TY  - JOUR
A1  - Bergner, Nadine
A1  - Taraschewski, Christian
A1  - Schroeder, Ulrik
ED  - Schubert, Sigrid
ED  - Schwill, Andreas
T1  - Beispiel eines Schülerwettbewerbs zum Thema Projektmanagement und App-Programmierung
JF  - HDI 2014 : Gestalten von Übergängen
N2  - Es wird ein Informatik-Wettbewerb für Schülerinnen und Schüler der Sekundarstufe II beschrieben, der über mehrere Wochen möglichst realitätsnah die Arbeitswelt eines Informatikers vorstellt. Im Wettbewerb erarbeiten die Schülerteams 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.
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-84726
VL  - 2015
IS  - 9
SP  - 161
EP  - 168
ER  - 
TY  - JOUR
A1  - Lewin, Cathy
A1  - McNicol, Sarah
T1  - Supporting the Development of 21st Century Skills through ICT
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - 21st century skills,
KW  - primary education
KW  - secondary education
KW  - pedagogy
KW  - innovation
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82672
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 181
EP  - 198
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Magenheim, Johannes
A1  - Nelles, Wolfgang
A1  - Neugebauer, Jonas
A1  - Ohrndorf, Laura
A1  - Schaper, Niclas
A1  - Schubert, Sigrid
T1  - Expert Rating of Competence Levels in Upper Secondary Computer Science Education
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Competence Modelling
KW  - Competence Measurement
KW  - Informatics System Application
KW  - Informatics System Comprehension
KW  - Informatics Modelling
KW  - Secondary Education
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82683
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 199
EP  - 216
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Opel, Simone
A1  - Kramer, Matthias
A1  - Trommen, Michael
A1  - Pottbäcker, Florian
A1  - Ilaghef, Youssef
T1  - BugHunt
BT  - A Motivating Approach to Self-Directed Problem-solving in Operating Systems
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Educational software
KW  - operating system
KW  - student activation
KW  - problem-solving
KW  - interactive course
KW  - interactive workshop
KW  - edutainment
KW  - secondary computer science education
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82693
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 217
EP  - 233
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Passig, David
A1  - Tzuriel, David
A1  - Kedmi, Ganit Eshel
T1  - Improving children’s Cognitive Modifiability through Mediated Learning and Dynamic Assessment within 3D Immersive Virtual Reality Environment
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Dynamic assessment
KW  - mediated learning experience
KW  - cognitive modifiability
KW  - analogical thinking
KW  - virtual reality
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82705
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 235
EP  - 252
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Saito, Toshinori
T1  - The Key Competencies in Informatics and ICT viewed from Nussbaum’s Ten Central Capabilities
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Capability approach
KW  - competency
KW  - teaching informatics in general education
KW  - philosophical foundation of informatics pedagogy
KW  - education and public policy
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82718
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 253
EP  - 266
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Webb, Mary
T1  - Considerations for the Design of Computing Curricula
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Curriculum
KW  - Computer Science
KW  - Informatics
KW  - curriculum theory
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82723
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 267
EP  - 283
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Hurtienne, Dominik
A1  - Schroeder, Ulrik
A1  - Spannagel, Christian
ED  - Schwill, Andreas
ED  - Schubert, Sigrid
T1  - IT EnGAGES!
BT  - Adaptierbare Gamification in einer Anfänger-Programmiervorlesung
JF  - HDI 2014 : Gestalten von Übergängen
N2  - Durch den Einsatz von Spielen und Spielelementen in Lernkontexten wird versucht, Lernende zur Beschäftigung mit den Lerninhalten zu motivieren. Spielerische Elemente haben allerdings nicht nur positive motivationale Effekte: Sie können sich beispielsweise negativ auf die intrinsische Motivation auswirken, und auch nicht jeder Lernende spielt gerne. Um negativen Einflüssen von Gamification entgegenzuwirken, wurde ein Toolkit für 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 Anfängerprogrammiervorlesung wurden Lernspielaufgaben aus den existierenden, optionalen interaktiven eTests entwickelt und Studierenden als zusätzliche Lerngelegenheit angeboten. Eine erste explorative Studie bestätigt 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 Möglichkeit, sich zusätzliche motivationale Anreize durch Zuschalten von Spielelementen zu verschaffen, ohne dabei zum Spielen „genötigt“ zu werden.
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-80258
VL  - 2015
IS  - 9
SP  - 27
EP  - 43
ER  - 
TY  - JOUR
A1  - Roderus, Simon
A1  - Wienkop, Uwe
ED  - Schwill, Andreas
ED  - Schubert, Sigrid
T1  - Verbesserung der Bestehensquoten durch ein Peer Assessment-Pflichtpraktikum
JF  - HDI 2014 : Gestalten von Übergängen
N2  - 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 überprüfen, kommentieren und bewerten. Durch diese Methode wird, auch in sehr großen Veranstaltungen, das Üben mit individuellen Bewertungen und individuellem Feedback möglich.
Im Wintersemester 2013/14 wurde dieser Ansatz in der Erstsemesterveranstaltung Programmieren an der Technischen Hochschule Nürnberg 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 überwiegend positiven Einschätzung des Praktikums und der Methode. Im E-Learning System Moodle kann Peer Assessment, mit moderatem Umsetzungs- und Betreuungsaufwand, mit der Workshop-Aktivität realisiert werden. Im Beitrag wird auf die Schlüsselelemente des erfolgreichen Einsatzes von Peer Assessment eingegangen.
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-80260
VL  - 2015
IS  - 9
SP  - 45
EP  - 60
ER  - 
TY  - JOUR
A1  - Leonhardt, Thiemo
A1  - Kwiecien, Alexandra
A1  - Schmetz, Arno
A1  - Bellgardt, Martin
A1  - Naumann, Uwe
ED  - Schwill, Andreas
ED  - Schubert, Sigrid
T1  - Studienabbruchsquote dauerhaft senken
BT  - ein Versuch mittels Mentoring
JF  - HDI 2014 : Gestalten von Übergängen
N2  - Es wird ein umfassendes Mentoring Konzept im Studiengang Informatik an der RWTH Aachen vorgestellt, das den Übergang von der Schule zur Universität unterstützt und gleichzeitig beim Auftreten von Schwierigkeiten im Verlauf des Studiums effiziente und kompetente Beratung bietet. Das Programm erreicht durchgängig 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 Möglichkeit auf organisatorische und fachliche Probleme eines Jahrgangs reagieren zu können sowie einen Einblick auf die Gründe für einen Studienabbruch zu bekommen, bestätigt aber die Notwendigkeit der Maßnahme.
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-80274
VL  - 2015
IS  - 9
SP  - 61
EP  - 76
ER  - 
TY  - JOUR
A1  - Jakoblew, Marcel
A1  - Keil, Reinhard
A1  - Winkelnkemper, Felix
ED  - Schwill, Andreas
ED  - Schubert, Sigrid
T1  - Forschendes Lernen durch Semantisches Positionieren
JF  - HDI 2014 : Gestalten von Übergängen
N2  - Der Beitrag stellt das Konzept des Semantischen Positionierens als eine Möglichkeit vor, Grundformen des wissenschaftlichen Arbeitens und elementare Formen der diskursiven Auseinandersetzung zu vermitteln, ohne dass die Studierenden sich inhaltlich an der aktuellen Forschung beteiligen müssten. Die Umsetzung dieses Konzepts im Bachelorstudium der Informatik verdeutlicht, dass mit diesem Ansatz sowohl die Kompetenzen für den Übergang in den mehr forschungsgetriebenen Masterstudiengang als auch für die berufliche Wissensarbeit erworben werden können.
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-80301
VL  - 2015
IS  - 9
SP  - 109
EP  - 124
ER  - 
TY  - JOUR
A1  - Curzon, Paul
T1  - Unplugged Computational Thinking for Fun
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Computational thinking
KW  - cs4fn
KW  - ‘unplugged’ computing
KW  - kinaesthetic teaching
KW  - fun
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82575
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 15
EP  - 27
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Kalas, Ivan
T1  - Programming at Pre-primary and Primary Levels
BT  - The Pipeline Can Start That Early
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
KW  - Learning interfaces development
KW  - computational thinking
KW  - educational programming
KW  - primary level
KW  - pre-primary level
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82587
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 29
EP  - 31
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Magenheim, Johannes
A1  - Schubert, Sigrid
A1  - Schapert, Niclas
T1  - Modelling and Measurement of Competencies in Computer Science Education
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Competence Modelling
KW  - Competence Measurement
KW  - Informatics System Application
KW  - Informatics System Comprehension
KW  - Informatics Modelling
KW  - Secondary Education
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82592
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 33
EP  - 57
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Barnes, Jan
A1  - Kennewell, Steve
T1  - Teacher Perceptions of Key Competencies in ICT
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - ICT competencies
KW  - Teacher perceptions
KW  - Activity Theory
KW  - Contradictions
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82604
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 61
EP  - 75
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Bröker, Kathrin
A1  - Kastens, Uwe
A1  - Magenheim, Johannes
T1  - Competences of Undergraduate Computer Science Students
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Competences
KW  - Competence Measurement
KW  - Curriculum Development
KW  - Computer Science Education
KW  - Recommendations for CS-Curricula in Higher Education
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82613
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 77
EP  - 96
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Dagiene, Valentina
A1  - Stupuriene, Gabriele
T1  - Informatics Education based on Solving Attractive Tasks through a Contest
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Informatics Education
KW  - Computer Science Education
KW  - Tasks
KW  - Tests
KW  - Contest
KW  - Problem Solving
KW  - Cognitive Skills
KW  - Bloom’s Taxonomy
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82626
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 97
EP  - 115
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Ellis, Jason Brent
A1  - Abreu-Ellis, Carla Reis
T1  - Student Perspectives of Social Networking use in Higher Education
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Social
KW  - networks
KW  - higher
KW  - education
KW  - personal
KW  - learning
KW  - environments
KW  - Facebook
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82632
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 117
EP  - 131
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Grillenberger, Andreas
A1  - Romeike, Ralf
T1  - Teaching Data Management
BT  - Key Competencies and Opportunities
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Data Management
KW  - Key Competencies
KW  - Big Data
KW  - NoSQL
KW  - Databases
KW  - Data Privacy
KW  - Data Analysis
KW  - Challenges
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82648
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 133
EP  - 150
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Haugsbakken, Halvdan
T1  - The Student Learning Ecology
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Learning ecology
KW  - social media
KW  - high school
KW  - Norway
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82659
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 151
EP  - 169
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -