Semester. Die Wirksamkeit des Programms ist durch die zahlreichen einflussgebenden Variablen zwar rein quantitativ kaum messbar, die M{\"o}glichkeit auf organisatorische und fachliche Probleme eines Jahrgangs reagieren zu k{\"o}nnen sowie einen Einblick auf die Gr{\"u}nde f{\"u}r einen Studienabbruch zu bekommen, best{\"a}tigt aber die Notwendigkeit der Maßnahme.},
  language  = {de}
}
@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}
}
@article{Curzon2015,
  author    = {Curzon, Paul},
  title     = {Unplugged Computational Thinking for Fun},
  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-opus4-82575},
  pages     = {15 -- 27},
  year      = {2015},
  abstract  = {Computational thinking is a fundamental skill set that is learned by studying Informatics and ICT. We argue that its core ideas can be introduced in an inspiring and integrated way to both teachers and students using fun and contextually rich cs4fn 'Computer Science for Fun' stories combined with 'unplugged' activities including games and magic tricks. We also argue that understanding people is an important part of computational thinking. Computational thinking can be fun for everyone when taught in kinaesthetic ways away from technology.},
  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{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}
}
@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{ChristensenKnezek2015,
  author    = {Christensen, Rhonda and Knezek, Gerald},
  title     = {The Technology Proficiency Self-Assessment Questionnaire (TPSA)},
  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-opus4-82838},
  pages     = {311 -- 318},
  year      = {2015},
  abstract  = {The Technology Proficiency Self-Assessment (TPSA) questionnaire has been used for 15 years in the USA and other nations as a self-efficacy measure for proficiencies fundamental to effective technology integration in the classroom learning environment. Internal consistency reliabilities for each of the five-item scales have typically ranged from .73 to .88 for preservice or inservice technology-using teachers. Due to changing technologies used in education, researchers sought to renovate partially obsolete items and extend self-efficacy assessment to new areas, such as social media and mobile learning. Analysis of 2014 data gathered on a new, 34 item version of the TPSA indicates that the four established areas of email, World Wide Web (WWW), integrated applications, and teaching with technology continue to form consistent scales with reliabilities ranging from .81 to .93, while the 14 new items gathered to represent emerging technologies and media separate into two scales, each with internal consistency reliabilities greater than .9. The renovated TPSA is deemed to be worthy of continued use in the teaching with technology context.},
  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{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{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{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}
}
@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}
}
@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{SysłoKwiatkowska2015,
  author    = {Sysło, Maciej M. and Kwiatkowska, Anna Beata},
  title     = {Think logarithmically!},
  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-opus4-82923},
  pages     = {371 -- 380},
  year      = {2015},
  abstract  = {We discuss here a number of algorithmic topics which we use in our teaching and in learning of mathematics and informatics to illustrate and document the power of logarithm in designing very efficient algorithms and computations - logarithmic thinking is one of the most important key competencies for solving real world practical problems. We demonstrate also how to introduce logarithm independently of mathematical formalism using a conceptual model for reducing a problem size by at least half. It is quite surprising that the idea, which leads to logarithm, is present in Euclid's algorithm described almost 2000 years before John Napier invented logarithm.},
  language  = {en}
}
@article{ZierisGerstbergerMueller2015,
  author    = {Zieris, Holger and Gerstberger, Herbert and M{\"u}ller, Wolfgang},
  title     = {Using Arduino-Based Experiments to Integrate Computer Science Education and Natural Science},
  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-opus4-82938},
  pages     = {381 -- 389},
  year      = {2015},
  abstract  = {Current curricular trends require teachers in Baden- Wuerttemberg (Germany) to integrate Computer Science (CS) into traditional subjects, such as Physical Science. However, concrete guidelines are missing. To fill this gap, we outline an approach where a microcontroller is used to perform and evaluate measurements in the Physical Science classroom. Using the open-source Arduino platform, we expect students to acquire and develop both CS and Physical Science competencies by using a self-programmed microcontroller. In addition to this combined development of competencies in Physical Science and CS, the subject matter will be embedded in suitable contexts and learning environments, such as weather and climate.},
  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{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{Schiller2015,
  author    = {Schiller, Thomas},
  title     = {Teaching Information Security (as Part of Key Competencies)},
  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-opus4-82960},
  pages     = {401 -- 404},
  year      = {2015},
  abstract  = {The poster and abstract describe the importance of teaching information security in school. After a short description of information security and important aspects, I will show, how information security fits into different guidelines or models for computer science educations and that it is therefore on of the key competencies. Afterwards I will present you a rough insight of teaching information security in Austria.},
  language  = {en}
}
@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{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{LaiDavisEickelmannetal.2015,
  author    = {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 Webb, Mary},
  title     = {Tackling Educational Challenges in a Digitally Networked 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-opus4-82997},
  pages     = {415 -- 423},
  year      = {2015},
  language  = {en}
}
@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}
}
@article{DelgadoKloos2015,
  author    = {Delgado Kloos, Carlos},
  title     = {What about the Competencies of Educators in the New Era of Digital 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-opus4-83015},
  pages     = {435 -- 438},
  year      = {2015},
  abstract  = {A lot has been published about the competencies needed by students in the 21st century (Ravenscroft et al., 2012). However, equally important are the competencies needed by educators in the new era of digital education. We review the key competencies for educators in light of the new methods of teaching and learning proposed by Massive Open Online Courses (MOOCs) and their on-campus counterparts, Small Private Online Courses (SPOCs).},
  language  = {en}
}
@article{SchlierkampThurner2015,
  author    = {Schlierkamp, Kathrin and Thurner, Veronika},
  title     = {Was will ich eigentlich hier?},
  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-opus4-84748},
  pages     = {179 -- 187},
  year      = {2015},
  abstract  = {Die Wahl des richtigen Studienfaches und die daran anschließende Studieneingangsphase sind oft entscheidend f{\"u}r den erfolgreichen Verlauf eines Studiums. Eine große Herausforderung besteht dabei darin, bereits in den ersten Wochen des Studiums bestehende Defizite in vermeintlich einfachen Schl{\"u}sselkompetenzen zu erkennen und diese so bald wie m{\"o}glich zu beheben. Eine zweite, nicht minder wichtige Herausforderung ist es, m{\"o}glichst fr{\"u}hzeitig f{\"u}r jeden einzelnen Studierenden zu erkennen, ob er bzw. sie das individuell richtige Studienfach gew{\"a}hlt hat, das den jeweiligen pers{\"o}nlichen Neigungen, Interessen und F{\"a}higkeiten entspricht und zur Verwirklichung der eigenen Lebensziele beitr{\"a}gt. Denn nur dann sind Studierende ausreichend stark und dauerhaft intrinsisch motiviert, um ein anspruchsvolles, komplexes Studium erfolgreich durchzuziehen. In diesem Beitrag fokussieren wir eine Maßnahme, die die Studierenden an einen Prozess zur systematischen Reflexion des eigenen Lernprozesses und der eigenen Ziele heranf{\"u}hrt und beides in Relation setzt.},
  language  = {de}
}
@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{Broeker2015,
  author    = {Br{\"o}ker, Kathrin},
  title     = {Unterst{\"u}tzung Informatik-Studierender durch ein Lernzentrum},
  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-opus4-84754},
  pages     = {189 -- 197},
  year      = {2015},
  abstract  = {In diesem Papier wird das Konzept eines Lernzentrums f{\"u}r die Informatik (LZI) an der Universit{\"a}t Paderborn vorgestellt. Ausgehend von den fachspezifischen Schwierigkeiten der Informatik Studierenden werden die Angebote des LZIs erl{\"a}utert, die sich {\"u}ber die vier Bereiche Individuelle Beratung und Betreuung, „Offener Lernraum", Workshops und Lehrveranstaltungen sowie Forschung erstrecken. Eine erste Evaluation mittels Feedbackb{\"o}gen zeigt, dass das Angebot bei den Studierenden positiv aufgenommen wird. Zuk{\"u}nftig soll das Angebot des LZIs weiter ausgebaut und verbessert werden. Ausgangsbasis dazu sind weitere Studien.},
  language  = {de}
}
@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{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{Hoellerer2016,
  author    = {H{\"o}llerer, Reinhard},
  title     = {Modellierung und Optimierung von B{\"u}rgerdiensten am Beispiel der Stadt Landshut},
  doi       = {10.25932/publishup-42598},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-425986},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xii, 244},
  year      = {2016},
  abstract  = {Die Projektierung und Abwicklung sowie die statische und dynamische Analyse von Gesch{\"a}ftsprozessen im Bereich des Verwaltens und Regierens auf kommunaler, L{\"a}nder- wie auch Bundesebene mit Hilfe von Informations- und Kommunikationstechniken besch{\"a}ftigen Politiker und Strategen f{\"u}r Informationstechnologie ebenso wie die {\"O}ffentlichkeit seit Langem. Der hieraus entstandene Begriff E-Government wurde in der Folge aus den unterschiedlichsten technischen, politischen und semantischen Blickrichtungen beleuchtet. Die vorliegende Arbeit konzentriert sich dabei auf zwei Schwerpunktthemen: • Das erste Schwerpunktthema behandelt den Entwurf eines hierarchischen Architekturmodells, f{\"u}r welches sieben hierarchische Schichten identifiziert werden k{\"o}nnen. Diese erscheinen notwendig, aber auch hinreichend, um den allgemeinen Fall zu beschreiben. Den Hintergrund hierf{\"u}r liefert die langj{\"a}hrige Prozess- und Verwaltungserfahrung als Leiter der EDV-Abteilung der Stadtverwaltung Landshut, eine kreisfreie Stadt mit rund 69.000 Einwohnern im Nordosten von M{\"u}nchen. Sie steht als Repr{\"a}sentant f{\"u}r viele Verwaltungsvorg{\"a}nge in der Bundesrepublik Deutschland und ist dennoch als Analyseobjekt in der Gesamtkomplexit{\"a}t und Prozessquantit{\"a}t {\"u}berschaubar. Somit k{\"o}nnen aus der Analyse s{\"a}mtlicher Kernabl{\"a}ufe statische und dynamische Strukturen extrahiert und abstrakt modelliert werden. Die Schwerpunkte liegen in der Darstellung der vorhandenen Bedienabl{\"a}ufe in einer Kommune. Die Transformation der Bedienanforderung in einem hierarchischen System, die Darstellung der Kontroll- und der Operationszust{\"a}nde in allen Schichten wie auch die Strategie der Fehlererkennung und Fehlerbehebung schaffen eine transparente Basis f{\"u}r umfassende Restrukturierungen und Optimierungen. F{\"u}r die Modellierung wurde FMC-eCS eingesetzt, eine am Hasso-Plattner-Institut f{\"u}r Softwaresystemtechnik GmbH (HPI) im Fachgebiet Kommunikationssysteme entwickelte Methodik zur Modellierung zustandsdiskreter Systeme unter Ber{\"u}cksichtigung m{\"o}glicher Inkonsistenzen (Betreuer: Prof. Dr.-Ing. Werner Zorn [ZW07a, ZW07b]). • Das zweite Schwerpunktthema widmet sich der quantitativen Modellierung und Optimierung von E-Government-Bediensystemen, welche am Beispiel des B{\"u}rgerb{\"u}ros der Stadt Landshut im Zeitraum 2008 bis 2015 durchgef{\"u}hrt wurden. Dies erfolgt auf Basis einer kontinuierlichen Betriebsdatenerfassung mit aufwendiger Vorverarbeitung zur Extrahierung mathematisch beschreibbarer Wahrscheinlichkeitsverteilungen. Der hieraus entwickelte Dienstplan wurde hinsichtlich der erzielbaren Optimierungen im dauerhaften Echteinsatz verifiziert. [ZW07a] Zorn, Werner: «FMC-QE A New Approach in Quantitative Modeling», Vortrag anl{\"a}sslich: MSV'07- The 2007 International Conference on Modeling, Simulation and Visualization Methods WorldComp2007, Las Vegas, 28.6.2007. [ZW07b] Zorn, Werner: «FMC-QE, A New Approach in Quantitative Modeling», Ver{\"o}ffentlichung, Hasso-Plattner-Institut f{\"u}r Softwaresystemtechnik an der Universit{\"a}t Potsdam, 28.6.2007.},
  language  = {de}
}
@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}
}