TY - CHAP A1 - Bauer, Matthias A1 - Malchow, Martin A1 - Meinel, Christoph T1 - Full Lecture Recording Watching Behavior, or Why Students Watch 90-Min Lectures in 5 Min T2 - IMCL 2018: Mobile Technologies and Applications for the Internet of Things N2 - Many universities record the lectures being held in their facilities to preserve knowledge and to make it available to their students and, at least for some universities and classes, to the broad public. The way with the least effort is to record the whole lecture, which in our case usually is 90 min long. This saves the labor and time of cutting and rearranging lectures scenes to provide short learning videos as known from Massive Open Online Courses (MOOCs), etc. Many lecturers fear that recording their lectures and providing them via an online platform might lead to less participation in the actual lecture. Also, many teachers fear that the lecture recordings are not used with the same focus and dedication as lectures in a lecture hall. In this work, we show that in our experience, full lectures have an average watching duration of just a few minutes and explain the reasons for that and why, in most cases, teachers do not have to worry about that. KW - e-Learning KW - Lecture video recording KW - e-lecture KW - Attention span KW - Learning behavior Y1 - 2019 SN - 978-3-030-11434-3 SN - 978-3-030-11433-6 U6 - https://doi.org/10.1007/978-3-030-11434-3_38 SN - 2194-5357 SN - 2194-5365 VL - 909 SP - 347 EP - 358 PB - Springer CY - Cham ER - TY - GEN A1 - Malchow, Martin A1 - Bauer, Matthias A1 - Meinel, Christoph T1 - Embedded smart home — remote lab MOOC with optional real hardware experience for over 4000 students T2 - Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON) N2 - MOOCs (Massive Open Online Courses) become more and more popular for learners of all ages to study further or to learn new subjects of interest. The purpose of this paper is to introduce a different MOOC course style. Typically, video content is shown teaching the student new information. After watching a video, self-test questions can be answered. Finally, the student answers weekly exams and final exams like the self test questions. Out of the points that have been scored for weekly and final exams a certificate can be issued. Our approach extends the possibility to receive points for the final score with practical programming exercises on real hardware. It allows the student to do embedded programming by communicating over GPIO pins to control LEDs and measure sensor values. Additionally, they can visualize values on an embedded display using web technologies, which are an essential part of embedded and smart home devices to communicate with common APIs. Students have the opportunity to solve all tasks within the online remote lab and at home on the same kind of hardware. The evaluation of this MOOCs indicates the interesting design for students to learn an engineering technique with new technology approaches in an appropriate, modern, supporting and motivating way of teaching. KW - E-Learning KW - MOOC Remote Lab KW - Distance Learning KW - Embedded Programming KW - Smart Home Education Y1 - 2018 SN - 978-1-5386-2957-4 U6 - https://doi.org/10.1109/EDUCON.2018.8363353 SN - 2165-9567 SP - 1104 EP - 1111 PB - IEEE CY - New York ER - TY - GEN A1 - Malchow, Martin A1 - Bauer, Matthias A1 - Meinel, Christoph T1 - Enhance Learning in a Video Lecture Archive with Annotations T2 - Proceedings of OF 2018 IEEE Global Engineering Education Conference (EDUCON) N2 - When students watch learning videos online, they usually need to watch several hours of video content. In the end, not every minute of a video is relevant for the exam. Additionally, students need to add notes to clarify issues of a lecture. There are several possibilities to enhance the metadata of a video, e.g. a typical way to add user-specific information to an online video is a comment functionality, which allows users to share their thoughts and questions with the public. In contrast to common video material which can be found online, lecture videos are used for exam preparation. Due to this difference, the idea comes up to annotate lecture videos with markers and personal notes for a better understanding of the taught content. Especially, students learning for an exam use their notes to refresh their memories. To ease this learning method with lecture videos, we introduce the annotation feature in our video lecture archive. This functionality supports the students with keeping track of their thoughts by providing an intuitive interface to easily add, modify or remove their ideas. This annotation function is integrated in the video player. Hence, scrolling to a separate annotation area on the website is not necessary. Furthermore, the annotated notes can be exported together with the slide content to a PDF file, which can then be printed easily. Lecture video annotations support and motivate students to learn and watch videos from an E-Learning video archive. KW - E-Learning KW - Lecture Video Archive KW - Video annotations KW - E-Learning exam preparation Y1 - 2018 SN - 978-1-5386-2957-4 SN - 2165-9567 SP - 849 EP - 856 PB - IEEE CY - New York ER - TY - GEN A1 - Bauer, Matthias A1 - Malchow, Martin A1 - Meinel, Christoph T1 - Improving access to online lecture videos T2 - Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON) N2 - In university teaching today, it is common practice to record regular lectures and special events such as conferences and speeches. With these recordings, a large fundus of video teaching material can be created quickly and easily. Typically, lectures have a length of about one and a half hours and usually take place once or twice a week based on the credit hours. Depending on the number of lectures and other events recorded, the number of recordings available is increasing rapidly, which means that an appropriate form of provisioning is essential for the students. This is usually done in the form of lecture video platforms. In this work, we have investigated how lecture video platforms and the contained knowledge can be improved and accessed more easily by an increasing number of students. We came up with a multistep process we have applied to our own lecture video web portal that can be applied to other solutions as well. KW - E-Learning KW - Lecture Video Archive KW - E-Lecture KW - Lecture Recording KW - HTML5 KW - HLS KW - Flash Y1 - 2018 SN - 978-1-5386-2957-4 U6 - https://doi.org/10.1109/EDUCON.2018.8363361 SN - 2165-9567 SP - 1161 EP - 1168 PB - IEEE CY - New York ER - TY - GEN A1 - Malchow, Martin A1 - Renz, Jan A1 - Bauer, Matthias A1 - Meinel, Christoph T1 - Embedded smart home BT - remote lab grading in a MOOC with over 6000 participants T2 - 11th Annual IEEE International Systems Conference (SysCon) N2 - The popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called "Embedded Smart Home" as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success. Y1 - 2017 SN - 978-1-5090-4623-2 U6 - https://doi.org/10.1109/SYSCON.2017.7934728 SN - 1944-7620 SP - 195 EP - 200 PB - IEEE CY - New York ER - TY - THES A1 - Malchow, Martin T1 - Nutzerunterstützung und -Motivation in E-Learning Vorlesungsarchiven und MOOCs N2 - In den letzten Jahren ist die Aufnahme und Verbreitung von Videos immer einfacher geworden. Daher sind die Relevanz und Beliebtheit zur Aufnahme von Vorlesungsvideos in den letzten Jahren stark angestiegen. Dies führt zu einem großen Datenbestand an Vorlesungsvideos in den Video-Vorlesungsarchiven der Universitäten. Durch diesen wachsenden Datenbestand wird es allerdings für die Studenten immer schwieriger, die relevanten Videos eines Vorlesungsarchivs aufzufinden. Zusätzlich haben viele Lerninteressierte durch ihre alltägliche Arbeit und familiären Verpflichtungen immer weniger Zeit sich mit dem Lernen zu beschäftigen. Ein weiterer Aspekt, der das Lernen im Internet erschwert, ist, dass es durch soziale Netzwerke und anderen Online-Plattformen vielfältige Ablenkungsmöglichkeiten gibt. Daher ist das Ziel dieser Arbeit, Möglichkeiten aufzuzeigen, welche das E-Learning bieten kann, um Nutzer beim Lernprozess zu unterstützen und zu motivieren. Das Hauptkonzept zur Unterstützung der Studenten ist das präzise Auffinden von Informationen in den immer weiter wachsenden Vorlesungsvideoarchiven. Dazu werden die Vorlesungen im Voraus analysiert und die Texte der Vorlesungsfolien mit verschiedenen Methoden indexiert. Daraufhin können die Studenten mit der Suche oder dem Lecture-Butler Lerninhalte entsprechend Ihres aktuellen Wissensstandes auffinden. Die möglichen verwendeten Technologien für das Auffinden wurden, sowohl technisch, als auch durch Studentenumfragen erfolgreich evaluiert. Zur Motivation von Studenten in Vorlesungsarchiven werden diverse Konzepte betrachtet und die Umsetzung evaluiert, die den Studenten interaktiv in den Lernprozess einbeziehen. Neben Vorlesungsarchiven existieren sowohl im privaten als auch im dienstlichen Weiterbildungsbereich die in den letzten Jahren immer beliebter werdenden MOOCs. Generell sind die Abschlussquoten von MOOCs allerdings mit durchschnittlich 7% eher gering. Daher werden Motivationslösungen für MOOCs im Bereich von eingebetteten Systemen betrachtet, die in praktischen Programmierkursen Anwendung finden. Zusätzlich wurden Kurse evaluiert, welche die Programmierung von eingebetteten Systemen behandeln. Die Verfügbarkeit war bei Kursen von bis zu 10.000 eingeschriebenen Teilnehmern hierbei kein schwerwiegendes Problem. Die Verwendung von eingebetteten Systemen in Programmierkursen sind bei den Studenten in der praktischen Umsetzung auf sehr großes Interesse gestoßen. Y1 - 2019 ER -