TY - JOUR A1 - Kayem, Anne Voluntas dei Massah A1 - Meinel, Christoph A1 - Wolthusen, Stephen D. T1 - A resilient smart micro-grid architecture for resource constrained environments JF - Smart Micro-Grid Systems Security and Privacy N2 - Resource constrained smart micro-grid architectures describe a class of smart micro-grid architectures that handle communications operations over a lossy network and depend on a distributed collection of power generation and storage units. Disadvantaged communities with no or intermittent access to national power networks can benefit from such a micro-grid model by using low cost communication devices to coordinate the power generation, consumption, and storage. Furthermore, this solution is both cost-effective and environmentally-friendly. One model for such micro-grids, is for users to agree to coordinate a power sharing scheme in which individual generator owners sell excess unused power to users wanting access to power. Since the micro-grid relies on distributed renewable energy generation sources which are variable and only partly predictable, coordinating micro-grid operations with distributed algorithms is necessity for grid stability. Grid stability is crucial in retaining user trust in the dependability of the micro-grid, and user participation in the power sharing scheme, because user withdrawals can cause the grid to breakdown which is undesirable. In this chapter, we present a distributed architecture for fair power distribution and billing on microgrids. The architecture is designed to operate efficiently over a lossy communication network, which is an advantage for disadvantaged communities. We build on the architecture to discuss grid coordination notably how tasks such as metering, power resource allocation, forecasting, and scheduling can be handled. All four tasks are managed by a feedback control loop that monitors the performance and behaviour of the micro-grid, and based on historical data makes decisions to ensure the smooth operation of the grid. Finally, since lossy networks are undependable, differentiating system failures from adversarial manipulations is an important consideration for grid stability. We therefore provide a characterisation of potential adversarial models and discuss possible mitigation measures. KW - Resource constrained smart micro-grids KW - Architectures KW - Disadvantaged communities KW - Energy KW - Grid stability KW - Forecasting KW - Feedback control loop Y1 - 2018 SN - 978-3-319-91427-5 SN - 978-3-319-91426-8 U6 - https://doi.org/10.1007/978-3-319-91427-5_5 VL - 71 SP - 71 EP - 101 PB - Springer CY - Dordrecht ER - TY - GEN A1 - Shaabani, Nuhad A1 - Meinel, Christoph T1 - Improving the efficiency of inclusion dependency detection T2 - Proceedings of the 27th ACM International Conference on Information and Knowledge Management N2 - The detection of all inclusion dependencies (INDs) in an unknown dataset is at the core of any data profiling effort. Apart from the discovery of foreign key relationships, INDs can help perform data integration, integrity checking, schema (re-)design, and query optimization. With the advent of Big Data, the demand increases for efficient INDs discovery algorithms that can scale with the input data size. To this end, we propose S-INDD++ as a scalable system for detecting unary INDs in large datasets. S-INDD++ applies a new stepwise partitioning technique that helps discard a large number of attributes in early phases of the detection by processing the first partitions of smaller sizes. S-INDD++ also extends the concept of the attribute clustering to decide which attributes to be discarded based on the clustering result of each partition. Moreover, in contrast to the state-of-the-art, S-INDD++ does not require the partition to fit into the main memory-which is a highly appreciable property in the face of the ever growing datasets. We conducted an exhaustive evaluation of S-INDD++ by applying it to large datasets with thousands attributes and more than 266 million tuples. The results show the high superiority of S-INDD++ over the state-of-the-art. S-INDD++ reduced up to 50 % of the runtime in comparison with BINDER, and up to 98 % in comparison with S-INDD. KW - Algorithms KW - Data partitioning KW - Data profiling KW - Data mining Y1 - 2018 SN - 978-1-4503-6014-2 U6 - https://doi.org/10.1145/3269206.3271724 SP - 207 EP - 216 PB - Association for Computing Machinery CY - New York ER - TY - GEN A1 - Sianipar, Johannes Harungguan A1 - Sukmana, Muhammad Ihsan Haikal A1 - Meinel, Christoph T1 - Moving sensitive data against live memory dumping, spectre and meltdown attacks T2 - 26th International Conference on Systems Engineering (ICSEng) N2 - The emergence of cloud computing allows users to easily host their Virtual Machines with no up-front investment and the guarantee of always available anytime anywhere. But with the Virtual Machine (VM) is hosted outside of user's premise, the user loses the physical control of the VM as it could be running on untrusted host machines in the cloud. Malicious host administrator could launch live memory dumping, Spectre, or Meltdown attacks in order to extract sensitive information from the VM's memory, e.g. passwords or cryptographic keys of applications running in the VM. In this paper, inspired by the moving target defense (MTD) scheme, we propose a novel approach to increase the security of application's sensitive data in the VM by continuously moving the sensitive data among several memory allocations (blocks) in Random Access Memory (RAM). A movement function is added into the application source code in order for the function to be running concurrently with the application's main function. Our approach could reduce the possibility of VM's sensitive data in the memory to be leaked into memory dump file by 2 5% and secure the sensitive data from Spectre and Meltdown attacks. Our approach's overhead depends on the number and the size of the sensitive data. KW - Virtual Machine KW - Memory Dumping KW - Security KW - Cloud Computing KW - Spectre KW - Meltdown Y1 - 2019 SN - 978-1-5386-7834-3 PB - IEEE CY - New York ER - TY - JOUR A1 - Kayem, Anne Voluntas dei Massah A1 - Wolthusen, Stephen D. A1 - Meinel, Christoph T1 - Power Systems BT - a matter of security and privacy JF - Smart Micro-Grid Systems Security and Privacy N2 - Studies indicate that reliable access to power is an important enabler for economic growth. To this end, modern energy management systems have seen a shift from reliance on time-consuming manual procedures, to highly automated management, with current energy provisioning systems being run as cyber-physical systems. Operating energy grids as a cyber-physical system offers the advantage of increased reliability and dependability, but also raises issues of security and privacy. In this chapter, we provide an overview of the contents of this book showing the interrelation between the topics of the chapters in terms of smart energy provisioning. We begin by discussing the concept of smart-grids in general, proceeding to narrow our focus to smart micro-grids in particular. Lossy networks also provide an interesting framework for enabling the implementation of smart micro-grids in remote/rural areas, where deploying standard smart grids is economically and structurally infeasible. To this end, we consider an architectural design for a smart micro-grid suited to low-processing capable devices. We model malicious behaviour, and propose mitigation measures based properties to distinguish normal from malicious behaviour. KW - Lossy networks KW - Low-processing capable devices KW - Smart micro-grids KW - Security KW - Privacy KW - Energy Y1 - 2018 SN - 978-3-319-91427-5 SN - 978-3-319-91426-8 U6 - https://doi.org/10.1007/978-3-319-91427-5_1 VL - 71 SP - 1 EP - 8 PB - Springer CY - Dordrecht ER - TY - GEN A1 - Staubitz, Thomas A1 - Meinel, Christoph T1 - Collaborative Learning in MOOCs - Approaches and Experiments T2 - 2018 IEEE Frontiers in Education (FIE) Conference N2 - This Research-to-Practice paper examines the practical application of various forms of collaborative learning in MOOCs. Since 2012, about 60 MOOCs in the wider context of Information Technology and Computer Science have been conducted on our self-developed MOOC platform. The platform is also used by several customers, who either run their own platform instances or use our white label platform. We, as well as some of our partners, have experimented with different approaches in collaborative learning in these courses. Based on the results of early experiments, surveys amongst our participants, and requests by our business partners we have integrated several options to offer forms of collaborative learning to the system. The results of our experiments are directly fed back to the platform development, allowing to fine tune existing and to add new tools where necessary. In the paper at hand, we discuss the benefits and disadvantages of decisions in the design of a MOOC with regard to the various forms of collaborative learning. While the focus of the paper at hand is on forms of large group collaboration, two types of small group collaboration on our platforms are briefly introduced. KW - MOOC KW - Collaborative learning KW - Peer assessment KW - Team based assignment KW - Teamwork Y1 - 2018 SN - 978-1-5386-1174-6 SN - 0190-5848 PB - IEEE CY - New York ER - TY - GEN A1 - Kayem, Anne Voluntas dei Massah A1 - Meinel, Christoph A1 - Wolthusen, Stephen D. T1 - Smart micro-grid systems security and privacy preface T2 - Smart micro-grid systems security and privacy N2 - Studies indicate that reliable access to power is an important enabler for economic growth. To this end, modern energy management systems have seen a shift from reliance on time-consuming manual procedures , to highly automated management , with current energy provisioning systems being run as cyber-physical systems . Operating energy grids as a cyber-physical system offers the advantage of increased reliability and dependability , but also raises issues of security and privacy. In this chapter, we provide an overview of the contents of this book showing the interrelation between the topics of the chapters in terms of smart energy provisioning. We begin by discussing the concept of smart-grids in general, proceeding to narrow our focus to smart micro-grids in particular. Lossy networks also provide an interesting framework for enabling the implementation of smart micro-grids in remote/rural areas, where deploying standard smart grids is economically and structurally infeasible. To this end, we consider an architectural design for a smart micro-grid suited to low-processing capable devices. We model malicious behaviour, and propose mitigation measures based properties to distinguish normal from malicious behaviour . Y1 - 2018 SN - 978-3-319-91427-5 SN - 978-3-319-91426-8 U6 - https://doi.org/10.1007/978-3-319-91427-5_1 VL - 71 SP - VII EP - VIII PB - Springer CY - Dordrecht ER - TY - GEN A1 - Sukmana, Muhammad Ihsan Haikal A1 - Torkura, Kennedy A. A1 - Cheng, Feng A1 - Meinel, Christoph A1 - Graupner, Hendrik T1 - Unified logging system for monitoring multiple cloud storage providers in cloud storage broker T2 - 32ND International Conference on Information Networking (ICOIN) N2 - With the increasing demand for personal and enterprise data storage service, Cloud Storage Broker (CSB) provides cloud storage service using multiple Cloud Service Providers (CSPs) with guaranteed Quality of Service (QoS), such as data availability and security. However monitoring cloud storage usage in multiple CSPs has become a challenge for CSB due to lack of standardized logging format for cloud services that causes each CSP to implement its own format. In this paper we propose a unified logging system that can be used by CSB to monitor cloud storage usage across multiple CSPs. We gather cloud storage log files from three different CSPs and normalise these into our proposed log format that can be used for further analysis process. We show that our work enables a coherent view suitable for data navigation, monitoring, and analytics. KW - Unified logging system KW - Cloud Service Provider KW - cloud monitoring KW - data integration KW - security analytics Y1 - 2018 SN - 978-1-5386-2290-2 U6 - https://doi.org/10.1109/ICOIN.2018.8343081 SP - 44 EP - 49 PB - IEEE CY - New York ER - TY - JOUR A1 - Ambassa, Pacome L. A1 - Kayem, Anne Voluntas dei Massah A1 - Wolthusen, Stephen D. A1 - Meinel, Christoph T1 - Inferring private user behaviour based on information leakage JF - Smart Micro-Grid Systems Security and Privacy N2 - In rural/remote areas, resource constrained smart micro-grid (RCSMG) architectures can provide a cost-effective power supply alternative in cases when connectivity to the national power grid is impeded by factors such as load shedding. RCSMG architectures can be designed to handle communications over a distributed lossy network in order to minimise operation costs. However, due to the unreliable nature of lossy networks communication data can be distorted by noise additions that alter the veracity of the data. In this chapter, we consider cases in which an adversary who is internal to the RCSMG, deliberately distorts communicated data to gain an unfair advantage over the RCSMG’s users. The adversary’s goal is to mask malicious data manipulations as distortions due to additive noise due to communication channel unreliability. Distinguishing malicious data distortions from benign distortions is important in ensuring trustworthiness of the RCSMG. Perturbation data anonymisation algorithms can be used to alter transmitted data to ensure that adversarial manipulation of the data reveals no information that the adversary can take advantage of. However, because existing data perturbation anonymisation algorithms operate by using additive noise to anonymise data, using these algorithms in the RCSMG context is challenging. This is due to the fact that distinguishing benign noise additions from malicious noise additions is a difficult problem. In this chapter, we present a brief survey of cases of privacy violations due to inferences drawn from observed power consumption patterns in RCSMGs centred on inference, and propose a method of mitigating these risks. The lesson here is that while RCSMGs give users more control over power management and distribution, good anonymisation is essential to protecting personal information on RCSMGs. KW - Approximation algorithms KW - Electrical products KW - Home appliances KW - Load modeling KW - Monitoring KW - Power demand KW - Wireless sensor networks KW - Distributed snapshot algorithm KW - Micro-grid networks KW - Power consumption characterization KW - Sensor networks Y1 - 2018 SN - 978-3-319-91427-5 SN - 978-3-319-91426-8 U6 - https://doi.org/10.1007/978-3-319-91427-5_7 VL - 71 SP - 145 EP - 159 PB - Springer CY - Dordrecht ER - TY - GEN A1 - Torkura, Kennedy A. A1 - Sukmana, Muhammad Ihsan Haikal A1 - Meinig, Michael A1 - Kayem, Anne V. D. M. A1 - Cheng, Feng A1 - Meinel, Christoph A1 - Graupner, Hendrik T1 - Securing cloud storage brokerage systems through threat models T2 - Proceedings IEEE 32nd International Conference on Advanced Information Networking and Applications (AINA) N2 - Cloud storage brokerage is an abstraction aimed at providing value-added services. However, Cloud Service Brokers are challenged by several security issues including enlarged attack surfaces due to integration of disparate components and API interoperability issues. Therefore, appropriate security risk assessment methods are required to identify and evaluate these security issues, and examine the efficiency of countermeasures. A possible approach for satisfying these requirements is employment of threat modeling concepts, which have been successfully applied in traditional paradigms. In this work, we employ threat models including attack trees, attack graphs and Data Flow Diagrams against a Cloud Service Broker (CloudRAID) and analyze these security threats and risks. Furthermore, we propose an innovative technique for combining Common Vulnerability Scoring System (CVSS) and Common Configuration Scoring System (CCSS) base scores in probabilistic attack graphs to cater for configuration-based vulnerabilities which are typically leveraged for attacking cloud storage systems. This approach is necessary since existing schemes do not provide sufficient security metrics, which are imperatives for comprehensive risk assessments. We demonstrate the efficiency of our proposal by devising CCSS base scores for two common attacks against cloud storage: Cloud Storage Enumeration Attack and Cloud Storage Exploitation Attack. These metrics are then used in Attack Graph Metric-based risk assessment. Our experimental evaluation shows that our approach caters for the aforementioned gaps and provides efficient security hardening options. Therefore, our proposals can be employed to improve cloud security. KW - Cloud-Security KW - Threat Models KW - Security Metrics KW - Security Risk Assessment KW - Secure Configuration Y1 - 2018 SN - 978-1-5386-2195-0 U6 - https://doi.org/10.1109/AINA.2018.00114 SN - 1550-445X SP - 759 EP - 768 PB - IEEE CY - New York 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 - Gawron, Marian A1 - Cheng, Feng A1 - Meinel, Christoph T1 - Automatic vulnerability classification using machine learning T2 - Risks and Security of Internet and Systems N2 - The classification of vulnerabilities is a fundamental step to derive formal attributes that allow a deeper analysis. Therefore, it is required that this classification has to be performed timely and accurate. Since the current situation demands a manual interaction in the classification process, the timely processing becomes a serious issue. Thus, we propose an automated alternative to the manual classification, because the amount of identified vulnerabilities per day cannot be processed manually anymore. We implemented two different approaches that are able to automatically classify vulnerabilities based on the vulnerability description. We evaluated our approaches, which use Neural Networks and the Naive Bayes methods respectively, on the base of publicly known vulnerabilities. KW - Vulnerability analysis KW - Security analytics KW - Data mining Machine learning KW - Neural Networks Y1 - 2018 SN - 978-3-319-76687-4 SN - 978-3-319-76686-7 U6 - https://doi.org/10.1007/978-3-319-76687-4_1 SN - 0302-9743 SN - 1611-3349 SP - 3 EP - 17 PB - Springer CY - Cham ER - TY - JOUR A1 - Thienen, Julia von A1 - Clancey, William J. A1 - Corazza, Giovanni Emanuele A1 - Meinel, Christoph T1 - Theoretical foundations of design thinking creative thinking theories JF - Design Thinking Research: Making Distinctions: Collaboration versus Cooperation N2 - Design thinking is acknowledged as a thriving innovation practice plus something more, something in the line of a deep understanding of innovation processes. At the same time, quite how and why design thinking works-in scientific terms-appeared an open question at first. Over recent years, empirical research has achieved great progress in illuminating the principles that make design thinking successful. Lately, the community began to explore an additional approach. Rather than setting up novel studies, investigations into the history of design thinking hold the promise of adding systematically to our comprehension of basic principles. This chapter makes a start in revisiting design thinking history with the aim of explicating scientific understandings that inform design thinking practices today. It offers a summary of creative thinking theories that were brought to Stanford Engineering in the 1950s by John E. Arnold. Y1 - 2018 SN - 978-3-319-60967-6 SN - 978-3-319-60966-9 U6 - https://doi.org/10.1007/978-3-319-60967-6_2 SP - 13 EP - 40 PB - Springer CY - New York ER - TY - GEN A1 - Perlich, Anja A1 - Meinel, Christoph T1 - Cooperative Note-Taking in Psychotherapy Sessions BT - an evaluation of the T2 - 2018 IEEE 20th International Conference on e-Health Networking, Applications and Services (Healthcom) N2 - In the course of patient treatments, psychotherapists aim to meet the challenges of being both a trusted, knowledgeable conversation partner and a diligent documentalist. We are developing the digital whiteboard system Tele-Board MED (TBM), which allows the therapist to take digital notes during the session together with the patient. This study investigates what therapists are experiencing when they document with TBM in patient sessions for the first time and whether this documentation saves them time when writing official clinical documents. As the core of this study, we conducted four anamnesis session dialogues with behavior psychotherapists and volunteers acting in the role of patients. Following a mixed-method approach, the data collection and analysis involved self-reported emotion samples, user experience curves and questionnaires. We found that even in the very first patient session with TBM, therapists come to feel comfortable, develop a positive feeling and can concentrate on the patient. Regarding administrative documentation tasks, we found with the TBM report generation feature the therapists save 60% of the time they normally spend on writing case reports to the health insurance. KW - user experience KW - emotion measurement KW - computer-mediated therapy KW - behavior psychotherapy KW - human-computer interaction KW - medical documentation KW - note-taking Y1 - 2018 SN - 978-1-5386-4294-8 PB - IEEE CY - New York ER - TY - JOUR A1 - Rezaei, Mina A1 - Yang, Haojin A1 - Meinel, Christoph T1 - Recurrent generative adversarial network for learning imbalanced medical image semantic segmentation JF - Multimedia tools and applications : an international journal N2 - We propose a new recurrent generative adversarial architecture named RNN-GAN to mitigate imbalance data problem in medical image semantic segmentation where the number of pixels belongs to the desired object are significantly lower than those belonging to the background. A model trained with imbalanced data tends to bias towards healthy data which is not desired in clinical applications and predicted outputs by these networks have high precision and low recall. To mitigate imbalanced training data impact, we train RNN-GAN with proposed complementary segmentation mask, in addition, ordinary segmentation masks. The RNN-GAN consists of two components: a generator and a discriminator. The generator is trained on the sequence of medical images to learn corresponding segmentation label map plus proposed complementary label both at a pixel level, while the discriminator is trained to distinguish a segmentation image coming from the ground truth or from the generator network. Both generator and discriminator substituted with bidirectional LSTM units to enhance temporal consistency and get inter and intra-slice representation of the features. We show evidence that the proposed framework is applicable to different types of medical images of varied sizes. In our experiments on ACDC-2017, HVSMR-2016, and LiTS-2017 benchmarks we find consistently improved results, demonstrating the efficacy of our approach. KW - Imbalanced medical image semantic segmentation KW - Recurrent generative KW - adversarial network Y1 - 2019 U6 - https://doi.org/10.1007/s11042-019-7305-1 SN - 1380-7501 SN - 1573-7721 VL - 79 IS - 21-22 SP - 15329 EP - 15348 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Serth, Sebastian A1 - Staubitz, Thomas A1 - van Elten, Martin A1 - Meinel, Christoph ED - Gamage, Dilrukshi T1 - Measuring the effects of course modularizations in online courses for life-long learners JF - Frontiers in Education N2 - Many participants in Massive Open Online Courses are full-time employees seeking greater flexibility in their time commitment and the available learning paths. We recently addressed these requirements by splitting up our 6-week courses into three 2-week modules followed by a separate exam. Modularizing courses offers many advantages: Shorter modules are more sustainable and can be combined, reused, and incorporated into learning paths more easily. Time flexibility for learners is also improved as exams can now be offered multiple times per year, while the learning content is available independently. In this article, we answer the question of which impact this modularization has on key learning metrics, such as course completion rates, learning success, and no-show rates. Furthermore, we investigate the influence of longer breaks between modules on these metrics. According to our analysis, course modules facilitate more selective learning behaviors that encourage learners to focus on topics they are the most interested in. At the same time, participation in overarching exams across all modules seems to be less appealing compared to an integrated exam of a 6-week course. While breaks between the modules increase the distinctive appearance of individual modules, a break before the final exam further reduces initial interest in the exams. We further reveal that participation in self-paced courses as a preparation for the final exam is unlikely to attract new learners to the course offerings, even though learners' performance is comparable to instructor-paced courses. The results of our long-term study on course modularization provide a solid foundation for future research and enable educators to make informed decisions about the design of their courses. KW - Massive Open Online Course (MOOC) KW - course design KW - modularization KW - learning path KW - flexibility KW - e-learning KW - assignments KW - self-paced learning Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.1008545 SN - 2504-284X VL - 7 PB - Frontiers CY - Lausanne, Schweiz ER - TY - JOUR A1 - Thienen, Julia von A1 - Weinstein, Theresa Julia A1 - Meinel, Christoph T1 - Creative metacognition in design thinking BT - exploring theories, educational practices, and their implications for measurement JF - Frontiers in psychology N2 - Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition. KW - accuracy KW - creativity KW - design thinking KW - education KW - measurement KW - metacognition KW - innovation KW - framework Y1 - 2023 U6 - https://doi.org/10.3389/fpsyg.2023.1157001 SN - 1664-1078 VL - 14 PB - Frontiers Research Foundation CY - Lausanne ER - TY - THES A1 - Podlesny, Nikolai Jannik T1 - Quasi-identifier discovery to prevent privacy violating inferences in large high dimensional datasets T1 - Erkennung von Quasi-Identifikatoren zum Schutz der Privatsphäre vor Rückschlüssen in hochdimensionalen Datensätzen N2 - Personal data privacy is considered to be a fundamental right. It forms a part of our highest ethical standards and is anchored in legislation and various best practices from the technical perspective. Yet, protecting against personal data exposure is a challenging problem from the perspective of generating privacy-preserving datasets to support machine learning and data mining operations. The issue is further compounded by the fact that devices such as consumer wearables and sensors track user behaviours on such a fine-grained level, thereby accelerating the formation of multi-attribute and large-scale high-dimensional datasets. In recent years, increasing news coverage regarding de-anonymisation incidents, including but not limited to the telecommunication, transportation, financial transaction, and healthcare sectors, have resulted in the exposure of sensitive private information. These incidents indicate that releasing privacy-preserving datasets requires serious consideration from the pre-processing perspective. A critical problem that appears in this regard is the time complexity issue in applying syntactic anonymisation methods, such as k-anonymity, l-diversity, or t-closeness to generating privacy-preserving data. Previous studies have shown that this problem is NP-hard. This thesis focuses on large high-dimensional datasets as an example of a special case of data that is characteristically challenging to anonymise using syntactic methods. In essence, large high-dimensional data contains a proportionately large number of attributes in proportion to the population of attribute values. Applying standard syntactic data anonymisation approaches to generating privacy-preserving data based on such methods results in high information-loss, thereby rendering the data useless for analytics operations or in low privacy due to inferences based on the data when information loss is minimised. We postulate that this problem can be resolved effectively by searching for and eliminating all the quasi-identifiers present in a high-dimensional dataset. Essentially, we quantify the privacy-preserving data sharing problem as the Find-QID problem. Further, we show that despite the complex nature of absolute privacy, the discovery of QID can be achieved reliably for large datasets. The risk of private data exposure through inferences can be circumvented, and both can be practicably achieved without the need for high-performance computers. For this purpose, we present, implement, and empirically assess both mathematical and engineering optimisation methods for a deterministic discovery of privacy-violating inferences. This includes a greedy search scheme by efficiently queuing QID candidates based on their tuple characteristics, projecting QIDs on Bayesian inferences, and countering Bayesian network’s state-space-explosion with an aggregation strategy taken from multigrid context and vectorised GPU acceleration. Part of this work showcases magnitudes of processing acceleration, particularly in high dimensions. We even achieve near real-time runtime for currently impractical applications. At the same time, we demonstrate how such contributions could be abused to de-anonymise Kristine A. and Cameron R. in a public Twitter dataset addressing the US Presidential Election 2020. Finally, this work contributes, implements, and evaluates an extended and generalised version of the novel syntactic anonymisation methodology, attribute compartmentation. Attribute compartmentation promises sanitised datasets without remaining quasi-identifiers while minimising information loss. To prove its functionality in the real world, we partner with digital health experts to conduct a medical use case study. As part of the experiments, we illustrate that attribute compartmentation is suitable for everyday use and, as a positive side effect, even circumvents a common domain issue of base rate neglect. N2 - Der personenbezogene Datenschutz gilt als Grundrecht in der Europäischen Union. Dieser Schutz ist nicht nur Teil unserer höchsten ethischen Standards, sondern auch in diversen Gesetzgebungen, verschiedenen bewährten Praktiken und den höchsten Gerichtsentscheidungen verankert. In der jüngeren Vergangenheit gab es zunehmend mehr Zwischenfälle, bei dem der Datenschutz von Individuellen nicht gewahrt werden konnte. Berichterstattung zu diesen Ereignissen schließen ein, sind aber nicht beschränkt auf die Sektoren der Telekommunikation, Transport, Finanztransaktionen und Gesundheitswesen. Nach diesen Vorfällen ist die Freigabe datenschutzrechtlicher Datensätze mit Problemen behaftet. Eines dieser Probleme ist die zeitliche Komplexitätsbeschränkung syntaktischer Anonymisierungsmethoden, durch die ihre Erforschung weitgehend zum Erliegen kam. Ansätze wie k-anonymity, l-diversity oder t-closeness haben sich in Ihrer Rechenzeit als sehr komplex und zeitaufwändig erwiesen. Auch Methoden der differenziellen Privatsphäre ("differential privacy") als probabilistische Anonymisierungstechnik weisen essentielle Einschränkungen für den Schutz von personenbezogenen Daten auf. Die Kombination von mehreren, unscheinbaren Datenpunkten können Quasi-Identifikatoren bilden, welche wiederum Angreifern in Kombination mit Hilfsdaten Schlussforderungen ermöglichen um private Informationen abzuleiten. Solche beobachteten Muster entfalten ihr volles Potenzial in dünn besiedelten, hochdimensionalen Daten, da ihre große Informationsvielfalt eine extreme Vielfalt von Schlussfolgerungen fördert. Die Suche nach und Beseitigung von Schlussfolgerung-Faktoren, die als Quasi-Identifikatoren (QID) fungieren, sind für das Problem des datenschutzschonenden Datenaustauschs von wesentlicher Bedeutung. Technologische Verbesserungen wie tragbare Fitnessgeräte für Verbraucher und Sensoren, die das Alltagsverhalten verfolgen, beschleunigen die Existenz von Datensätzen mit vielen Attributen und großen Datenmengen. Diese zusätzlichen Datenquellen bieten ein enormes Versprechen, erschweren aber gleichzeitig die Anonymisierungsbemühungen aufgrund der zunehmenden Komplexität. Als Teil dieser Arbeit wird das Finden von Quasi-Identifikatoren als "Find-QID"-Problem formalisiert, mathematische und technische Optimierungsmethoden vorgestellt, implementiert und experimentell verglichen. Ferner werden Charakteristika von Quasi-Identifikatoren erforscht, neue Entdeckungsmethoden vorgestellt und experimentell abgewogen und ebenfalls neue Anonymisierungsverfahren entworfen um die Existenz selbiger Quasi-Identifikatoren nachhaltig auszuschließen. In Summe wird aufgezeigt, wie diese Neuerungen sogar eine nahezu Echtzeit-Laufzeit für derzeit un-praktizierbare Anwendungen ermöglicht. Gleichzeitig wir aufgezeigt, wie selbige Beiträge zweckentfremdet werden können, um beispielhaft Kristine A. und Cameron R. in einem öffentlichen Datensatz zur US-Präsidentschaftswahl 2020 wiederzufinden. KW - data privacy KW - quasi-identifier discovery KW - de-anonymisation KW - mpmUCC KW - Datenschutz KW - Deanonymisierung KW - Erkennung von Quasi-Identifikatoren KW - mpmUCC Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-587843 ER - TY - BOOK A1 - Meinel, Christoph A1 - Willems, Christian A1 - Staubitz, Thomas A1 - Sauer, Dominic A1 - Hagedorn, Christiane T1 - openHPI T1 - openHPI BT - 10 Jahre MOOCs am Hasso-Plattner-Institut BT - 10 Years of MOOCs at the Hasso Plattner Institute N2 - Anlässlich des 10-jährigen Jubiläums von openHPI informiert dieser technische Bericht über die HPI-MOOC-Plattform einschließlich ihrer Kernfunktionen, Technologie und Architektur. In einer Einleitung wird die Plattformfamilie mit allen Partnerplattformen vorgestellt; diese belaufen sich inklusive openHPI aktuell auf neun Plattformen. In diesem Abschnitt wird außerdem gezeigt, wie openHPI als Berater und Forschungspartner in verschiedenen Projekten fungiert. Im zweiten Kapitel werden die Funktionalitäten und gängigen Kursformate der Plattform präsentiert. Die Funktionalitäten sind in Lerner- und Admin-Funktionen unterteilt. Der Bereich Lernerfunktionen bietet detaillierte Informationen zu Leistungsnachweisen, Kursen und den Lernmaterialien, aus denen sich ein Kurs zusammensetzt: Videos, Texte und Quiz. Darüber hinaus können die Lernmaterialien durch externe Übungstools angereichert werden, die über den Standard Learning Tools Interoperability (LTI) mit der HPI MOOC-Plattform kommunizieren. Das Konzept der Peer-Assessments rundet die möglichen Lernmaterialien ab. Der Abschnitt geht dann weiter auf das Diskussionsforum ein, das einen grundlegenden Unterschied von MOOCs im Vergleich zu traditionellen E-Learning-Angeboten darstellt. Zum Abschluss des Abschnitts folgen eine Beschreibung von Quiz-Recap, Lernzielen, mobilen Anwendungen, spielerischen Lernens und dem Helpdesk. Der nächste Teil dieses Kapitels beschäftigt sich mit den Admin-Funktionen. Die Funktionalitätsbeschreibung beschränkt sich Neuigkeiten und Ankündigungen, Dashboards und Statistiken, Berichtsfunktionen, Forschungsoptionen mit A/B-Tests, den Kurs-Feed und das TransPipe-Tool zur Unterstützung beim Erstellen von automatischen oder manuellen Untertiteln. Die Plattform unterstützt außerdem eine Vielzahl zusätzlicher Funktionen, doch eine detaillierte Beschreibung dieser Funktionen würde den Rahmen des Berichts sprengen. Das Kapitel geht dann auf gängige Kursformate und openHPI-Lehrveranstaltungen am HPI ein, bevor es mit einigen Best Practices für die Gestaltung und Durchführung von Kursen schließt. Zum Abschluss des technischen Berichts gibt das letzte Kapitel eine Zusammenfassung und einen Ausblick auf die Zukunft der digitalen Bildung. Ein besonderes Merkmal des openHPI-Projekts ist die bewusste Entscheidung, die komplette Anwendung von den physischen Netzwerkkomponenten bis zur Plattformentwicklung eigenständig zu betreiben. Bei der vorliegenden deutschen Variante handelt es sich um eine gekürzte Übersetzung des technischen Berichts 148, bei der kein Einblick in die Technologien und Architektur von openHPI gegeben wird. Interessierte Leser:innen können im technischen Bericht 148 (vollständige englische Version) detaillierte Informationen zum Rechenzentrum und den Geräten, der Cloud-Software und dem openHPI Cloud Service aber auch zu Infrastruktur-Anwendungskomponenten wie Entwicklungstools, Automatisierung, Deployment-Pipeline und Monitoring erhalten. Außerdem finden sich dort weitere Informationen über den Technologiestack und konkrete Implementierungsdetails der Plattform inklusive der serviceorientierten Ruby on Rails-Anwendung, die Kommunikation zwischen den Diensten, öffentliche APIs, sowie Designsystem und -komponenten. Der Abschnitt schließt mit einer Diskussion über die ursprüngliche Microservice-Architektur und die Migration zu einer monolithischen Anwendung. N2 - On the occasion of the 10th openHPI anniversary, this technical report provides information about the HPI MOOC platform, including its core features, technology, and architecture. In an introduction, the platform family with all partner platforms is presented; these now amount to nine platforms, including openHPI. This section introduces openHPI as an advisor and research partner in various projects. In the second chapter, the functionalities and common course formats of the platform are presented. The functionalities are divided into learner and admin features. The learner features section provides detailed information about performance records, courses, and the learning materials of which a course is composed: videos, texts, and quizzes. In addition, the learning materials can be enriched by adding external exercise tools that communicate with the HPI MOOC platform via the Learning Tools Interoperability (LTI) standard. Furthermore, the concept of peer assessments completed the possible learning materials. The section then proceeds with further information on the discussion forum, a fundamental concept of MOOCs compared to traditional e-learning offers. The section is concluded with a description of the quiz recap, learning objectives, mobile applications, gameful learning, and the help desk. The next part of this chapter deals with the admin features. The described functionality is restricted to describing the news and announcements, dashboards and statistics, reporting capabilities, research options with A/B testing, the course feed, and the TransPipe tool to support the process of creating automated or manual subtitles. The platform supports a large variety of additional features, but a detailed description of these features goes beyond the scope of this report. The chapter then elaborates on common course formats and openHPI teaching activities at the HPI. The chapter concludes with some best practices for course design and delivery. The third chapter provides insights into the technology and architecture behind openHPI. A special characteristic of the openHPI project is the conscious decision to operate the complete application from bare metal to platform development. Hence, the chapter starts with a section about the openHPI Cloud, including detailed information about the data center and devices, the used cloud software OpenStack and Ceph, as well as the openHPI Cloud Service provided for the HPI. Afterward, a section on the application technology stack and development tooling describes the application infrastructure components, the used automation, the deployment pipeline, and the tools used for monitoring and alerting. The chapter is concluded with detailed information about the technology stack and concrete platform implementation details. The section describes the service-oriented Ruby on Rails application, inter-service communication, and public APIs. It also provides more information on the design system and components used in the application. The section concludes with a discussion of the original microservice architecture, where we share our insights and reasoning for migrating back to a monolithic application. The last chapter provides a summary and an outlook on the future of digital education. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 150 KW - openHPI KW - MOOC KW - digitale Lernplattform KW - digitale Aufklärung KW - lebenslanges Lernen KW - openHPI KW - MOOC KW - digital learning platform KW - digital enlightenment KW - lifelong learning Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-561792 SN - 978-3-86956-546-0 SN - 1613-5652 SN - 2191-1665 IS - 150 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - RPRT A1 - Döllner, Jürgen Roland Friedrich A1 - Friedrich, Tobias A1 - Arnrich, Bert A1 - Hirschfeld, Robert A1 - Lippert, Christoph A1 - Meinel, Christoph T1 - Abschlussbericht KI-Labor ITSE T1 - Final report "AI Lab ITSE" BT - KI-Labor für Methodik, Technik und Ausbildung in der IT-Systemtechnik N2 - Der Abschlussbericht beschreibt Aufgaben und Ergebnisse des KI-Labors "ITSE". Gegenstand des KI-Labors bildeten Methodik, Technik und Ausbildung in der IT-Systemtechnik zur Analyse, Planung und Konstruktion KI-basierter, komplexer IT-Systeme. N2 - Final Report on the "AI Lab ITSE" dedicated to Methodology, Technology and Education of AI in IT-Systems Engineering. KW - Abschlussbericht KW - KI-Labor KW - final report KW - AI Lab Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-578604 ER - TY - JOUR A1 - Steinbeck, Hendrik A1 - Meinel, Christoph ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - What makes an educational video? BT - deconstructing characteristics of video production styles for MOOCs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - In an effort to describe and produce different formats for video instruction, the research community in technology-enhanced learning, and MOOC scholars in particular, have focused on the general style of video production: whether it is a digitally scripted “talk-and-chalk” or a “talking head” version of a learning unit. Since these production styles include various sub-elements, this paper deconstructs the inherited elements of video production in the context of educational live-streams. Using over 700 videos – both from synchronous and asynchronous modalities of large video-based platforms (YouTube and Twitch), 92 features were found in eight categories of video production. These include commonly analyzed features such as the use of green screen and a visible instructor, but also less studied features such as social media connections and changing camera perspective depending on the topic being covered. Overall, the research results enable an analysis of common video production styles and a toolbox for categorizing new formats – independent of their final (a)synchronous use in MOOCs. Keywords: video production, MOOC video styles, live-streaming. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622086 SP - 47 EP - 58 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kristine Jonson Carlon, May A1 - Yokoi, Kensuke A1 - Maurice Gayed, John A1 - Suyama, Hiroshi A1 - Cross, Jeffrey ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Preparing for Society 5.0 with MOOC Capabilities Extension BT - an industry-academia collaboration on learning analytics dashboard development JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Academia-industry collaborations are beneficial when both sides bring strengths to the partnership and the collaboration outcome is of mutual benefit. These types of collaboration projects are seen as a low-risk learning opportunity for both parties. In this paper, government initiatives that can change the business landscape and academia-industry collaborations that can provide upskilling opportunities to fill emerging business needs are discussed. In light of Japan’s push for next-level modernization, a Japanese software company took a positive stance towards building new capabilities outside what it had been offering its customers. Consequently, an academic research group is laying out infrastructure for learning analytics research. An existing learning analytics dashboard was modularized to allow the research group to focus on natural language processing experiments while the software company explores a development framework suitable for data visualization techniques and artificial intelligence development. The results of this endeavor demonstrate that companies working with academia can creatively explore collaborations outside typical university-supported avenues. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-620809 SP - 9 EP - 20 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jin, Tonje ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - “One video fit for all” BT - game inspired online TEACHING in mathematics in STEM education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Online learning in mathematics has always been challenging, especially for mathematics in STEM education. This paper presents how to make “one fit for all” lecture videos for mathematics in STEM education. In general, we do believe that there is no such thing as “one fit for all” video. The curriculum requires a high level of prior knowledge in mathematics from high school to get a good understanding, and the variation of prior knowledge levels among STEM education students is often high. This creates challenges for both online teaching and on-campus teaching. This article presents experimenting and researching on a video format where students can get a real-time feeling, and which fits their needs regarding their existing prior knowledge. They have the possibility to ask and receive answers during the video without having to feel that they must jump into different sources, which helps to reduce unnecessary distractions. The fundamental video format presented here is that of dynamic branching videos, which has to little degree been researched in education related studies. The reason might be that this field is quite new for higher education, and there is relatively high requirement on the video editing skills from the teachers’ side considering the platforms that are available so far. The videos are implemented for engineering students who take the Linear Algebra course at the Norwegian University of Science and Technology in spring 2023. Feedback from the students gathered via anonymous surveys so far (N = 21) is very positive. With the high suitability for online teaching, this video format might lead the trend of online learning in the future. The design and implementation of dynamic videos in mathematics in higher education was presented for the first time at the EMOOCs conference 2023. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621080 SP - 21 EP - 35 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Xue, Wei A1 - Bruillard, Éric ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - MOOC in private Chinese universities BT - behavior and attitude of students learning foreign languages JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This paper investigates private university students’ language learning activities in MOOC platforms and their attitude toward it. The study explores the development of MOOC use in Chinese private universities, with a focus on two modes: online et blended. We conducted empirical studies with students learning French and Japanese as a second foreign language, using questionnaires (N = 387) and interviews (N = 20) at a private university in Wuhan. Our results revealed that the majority of students used the MOOC platform more than twice a week and focused on the MOOC video, materials and assignments. However, we also found that students showed less interest in online communication (forums). Those who worked in the blended learning mode, especially Japanese learning students, had a more positive attitude toward MOOCs than other students. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621811 SP - 37 EP - 45 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - van Esveld, Selma A1 - de Vries, Nardo A1 - Becchetti, Sibilla A1 - Dopper, Sofia A1 - van Valkenburg, Willem ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Impact of Mooc and Other Online Course Development on Campus Education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The TU Delft Extension School for Continuing Education develops and delivers MOOCs, programs and other online courses for lifelong learners and professionals worldwide focused on Science, Engineering & Design. At the beginning of 2022, we started a project to examine whether creating an online course had any impact on TU Delft campus education. Through a survey, we collected feedback from 68 TU Delft lecturers involved in developing and offering online courses and programs for lifelong learners and professionals. The lecturers reported on the impact of developing an online course on a personal and curricular level. The results showed that the developed online materials, and the acquired skills and experiences from creating online courses, were beneficial for campus education, especially during the transition to remote emergency teaching in the COVID-19 lockdown periods. In this short paper, we will describe the responses in detail and map the benefits and challenges experienced by lecturers when implementing their online course materials and newly acquired educational skills on campus. Finally, we will explore future possibilities to extend the reported, already relevant, impact of MOOCs and of other online courses on campus education. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-620785 SP - 1 EP - 8 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Corazza, Giovanni Emanuele A1 - Thienen, Julia von ED - Glăveanu, Vlad Petre T1 - Invention T2 - The Palgrave encyclopedia of the possible N2 - This entry addresses invention from five different perspectives: (i) definition of the term, (ii) mechanisms underlying invention processes, (iii) (pre-)history of human inventions, (iv) intellectual property protection vs open innovation, and (v) case studies of great inventors. Regarding the definition, an invention is the outcome of a creative process taking place within a technological milieu, which is recognized as successful in terms of its effectiveness as an original technology. In the process of invention, a technological possibility becomes realized. Inventions are distinct from either discovery or innovation. In human creative processes, seven mechanisms of invention can be observed, yielding characteristic outcomes: (1) basic inventions, (2) invention branches, (3) invention combinations, (4) invention toolkits, (5) invention exaptations, (6) invention values, and (7) game-changing inventions. The development of humanity has been strongly shaped by inventions ever since early stone tools and the conception of agriculture. An “explosion of creativity” has been associated with Homo sapiens, and inventions in all fields of human endeavor have followed suit, engendering an exponential growth of cumulative culture. This culture development emerges essentially through a reuse of previous inventions, their revision, amendment and rededication. In sociocultural terms, humans have increasingly regulated processes of invention and invention-reuse through concepts such as intellectual property, patents, open innovation and licensing methods. Finally, three case studies of great inventors are considered: Edison, Marconi, and Montessori, next to a discussion of human invention processes as collaborative endeavors. KW - invention KW - creativity KW - invention mechanism KW - cumulative culture KW - technology KW - innovation KW - patent KW - open innovation Y1 - 2023 SN - 978-3-030-90912-3 SN - 978-3-030-90913-0 U6 - https://doi.org/10.1007/978-3-030-90913-0_14 SP - 806 EP - 814 PB - Springer International Publishing CY - Cham ER - TY - THES A1 - Yang, Haojin T1 - Deep representation learning for multimedia data analysis Y1 - 2019 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 - TY - THES A1 - Ussath, Martin Georg T1 - Analytical approaches for advanced attacks Y1 - 2017 ER - TY - GEN A1 - Renz, Jan A1 - Shams, Ahmed A1 - Meinel, Christoph T1 - Offline-Enabled Web-based E-Learning for Improved User Experience in Africa T2 - 2017 IEEE Africon N2 - Web-based E-Learning uses Internet technologies and digital media to deliver education content to learners. Many universities in recent years apply their capacity in producing Massive Open Online Courses (MOOCs). They have been offering MOOCs with an expectation of rendering a comprehensive online apprenticeship. Typically, an online content delivery process requires an Internet connection. However, access to the broadband has never been a readily available resource in many regions. In Africa, poor and no networks are yet predominantly experienced by Internet users, frequently causing offline each moment a digital device disconnect from a network. As a result, a learning process is always disrupted, delayed and terminated in such regions. This paper raises the concern of E-Learning in poor and low bandwidths, in fact, it highlights the needs for an Offline-Enabled mode. The paper also explores technical approaches beamed to enhance the user experience inWeb-based E-Learning, particular in Africa. KW - Educational Technology KW - E-Learning KW - Internet KW - Bandwidth KW - Mobile Learning KW - Mobiles KW - MOOC KW - Offline-Enabled KW - Ubiquitous Y1 - 2017 SN - 978-1-5386-2775-4 U6 - https://doi.org/10.1109/AFRCON.2017.8095574 SN - 2153-0025 SP - 736 EP - 742 PB - IEEE CY - New York ER - TY - JOUR A1 - Bin Tareaf, Raad A1 - Berger, Philipp A1 - Hennig, Patrick A1 - Meinel, Christoph T1 - Cross-platform personality exploration system for online social networks BT - Facebook vs. Twitter JF - Web intelligence N2 - Social networking sites (SNS) are a rich source of latent information about individual characteristics. Crawling and analyzing this content provides a new approach for enterprises to personalize services and put forward product recommendations. In the past few years, commercial brands made a gradual appearance on social media platforms for advertisement, customers support and public relation purposes and by now it became a necessity throughout all branches. This online identity can be represented as a brand personality that reflects how a brand is perceived by its customers. We exploited recent research in text analysis and personality detection to build an automatic brand personality prediction model on top of the (Five-Factor Model) and (Linguistic Inquiry and Word Count) features extracted from publicly available benchmarks. Predictive evaluation on brands' accounts reveals that Facebook platform provides a slight advantage over Twitter platform in offering more self-disclosure for users' to express their emotions especially their demographic and psychological traits. Results also confirm the wider perspective that the same social media account carry a quite similar and comparable personality scores over different social media platforms. For evaluating our prediction results on actual brands' accounts, we crawled the Facebook API and Twitter API respectively for 100k posts from the most valuable brands' pages in the USA and we visualize exemplars of comparison results and present suggestions for future directions. KW - Big Five model KW - personality prediction KW - brand personality KW - machine KW - learning KW - social media analysis Y1 - 2020 U6 - https://doi.org/10.3233/WEB-200427 SN - 2405-6456 SN - 2405-6464 VL - 18 IS - 1 SP - 35 EP - 51 PB - IOS Press CY - Amsterdam ER - TY - THES A1 - Traifeh, Hanadi T1 - Design Thinking in the Arab world T1 - Design Thinking in der Arabischen Welt BT - perspectives, challenges and opportunities BT - Perspektiven, Herausforderungen und Potentiale N2 - Design Thinking is a human-centered approach to innovation that has become increasingly popular globally over the last decade. While the spread of Design Thinking is well understood and documented in the Western cultural contexts, particularly in Europe and the US due to the popularity of the Stanford-Potsdam Design Thinking education model, this is not the case when it comes to non-Western cultural contexts. This thesis fills a gap identified in the literature regarding how Design Thinking emerged, was perceived, adopted, and practiced in the Arab world. The culture in that part of the world differs from that of the Western context, which impacts the mindset of people and how they interact with Design Thinking tools and methods. A mixed-methods research approach was followed in which both quantitative and qualitative methods were employed. First, two methods were used in the quantitative phase: a social media analysis using Twitter as a source of data, and an online questionnaire. The results and analysis of the quantitative data informed the design of the qualitative phase in which two methods were employed: ten semi-structured interviews, and participant observation of seven Design Thinking training events. According to the analyzed data, the Arab world appears to have had an early, though relatively weak, and slow, adoption of Design Thinking since 2006. Increasing adoption, however, has been witnessed over the last decade, especially in Saudi Arabia, the United Arab Emirates and Egypt. The results also show that despite its limited spread, Design Thinking has been practiced the most in education, information technology and communication, administrative services, and the non-profit sectors. The way it is being practiced, though, is not fully aligned with how it is being practiced and taught in the US and Europe, as most people in the region do not necessarily believe in all mindset attributes introduced by the Stanford-Potsdam tradition. Practitioners in the Arab world also seem to shy away from the 'wild side' of Design Thinking in particular, and do not fully appreciate the connection between art-design, and science-engineering. This questions the role of the educational institutions in the region since -according to the findings- they appear to be leading the movement in promoting and developing Design Thinking in the Arab world. Nonetheless, it is notable that people seem to be aware of the positive impact of applying Design Thinking in the region, and its potential to bring meaningful transformation. However, they also seem to be concerned about the current cultural, social, political, and economic challenges that may challenge this transformation. Therefore, they call for more awareness and demand to create Arabic, culturally appropriate programs to respond to the local needs. On another note, the lack of Arabic content and local case studies on Design Thinking were identified by several interviewees and were also confirmed by the participant observation as major challenges that are slowing down the spread of Design Thinking or sometimes hampering capacity building in the region. Other challenges that were revealed by the study are: changing the mindset of people, the lack of dedicated Design Thinking spaces, and the need for clear instructions on how to apply Design Thinking methods and activities. The concept of time and how Arabs deal with it, gender management during trainings, and hierarchy and power dynamics among training participants are also among the identified challenges. Another key finding revealed by the study is the confirmation of التفكير التصميمي as the Arabic term to be most widely adopted in the region to refer to Design Thinking, since four other Arabic terms were found to be associated with Design Thinking. Based on the findings of the study, the thesis concludes by presenting a list of recommendations on how to overcome the mentioned challenges and what factors should be considered when designing and implementing culturally-customized Design Thinking training in the Arab region. N2 - Design Thinking ist ein nutzerzentrierter Innovationsansatz, der in den letzten zehn Jahren weltweit an Bekanntheit gewonnen hat. Während die Verbreitung von Design Thinking im westlichen Kulturkreis – insbesondere in Europa und den USA – aufgrund der Bedeutung des Stanford-Potsdam Design Thinking-Ausbildungsmodells gut verstanden und dokumentiert ist, ist dies nicht der Fall, wenn es sich um nicht-westliche Kulturkreise handelt. Diese Arbeit schließt eine Lücke in der Literatur darüber, wie Design Thinking in der arabischen Welt entstanden ist, wahrgenommen, angenommen und praktiziert wurde. Die vorhandenen kulturellen Unterschiede zwischen der westlichen und der arabischen Welt wirken sich auch auf die Denkweise der Menschen aus, unddarauf, wie sie mit Design Thinking-Tools und -Methoden umgehen. Es wurde ein ‚Mixed Methods‘-Forschungsansatz verfolgt, d.h. sowohl quantitative als auch qualitative Methoden wurden eingesetzt. In der quantitativen Phase kamen zunächst zwei Methoden zum Einsatz: eine Social-Media-Analyse mit Twitter als Datenquelle und ein Online-Fragebogen. Die Ergebnisse und die Analyse der quantitativen Daten bildeten die Grundlage für die Gestaltung der qualitativen Phase, in der zwei Methoden angewendet wurden: zehn halbstrukturierte Interviews und die teilnehmende Beobachtung von sieben Design Thinking-Trainings. Den analysierten Daten zufolge scheint es in der arabischen Welt seit 2006 eine frühe, wenn auch relativ schwache und langsame Einführung von Design Thinking gegeben zu haben. In den letzten zehn Jahren ist jedoch eine zunehmende Akzeptanz zu beobachten, insbesondere in Saudi-Arabien, den Vereinigten Arabischen Emiraten und Ägypten. Die Ergebnisse zeigen auch, dass Design Thinking trotz seiner begrenzten Verbreitung am häufigsten im Bildungswesen, in der Informationstechnologie und Kommunikation, in der Verwaltung und im Non-Profit-Sektor angewandt wird. Die Art und Weise, wie Design Thinking praktiziert wird, stimmt jedoch nicht vollständig mit der Art und Weise überein, wie es in den USA und Europa praktiziert und gelehrt wird, da die meisten Menschen in der Region nicht unbedingt an alle Denkattribute glauben, die im Stanford-Potsdam-Modell eingeführt wurden. Die Praktiker in der arabischen Welt scheinen auch vor der "wilden Seite" des Design Thinking zurückzuschrecken und die Verbindung zwischen Kunst und Design auf der einen sowie Wissenschaft und Technik auf der anderen Seite nicht vollumfänglich zu schätzen. Dies wirft die Frage nach der Rolle von Bildungseinrichtungen in der Region auf, da sie - den Ergebnissen zufolge - die Bewegung zur Förderung und Entwicklung von Design Thinking in der arabischen Welt anzuführen scheinen. Nichtsdestotrotz ist es bemerkenswert, dass sich die Menschen der positiven Auswirkungen der Anwendung von Design Thinking in der Region und seines Potenzials, sinnvolle Veränderungen zu bewirken, bewusst zu sein scheinen. Sie scheinen jedoch auch besorgt zu sein über die aktuellen kulturellen, sozialen, politischen und wirtschaftlichen Herausforderungen, die diese Transformation in Frage stellen könnten. Daher fordern sie eine stärkere Sensibilisierung und die Schaffung von arabischen, kulturell angemessenen Programmen, um auf die lokalen Bedürfnisse einzugehen. Auch das Fehlen arabischer Inhalte und lokaler Fallstudien zu Design Thinking wurde von mehreren Befragten genannt und durch die teilnehmende Beobachtung bestätigt, da dies die Verbreitung von Design Thinking verlangsamt oder den Aufbau von Kapazitäten in der Region behindert. Weitere Herausforderungen, die sich aus der Studie ergaben, sind: die Veränderung des Mindsets der Menschen, das Fehlen spezieller Design-Thinking-Räume und der Bedarf an klaren Anweisungen zur Anwendung von Design-Thinking-Methoden und -Aktivitäten. Das Konzept von Zeit und der Umgang der arabischen Welt damit, Gender-Management während der Schulungen sowie Hierarchie und Machtdynamik unter den Schulungsteilnehmern gehören ebenfalls zu den identifizierten Herausforderungen. Ein weiteres wichtiges Ergebnis der Studie ist die Bestätigung von التفكير التصميمي als dem in der Region am weitesten verbreiteten arabischen Begriff für Design Thinking, da vier weitere arabische Begriffe mit Design Thinking in Verbindung gebracht werden konnten. Basierend auf den Ergebnissen der Studie schließt die Arbeit mit einer Liste von Empfehlungen, wie die genannten Herausforderungen überwunden werden können und welche Faktoren bei der Entwicklung und Implementierung von kulturell angepassten Design Thinking-Trainings in der arabischen Welt berücksichtigt werden sollten. KW - Design Thinking KW - human-centered design KW - the Arab world KW - emergence KW - adoption KW - implementation KW - culture KW - Design Thinking KW - Annahme KW - Kultur KW - Entstehung KW - menschenzentriertes Design KW - Implementierung KW - die arabische Welt Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-598911 ER - TY - JOUR A1 - Alario Hoyos, Carlos A1 - Delgado Kloos, Carlos A1 - Kiendl, Doris A1 - Terzieva, Liliya ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Innovat MOOC BT - teacher training on educational innovation in higher education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624560 SP - 229 EP - 237 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Xiaoxiao, Wang A1 - Shuangshuang, Guo ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Promoting global higher education cooperation BT - taking global MOOC and online education alliance as an example JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The massive growth of MOOCs in 2011 laid the groundwork for the achievement of SDG 4. With the various benefits of MOOCs, there is also anticipation that online education should focus on more interactivity and global collaboration. In this context, the Global MOOC and Online Education Alliance (GMA) established a diverse group of 17 world-leading universities and three online education platforms from across 14 countries on all six continents in 2020. Through nearly three years of exploration, GMA has gained experience and achieved progress in fostering global cooperation in higher education. First, in joint teaching, GMA has promoted in-depth cooperation between members inside and outside the alliance. Examples include promoting the exchange of high-quality MOOCs, encouraging the creation of Global Hybrid Classroom, and launching Global Hybrid Classroom Certificate Programs. Second, in capacity building and knowledge sharing, GMA has launched Online Education Dialogues and the Global MOOC and Online Education Conference, inviting global experts to share best practices and attracting more than 10 million viewers around the world. Moreover, GMA is collaborating with international organizations to support teachers’ professional growth, create an online learning community, and serve as a resource for further development. Third, in public advocacy, GMA has launched the SDG Hackathon and Global Massive Open Online Challenge (GMOOC) and attracted global learners to acquire knowledge and incubate their innovative ideas within a cross-cultural community to solve real-world problems that all humans face and jointly create a better future. Based on past experiences and challenges, GMA will explore more diverse cooperation models with more partners utilizing advanced technology, provide more support for digital transformation in higher education, and further promote global cooperation towards building a human community with a shared future. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623865 SP - 85 EP - 93 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Khaneboubi, Mehdi ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Visualizing students flows to monitor persistence JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Founded in 2013, OpenClassrooms is a French online learning company that offers both paid courses and free MOOCs on a wide range of topics, including computer science and education. In 2021, in partnership with the EDA research unit, OpenClassrooms shared a database to solve the problem of how to increase persistence in their paid courses, which consist of a series of MOOCs and human mentoring. Our statistical analysis aims to identify reasons for dropouts that are due to the course design rather than demographic predictors or external factors.We aim to identify at-risk students, i.e. those who are on the verge of dropping out at a specific moment. To achieve this, we use learning analytics to characterize student behavior. We conducted data analysis on a sample of data related to the “Web Designers” and “Instructional Design” courses. By visualizing the student flow and constructing speed and acceleration predictors, we can identify which parts of the course need to be calibrated and when particular attention should be paid to these at-risk students. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623906 SP - 121 EP - 131 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Doğu Özdemir, Paker A1 - Can Bayer, Burak A1 - Mercan, Duygu A1 - Buyurucu, Gamze ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - MOOC-based Personalized Learning Experience (Ple) BT - an innovative approach to elective courses JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This qualitative study explores the impact of Personalized Learning Experience (PLE) courses at a higher education institution from the perspective of undergraduate students. The PLE program requires students to take at least one of their elective courses in the form of MOOCs during their undergraduate studies. Drawing on interviews with six students across different faculties, the study identified four key themes that encapsulate the effects of PLE courses: (1) Certificate driven learning with a focus on occupation skill enhancement, (2) diverse course offerings to enhance personal and academic development, (3) learning flexibility, and (4) student satisfaction. The findings suggest that PLE courses offered through MOOC platforms allow students to broaden their academic horizons, gain valuable skills, and tailor their education to better align with their interests and goals. Furthermore, this study highlights the potential benefits of incorporating PLE courses in higher education institutions, emphasizing their role in promoting a more dynamic and student-centered learning environment. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622098 SP - 59 EP - 66 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Lipp, Silvia A1 - Schön, Sandra ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Role of MOOCs and Imoox for Austrian Universities BT - analysis of performance agreements and activities at imoox JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This research paper provides an overview of the current state of MOOCs (massive open online courses) and universities in Austria, focusing on the national MOOC platform iMooX.at. The study begins by presenting the results of an analysis of the performance agreements of 22 Austrian public universities for the period 2022–2024, with a specific focus on the mention of MOOC activities and iMooX. The authors find that 12 of 22 (55 %) Austrian public universities use at least one of these terms, indicating a growing interest in MOOCs and online learning. Additionally, the authors analyze internal documentation data to share insights into how many universities in Austria have produced and/or used a MOOC on the iMooX platform since its launch in 2014. These findings provide a valuable measure of the current usage and monitoring of MOOCs and iMooX among Austrian higher education institutions. Overall, this research contributes to a better understanding of the current state of MOOCs and their integration within Austrian higher education. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622134 SP - 77 EP - 84 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Egloffstein, Marc A1 - Hünemohr, Holger A1 - Ifenthaler, Dirk ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Modularization of open online courses on the eGov-Campus BT - prospects and challenges JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Modularization describes the transformation of MOOCs from a comprehensive academic course format into smaller, more manageable learning offerings. It can be seen as one of the prerequisites for the successful implementation of MOOC-based micro-credentials in professional education and training. This short paper reports on the development and application of a modularization framework for Open Online Courses. Using the example of eGov-Campus, a German MOOC provider for the public sector linked to both academia and formal professional development, the structural specifications for modularized MOOC offerings and a methodology for course transformation as well as associated challenges in technology, organization and educational design are outlined. Following on from this, future prospects are discussed under the headings of individualization, certification and integration. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623888 SP - 105 EP - 112 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Neuböck, Kristina A1 - Linschinger, Nadine ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Central elements of knowledge and competence development with MOOCs BT - using the example of the OER-MOOC JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - To implement OERs at HEIs sustainably, not just technical infrastructure is required, but also well-trained staff. The University of Graz is in charge of an OER training program for university staff as part of the collaborative project Open Education Austria Advanced (OEAA) with the aim of ensuring long-term competence growth in the use and creation of OERs. The program consists of a MOOC and a guided blended learning format that was evaluated to find out which accompanying teaching and learning concepts can best facilitate targeted competence development. The evaluation of the program shows that learning videos, self-study assignments and synchronous sessions are most useful for the learning process. The results indicate that the creation of OERs is a complex process that can be undergone more effectively in the guided program. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624668 SP - 255 EP - 262 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Khlaisang, Jintavee A1 - Duangchinda, Vorasuang A1 - Thammetar, Thapanee A1 - Theeraroungchaisri, Anuchai ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Instructional design for work-based skill MOOCs BT - challenges for workforce development in Thailand JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - As Thailand moves towards becoming an innovation-driven economy, the need for human capital development has become crucial. Work-based skill MOOCs, offered on Thai MOOC, a national digital learning platform launched by Thailand Cyber University Project, ministry of Higher Education, Science, Research and Innovation, provide an effective way to overcome this challenge. This paper discusses the challenges faced in designing an instruction for work-based skill MOOCs that can serve as a foundation model for many more to come. The instructional design of work-based skill courses in Thai MOOC involves four simple steps, including course selection, learning from accredited providers, course requirements completion, and certification of acquired skills. The development of such courses is ongoing at the higher education level, vocational level, and pre-university level, which serve as a foundation model for many more work-based skill MOOC that will be offered on Thai MOOC soon. The instructional design of work-based skills courses should focus on the development of currently demanded professional competencies and skills, increasing the efficiency of work in the organization, creativity, and happiness in life that meets the human resources needs of industries in the 4.0 economy era in Thailand. This paper aims to present the challenges of designing instruction for work-based skill MOOCs and suggests effective ways to design instruction to enhance workforce development in Thailand. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624318 SP - 221 EP - 227 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Dixon, Fred A1 - Trabucchi, Stefania ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Using analytics in a large virtual classroom for Open edX JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The main aim of this article is to explore how learning analytics and synchronous collaboration could improve course completion and learner outcomes in MOOCs, which traditionally have been delivered asynchronously. Based on our experience with developing BigBlueButton, a virtual classroom platform that provides educators with live analytics, this paper explores three scenarios with business focused MOOCs to improve outcomes and strengthen learned skills. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623895 SP - 113 EP - 120 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Nohr, Magnus A1 - Haugsbakken, Halvdan ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - A taxonomy of video genres as a scaffolding strategy for video making in education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This research paper aims to introduce a novel practitioner-oriented and research-based taxonomy of video genres. This taxonomy can serve as a scaffolding strategy to support educators throughout the entire educational system in creating videos for pedagogical purposes. A taxonomy of video genres is essential as videos are highly valued resources among learners. Although the use of videos in education has been extensively researched and well-documented in systematic research reviews, gaps remain in the literature. Predominantly, researchers employ sophisticated quantitative methods and similar approaches to measure the performance of videos. This trend has led to the emergence of a strong learning analytics research tradition with its embedded literature. This body of research includes analysis of performance of videos in online courses such as Massive Open Online Courses (MOOCs). Surprisingly, this same literature is limited in terms of research outlining approaches to designing and creating educational videos, which applies to both video-based learning and online courses. This issue results in a knowledge gap, highlighting the need for developing pedagogical tools and strategies for video making. These can be found in frameworks, guidelines, and taxonomies, which can serve as scaffolding strategies. In contrast, there appears to be very few frameworks available for designing and creating videos for pedagogica purposes, apart from a few well-known frameworks. In this regard, this research paper proposes a novel taxonomy of video genres that educators can utilize when creating videos intended for use in either video-based learning environments or online courses. To create this taxonomy, a large number of videos from online courses were collected and analyzed using a mixed-method research design approach. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624294 SP - 201 EP - 220 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Staubitz, Thomas A1 - Serth, Sebastian A1 - Thomas, Max A1 - Ebner, Martin A1 - Koschutnig-Ebner, Markus A1 - Rampelt, Florian A1 - von Stetten, Alexander A1 - Wittke, Andreas ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - A metastandard for the international exchange of MOOCs BT - the MOOChub as first prototype JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer the metadata of their courses in the same way. The paper at hand presents the genesis of the idea to establish a common metadata standard and the story of its subsequent development. The result of this effort is, first, an open-licensed de-facto-standard, which is based on existing commonly used standards and second, a first prototypical platform that is using this standard: the MOOChub, which lists all courses of the involved partners. This catalog is searchable and provides a more comprehensive overview of basically all MOOCs that are offered by German and Austrian MOOC platforms. Finally, the upcoming developments to further optimize the catalog and the metadata standard are reported. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624154 SP - 147 EP - 161 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Giannatelli, Ada A1 - Tomasini, Alessandra ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Descriptors and EU Standards to support the recognition of MOOCs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Digital technologies have enabled a variety of learning offers that opened new challenges in terms of recognition of formal, informal and non-formal learning, such as MOOCs. This paper focuses on how providing relevant data to describe a MOOC is conducive to increase the transparency of information and, ultimately, the flexibility of European higher education. The EU-funded project ECCOE took up these challenges and developed a solution by identifying the most relevant descriptors of a learning opportunity with a view to supporting a European system for micro-credentials. Descriptors indicate the specific properties of a learning opportunity according to European standards. They can provide a recognition framework also for small volumes of learning (micro-credentials) to support the integration of non-formal learning (MOOCs) into formal learning (e.g. institutional university courses) and to tackle skills shortage, upskilling and reskilling by acquiring relevant competencies. The focus on learning outcomes can facilitate the recognition of skills and competences of students and enhance both virtual and physical mobility and employability. This paper presents two contexts where ECCOE descriptors have been adopted: the Politecnico di Milano MOOC platform (Polimi Open Knowledge – POK), which is using these descriptors as the standard information to document the features of its learning opportunities, and the EU-funded Uforest project on urban forestry, which developed a blended training program for students of partner universities whose MOOCs used the ECCOE descriptors. Practice with ECCOE descriptors shows how they can be used not only to detail MOOC features, but also as a compass to design the learning offer. In addition, some rules of thumb can be derived and applied when using specific descriptors. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623967 SP - 133 EP - 146 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Concia, Francesca A1 - Distler, Petr A1 - Law, Gareth A1 - Macerata, Elena A1 - Mariani, Mario A1 - Mossini, Eros A1 - Negrin, Maddalena A1 - Štrok, Marko ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - An experience in developing models to use MOOCs in teaching and to advocate OERs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Loss of expertise in the fields of Nuclear- and Radio-Chemistry (NRC) is problematic at a scientific and social level. This has been addressed by developing a MOOC, in order to let students in scientific matters discover all the benefits of NRC to society and improving their awareness of this discipline. The MOOC “Essential Radiochemistry for Society” includes current societal challenges related to health, clean and sustainable energy for safety and quality of food and agriculture. NRC teachers belonging to CINCH network were invited to use the MOOC in their teaching, according to various usage models: on the basis of these different experiences, some usage patterns were designed, describing context characteristics (number and age of students, course), activities’ scheduling and organization, results and students’ feedback, with the aim of encouraging the use of MOOCs in university teaching, as an opportunity for both lecturers and students. These models were the basis of a “toolkit for teachers”. By experiencing digital teaching resources created by different lecturers, CINCH teachers took a first meaningful step towards understanding the worth of Open Educational Resources (OER) and the importance of their creation, adoption and sharing for knowledge progress. In this paper, the entire path from MOOC concept to MOOC different usage models, to awareness-raising regarding OER is traced in conceptual stages. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624609 SP - 239 EP - 254 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Mair, Bettina A1 - Schön, Sandra A1 - Lipp, Silvia A1 - Steinkellner, Iris A1 - Stojcevic, Ivana A1 - Zwiauer, Charlotte ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Impact assessment of a MOOC platform BT - considerations, development, and results JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - In 2020, the project “iMooX – The MOOC Platform as a Service for all Austrian Universities” was launched. It is co-financed by the Austrian Ministry of Education, Science and Research. After half of the funding period, the project management wants to assess and share results and outcomes but also address (potential) additional “impacts” of the MOOC platform. Building upon work on OER impact assessment, this contribution describes in detail how the specific iMooX.at approach of impact measurement was developed. Literature review, stakeholder analysis, and problem-based interviews were the base for developing a questionnaire addressing the defined key stakeholder “MOOC creators”. The article also presents the survey results in English for the first time but focuses more on the development, strengths, and weaknesses of the selected methods. The article is seen as a contribution to the further development of impact assessment for MOOC platforms. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624222 SP - 171 EP - 186 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Haugsbakken, Halvdan A1 - Hagelia, Marianne ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - An asynchronous cooperative leaning design in a Small Private Online Course (SPOC) JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This short paper sets out to propose a novel and interesting learning design that facilitates for cooperative learning in which students do not conduct traditional group work in an asynchronous online education setting. This learning design will be explored in a Small Private Online Course (SPOC) among teachers and school managers at a teacher education. Such an approach can be made possible by applying specific criteria commonly used to define collaborative learning. Collaboration can be defined, among other things, as a structured way of working among students that includes elements of co-laboring. The cooperative learning design involves adapting various traditional collaborative learning approaches for use in an online learning environment. A critical component of this learning design is that students work on a self-defined case project related to their professional practices. Through an iterative process, students will receive ongoing feedback and formative assessments from instructors and follow students at specific points, meaning that co-constructing of knowledge and learning takes place as the SPOC progresses. This learning design can contribute to better learning experiences and outcomes for students, and be a valuable contribution to current research discussions on learning design in Massive Open Online Courses (MOOCs). KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622107 SP - 67 EP - 76 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Thirouard, Maria A1 - de la Villèsbrunne, Marie A1 - Bernaert, Oliver ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - From MOOC to “2M-POC” BT - an approach to transform a traditional MOOC to an efficient multi-modal learning path for companies JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - IFP School develops and produces MOOCs since 2014. After the COVID-19 crisis, the demand of our industrial and international partners to offer continuous training to their employees increased drastically in an energy transition and sustainable mobility environment that finds itself in constant and rapid evolution. Therefore, it is time for a new format of digital learning tools to efficiently and rapidly train an important number of employees. To address this new demand, in a more and more digital learning environment, we have completely changed our initial MOOC model to propose an innovative SPOC business model mixing synchronous and asynchronous modules. This paper describes the work that has been done to transform our MOOCs to a hybrid SPOC model. We changed the format itself from a standard MOOC model of several weeks to small modules of one week average more adapted to our client’s demand. We precisely engineered the exchanges between learners and the social aspect all along the SPOC duration. We propose a multimodal approach with a combination of asynchronous activities like online module, exercises, and synchronous activities like webinars with experts, and after-work sessions. Additionally, this new format increases the number of uses of the MOOC resources by our professors in our own master programs. With all these actions, we were able to reach a completion rate between 80 and 96% – total enrolled –, compared to the completion rate of 15 to 28% – total enrolled – as to be recorded in our original MOOC format. This is to be observed for small groups (50–100 learners) as SPOC but also for large groups (more than 2500 learners), as a Massive and Multimodal Private Online Course (“2M-POC”). Today a MOOC is not a simple assembly of videos, text, discussions forums and validation exercises but a complete multimodal learning path including social learning, personal followup, synchronous and asynchronous modules. We conclude that the original MOOC format is not at all suitable to propose efficient training to companies, and we must re-engineer the learning path to have a SPOC hybrid and multimodal training compatible with a cost-effective business model. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624268 SP - 187 EP - 200 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Morales-Chan, Miguel A1 - Amado-Salvatierra, Héctor R. A1 - Hernández-Rizzardini, Rocael ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Optimizing the design, pedagogical decision-making and development of MOOCs through the use of Ai-Based tools JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This work explores the use of different generative AI tools in the design of MOOC courses. Authors in this experience employed a variety of AI-based tools, including natural language processing tools (e.g. Chat-GPT), and multimedia content authoring tools (e.g. DALLE-2, Midjourney, Tome.ai) to assist in the course design process. The aim was to address the unique challenges of MOOC course design, which includes to create engaging and effective content, to design interactive learning activities, and to assess student learning outcomes. The authors identified positive results with the incorporation of AI-based tools, which significantly improved the quality and effectiveness of MOOC course design. The tools proved particularly effective in analyzing and categorizing course content, identifying key learning objectives, and designing interactive learning activities that engaged students and facilitated learning. Moreover, the use of AI-based tools, streamlined the course design process, significantly reducing the time required to design and prepare the courses. In conclusion, the integration of generative AI tools into the MOOC course design process holds great potential for improving the quality and efficiency of these courses. Researchers and course designers should consider the advantages of incorporating generative AI tools into their design process to enhance their course offerings and facilitate student learning outcomes while also reducing the time and effort required for course development. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623870 SP - 95 EP - 103 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Santuber, Joaquin T1 - Designing for digital justice T1 - Designing for Digital Justice T1 - Diseñar para la justicia digital BT - an entanglement of people, law, and technologies in Chilean courts BT - eine Verflechtung von Menschen, Recht und Technologien in chilenischen Gerichten BT - una maraña de personas, leyes y tecnologías en los tribunales chilenos N2 - At the beginning of 2020, with COVID-19, courts of justice worldwide had to move online to continue providing judicial service. Digital technologies materialized the court practices in ways unthinkable shortly before the pandemic creating resonances with judicial and legal regulation, as well as frictions. A better understanding of the dynamics at play in the digitalization of courts is paramount for designing justice systems that serve their users better, ensure fair and timely dispute resolutions, and foster access to justice. Building on three major bodies of literature —e-justice, digitalization and organization studies, and design research— Designing for Digital Justice takes a nuanced approach to account for human and more-than-human agencies. Using a qualitative approach, I have studied in depth the digitalization of Chilean courts during the pandemic, specifically between April 2020 and September 2022. Leveraging a comprehensive source of primary and secondary data, I traced back the genealogy of the novel materializations of courts’ practices structured by the possibilities offered by digital technologies. In five (5) cases studies, I show in detail how the courts got to 1) work remotely, 2) host hearings via videoconference, 3) engage with users via social media (i.e., Facebook and Chat Messenger), 4) broadcast a show with judges answering questions from users via Facebook Live, and 5) record, stream, and upload judicial hearings to YouTube to fulfil the publicity requirement of criminal hearings. The digitalization of courts during the pandemic is characterized by a suspended normativity, which makes innovation possible yet presents risks. While digital technologies enabled the judiciary to provide services continuously, they also created the risk of displacing traditional judicial and legal regulation. Contributing to liminal innovation and digitalization research, Designing for Digital Justice theorizes four phases: 1) the pre-digitalization phase resulting in the development of regulation, 2) the hotspot of digitalization resulting in the extension of regulation, 3) the digital innovation redeveloping regulation (moving to a new, preliminary phase), and 4) the permanence of temporal practices displacing regulation. Contributing to design research Designing for Digital Justice provides new possibilities for innovation in the courts, focusing at different levels to better address tensions generated by digitalization. Fellow researchers will find in these pages a sound theoretical advancement at the intersection of digitalization and justice with novel methodological references. Practitioners will benefit from the actionable governance framework Designing for Digital Justice Model, which provides three fields of possibilities for action to design better justice systems. Only by taking into account digital, legal, and social factors can we design better systems that promote access to justice, the rule of law, and, ultimately social peace. N2 - Durch COVID-19 mussten zu Beginn des Jahres 2020 die Gerichte weltweit, um ihren Dienst fortzusetzen, Onlinekommunikation und digitale Technologien nutzen. Die digitalen Technologien haben die Gerichtspraktiken in einer Weise verändert, die kurz vor der Pandemie noch undenkbar war, was zu Resonanzen mit der Rechtsprechung und der gesetzlichen Regelung sowie zu Reibungen führte. Ein besseres Verständnis der Dynamik, die bei der Digitalisierung von Gerichten im Spiel ist, ist von entscheidender Bedeutung für die Gestaltung von Justizsystemen, die ihren Nutzern besser dienen, faire und zeitnahe Streitbeilegung gewährleisten und den Zugang zur Justiz und zur Rechtsstaatlichkeit fördern. Aufbauend auf den drei großen Themenkomplexen E-Justiz, Digitalisierung und Organisationen sowie Designforschung verfolgt „Designing for Digital Justice“ einen nuancierten Ansatz, um menschliche und nicht-menschliche Akteure zu berücksichtigen. Mit Hilfe eines qualitativen Forschungsansatzes habe ich die Digitalisierung der chilenischen Gerichte während der Pandemie, insbesondere im Zeitraum von April 2020 und September 2022, eingehend untersucht. Auf der Grundlage einer umfassenden Quelle von Primär- und Sekundärdaten habe ich die Genealogie der neuartigen Materialisierung von Gerichtspraktiken zurückverfolgt, die durch die Möglichkeiten der digitalen Technologien strukturiert wurden. In fünf (5) Fallstudien zeige ich im Detail, wie die Gerichte 1) aus der Ferne arbeiten, 2) Anhörungen per Videokonferenz abhalten, 3) mit Nutzern über soziale Medien (beispielsweise Facebook und Chat Messenger) in Kontakt treten, 4) eine Sendung mit Richtern, die Fragen von Nutzern beantworten, über Facebook Live ausstrahlen und 5) Gerichtsverhandlungen aufzeichnen, streamen und auf YouTube hochladen, um die Anforderungen an die Öffentlichkeit von Strafverhandlungen zu erfüllen. Hierbei zeigt sich, dass digitale Technologien der Justiz zwar eine kontinuierliche Bereitstellung von Dienstleistungen ermöglichten. Sie bergen aber auch die Gefahr, dass sie die traditionelle gerichtliche und rechtliche Regulierung verdrängen. Als Beitrag zum Forschungsstrom zu „Liminal Innovation“ und Digitalisierung theoretisiert „Designing for Digital Justice“ vier Phasen: 1) Vor-Digitalisierung, die zur Entwicklung von Regulierung führt, 2) der Hotspot der Digitalisierung, der zur Ausweitung der Regulierung führt, 3) digitale Innovation, die die Regulierung neu entwickelt (Übergang zu einer neuen, provisorischen Phase) und 4) die Permanenz der temporären Praktiken, die die Regulierung verdrängt. Als Beitrag zur Designforschung bietet „Designing for Digital Justice“ neue Möglichkeiten für die Gestaltung von Justizsystemen, indem es Spannungen und Interventionsebenen miteinander verbindet. Forscherkolleg*innen finden auf diesen Seiten eine fundierte theoretische Weiterentwicklung an der Schnittstelle von Digitalisierung und Gerechtigkeit sowie neue methodische Hinweise. Praktiker sollen von dem Handlungsrahmen „Designing for Digital Justice Model“ profitieren, der drei Handlungsfelder für die Gestaltung besserer Justizsysteme bietet. Nur wenn wir die digitalen, rechtlichen und sozialen Akteure berücksichtigen, können wir bessere Systeme entwerfen, die sich für den Zugang zur Justiz, die Rechtsstaatlichkeit und letztlich den sozialen Frieden einsetzen. N2 - A principios de 2020, con la COVID-19, los tribunales de justicia de todo el mundo tuvieron que ponerse en línea para continuar con el servicio. Las tecnologías digitales materializaron las prácticas de los tribunales de formas impensables poco antes de la pandemia, creando resonancias con la regulación judicial y legal, así como fricciones. Comprender mejor las dinámicas en juego en la digitalización de los tribunales es primordial para diseñar sistemas de justicia que sirvan mejor a sus usuarios, garanticen una resolución de conflictos justa y oportuna y fomenten el acceso a la justicia. Sobre la base de tres grandes temas en la literatura -justicia electrónica, digitalización y organizaciones, e investigación del diseño-, Designing for Digital Justice adopta un enfoque matizado para tener en cuenta los organismos humanos y más que humanos. Utilizando un enfoque cualitativo, he estudiado en profundidad la digitalización de los tribunales chilenos durante la pandemia, concretamente entre abril de 2020 y septiembre de 2022. Aprovechando una amplia fuente de datos primarios y secundarios, he rastreado la genealogía de las nuevas materializaciones de las prácticas de los tribunales estructuradas por las posibilidades que ofrecen las tecnologías digitales. En cinco (5) estudios de caso, muestro en detalle cómo los tribunales llegaron a 1) trabajar a distancia, 2) celebrar audiencias por videoconferencia, 3) relacionarse con los usuarios a través de las redes sociales (es decir, Facebook y Chat Messenger), 4) emitir un espectáculo con jueces que responden a las preguntas de los usuarios a través de Facebook Live, y 5) grabar, transmitir y subir las audiencias judiciales a YouTube para cumplir con el requisito de publicidad de las audiencias penales. La digitalización de los tribunales durante la pandemia se caracteriza por una normatividad suspendida, que posibilita la innovación, pero presenta riesgos. Si bien las tecnologías digitales permitieron al poder judicial prestar servicios de forma continua, también crearon el riesgo de desplazar la normativa judicial y legal tradicional. Contribuyendo a la teoría de la innovación liminar y digitalización, Designing for Digital Justice teoriza cuatro fases: 1) la fase de pre-digitalización que da lugar al desarrollo de la regulación, 2) el hotspot de digitalización que da lugar a la ampliación de la regulación, 3) la innovación liminal que vuelve a desarrollar la regulación (pasando a una nueva fase preliminar), y 4) la permanencia de prácticas temporales que desplaza la regulación. Contribuyendo a la investigación sobre el diseño, Designing for Digital Justice ofrece nuevas posibilidades de intervención para el diseño de la justicia, conectando las tensiones y los niveles para intervenir en ellos. Los colegas investigadores encontrarán en estas páginas un sólido avance teórico en la intersección de la digitalización y la justicia y novedosas referencias metodológicas. Los profesionales se beneficiarán del marco de gobernanza Designing for Digital Justice Model, que ofrece tres campos de posibilidades de actuación para diseñar mejores sistemas de justicia. Sólo teniendo en cuenta las agencias digitales, jurídicas y sociales podremos diseñar mejores sistemas que se comprometan con el acceso a la justicia, el Estado de Derecho y, en última instancia, la paz social. KW - digitalisation KW - courts of justice KW - COVID-19 KW - Chile KW - online courts KW - design KW - law KW - organization studies KW - innovation KW - COVID-19 KW - Chile KW - Gerichtsbarkeit KW - Design KW - Digitalisierung KW - Innovation KW - Recht KW - Online-Gerichte KW - Organisationsstudien KW - COVID-19 KW - Chile KW - tribunales de justicia KW - diseño KW - digitalización KW - innovación KW - Derecho KW - tribunales en línea KW - estudios de organización Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-604178 ER - TY - THES A1 - Najafi, Pejman T1 - Leveraging data science & engineering for advanced security operations T1 - Der Einsatz von Data Science & Engineering für fortschrittliche Security Operations N2 - The Security Operations Center (SOC) represents a specialized unit responsible for managing security within enterprises. To aid in its responsibilities, the SOC relies heavily on a Security Information and Event Management (SIEM) system that functions as a centralized repository for all security-related data, providing a comprehensive view of the organization's security posture. Due to the ability to offer such insights, SIEMS are considered indispensable tools facilitating SOC functions, such as monitoring, threat detection, and incident response. Despite advancements in big data architectures and analytics, most SIEMs fall short of keeping pace. Architecturally, they function merely as log search engines, lacking the support for distributed large-scale analytics. Analytically, they rely on rule-based correlation, neglecting the adoption of more advanced data science and machine learning techniques. This thesis first proposes a blueprint for next-generation SIEM systems that emphasize distributed processing and multi-layered storage to enable data mining at a big data scale. Next, with the architectural support, it introduces two data mining approaches for advanced threat detection as part of SOC operations. First, a novel graph mining technique that formulates threat detection within the SIEM system as a large-scale graph mining and inference problem, built on the principles of guilt-by-association and exempt-by-reputation. The approach entails the construction of a Heterogeneous Information Network (HIN) that models shared characteristics and associations among entities extracted from SIEM-related events/logs. Thereon, a novel graph-based inference algorithm is used to infer a node's maliciousness score based on its associations with other entities in the HIN. Second, an innovative outlier detection technique that imitates a SOC analyst's reasoning process to find anomalies/outliers. The approach emphasizes explainability and simplicity, achieved by combining the output of simple context-aware univariate submodels that calculate an outlier score for each entry. Both approaches were tested in academic and real-world settings, demonstrating high performance when compared to other algorithms as well as practicality alongside a large enterprise's SIEM system. This thesis establishes the foundation for next-generation SIEM systems that can enhance today's SOCs and facilitate the transition from human-centric to data-driven security operations. N2 - In einem Security Operations Center (SOC) werden alle sicherheitsrelevanten Prozesse, Daten und Personen einer Organisation zusammengefasst. Das Herzstück des SOCs ist ein Security Information and Event Management (SIEM)-System, welches als zentraler Speicher aller sicherheitsrelevanten Daten fungiert und einen Überblick über die Sicherheitslage einer Organisation geben kann. SIEM-Systeme sind unverzichtbare Werkzeuge für viele SOC-Funktionen wie Monitoring, Threat Detection und Incident Response. Trotz der Fortschritte bei Big-Data-Architekturen und -Analysen können die meisten SIEMs nicht mithalten. Sie fungieren nur als Protokollsuchmaschine und unterstützen keine verteilte Data Mining und Machine Learning. In dieser Arbeit wird zunächst eine Blaupause für die nächste Generation von SIEM-Systemen vorgestellt, welche Daten verteilt, verarbeitet und in mehreren Schichten speichert, damit auch Data Mining im großen Stil zu ermöglichen. Zudem werden zwei Data Mining-Ansätze vorgeschlagen, mit denen auch anspruchsvolle Bedrohungen erkannt werden können. Der erste Ansatz ist eine neue Graph-Mining-Technik, bei der SIEM-Daten als Graph strukturiert werden und Reputationsinferenz mithilfe der Prinzipien guiltby-association (Kontaktschuld) und exempt-by-reputation (Reputationsbefreiung) implementiert wird. Der Ansatz nutzt ein heterogenes Informationsnetzwerk (HIN), welches gemeinsame Eigenschaften und Assoziationen zwischen Entitäten aus Event Logs verknüpft. Des Weiteren ermöglicht ein neuer Inferenzalgorithmus die Bestimmung der Schädlichkeit eines Kontos anhand seiner Verbindungen zu anderen Entitäten im HIN. Der zweite Ansatz ist eine innovative Methode zur Erkennung von Ausreißern, die den Entscheidungsprozess eines SOC-Analysten imitiert. Diese Methode ist besonders einfach und interpretierbar, da sie einzelne univariate Teilmodelle kombiniert, die sich jeweils auf eine kontextualisierte Eigenschaft einer Entität beziehen. Beide Ansätze wurden sowohl akademisch als auch in der Praxis getestet und haben im Vergleich mit anderen Methoden auch in großen Unternehmen eine hohe Qualität bewiesen. Diese Arbeit bildet die Grundlage für die nächste Generation von SIEM-Systemen, welche den Übergang von einer personalzentrischen zu einer datenzentrischen Perspektive auf SOCs ermöglichen. KW - cybersecurity KW - endpoint security KW - threat detection KW - intrusion detection KW - apt KW - advanced threats KW - advanced persistent threat KW - zero-day KW - security analytics KW - data-driven KW - data mining KW - data science KW - anomaly detection KW - outlier detection KW - graph mining KW - graph inference KW - machine learning KW - Advanced Persistent Threats KW - fortschrittliche Angriffe KW - Anomalieerkennung KW - APT KW - Cyber-Sicherheit KW - Data-Mining KW - Data-Science KW - datengetrieben KW - Endpunktsicherheit KW - Graphableitung KW - Graph-Mining KW - Einbruchserkennung KW - Machine-Learning KW - Ausreißererkennung KW - Sicherheitsanalyse KW - Bedrohungserkennung KW - 0-day Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-612257 ER - TY - THES A1 - Alhosseini Almodarresi Yasin, Seyed Ali T1 - Classification, prediction and evaluation of graph neural networks on online social media platforms T1 - Klassifizierung, Vorhersage und Bewertung graphischer neuronaler Netze auf Online-Social-Media-Plattformen N2 - The vast amount of data generated on social media platforms have made them a valuable source of information for businesses, governments and researchers. Social media data can provide insights into user behavior, preferences, and opinions. In this work, we address two important challenges in social media analytics. Predicting user engagement with online content has become a critical task for content creators to increase user engagement and reach larger audiences. Traditional user engagement prediction approaches rely solely on features derived from the user and content. However, a new class of deep learning methods based on graphs captures not only the content features but also the graph structure of social media networks. This thesis proposes a novel Graph Neural Network (GNN) approach to predict user interaction with tweets. The proposed approach combines the features of users, tweets and their engagement graphs. The tweet text features are extracted using pre-trained embeddings from language models, and a GNN layer is used to embed the user in a vector space. The GNN model then combines the features and graph structure to predict user engagement. The proposed approach achieves an accuracy value of 94.22% in classifying user interactions, including likes, retweets, replies, and quotes. Another major challenge in social media analysis is detecting and classifying social bot accounts. Social bots are automated accounts used to manipulate public opinion by spreading misinformation or generating fake interactions. Detecting social bots is critical to prevent their negative impact on public opinion and trust in social media. In this thesis, we classify social bots on Twitter by applying Graph Neural Networks. The proposed approach uses a combination of both the features of a node and an aggregation of the features of a node’s neighborhood to classify social bot accounts. Our final results indicate a 6% improvement in the area under the curve score in the final predictions through the utilization of GNN. Overall, our work highlights the importance of social media data and the potential of new methods such as GNNs to predict user engagement and detect social bots. These methods have important implications for improving the quality and reliability of information on social media platforms and mitigating the negative impact of social bots on public opinion and discourse. N2 - Die riesige Menge an Daten, die auf Social-Media-Plattformen generiert wird, hat sie zu einer wertvollen Informationsquelle für Unternehmen, Regierungen und Forscher gemacht. Daten aus sozialen Medien können Einblicke in das Verhalten, die Vorlieben und die Meinungen der Nutzer geben. In dieser Arbeit befassen wir uns mit zwei wichtigen Herausforderungen im Bereich der Social-Media-Analytik. Die Vorhersage des Nutzerinteresses an Online-Inhalten ist zu einer wichtigen Aufgabe für die Ersteller von Inhalten geworden, um das Nutzerengagement zu steigern und ein größeres Publikum zu erreichen. Herkömmliche Ansätze zur Vorhersage des Nutzerengagements stützen sich ausschließlich auf Merkmale, die aus dem Nutzer und dem Inhalt abgeleitet werden. Eine neue Klasse von Deep-Learning-Methoden, die auf Graphen basieren, erfasst jedoch nicht nur die Inhaltsmerkmale, sondern auch die Graphenstruktur von Social-Media-Netzwerken. In dieser Arbeit wird ein neuartiger Graph Neural Network (GNN)-Ansatz zur Vorhersage der Nutzerinteraktion mit Tweets vorgeschlagen. Der vorgeschlagene Ansatz kombiniert die Merkmale von Nutzern, Tweets und deren Engagement-Graphen. Die Textmerkmale der Tweets werden mit Hilfe von vortrainierten Einbettungen aus Sprachmodellen extrahiert, und eine GNN-Schicht wird zur Einbettung des Nutzers in einen Vektorraum verwendet. Das GNN-Modell kombiniert dann die Merkmale und die Graphenstruktur, um das Nutzerengagement vorherzusagen. Der vorgeschlagene Ansatz erreicht eine Genauigkeit von 94,22% bei der Klassifizierung von Benutzerinteraktionen, einschließlich Likes, Retweets, Antworten und Zitaten. Eine weitere große Herausforderung bei der Analyse sozialer Medien ist die Erkennung und Klassifizierung von Social-Bot-Konten. Social Bots sind automatisierte Konten, die dazu dienen, die öffentliche Meinung zu manipulieren, indem sie Fehlinformationen verbreiten oder gefälschte Interaktionen erzeugen. Die Erkennung von Social Bots ist entscheidend, um ihre negativen Auswirkungen auf die öffentliche Meinung und das Vertrauen in soziale Medien zu verhindern. In dieser Arbeit klassifizieren wir Social Bots auf Twitter mit Hilfe von Graph Neural Networks. Der vorgeschlagene Ansatz verwendet eine Kombination aus den Merkmalen eines Knotens und einer Aggregation der Merkmale der Nachbarschaft eines Knotens, um Social-Bot-Konten zu klassifizieren. Unsere Endergebnisse zeigen eine 6%ige Verbesserung der Fläche unter der Kurve bei den endgültigen Vorhersagen durch die Verwendung von GNN. Insgesamt unterstreicht unsere Arbeit die Bedeutung von Social-Media-Daten und das Potenzial neuer Methoden wie GNNs zur Vorhersage des Nutzer-Engagements und zur Erkennung von Social Bots. Diese Methoden haben wichtige Auswirkungen auf die Verbesserung der Qualität und Zuverlässigkeit von Informationen auf Social-Media-Plattformen und die Abschwächung der negativen Auswirkungen von Social Bots auf die öffentliche Meinung und den Diskurs. KW - graph neural networks KW - social bot detection KW - user engagement KW - graphische neuronale Netze KW - Social Bots erkennen KW - Nutzer-Engagement Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-626421 ER - TY - JOUR A1 - Utunen, Heini A1 - Attias, Melissa ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - xMOOCs BT - modality for mass reach during the pandemic for the World Health Organization JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The World Health Organization designed OpenWHO.org to provide an inclusive and accessible online environment to equip learners across the globe with critical up-to-date information and to be able to effectively protect themselves in health emergencies. The platform thus focuses on the eXtended Massive Open Online Course (xMOOC) modality – contentfocused and expert-driven, one-to-many modelled, and self-paced for scalable learning. In this paper, we describe how OpenWHO utilized xMOOCs to reach mass audiences during the COVID-19 pandemic; the paper specifically examines the accessibility, language inclusivity and adaptability of hosted xMOOCs. As of February 2023, OpenWHO had 7.5 million enrolments across 200 xMOOCs on health emergency, epidemic, pandemic and other public health topics available across 65 languages, including 46 courses targeted for the COVID-19 pandemic. Our results suggest that the xMOOC modality allowed OpenWHO to expand learning during the pandemic to previously underrepresented groups, including women, participants ages 70 and older, and learners younger than age 20. The OpenWHO use case shows that xMOOCs should be considered when there is a need for massive knowledge transfer in health emergency situations, yet the approach should be context-specific according to the type of health emergency, targeted population and region. Our evidence also supports previous calls to put intervention elements that contribute to removing barriers to access at the core of learning and health information dissemination. Equity must be the fundamental principle and organizing criteria for public health work. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624788 SP - 279 EP - 289 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Thomas, Max A1 - Staubitz, Thomas A1 - Meinel, Christoph ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Preparing MOOChub metadata for the future of online learning BT - optimizing for AI recommendation services JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - With the growing number of online learning resources, it becomes increasingly difficult and overwhelming to keep track of the latest developments and to find orientation in the plethora of offers. AI-driven services to recommend standalone learning resources or even complete learning paths are discussed as a possible solution for this challenge. To function properly, such services require a well-defined set of metadata provided by the learning resource. During the last few years, the so-called MOOChub metadata format has been established as a de-facto standard by a group of MOOC providers in German-speaking countries. This format, which is based on schema.org, already delivers a quite comprehensive set of metadata. So far, this set has been sufficient to list, display, sort, filter, and search for courses on several MOOC and open educational resources (OER) aggregators. AI recommendation services and further automated integration, beyond a plain listing, have special requirements, however. To optimize the format for proper support of such systems, several extensions and modifications have to be applied. We herein report on a set of suggested changes to prepare the format for this task. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624830 SP - 329 EP - 338 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Dietz, Michael A1 - Roth, Dennis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Student-centered re-design of an online course with card sorting BT - how to quickly get a mental model of students JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - “How can a course structure be redesigned based on empirical data to enhance the learning effectiveness through a student-centered approach using objective criteria?”, was the research question we asked. “Digital Twins for Virtual Commissioning of Production Machines” is a course using several innovative concepts including an in-depth practical part with online experiments, called virtual labs. The teaching-learning concept is continuously evaluated. Card Sorting is a popular method for designing information architectures (IA), “a practice of effectively organizing, structuring, and labeling the content of a website or application into a structuref that enables efficient navigation” [11]. In the presented higher education context, a so-called hybrid card sort was used, in which each participants had to sort 70 cards into seven predefined categories or create new categories themselves. Twelve out of 28 students voluntarily participated in the process and short interviews were conducted after the activity. The analysis of the category mapping creates a quantitative measure of the (dis-)similarity of the keywords in specific categories using hierarchical clustering (HCA). The learning designer could then interpret the results to make decisions about the number, labeling and order of sections in the course. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624843 SP - 339 EP - 350 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kennedy, Eileen A1 - Laurillard, Diana A1 - Zeitoun, Samar ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - The Comooc model for global professional collaboration on sustainability JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This paper presents a new design for MOOCs for professional development of skills needed to meet the UN Sustainable Development Goals – the CoMOOC or Co-designed Massive Open Online Collaboration. The CoMOOC model is based on co-design with multiple stakeholders including end-users within the professional communities the CoMOOC aims to reach. This paper shows how the CoMOOC model could help the tertiary sector deliver on the UN Sustainable Development Goals (UNSDGs) – including but not limited to SDG 4 Education – by providing a more effective vehicle for professional development at a scale that the UNSDGs require. Interviews with professionals using MOOCs, and design-based research with professionals have informed the development of the Co-MOOC model. This research shows that open, online, collaborative learning experiences are highly effective for building professional community knowledge. Moreover, this research shows that the collaborative learning design at the heart of the CoMOOC model is feasible cross-platform Research with teachers working in crisis contexts in Lebanon, many of whom were refugees, will be presented to show how this form of large scale, co-designed, online learning can support professionals, even in the most challenging contexts, such as mass displacement, where expertise is urgently required. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624803 SP - 291 EP - 303 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Wasilewski, Julie A1 - Khaneboubi, Mehdi A1 - Bruillard, Éric ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - How to detect At-Risk learners in professional finance MOOCs BT - step one JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - “Financial Analysis” is an online course designed for professionals consisting of three MOOCs, offering a professionally and institutionally recognized certificate in finance. The course is open but not free of charge and attracts mostly professionals from the banking industry. The primary objective of this study is to identify indicators that can predict learners at high risk of failure. To achieve this, we analyzed data from a previous course that had 875 enrolled learners and involve in the course during Fall 2021. We utilized correspondence analysis to examine demographic and behavioral variables. The initial results indicate that demographic factors have a minor impact on the risk of failure in comparison to learners’ behaviors on the course platform. Two primary profiles were identified: (1) successful learners who utilized all the documents offered and spent between one to two hours per week, and (2) unsuccessful learners who used less than half of the proposed documents and spent less than one hour per week. Between these groups, at-risk students were identified as those who used more than half of the proposed documents and spent more than two hours per week. The goal is to identify those in group 1 who may be at risk of failing and those in group 2 who may succeed in the current MOOC, and to implement strategies to assist all learners in achieving success. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624818 SP - 305 EP - 316 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Lorenz, Anja A1 - Bock, Stefanie A1 - Schulte-Ostermann, Juleka ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Challenges and proposals for introducing digital certificates in higher education infrastructures JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Questions about the recognition of MOOCs within and outside higher education were already being raised in the early 2010s. Today, recognition decisions are still made more or less on a case-by-case basis. However, digital certification approaches are now emerging that could automate recognition processes. The technical development of the required machinereadable documents and infrastructures is already well advanced in some cases. The DigiCerts consortium has developed a solution based on a collective blockchain. There are ongoing and open discussions regarding the particular technology, but the institutional implementation of digital certificates raises further questions. A number of workshops have been held at the Institute for Interactive Systems at Technische Hochschule Lübeck, which have identified the need for new responsibilities for issuing certificates. It has also become clear that all members of higher education institutions need to develop skills in the use of digital certificates. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624701 SP - 263 EP - 270 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Benson, Lawrence T1 - Efficient state management with persistent memory N2 - Efficiently managing large state is a key challenge for data management systems. Traditionally, state is split into fast but volatile state in memory for processing and persistent but slow state on secondary storage for durability. Persistent memory (PMem), as a new technology in the storage hierarchy, blurs the lines between these states by offering both byte-addressability and low latency like DRAM as well persistence like secondary storage. These characteristics have the potential to cause a major performance shift in database systems. Driven by the potential impact that PMem has on data management systems, in this thesis we explore their use of PMem. We first evaluate the performance of real PMem hardware in the form of Intel Optane in a wide range of setups. To this end, we propose PerMA-Bench, a configurable benchmark framework that allows users to evaluate the performance of customizable database-related PMem access. Based on experimental results obtained with PerMA-Bench, we discuss findings and identify general and implementation-specific aspects that influence PMem performance and should be considered in future work to improve PMem-aware designs. We then propose Viper, a hybrid PMem-DRAM key-value store. Based on PMem-aware access patterns, we show how to leverage PMem and DRAM efficiently to design a key database component. Our evaluation shows that Viper outperforms existing key-value stores by 4–18x for inserts while offering full data persistence and achieving similar or better lookup performance. Next, we show which changes must be made to integrate PMem components into larger systems. By the example of stream processing engines, we highlight limitations of current designs and propose a prototype engine that overcomes these limitations. This allows our prototype to fully leverage PMem's performance for its internal state management. Finally, in light of Optane's discontinuation, we discuss how insights from PMem research can be transferred to future multi-tier memory setups by the example of Compute Express Link (CXL). Overall, we show that PMem offers high performance for state management, bridging the gap between fast but volatile DRAM and persistent but slow secondary storage. Although Optane was discontinued, new memory technologies are continuously emerging in various forms and we outline how novel designs for them can build on insights from existing PMem research. N2 - Die effiziente Verwaltung großer Zustände ist eine zentrale Herausforderung für Datenverwaltungssysteme. Traditionell wird der Zustand in einen schnellen, aber flüchtigen Zustand im Speicher für die Verarbeitung und einen persistenten, aber langsamen Zustand im Sekundärspeicher für die Speicherung unterteilt. Persistenter Speicher (PMem), eine neue Technologie in der Speicherhierarchie, lässt die Grenzen zwischen diesen Zuständen verschwimmen, indem er sowohl Byte-Adressierbarkeit und geringe Latenz wie DRAM als auch Persistenz wie Sekundärspeicher bietet. Diese Eigenschaften haben das Potenzial, die Leistung von Datenbanksystemen grundlegend zu verändern. Aufgrund der potenziellen Auswirkungen, die PMem auf Datenverwaltungssysteme hat, untersuchen wir in dieser Arbeit ihre Verwendung von PMem. Zunächst evaluieren wir die Leistung von echter PMem-Hardware in Form von Intel Optane in einer Vielzahl von Konfigurationen. Zu diesem Zweck stellen wir PerMA-Bench vor, ein konfigurierbares Benchmark-Framework, mit dem Benutzer die Leistung von anpassbaren datenbankbezogenen PMem-Zugriffen untersuchen können. Auf der Grundlage der mit PerMA-Bench erzielten experimentellen Ergebnisse diskutieren wir unsere Erkenntnisse und identifizieren allgemeine und implementierungsspezifische Aspekte, die die PMem-Leistung beeinflussen und in zukünftigen Arbeiten berücksichtigt werden sollten, um PMem-fähige Designs zu verbessern. Anschließend präsentieren wir Viper, einen hybriden PMem-DRAM Key-Value-Store. Basierend auf PMem-bewussten Zugriffsmustern zeigen wir, wie PMem und DRAM effizient genutzt werden können, um eine wichtige Datenbankkomponente zu entwickeln. Unsere Evaluierung zeigt, dass Viper bestehende Key-Value-Stores bei Einfügungen um 4- bis 18-mal übertrifft, während er gleichzeitig vollständige Datenpersistenz bietet und ähnliche oder bessere Lookup-Leistung erzielt. Als nächstes zeigen wir, welche Änderungen vorgenommen werden müssen, um PMem-Komponenten in größere Systeme zu integrieren. Am Beispiel von Datenstromverarbeitungssystemen zeigen wir die Einschränkungen aktueller Designs auf und stellen einen Prototyp eines Systems vor, das diese Einschränkungen überwindet. Dadurch kann unser Prototyp die Leistung von PMem für die interne Zustandsverwaltung voll ausnutzen. Schließlich erörtern wir angesichts der Abkündigung von Optane, wie Erkenntnisse aus der PMem-Forschung am Beispiel von Compute Express Link (CXL) auf künftige mehrstufige Speicher-Setups übertragen werden können. Insgesamt zeigen wir, dass PMem eine hohe Leistungsfähigkeit für die Zustandsverwaltung bietet und die Lücke zwischen schnellem, aber flüchtigem DRAM und beständigem, aber langsamem Sekundärspeicher schließt. Obwohl Optane eingestellt wurde, entstehen ständig neue Speichertechnologien in verschiedenen Formen, und wir skizzieren, wie neuartige Entwürfe für sie auf den Erkenntnissen aus der bestehenden PMem-Forschung aufbauen können. KW - persistent memory KW - pmem KW - database KW - data management KW - state management KW - Datenverwaltung KW - Datenbank KW - persistenter Speicher KW - pmem KW - Zustandsverwaltung Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-625637 ER - TY - JOUR A1 - Kunft, Andreas A1 - Katsifodimos, Asterios A1 - Schelter, Sebastian A1 - Bress, Sebastian A1 - Rabl, Tilmann A1 - Markl, Volker T1 - An Intermediate Representation for Optimizing Machine Learning Pipelines JF - Proceedings of the VLDB Endowment N2 - Machine learning (ML) pipelines for model training and validation typically include preprocessing, such as data cleaning and feature engineering, prior to training an ML model. Preprocessing combines relational algebra and user-defined functions (UDFs), while model training uses iterations and linear algebra. Current systems are tailored to either of the two. As a consequence, preprocessing and ML steps are optimized in isolation. To enable holistic optimization of ML training pipelines, we present Lara, a declarative domain-specific language for collections and matrices. Lara's inter-mediate representation (IR) reflects on the complete program, i.e., UDFs, control flow, and both data types. Two views on the IR enable diverse optimizations. Monads enable operator pushdown and fusion across type and loop boundaries. Combinators provide the semantics of domain-specific operators and optimize data access and cross-validation of ML algorithms. Our experiments on preprocessing pipelines and selected ML algorithms show the effects of our proposed optimizations on dense and sparse data, which achieve speedups of up to an order of magnitude. Y1 - 2019 U6 - https://doi.org/10.14778/3342263.3342633 SN - 2150-8097 VL - 12 IS - 11 SP - 1553 EP - 1567 PB - Association for Computing Machinery CY - New York ER - TY - JOUR A1 - Navarro, Marisa A1 - Orejas, Fernando A1 - Pino, Elvira A1 - Lambers, Leen T1 - A navigational logic for reasoning about graph properties JF - Journal of logical and algebraic methods in programming N2 - Graphs play an important role in many areas of Computer Science. In particular, our work is motivated by model-driven software development and by graph databases. For this reason, it is very important to have the means to express and to reason about the properties that a given graph may satisfy. With this aim, in this paper we present a visual logic that allows us to describe graph properties, including navigational properties, i.e., properties about the paths in a graph. The logic is equipped with a deductive tableau method that we have proved to be sound and complete. KW - Graph logic KW - Algebraic methods KW - Formal modelling KW - Specification Y1 - 2021 U6 - https://doi.org/10.1016/j.jlamp.2020.100616 SN - 2352-2208 SN - 2352-2216 VL - 118 PB - Elsevier Science CY - Amsterdam [u.a.] ER - TY - JOUR A1 - Chandran, Sunil L. A1 - Issac, Davis A1 - Lauri, Juho A1 - van Leeuwen, Erik Jan T1 - Upper bounding rainbow connection number by forest number JF - Discrete mathematics N2 - A path in an edge-colored graph is rainbow if no two edges of it are colored the same, and the graph is rainbow-connected if there is a rainbow path between each pair of its vertices. The minimum number of colors needed to rainbow-connect a graph G is the rainbow connection number of G, denoted by rc(G).& nbsp;A simple way to rainbow-connect a graph G is to color the edges of a spanning tree with distinct colors and then re-use any of these colors to color the remaining edges of G. This proves that rc(G) <= |V (G)|-1. We ask whether there is a stronger connection between tree-like structures and rainbow coloring than that is implied by the above trivial argument. For instance, is it possible to find an upper bound of t(G)-1 for rc(G), where t(G) is the number of vertices in the largest induced tree of G? The answer turns out to be negative, as there are counter-examples that show that even c .t(G) is not an upper bound for rc(G) for any given constant c.& nbsp;In this work we show that if we consider the forest number f(G), the number of vertices in a maximum induced forest of G, instead of t(G), then surprisingly we do get an upper bound. More specifically, we prove that rc(G) <= f(G) + 2. Our result indicates a stronger connection between rainbow connection and tree-like structures than that was suggested by the simple spanning tree based upper bound. KW - rainbow connection KW - forest number KW - upper bound Y1 - 2022 U6 - https://doi.org/10.1016/j.disc.2022.112829 SN - 0012-365X SN - 1872-681X VL - 345 IS - 7 PB - Elsevier CY - Amsterdam [u.a.] ER - TY - JOUR A1 - Hölzle, Katharina A1 - Björk, Jennie A1 - Boer, Harry T1 - Light at the end of the tunnel JF - Creativity and innovation management Y1 - 2021 U6 - https://doi.org/10.1111/caim.12427 SN - 0963-1690 SN - 1467-8691 VL - 30 IS - 1 SP - 3 EP - 5 PB - Wiley-Blackwell CY - Oxford [u.a.] ER - TY - JOUR A1 - Gamage, Dilrukshi A1 - Staubitz, Thomas A1 - Whiting, Mark T1 - Peer assessment in MOOCs BT - Systematic literature review JF - Distance education N2 - We report on a systematic review of the landscape of peer assessment in massive open online courses (MOOCs) with papers from 2014 to 2020 in 20 leading education technology publication venues across four databases containing education technology-related papers, addressing three research issues: the evolution of peer assessment in MOOCs during the period 2014 to 2020, the methods used in MOOCs to assess peers, and the challenges of and future directions in MOOC peer assessment. We provide summary statistics and a review of methods across the corpus and highlight three directions for improving the use of peer assessment in MOOCs: the need for focusing on scaling learning through peer evaluations, the need for scaling and optimizing team submissions in team peer assessments, and the need for embedding a social process for peer assessment. KW - MOOC KW - peer assessment KW - peer evaluation KW - peer review KW - literature review KW - social interaction Y1 - 2021 U6 - https://doi.org/10.1080/01587919.2021.1911626 SN - 0158-7919 SN - 1475-0198 VL - 42 IS - 2 SP - 268 EP - 289 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - THES A1 - Grütze, Toni T1 - Adding value to text with user-generated content N2 - In recent years, the ever-growing amount of documents on the Web as well as in closed systems for private or business contexts led to a considerable increase of valuable textual information about topics, events, and entities. It is a truism that the majority of information (i.e., business-relevant data) is only available in unstructured textual form. The text mining research field comprises various practice areas that have the common goal of harvesting high-quality information from textual data. These information help addressing users' information needs. In this thesis, we utilize the knowledge represented in user-generated content (UGC) originating from various social media services to improve text mining results. These social media platforms provide a plethora of information with varying focuses. In many cases, an essential feature of such platforms is to share relevant content with a peer group. Thus, the data exchanged in these communities tend to be focused on the interests of the user base. The popularity of social media services is growing continuously and the inherent knowledge is available to be utilized. We show that this knowledge can be used for three different tasks. Initially, we demonstrate that when searching persons with ambiguous names, the information from Wikipedia can be bootstrapped to group web search results according to the individuals occurring in the documents. We introduce two models and different means to handle persons missing in the UGC source. We show that the proposed approaches outperform traditional algorithms for search result clustering. Secondly, we discuss how the categorization of texts according to continuously changing community-generated folksonomies helps users to identify new information related to their interests. We specifically target temporal changes in the UGC and show how they influence the quality of different tag recommendation approaches. Finally, we introduce an algorithm to attempt the entity linking problem, a necessity for harvesting entity knowledge from large text collections. The goal is the linkage of mentions within the documents with their real-world entities. A major focus lies on the efficient derivation of coherent links. For each of the contributions, we provide a wide range of experiments on various text corpora as well as different sources of UGC. The evaluation shows the added value that the usage of these sources provides and confirms the appropriateness of leveraging user-generated content to serve different information needs. N2 - Die steigende Zahl an Dokumenten, welche in den letzten Jahren im Web sowie in geschlossenen Systemen aus dem privaten oder geschäftlichen Umfeld erstellt wurden, führte zu einem erheblichen Zuwachs an wertvollen Informationen über verschiedenste Themen, Ereignisse, Organisationen und Personen. Die meisten Informationen liegen lediglich in unstrukturierter, textueller Form vor. Das Forschungsgebiet des "Text Mining" befasst sich mit dem schwierigen Problem, hochwertige Informationen in strukturierter Form aus Texten zu gewinnen. Diese Informationen können dazu eingesetzt werden, Nutzern dabei zu helfen, ihren Informationsbedarf zu stillen. In dieser Arbeit nutzen wir Wissen, welches in nutzergenerierten Inhalten verborgen ist und aus unterschiedlichsten sozialen Medien stammt, um Text Mining Ergebnisse zu verbessern. Soziale Medien bieten eine Fülle an Informationen mit verschiedenen Schwerpunkten. Eine wesentliche Funktion solcher Medien ist es, den Nutzern zu ermöglichen, Inhalte mit ihrer Interessensgruppe zu teilen. Somit sind die ausgetauschten Daten in diesen Diensten häufig auf die Interessen der Nutzerbasis ausgerichtet. Die Popularität sozialer Medien wächst stetig und führt dazu, dass immer mehr inhärentes Wissen verfügbar wird. Dieses Wissen kann unter anderem für drei verschiedene Aufgabenstellungen genutzt werden. Zunächst zeigen wir, dass Informationen aus Wikipedia hilfreich sind, um Ergebnisse von Personensuchen im Web nach den in ihnen diskutierten Personen aufzuteilen. Dazu führen wir zwei Modelle zur Gruppierung der Ergebnisse und verschiedene Methoden zum Umgang mit fehlenden Wikipedia Einträgen ein, und zeigen, dass die entwickelten Ansätze traditionelle Methoden zur Gruppierung von Suchergebnissen übertreffen. Des Weiteren diskutieren wir, wie die Klassifizierung von Texten auf Basis von "Folksonomien" Nutzern dabei helfen kann, neue Informationen zu identifizieren, die ihren Interessen entsprechen. Wir konzentrieren uns insbesondere auf temporäre Änderungen in den nutzergenerierten Inhalten, um zu zeigen, wie stark ihr Einfluss auf die Qualität verschiedener "Tag"-Empfehlungsmethoden ist. Zu guter Letzt führen wir einen Algorithmus ein, der es ermöglicht, Nennungen von Echtweltinstanzen in Texten zu disambiguieren und mit ihren Repräsentationen in einer Wissensdatenbank zu verknüpfen. Das Hauptaugenmerk liegt dabei auf der effizienten Erkennung von kohärenten Verknüpfungen. Wir stellen für jeden Teil der Arbeit eine große Vielfalt an Experimenten auf diversen Textkorpora und unterschiedlichen Quellen von nutzergenerierten Inhalten an. Damit heben wir das Potential hervor, das die Nutzung jener Quellen bietet, um die unterschiedlichen Informationsbedürfnisse abzudecken. T2 - Mehrwert für Texte mittels nutzergenerierter Inhalte KW - nutzergenerierte Inhalte KW - text mining KW - Klassifikation KW - Clusteranalyse KW - Entitätsverknüpfung KW - user-generated content KW - text mining KW - classification KW - clustering KW - entity linking Y1 - 2018 ER - TY - JOUR A1 - Zenner, Alexander M. A1 - Böttinger, Erwin A1 - Konigorski, Stefan T1 - StudyMe BT - a new mobile app for user-centric N-of-1 trials JF - Trials N2 - N-of-1 trials are multi-crossover self-experiments that allow individuals to systematically evaluate the effect of interventions on their personal health goals. Although several tools for N-of-1 trials exist, there is a gap in supporting non-experts in conducting their own user-centric trials. In this study, we present StudyMe, an open-source mobile application that is freely available from https://play.google.com/store/apps/details?id=health.studyu.me and offers users flexibility and guidance in configuring every component of their trials. We also present research that informed the development of StudyMe, focusing on trial creation. Through an initial survey with 272 participants, we learned that individuals are interested in a variety of personal health aspects and have unique ideas on how to improve them. In an iterative, user-centered development process with intermediate user tests, we developed StudyMe that features an educational part to communicate N-of-1 trial concepts. A final empirical evaluation of StudyMe showed that all participants were able to create their own trials successfully using StudyMe and the app achieved a very good usability rating. Our findings suggest that StudyMe provides a significant step towards enabling individuals to apply a systematic science-oriented approach to personalize health-related interventions and behavior modifications in their everyday lives. Y1 - 2022 U6 - https://doi.org/10.1186/s13063-022-06893-7 SN - 1745-6215 VL - 23 PB - BioMed Central CY - London ER - TY - JOUR A1 - Schlosser, Rainer A1 - Boissier, Martin T1 - Dealing with the dimensionality curse in dynamic pricing competition BT - Using frequent repricing to compensate imperfect market anticipations JF - Computers & Operations Research N2 - Most sales applications are characterized by competition and limited demand information. For successful pricing strategies, frequent price adjustments as well as anticipation of market dynamics are crucial. Both effects are challenging as competitive markets are complex and computations of optimized pricing adjustments can be time-consuming. We analyze stochastic dynamic pricing models under oligopoly competition for the sale of perishable goods. To circumvent the curse of dimensionality, we propose a heuristic approach to efficiently compute price adjustments. To demonstrate our strategy’s applicability even if the number of competitors is large and their strategies are unknown, we consider different competitive settings in which competitors frequently and strategically adjust their prices. For all settings, we verify that our heuristic strategy yields promising results. We compare the performance of our heuristic against upper bounds, which are obtained by optimal strategies that take advantage of perfect price anticipations. We find that price adjustment frequencies can have a larger impact on expected profits than price anticipations. Finally, our approach has been applied on Amazon for the sale of used books. We have used a seller’s historical market data to calibrate our model. Sales results show that our data-driven strategy outperforms the rule-based strategy of an experienced seller by a profit increase of more than 20%. KW - Dynamic pricing KW - Oligopoly competition KW - Dynamic programming KW - Data-driven strategies KW - E-commerce Y1 - 2018 U6 - https://doi.org/10.1016/j.cor.2018.07.011 SN - 0305-0548 SN - 1873-765X VL - 100 SP - 26 EP - 42 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Ihde, Sven A1 - Pufahl, Luise A1 - Völker, Maximilian A1 - Goel, Asvin A1 - Weske, Mathias T1 - A framework for modeling and executing task BT - specific resource allocations in business processes JF - Computing : archives for informatics and numerical computation N2 - As resources are valuable assets, organizations have to decide which resources to allocate to business process tasks in a way that the process is executed not only effectively but also efficiently. Traditional role-based resource allocation leads to effective process executions, since each task is performed by a resource that has the required skills and competencies to do so. However, the resulting allocations are typically not as efficient as they could be, since optimization techniques have yet to find their way in traditional business process management scenarios. On the other hand, operations research provides a rich set of analytical methods for supporting problem-specific decisions on resource allocation. This paper provides a novel framework for creating transparency on existing tasks and resources, supporting individualized allocations for each activity in a process, and the possibility to integrate problem-specific analytical methods of the operations research domain. To validate the framework, the paper reports on the design and prototypical implementation of a software architecture, which extends a traditional process engine with a dedicated resource management component. This component allows us to define specific resource allocation problems at design time, and it also facilitates optimized resource allocation at run time. The framework is evaluated using a real-world parcel delivery process. The evaluation shows that the quality of the allocation results increase significantly with a technique from operations research in contrast to the traditional applied rule-based approach. KW - Process Execution KW - Business Process Management KW - Resource Allocation KW - Resource Management KW - Activity-oriented Optimization Y1 - 2022 U6 - https://doi.org/10.1007/s00607-022-01093-2 SN - 0010-485X SN - 1436-5057 VL - 104 SP - 2405 EP - 2429 PB - Springer CY - Wien ER - TY - GEN A1 - Combi, Carlo A1 - Oliboni, Barbara A1 - Weske, Mathias A1 - Zerbato, Francesca ED - Trujillo, JC Davis T1 - Conceptual modeling of processes and data BT - Connecting different perspectives T2 - Conceptual Modeling, ER 2018 N2 - Business processes constantly generate, manipulate, and consume data that are managed by organizational databases. Despite being central to process modeling and execution, the link between processes and data is often handled by developers when the process is implemented, thus leaving the connection unexplored during the conceptual design. In this paper, we introduce, formalize, and evaluate a novel conceptual view that bridges the gap between process and data models, and show some kinds of interesting insights that can be derived from this novel proposal. Y1 - 2018 SN - 978-3-030-00847-5 SN - 978-3-030-00846-8 U6 - https://doi.org/10.1007/978-3-030-00847-5_18 SN - 0302-9743 SN - 1611-3349 VL - 11157 SP - 236 EP - 250 PB - Springer CY - Cham ER - TY - JOUR A1 - Koorn, Jelmer Jan A1 - Lu, Xixi A1 - Leopold, Henrik A1 - Reijers, Hajo A. T1 - From action to response to effect BT - mining statistical relations in work processes JF - Information systems : IS ; an international journal ; data bases N2 - Process mining techniques are valuable to gain insights into and help improve (work) processes. Many of these techniques focus on the sequential order in which activities are performed. Few of these techniques consider the statistical relations within processes. In particular, existing techniques do not allow insights into how responses to an event (action) result in desired or undesired outcomes (effects). We propose and formalize the ARE miner, a novel technique that allows us to analyze and understand these action-response-effect patterns. We take a statistical approach to uncover potential dependency relations in these patterns. The goal of this research is to generate processes that are: (1) appropriately represented, and (2) effectively filtered to show meaningful relations. We evaluate the ARE miner in two ways. First, we use an artificial data set to demonstrate the effectiveness of the ARE miner compared to two traditional process-oriented approaches. Second, we apply the ARE miner to a real-world data set from a Dutch healthcare institution. We show that the ARE miner generates comprehensible representations that lead to informative insights into statistical relations between actions, responses, and effects. KW - Process discovery KW - Statistical process mining KW - Effect measurement Y1 - 2022 U6 - https://doi.org/10.1016/j.is.2022.102035 SN - 0306-4379 SN - 0094-453X VL - 109 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Rüther, Ferenc Darius A1 - Sebode, Marcial A1 - Lohse, Ansgar W. A1 - Wernicke, Sarah A1 - Böttinger, Erwin A1 - Casar, Christian A1 - Braun, Felix A1 - Schramm, Christoph T1 - Mobile app requirements for patients with rare liver diseases BT - a single center survey for the ERN RARE-LIVER JF - Clinics and research in hepatology and gastroenterology N2 - Background: More patient data are needed to improve research on rare liver diseases. Mobile health apps enable an exhaustive data collection. Therefore, the European Reference Network on Hepatological diseases (ERN RARE-LIVER) intends to implement an app for patients with rare liver diseases communicating with a patient registry, but little is known about which features patients and their healthcare providers regard as being useful. Aims: This study aimed to investigate how an app for rare liver diseases would be accepted, and to find out which features are considered useful. Methods: An anonymous survey was conducted on adult patients with rare liver diseases at a single academic, tertiary care outpatient-service. Additionally, medical experts of the ERN working group on autoimmune hepatitis were invited to participate in an online survey. Results: In total, the responses from 100 patients with autoimmune (n = 90) or other rare (n = 10) liver diseases and 32 experts were analyzed. Patients were convinced to use a disease specific app (80%) and expected some benefit to their health (78%) but responses differed signifi-cantly between younger and older patients (93% vs. 62%, p < 0.001; 88% vs. 64%, p < 0.01). Comparing patients' and experts' feedback, patients more often expected a simplified healthcare pathway (e.g. 89% vs. 59% (p < 0.001) wanted access to one's own medical records), while healthcare providers saw the benefit mainly in improving compliance and treatment outcome (e.g. 93% vs. 31% (p < 0.001) and 70% vs. 21% (p < 0.001) expected the app to reduce mistakes in taking medication and improve quality of life, respectively). KW - Primary sclerosing cholangitis KW - Primary biliary cholangitis KW - Autoimmune KW - hepatitis KW - European reference networks KW - Mobile applications KW - Patient KW - reported out-come measures Y1 - 2021 U6 - https://doi.org/10.1016/j.clinre.2021.101760 SN - 2210-7401 SN - 2210-741X VL - 45 IS - 6 PB - Elsevier Masson CY - Amsterdam ER - TY - JOUR A1 - Combi, Carlo A1 - Oliboni, Barbara A1 - Weske, Mathias A1 - Zerbato, Francesca T1 - Seamless conceptual modeling of processes with transactional and analytical data JF - Data & knowledge engineering N2 - In the field of Business Process Management (BPM), modeling business processes and related data is a critical issue since process activities need to manage data stored in databases. The connection between processes and data is usually handled at the implementation level, even if modeling both processes and data at the conceptual level should help designers in improving business process models and identifying requirements for implementation. Especially in data -and decision-intensive contexts, business process activities need to access data stored both in databases and data warehouses. In this paper, we complete our approach for defining a novel conceptual view that bridges process activities and data. The proposed approach allows the designer to model the connection between business processes and database models and define the operations to perform, providing interesting insights on the overall connected perspective and hints for identifying activities that are crucial for decision support. KW - Conceptual modeling KW - Business process modeling KW - BPMN KW - Data modeling KW - Data warehouse KW - Decision support Y1 - 2021 U6 - https://doi.org/10.1016/j.datak.2021.101895 SN - 0169-023X SN - 1872-6933 VL - 134 PB - Elsevier CY - Amsterdam ER - TY - GEN A1 - Zenner, Alexander M. A1 - Böttinger, Erwin A1 - Konigorski, Stefan T1 - StudyMe BT - a new mobile app for user-centric N-of-1 trials T2 - Zweitveröffentlichungen der Universität Potsdam : Reihe der Digital Engineering Fakultät N2 - N-of-1 trials are multi-crossover self-experiments that allow individuals to systematically evaluate the effect of interventions on their personal health goals. Although several tools for N-of-1 trials exist, there is a gap in supporting non-experts in conducting their own user-centric trials. In this study, we present StudyMe, an open-source mobile application that is freely available from https://play.google.com/store/apps/details?id=health.studyu.me and offers users flexibility and guidance in configuring every component of their trials. We also present research that informed the development of StudyMe, focusing on trial creation. Through an initial survey with 272 participants, we learned that individuals are interested in a variety of personal health aspects and have unique ideas on how to improve them. In an iterative, user-centered development process with intermediate user tests, we developed StudyMe that features an educational part to communicate N-of-1 trial concepts. A final empirical evaluation of StudyMe showed that all participants were able to create their own trials successfully using StudyMe and the app achieved a very good usability rating. Our findings suggest that StudyMe provides a significant step towards enabling individuals to apply a systematic science-oriented approach to personalize health-related interventions and behavior modifications in their everyday lives. T3 - Zweitveröffentlichungen der Universität Potsdam : Reihe der Digital Engineering Fakultät - 18 Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-589763 IS - 18 ER - TY - JOUR A1 - Wuttke, Matthias A1 - Li, Yong A1 - Li, Man A1 - Sieber, Karsten B. A1 - Feitosa, Mary F. A1 - Gorski, Mathias A1 - Tin, Adrienne A1 - Wang, Lihua A1 - Chu, Audrey Y. A1 - Hoppmann, Anselm A1 - Kirsten, Holger A1 - Giri, Ayush A1 - Chai, Jin-Fang A1 - Sveinbjornsson, Gardar A1 - Tayo, Bamidele O. A1 - Nutile, Teresa A1 - Fuchsberger, Christian A1 - Marten, Jonathan A1 - Cocca, Massimiliano A1 - Ghasemi, Sahar A1 - Xu, Yizhe A1 - Horn, Katrin A1 - Noce, Damia A1 - Van der Most, Peter J. A1 - Sedaghat, Sanaz A1 - Yu, Zhi A1 - Akiyama, Masato A1 - Afaq, Saima A1 - Ahluwalia, Tarunveer Singh A1 - Almgren, Peter A1 - Amin, Najaf A1 - Arnlov, Johan A1 - Bakker, Stephan J. L. A1 - Bansal, Nisha A1 - Baptista, Daniela A1 - Bergmann, Sven A1 - Biggs, Mary L. A1 - Biino, Ginevra A1 - Boehnke, Michael A1 - Boerwinkle, Eric A1 - Boissel, Mathilde A1 - Böttinger, Erwin A1 - Boutin, Thibaud S. A1 - Brenner, Hermann A1 - Brumat, Marco A1 - Burkhardt, Ralph A1 - Butterworth, Adam S. A1 - Campana, Eric A1 - Campbell, Archie A1 - Campbell, Harry A1 - Canouil, Mickael A1 - Carroll, Robert J. A1 - Catamo, Eulalia A1 - Chambers, John C. A1 - Chee, Miao-Ling A1 - Chee, Miao-Li A1 - Chen, Xu A1 - Cheng, Ching-Yu A1 - Cheng, Yurong A1 - Christensen, Kaare A1 - Cifkova, Renata A1 - Ciullo, Marina A1 - Concas, Maria Pina A1 - Cook, James P. A1 - Coresh, Josef A1 - Corre, Tanguy A1 - Sala, Cinzia Felicita A1 - Cusi, Daniele A1 - Danesh, John A1 - Daw, E. Warwick A1 - De Borst, Martin H. A1 - De Grandi, Alessandro A1 - De Mutsert, Renee A1 - De Vries, Aiko P. J. A1 - Degenhardt, Frauke A1 - Delgado, Graciela A1 - Demirkan, Ayse A1 - Di Angelantonio, Emanuele A1 - Dittrich, Katalin A1 - Divers, Jasmin A1 - Dorajoo, Rajkumar A1 - Eckardt, Kai-Uwe A1 - Ehret, Georg A1 - Elliott, Paul A1 - Endlich, Karlhans A1 - Evans, Michele K. A1 - Felix, Janine F. A1 - Foo, Valencia Hui Xian A1 - Franco, Oscar H. A1 - Franke, Andre A1 - Freedman, Barry I. A1 - Freitag-Wolf, Sandra A1 - Friedlander, Yechiel A1 - Froguel, Philippe A1 - Gansevoort, Ron T. A1 - Gao, He A1 - Gasparini, Paolo A1 - Gaziano, J. Michael A1 - Giedraitis, Vilmantas A1 - Gieger, Christian A1 - Girotto, Giorgia A1 - Giulianini, Franco A1 - Gogele, Martin A1 - Gordon, Scott D. A1 - Gudbjartsson, Daniel F. A1 - Gudnason, Vilmundur A1 - Haller, Toomas A1 - Hamet, Pavel A1 - Harris, Tamara B. A1 - Hartman, Catharina A. A1 - Hayward, Caroline A1 - Hellwege, Jacklyn N. A1 - Heng, Chew-Kiat A1 - Hicks, Andrew A. A1 - Hofer, Edith A1 - Huang, Wei A1 - Hutri-Kahonen, Nina A1 - Hwang, Shih-Jen A1 - Ikram, M. Arfan A1 - Indridason, Olafur S. A1 - Ingelsson, Erik A1 - Ising, Marcus A1 - Jaddoe, Vincent W. V. A1 - Jakobsdottir, Johanna A1 - Jonas, Jost B. A1 - Joshi, Peter K. A1 - Josyula, Navya Shilpa A1 - Jung, Bettina A1 - Kahonen, Mika A1 - Kamatani, Yoichiro A1 - Kammerer, Candace M. A1 - Kanai, Masahiro A1 - Kastarinen, Mika A1 - Kerr, Shona M. A1 - Khor, Chiea-Chuen A1 - Kiess, Wieland A1 - Kleber, Marcus E. A1 - Koenig, Wolfgang A1 - Kooner, Jaspal S. A1 - Korner, Antje A1 - Kovacs, Peter A1 - Kraja, Aldi T. A1 - Krajcoviechova, Alena A1 - Kramer, Holly A1 - Kramer, Bernhard K. A1 - Kronenberg, Florian A1 - Kubo, Michiaki A1 - Kuhnel, Brigitte A1 - Kuokkanen, Mikko A1 - Kuusisto, Johanna A1 - La Bianca, Martina A1 - Laakso, Markku A1 - Lange, Leslie A. A1 - Langefeld, Carl D. A1 - Lee, Jeannette Jen-Mai A1 - Lehne, Benjamin A1 - Lehtimaki, Terho A1 - Lieb, Wolfgang A1 - Lim, Su-Chi A1 - Lind, Lars A1 - Lindgren, Cecilia M. A1 - Liu, Jun A1 - Liu, Jianjun A1 - Loeffler, Markus A1 - Loos, Ruth J. F. A1 - Lucae, Susanne A1 - Lukas, Mary Ann A1 - Lyytikainen, Leo-Pekka A1 - Magi, Reedik A1 - Magnusson, Patrik K. E. A1 - Mahajan, Anubha A1 - Martin, Nicholas G. A1 - Martins, Jade A1 - Marz, Winfried A1 - Mascalzoni, Deborah A1 - Matsuda, Koichi A1 - Meisinger, Christa A1 - Meitinger, Thomas A1 - Melander, Olle A1 - Metspalu, Andres A1 - Mikaelsdottir, Evgenia K. A1 - Milaneschi, Yuri A1 - Miliku, Kozeta A1 - Mishra, Pashupati P. A1 - Program, V. A. Million Veteran A1 - Mohlke, Karen L. A1 - Mononen, Nina A1 - Montgomery, Grant W. A1 - Mook-Kanamori, Dennis O. A1 - Mychaleckyj, Josyf C. A1 - Nadkarni, Girish N. A1 - Nalls, Mike A. A1 - Nauck, Matthias A1 - Nikus, Kjell A1 - Ning, Boting A1 - Nolte, Ilja M. A1 - Noordam, Raymond A1 - Olafsson, Isleifur A1 - Oldehinkel, Albertine J. A1 - Orho-Melander, Marju A1 - Ouwehand, Willem H. A1 - Padmanabhan, Sandosh A1 - Palmer, Nicholette D. A1 - Palsson, Runolfur A1 - Penninx, Brenda W. J. H. A1 - Perls, Thomas A1 - Perola, Markus A1 - Pirastu, Mario A1 - Pirastu, Nicola A1 - Pistis, Giorgio A1 - Podgornaia, Anna I. A1 - Polasek, Ozren A1 - Ponte, Belen A1 - Porteous, David J. A1 - Poulain, Tanja A1 - Pramstaller, Peter P. A1 - Preuss, Michael H. A1 - Prins, Bram P. A1 - Province, Michael A. A1 - Rabelink, Ton J. A1 - Raffield, Laura M. A1 - Raitakari, Olli T. A1 - Reilly, Dermot F. A1 - Rettig, Rainer A1 - Rheinberger, Myriam A1 - Rice, Kenneth M. A1 - Ridker, Paul M. A1 - Rivadeneira, Fernando A1 - Rizzi, Federica A1 - Roberts, David J. A1 - Robino, Antonietta A1 - Rossing, Peter A1 - Rudan, Igor A1 - Rueedi, Rico A1 - Ruggiero, Daniela A1 - Ryan, Kathleen A. A1 - Saba, Yasaman A1 - Sabanayagam, Charumathi A1 - Salomaa, Veikko A1 - Salvi, Erika A1 - Saum, Kai-Uwe A1 - Schmidt, Helena A1 - Schmidt, Reinhold A1 - Ben Schottker, A1 - Schulz, Christina-Alexandra A1 - Schupf, Nicole A1 - Shaffer, Christian M. A1 - Shi, Yuan A1 - Smith, Albert V. A1 - Smith, Blair H. A1 - Soranzo, Nicole A1 - Spracklen, Cassandra N. A1 - Strauch, Konstantin A1 - Stringham, Heather M. A1 - Stumvoll, Michael A1 - Svensson, Per O. A1 - Szymczak, Silke A1 - Tai, E-Shyong A1 - Tajuddin, Salman M. A1 - Tan, Nicholas Y. Q. A1 - Taylor, Kent D. A1 - Teren, Andrej A1 - Tham, Yih-Chung A1 - Thiery, Joachim A1 - Thio, Chris H. L. A1 - Thomsen, Hauke A1 - Thorleifsson, Gudmar A1 - Toniolo, Daniela A1 - Tonjes, Anke A1 - Tremblay, Johanne A1 - Tzoulaki, Ioanna A1 - Uitterlinden, Andre G. A1 - Vaccargiu, Simona A1 - Van Dam, Rob M. A1 - Van der Harst, Pim A1 - Van Duijn, Cornelia M. A1 - Edward, Digna R. Velez A1 - Verweij, Niek A1 - Vogelezang, Suzanne A1 - Volker, Uwe A1 - Vollenweider, Peter A1 - Waeber, Gerard A1 - Waldenberger, Melanie A1 - Wallentin, Lars A1 - Wang, Ya Xing A1 - Wang, Chaolong A1 - Waterworth, Dawn M. A1 - Bin Wei, Wen A1 - White, Harvey A1 - Whitfield, John B. A1 - Wild, Sarah H. A1 - Wilson, James F. A1 - Wojczynski, Mary K. A1 - Wong, Charlene A1 - Wong, Tien-Yin A1 - Xu, Liang A1 - Yang, Qiong A1 - Yasuda, Masayuki A1 - Yerges-Armstrong, Laura M. A1 - Zhang, Weihua A1 - Zonderman, Alan B. A1 - Rotter, Jerome I. A1 - Bochud, Murielle A1 - Psaty, Bruce M. A1 - Vitart, Veronique A1 - Wilson, James G. A1 - Dehghan, Abbas A1 - Parsa, Afshin A1 - Chasman, Daniel I. A1 - Ho, Kevin A1 - Morris, Andrew P. A1 - Devuyst, Olivier A1 - Akilesh, Shreeram A1 - Pendergrass, Sarah A. A1 - Sim, Xueling A1 - Boger, Carsten A. A1 - Okada, Yukinori A1 - Edwards, Todd L. A1 - Snieder, Harold A1 - Stefansson, Kari A1 - Hung, Adriana M. A1 - Heid, Iris M. A1 - Scholz, Markus A1 - Teumer, Alexander A1 - Kottgen, Anna A1 - Pattaro, Cristian T1 - A catalog of genetic loci associated with kidney function from analyses of a million individuals JF - Nature genetics N2 - Chronic kidney disease (CKD) is responsible for a public health burden with multi-systemic complications. Through transancestry meta-analysis of genome-wide association studies of estimated glomerular filtration rate (eGFR) and independent replication (n = 1,046,070), we identified 264 associated loci (166 new). Of these,147 were likely to be relevant for kidney function on the basis of associations with the alternative kidney function marker blood urea nitrogen (n = 416,178). Pathway and enrichment analyses, including mouse models with renal phenotypes, support the kidney as the main target organ. A genetic risk score for lower eGFR was associated with clinically diagnosed CKD in 452,264 independent individuals. Colocalization analyses of associations with eGFR among 783,978 European-ancestry individuals and gene expression across 46 human tissues, including tubulo-interstitial and glomerular kidney compartments, identified 17 genes differentially expressed in kidney. Fine-mapping highlighted missense driver variants in 11 genes and kidney-specific regulatory variants. These results provide a comprehensive priority list of molecular targets for translational research. Y1 - 2019 U6 - https://doi.org/10.1038/s41588-019-0407-x SN - 1061-4036 SN - 1546-1718 VL - 51 IS - 6 SP - 957 EP - + PB - Nature Publ. Group CY - New York ER - TY - GEN A1 - Tala, Mahdi A1 - Schrape, Oliver A1 - Krstić, Miloš A1 - Bertozzi, Davide T1 - Exploring the Performance-Energy Optimization Space of a Bridge Between 3D-Stacked Electronic and Optical Networks-on-Chip T2 - XXXIII Conference on Design of Circuits and Integrated Systems (DCIS) N2 - The relentless improvement of silicon photonics is making optical interconnects and networks appealing for use in miniaturized systems, where electrical interconnects cannot keep up with the growing levels of core integration due to bandwidth density and power efficiency limitations. At the same time, solutions such as 3D stacking or 2.5D integration open the door to a fully dedicated process optimization for the photonic die. However, an architecture-level integration challenge arises between the electronic network and the optical one in such tightly-integrated parallel systems. It consists of adapting signaling rates, matching the different levels of communication parallelism, handling cross-domain flow control, addressing re-synchronization concerns, and avoiding protocol-dependent deadlock. The associated energy and performance overhead may offset the inherent benefits of the emerging technology itself. This paper explores a hybrid CMOS-ECL bridge architecture between 3D-stacked technology-heterogeneous networks-on-chip (NoCs). The different ways of overcoming the serialization challenge (i.e., through an improvement of the signaling rate and/or through space-/wavelength division multiplexing options) give rise to a configuration space that the paper explores, in search for the most energy-efficient configuration for high-performance. Y1 - 2018 SN - 978-1-7281-0171-2 U6 - https://doi.org/10.1109/DCIS.2018.8681461 SN - 2471-6170 SN - 2640-5563 PB - IEEE CY - New York ER - TY - BOOK A1 - Barkowsky, Matthias A1 - Giese, Holger T1 - Triple graph grammars for multi-version models N2 - Like conventional software projects, projects in model-driven software engineering require adequate management of multiple versions of development artifacts, importantly allowing living with temporary inconsistencies. In the case of model-driven software engineering, employed versioning approaches also have to handle situations where different artifacts, that is, different models, are linked via automatic model transformations. In this report, we propose a technique for jointly handling the transformation of multiple versions of a source model into corresponding versions of a target model, which enables the use of a more compact representation that may afford improved execution time of both the transformation and further analysis operations. Our approach is based on the well-known formalism of triple graph grammars and a previously introduced encoding of model version histories called multi-version models. In addition to showing the correctness of our approach with respect to the standard semantics of triple graph grammars, we conduct an empirical evaluation that demonstrates the potential benefit regarding execution time performance. N2 - Ähnlich zu konventionellen Softwareprojekten erfordern Projekte im Bereich der modellgetriebenen Softwareentwicklung eine adäquate Verwaltung mehrerer Versionen von Entwicklungsartefakten. Eine solche Versionsverwaltung muss es insbesondere ermöglichen, zeitweise mit Inkonsistenzen zu leben. Im Fall der modellgetriebenen Softwareentwicklung muss ein verwendeter Ansatz zusätzlich mit Situationen umgehen können, in denen verschiedene Entwicklungsartefakte, das heißt verschiedene Modelle, durch automatische Modelltransformationen verknüpft sind. In diesem Bericht schlagen wir eine Technik für die integrierte Transformation mehrerer Versionen eines Quellmodells in entsprechende Versionen eines Zielmodells vor. Dies ermöglicht die Verwendung einer kompakteren Repräsentation der Modelle, was zu verbesserten Laufzeiteigenschaften der Transformation und weiterführender Operationen führen kann. Unser Ansatz basiert auf dem bekannten Formalismus der Tripel-Graph-Grammatiken und einer in früheren Arbeiten eingeführten Kodierung von Versionshistorien von Modellen. Neben einem Beweis der Korrektheit des Ansatzes in Bezug auf die standardmäßige Semantik von Tripel-Graph-Grammatiken führen wir eine empirische Evaluierung durch, die den potenziellen Performancevorteil der Technik demonstriert. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 155 KW - triple graph grammars KW - multi-version models KW - Tripel-Graph-Grammatiken KW - Modelle mit mehreren Versionen Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-573994 SN - 978-3-86956-556-9 SN - 1613-5652 SN - 2191-1665 IS - 155 SP - 28 EP - 28 ER - TY - JOUR A1 - Marx, Susanne A1 - Freundlich, Heidi A1 - Klotz, Michael A1 - Kylänen, Mika A1 - Niedoszytko, Grazyna A1 - Swacha, Jakub A1 - Vollerthum, Anne T1 - Towards an Online Learning Community on Digitalization in Tourism JF - EMOOCs 2021 N2 - Information technology and digital solutions as enablers in the tourism sector require continuous development of skills, as digital transformation is characterized by fast change, complexity and uncertainty. This research investigates how a cMOOC concept could support the tourism industry. A consortium of three universities, a tourism association, and a tourist attraction investigates online learning needs and habits of tourism industry stakeholders in the field of digitalization in a cross-border study in the Baltic Sea region. The multi-national survey (n = 244) reveals a high interest in participating in an online learning community, with two-thirds of respondents seeing opportunities to contributing to such community apart from consuming knowledge. The paper demonstrates preferred ways of learning, motivational and hampering aspects as well as types of possible contributions. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-515986 SN - 978-3-86956-512-5 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Gorski, Mathias A1 - Jung, Bettina A1 - Li, Yong A1 - Matias-Garcia, Pamela R. A1 - Wuttke, Matthias A1 - Coassin, Stefan A1 - Thio, Chris H. L. A1 - Kleber, Marcus E. A1 - Winkler, Thomas W. A1 - Wanner, Veronika A1 - Chai, Jin-Fang A1 - Chu, Audrey Y. A1 - Cocca, Massimiliano A1 - Feitosa, Mary F. A1 - Ghasemi, Sahar A1 - Hoppmann, Anselm A1 - Horn, Katrin A1 - Li, Man A1 - Nutile, Teresa A1 - Scholz, Markus A1 - Sieber, Karsten B. A1 - Teumer, Alexander A1 - Tin, Adrienne A1 - Wang, Judy A1 - Tayo, Bamidele O. A1 - Ahluwalia, Tarunveer S. A1 - Almgren, Peter A1 - Bakker, Stephan J. L. A1 - Banas, Bernhard A1 - Bansal, Nisha A1 - Biggs, Mary L. A1 - Boerwinkle, Eric A1 - Böttinger, Erwin A1 - Brenner, Hermann A1 - Carroll, Robert J. A1 - Chalmers, John A1 - Chee, Miao-Li A1 - Chee, Miao-Ling A1 - Cheng, Ching-Yu A1 - Coresh, Josef A1 - de Borst, Martin H. A1 - Degenhardt, Frauke A1 - Eckardt, Kai-Uwe A1 - Endlich, Karlhans A1 - Franke, Andre A1 - Freitag-Wolf, Sandra A1 - Gampawar, Piyush A1 - Gansevoort, Ron T. A1 - Ghanbari, Mohsen A1 - Gieger, Christian A1 - Hamet, Pavel A1 - Ho, Kevin A1 - Hofer, Edith A1 - Holleczek, Bernd A1 - Foo, Valencia Hui Xian A1 - Hutri-Kahonen, Nina A1 - Hwang, Shih-Jen A1 - Ikram, M. Arfan A1 - Josyula, Navya Shilpa A1 - Kahonen, Mika A1 - Khor, Chiea-Chuen A1 - Koenig, Wolfgang A1 - Kramer, Holly A1 - Kraemer, Bernhard K. A1 - Kuehnel, Brigitte A1 - Lange, Leslie A. A1 - Lehtimaki, Terho A1 - Lieb, Wolfgang A1 - Loos, Ruth J. F. A1 - Lukas, Mary Ann A1 - Lyytikainen, Leo-Pekka A1 - Meisinger, Christa A1 - Meitinger, Thomas A1 - Melander, Olle A1 - Milaneschi, Yuri A1 - Mishra, Pashupati P. A1 - Mononen, Nina A1 - Mychaleckyj, Josyf C. A1 - Nadkarni, Girish N. A1 - Nauck, Matthias A1 - Nikus, Kjell A1 - Ning, Boting A1 - Nolte, Ilja M. A1 - O'Donoghue, Michelle L. A1 - Orho-Melander, Marju A1 - Pendergrass, Sarah A. A1 - Penninx, Brenda W. J. H. A1 - Preuss, Michael H. A1 - Psaty, Bruce M. A1 - Raffield, Laura M. A1 - Raitakari, Olli T. A1 - Rettig, Rainer A1 - Rheinberger, Myriam A1 - Rice, Kenneth M. A1 - Rosenkranz, Alexander R. A1 - Rossing, Peter A1 - Rotter, Jerome A1 - Sabanayagam, Charumathi A1 - Schmidt, Helena A1 - Schmidt, Reinhold A1 - Schoettker, Ben A1 - Schulz, Christina-Alexandra A1 - Sedaghat, Sanaz A1 - Shaffer, Christian M. A1 - Strauch, Konstantin A1 - Szymczak, Silke A1 - Taylor, Kent D. A1 - Tremblay, Johanne A1 - Chaker, Layal A1 - van der Harst, Pim A1 - van der Most, Peter J. A1 - Verweij, Niek A1 - Voelker, Uwe A1 - Waldenberger, Melanie A1 - Wallentin, Lars A1 - Waterworth, Dawn M. A1 - White, Harvey D. A1 - Wilson, James G. A1 - Wong, Tien-Yin A1 - Woodward, Mark A1 - Yang, Qiong A1 - Yasuda, Masayuki A1 - Yerges-Armstrong, Laura M. A1 - Zhang, Yan A1 - Snieder, Harold A1 - Wanner, Christoph A1 - Boger, Carsten A. A1 - Kottgen, Anna A1 - Kronenberg, Florian A1 - Pattaro, Cristian A1 - Heid, Iris M. T1 - Meta-analysis uncovers genome-wide significant variants for rapid kidney function decline T2 - Zweitveröffentlichungen der Universität Potsdam : Reihe der Digital Engineering Fakultät N2 - Rapid decline of glomerular filtration rate estimated from creatinine (eGFRcrea) is associated with severe clinical endpoints. In contrast to cross-sectionally assessed eGFRcrea, the genetic basis for rapid eGFRcrea decline is largely unknown. To help define this, we meta-analyzed 42 genome-wide association studies from the Chronic Kidney Diseases Genetics Consortium and United Kingdom Biobank to identify genetic loci for rapid eGFRcrea decline. Two definitions of eGFRcrea decline were used: 3 mL/min/1.73m(2)/year or more ("Rapid3"; encompassing 34,874 cases, 107,090 controls) and eGFRcrea decline 25% or more and eGFRcrea under 60 mL/min/1.73m(2) at follow-up among those with eGFRcrea 60 mL/min/1.73m(2) or more at baseline ("CKDi25"; encompassing 19,901 cases, 175,244 controls). Seven independent variants were identified across six loci for Rapid3 and/or CKDi25: consisting of five variants at four loci with genome-wide significance (near UMOD-PDILT (2), PRKAG2, WDR72, OR2S2) and two variants among 265 known eGFRcrea variants (near GATM, LARP4B). All these loci were novel for Rapid3 and/or CKDi25 and our bioinformatic follow-up prioritized variants and genes underneath these loci. The OR2S2 locus is novel for any eGFRcrea trait including interesting candidates. For the five genome-wide significant lead variants, we found supporting effects for annual change in blood urea nitrogen or cystatin-based eGFR, but not for GATM or (LARP4B). Individuals at high compared to those at low genetic risk (8-14 vs. 0-5 adverse alleles) had a 1.20-fold increased risk of acute kidney injury (95% confidence interval 1.08-1.33). Thus, our identified loci for rapid kidney function decline may help prioritize therapeutic targets and identify mechanisms and individuals at risk for sustained deterioration of kidney function. T3 - Zweitveröffentlichungen der Universität Potsdam : Reihe der Digital Engineering Fakultät - 19 KW - acute kidney injury KW - end-stage kidney disease KW - genome-wide association KW - study KW - rapid eGFRcrea decline Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-565379 IS - 19 ER - TY - JOUR A1 - Gorski, Mathias A1 - Jung, Bettina A1 - Li, Yong A1 - Matias-Garcia, Pamela R. A1 - Wuttke, Matthias A1 - Coassin, Stefan A1 - Thio, Chris H. L. A1 - Kleber, Marcus E. A1 - Winkler, Thomas W. A1 - Wanner, Veronika A1 - Chai, Jin-Fang A1 - Chu, Audrey Y. A1 - Cocca, Massimiliano A1 - Feitosa, Mary F. A1 - Ghasemi, Sahar A1 - Hoppmann, Anselm A1 - Horn, Katrin A1 - Li, Man A1 - Nutile, Teresa A1 - Scholz, Markus A1 - Sieber, Karsten B. A1 - Teumer, Alexander A1 - Tin, Adrienne A1 - Wang, Judy A1 - Tayo, Bamidele O. A1 - Ahluwalia, Tarunveer S. A1 - Almgren, Peter A1 - Bakker, Stephan J. L. A1 - Banas, Bernhard A1 - Bansal, Nisha A1 - Biggs, Mary L. A1 - Boerwinkle, Eric A1 - Böttinger, Erwin A1 - Brenner, Hermann A1 - Carroll, Robert J. A1 - Chalmers, John A1 - Chee, Miao-Li A1 - Chee, Miao-Ling A1 - Cheng, Ching-Yu A1 - Coresh, Josef A1 - de Borst, Martin H. A1 - Degenhardt, Frauke A1 - Eckardt, Kai-Uwe A1 - Endlich, Karlhans A1 - Franke, Andre A1 - Freitag-Wolf, Sandra A1 - Gampawar, Piyush A1 - Gansevoort, Ron T. A1 - Ghanbari, Mohsen A1 - Gieger, Christian A1 - Hamet, Pavel A1 - Ho, Kevin A1 - Hofer, Edith A1 - Holleczek, Bernd A1 - Foo, Valencia Hui Xian A1 - Hutri-Kahonen, Nina A1 - Hwang, Shih-Jen A1 - Ikram, M. Arfan A1 - Josyula, Navya Shilpa A1 - Kahonen, Mika A1 - Khor, Chiea-Chuen A1 - Koenig, Wolfgang A1 - Kramer, Holly A1 - Kraemer, Bernhard K. A1 - Kuehnel, Brigitte A1 - Lange, Leslie A. A1 - Lehtimaki, Terho A1 - Lieb, Wolfgang A1 - Loos, Ruth J. F. A1 - Lukas, Mary Ann A1 - Lyytikainen, Leo-Pekka A1 - Meisinger, Christa A1 - Meitinger, Thomas A1 - Melander, Olle A1 - Milaneschi, Yuri A1 - Mishra, Pashupati P. A1 - Mononen, Nina A1 - Mychaleckyj, Josyf C. A1 - Nadkarni, Girish N. A1 - Nauck, Matthias A1 - Nikus, Kjell A1 - Ning, Boting A1 - Nolte, Ilja M. A1 - O'Donoghue, Michelle L. A1 - Orho-Melander, Marju A1 - Pendergrass, Sarah A. A1 - Penninx, Brenda W. J. H. A1 - Preuss, Michael H. A1 - Psaty, Bruce M. A1 - Raffield, Laura M. A1 - Raitakari, Olli T. A1 - Rettig, Rainer A1 - Rheinberger, Myriam A1 - Rice, Kenneth M. A1 - Rosenkranz, Alexander R. A1 - Rossing, Peter A1 - Rotter, Jerome A1 - Sabanayagam, Charumathi A1 - Schmidt, Helena A1 - Schmidt, Reinhold A1 - Schoettker, Ben A1 - Schulz, Christina-Alexandra A1 - Sedaghat, Sanaz A1 - Shaffer, Christian M. A1 - Strauch, Konstantin A1 - Szymczak, Silke A1 - Taylor, Kent D. A1 - Tremblay, Johanne A1 - Chaker, Layal A1 - van der Harst, Pim A1 - van der Most, Peter J. A1 - Verweij, Niek A1 - Voelker, Uwe A1 - Waldenberger, Melanie A1 - Wallentin, Lars A1 - Waterworth, Dawn M. A1 - White, Harvey D. A1 - Wilson, James G. A1 - Wong, Tien-Yin A1 - Woodward, Mark A1 - Yang, Qiong A1 - Yasuda, Masayuki A1 - Yerges-Armstrong, Laura M. A1 - Zhang, Yan A1 - Snieder, Harold A1 - Wanner, Christoph A1 - Boger, Carsten A. A1 - Kottgen, Anna A1 - Kronenberg, Florian A1 - Pattaro, Cristian A1 - Heid, Iris M. T1 - Meta-analysis uncovers genome-wide significant variants for rapid kidney function decline JF - Kidney international : official journal of the International Society of Nephrology N2 - Rapid decline of glomerular filtration rate estimated from creatinine (eGFRcrea) is associated with severe clinical endpoints. In contrast to cross-sectionally assessed eGFRcrea, the genetic basis for rapid eGFRcrea decline is largely unknown. To help define this, we meta-analyzed 42 genome-wide association studies from the Chronic Kidney Diseases Genetics Consortium and United Kingdom Biobank to identify genetic loci for rapid eGFRcrea decline. Two definitions of eGFRcrea decline were used: 3 mL/min/1.73m(2)/year or more ("Rapid3"; encompassing 34,874 cases, 107,090 controls) and eGFRcrea decline 25% or more and eGFRcrea under 60 mL/min/1.73m(2) at follow-up among those with eGFRcrea 60 mL/min/1.73m(2) or more at baseline ("CKDi25"; encompassing 19,901 cases, 175,244 controls). Seven independent variants were identified across six loci for Rapid3 and/or CKDi25: consisting of five variants at four loci with genome-wide significance (near UMOD-PDILT (2), PRKAG2, WDR72, OR2S2) and two variants among 265 known eGFRcrea variants (near GATM, LARP4B). All these loci were novel for Rapid3 and/or CKDi25 and our bioinformatic follow-up prioritized variants and genes underneath these loci. The OR2S2 locus is novel for any eGFRcrea trait including interesting candidates. For the five genome-wide significant lead variants, we found supporting effects for annual change in blood urea nitrogen or cystatin-based eGFR, but not for GATM or (LARP4B). Individuals at high compared to those at low genetic risk (8-14 vs. 0-5 adverse alleles) had a 1.20-fold increased risk of acute kidney injury (95% confidence interval 1.08-1.33). Thus, our identified loci for rapid kidney function decline may help prioritize therapeutic targets and identify mechanisms and individuals at risk for sustained deterioration of kidney function. KW - acute kidney injury KW - end-stage kidney disease KW - genome-wide association KW - study KW - rapid eGFRcrea decline Y1 - 2020 U6 - https://doi.org/10.1016/j.kint.2020.09.030 SN - 0085-2538 SN - 1523-1755 VL - 99 IS - 4 SP - 926 EP - 939 PB - Elsevier CY - New York ER - TY - THES A1 - Marx, Carolin Valerie T1 - Escalation of commitment in information systems projects: a cognitive-affective perspective T1 - Eskalation des Commitments in Wirtschaftsinformatik Projekten: eine kognitiv-affektive Perspektive N2 - While information systems (IS) projects are pivotal in guiding organizational strategies and sustaining competitive advantages, they frequently overrun budgets, extend beyond timelines, and experience high failure rates. This dissertation delves into the psychological micro-foundations of human behavior – specifically cognition and emotion – in relation to a prevalent issue in IS project management: the tendency to persist with failing courses of action, also called escalation of commitment (EoC). Through a mixed-methods research approach, this study investigates the emotional and cognitive bases of decision-making during IS project escalation and its evolution over time. The results of a psychophysiological laboratory experiment provide evidence for the predictions on the role of negative and complex situational integral emotions of Cognitive Dissonance over Coping Theory and add to a better understanding of how escalation tendencies change during sequential decision-making due to cognitive learning effects. Using psychophysiological measures, including data triangulation between electrodermal and cardiovascular activity and AI-based analysis of facial micro-expressions, this research reveals physiological markers of behavioral escalation tendencies. Complementing the experiment, a qualitative analysis using free-form narration during decision-making simulations shows that decision-makers employ varied cognitive reasoning patterns to justify escalating behaviors, suggesting a sequence of four distinct cognitive phases. By integrating both qualitative and quantitative findings, this dissertation offers a comprehensive theoretical framework of how cognition and emotion shape behavioral EoC over time. I propose that escalation is a cyclical adaptation of mental models, distinguished by shifts in cognitive reasoning patterns, temporal cognition mode variations, and interactions with situational emotions and their anticipation. The primary contribution of this dissertation lies in disentangling the emotional and cognitive mechanisms that drive IS project escalation. The findings provide the basis for developing de-escalation strategies, thereby helping to improve decision-making under uncertainty. Stakeholders involved in IS projects that get “off track” should be aware of the tendency to persist with failing courses of action and the importance of the underlying emotional and cognitive dynamics. N2 - Projekte im Bereich der Wirtschaftsinformatik (IS-Projekte) sind von zentraler Bedeutung für die Steuerung von Unternehmensstrategien und die Aufrechterhaltung von Wettbewerbsvorteilen, überschreiten jedoch häufig das Budget, sprengen den Zeitrahmen und weisen eine hohe Misserfolgsquote auf. Diese Dissertation befasst sich mit den psychologischen Grundlagen menschlichen Verhaltens - insbesondere Kognition und Emotion - im Zusammenhang mit einem weit verbreiteten Problem im IS-Projektmanagement: der Tendenz, an fehlgehenden Handlungssträngen festzuhalten, auch Eskalation des Commitments (Englisch: “escalation of commitment” - EoC) genannt. Mit einem kombinierten Forschungsansatz (dem Mix von qualitativen und quantitativen Methoden) untersuche ich in meiner Dissertation die emotionalen und kognitiven Grundlagen der Entscheidungsfindung hinter eskalierendem Commitment zu scheiternden IS-Projekten und deren Entwicklung über die Zeit. Die Ergebnisse eines psychophysiologischen Laborexperiments liefern Belege auf die Vorhersagen bezüglich der Rolle von negativen und komplexen situativen Emotionen der kognitiven Dissonanz Theorie gegenüber der Coping-Theorie und trägt zu einem besseren Verständnis dafür bei, wie sich Eskalationstendenzen während sequenzieller Entscheidungsfindung aufgrund kognitiver Lerneffekte verändern. Mit Hilfe psychophysiologischer Messungen, einschließlich der Daten-Triangulation zwischen elektrodermaler und kardiovaskulärer Aktivität sowie künstliche Intelligenz-basierter Analyse von Gesichtsmikroexpressionen, enthüllt diese Forschung physiologische Marker für eskalierendes Commitment. Ergänzend zu dem Experiment zeigt eine qualitative Analyse text-basierter Reflexionen während der Eskalationssituationen, dass Entscheidungsträger verschiedene kognitive Begründungsmuster verwenden, um eskalierende Verhaltensweisen zu rechtfertigen, die auf eine Sequenz von vier unterschiedlichen kognitiven Phasen schließen lassen. Durch die Integration von qualitativen und quantitativen Erkenntnissen entwickelt diese Dissertation ein umfassendes theoretisches Model dafür, wie Kognition und Emotion eskalierendes Commitment über die Zeit beeinflussen. Ich schlage vor, dass eskalierendes Commitment eine zyklische Anpassung von Denkmodellen ist, die sich durch Veränderungen in kognitiven Begründungsmustern, Variationen im zeitlichen Kognitionsmodus und Interaktionen mit situativen Emotionen und deren Erwartung auszeichnet. Der Hauptbeitrag dieser Arbeit liegt in der Entflechtung der emotionalen und kognitiven Mechanismen, die eskalierendes Commitment im Kontext von IS-Projekten antreiben. Die Erkenntnisse tragen dazu bei, die Qualität von Entscheidungen unter Unsicherheit zu verbessern und liefern die Grundlage für die Entwicklung von Deeskalationsstrategien. Beteiligte an „in Schieflage geratenden“ IS-Projekten sollten sich der Tendenz auf fehlgeschlagenen Aktionen zu beharren und der Bedeutung der zugrundeliegenden emotionalen und kognitiven Dynamiken bewusst sein. KW - information systems projects KW - escalation of commitment KW - emotional cognitive dynamics KW - emotional kognitive Dynamiken KW - eskalierendes Commitment KW - Wirtschaftsinformatik Projekte Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-626969 ER - TY - THES A1 - Teusner, Ralf T1 - Situational interventions and peer feedback in massive open online courses T1 - Situationsabhängige Interventionen und Peer-Feedback in Massive Open Online Courses BT - narrowing the gap between learners and instructors in online programming education N2 - Massive Open Online Courses (MOOCs) open up new opportunities to learn a wide variety of skills online and are thus well suited for individual education, especially where proffcient teachers are not available locally. At the same time, modern society is undergoing a digital transformation, requiring the training of large numbers of current and future employees. Abstract thinking, logical reasoning, and the need to formulate instructions for computers are becoming increasingly relevant. A holistic way to train these skills is to learn how to program. Programming, in addition to being a mental discipline, is also considered a craft, and practical training is required to achieve mastery. In order to effectively convey programming skills in MOOCs, practical exercises are incorporated into the course curriculum to offer students the necessary hands-on experience to reach an in-depth understanding of the programming concepts presented. Our preliminary analysis showed that while being an integral and rewarding part of courses, practical exercises bear the risk of overburdening students who are struggling with conceptual misunderstandings and unknown syntax. In this thesis, we develop, implement, and evaluate different interventions with the aim to improve the learning experience, sustainability, and success of online programming courses. Data from four programming MOOCs, with a total of over 60,000 participants, are employed to determine criteria for practical programming exercises best suited for a given audience. Based on over five million executions and scoring runs from students' task submissions, we deduce exercise difficulties, students' patterns in approaching the exercises, and potential flaws in exercise descriptions as well as preparatory videos. The primary issue in online learning is that students face a social gap caused by their isolated physical situation. Each individual student usually learns alone in front of a computer and suffers from the absence of a pre-determined time structure as provided in traditional school classes. Furthermore, online learning usually presses students into a one-size-fits-all curriculum, which presents the same content to all students, regardless of their individual needs and learning styles. Any means of a personalization of content or individual feedback regarding problems they encounter are mostly ruled out by the discrepancy between the number of learners and the number of instructors. This results in a high demand for self-motivation and determination of MOOC participants. Social distance exists between individual students as well as between students and course instructors. It decreases engagement and poses a threat to learning success. Within this research, we approach the identified issues within MOOCs and suggest scalable technical solutions, improving social interaction and balancing content difficulty. Our contributions include situational interventions, approaches for personalizing educational content as well as concepts for fostering collaborative problem-solving. With these approaches, we reduce counterproductive struggles and create a universal improvement for future programming MOOCs. We evaluate our approaches and methods in detail to improve programming courses for students as well as instructors and to advance the state of knowledge in online education. Data gathered from our experiments show that receiving peer feedback on one's programming problems improves overall course scores by up to 17%. Merely the act of phrasing a question about one's problem improved overall scores by about 14%. The rate of students reaching out for help was significantly improved by situational just-in-time interventions. Request for Comment interventions increased the share of students asking for help by up to 158%. Data from our four MOOCs further provide detailed insight into the learning behavior of students. We outline additional significant findings with regard to student behavior and demographic factors. Our approaches, the technical infrastructure, the numerous educational resources developed, and the data collected provide a solid foundation for future research. N2 - MOOCs (Massive Open Online Courses) ermöglichen es jedem Interessierten sich in verschiedenen Fachrichtungen online weiterzubilden. Sie fördern die persönliche individuelle Entwicklung und ermöglichen lebenslanges Lernen auch dort, wo geeignete Lehrer nicht verfügbar sind. Unsere Gesellschaft befindet sich derzeit in der sogenannten "digitalen Transformation". Von vielen Arbeitnehmern werden in diesem Zusammenhang zunehmend Fähigkeiten wie abstraktes Denken und logisches Schlussfolgern erwartet. Das Erlernen einer Programmiersprache ist eine geeignete Möglichkeit, diese Fähigkeiten zu erlangen. Obwohl Programmieren als geistige Disziplin angesehen wird, ist es zu einem gewissen Grad auch ein Handwerk, bei dem sich das individuelle Können insbesondere durch stetige praktische Anwendung entwickelt. Um Programmierkenntnisse effektiv in einem MOOC zu vermitteln, sollten daher praktische Aufgaben von vornherein in den Lehrstoff des Kurses integriert werden, um die vorgestellten Konzepte geeignet zu vertiefen und zu festigen. Neben den positiven Aspekten für die Lernenden weisen praktische Programmieraufgaben jedoch auch ein erhöhtes Frustpotential auf. Kryptische Fehlermeldungen und teils unbekannte Syntax überfordern insbesondere diejenigen Teilnehmer, welche zusätzlich mit konzeptionellen Missverständnissen zu kämpfen haben. Im Rahmen dieser Arbeit entwickeln und analysieren wir mehrere Interventionsmöglichkeiten um die Lernerfahrung und den Lernerfolg von Teilnehmern in Programmier-MOOCs zu verbessern. Daten von über 60.000 Teilnehmern aus vier Programmier-MOOCs bilden die Grundlage für eine Analyse von Kriterien für geeignete Programmieraufgaben für spezifische Teilnehmergruppen. Auf Basis von 5 Millionen Codeausführungen von Teilnehmern leiten wir Schwachstellen in Aufgaben und typische Herangehensweisen der Teilnehmer ab. Die Hauptschwierigkeit beim Lernen in einer virtuellen Umgebung ist die durch physische Isolation hervorgerufene soziale Entkopplung. Jeder Teilnehmer lernt alleine vor einem Bildschirm, ein gemeinsamer Stundenplan wie im klassischen Schulunterricht fehlt. Weiterhin präsentieren bestehende online Kurse den Teilnehmern in der Regel lediglich universell einsetzbare Lerninhalte, welche in keiner Weise auf die jeweiligen Bedürfnisse und Vorerfahrungen der individuellen Teilnehmer angepasst sind. Personalisierte Lerninhalte bzw. individuelles Feedback sind in MOOCs aufgrund der großen Anzahl an Teilnehmern und der nur kleinen Anzahl an Lehrenden oft nur schwer bzw. gar nicht zu realisieren. Daraus resultieren wiederum hohe Anforderungen an das individuelle Durchhaltevermögen und die Selbstmotivation der MOOC-Teilnehmer. Die soziale Entkopplung manifestiert sich sowohl zwischen den Teilnehmern untereinander als auch zwischen den Lehrenden und den Teilnehmern. Negative Folgen sind ein häufig verringertes Engagement und damit eine Gefährdung des Lernerfolgs. In dieser Arbeit schlagen wir als Gegenmaßnahme skalierbare technische Lösungen vor, um die soziale Interaktion zu verbessern und inhaltliche Schwierigkeiten zu überwinden. Unsere wissenschaftlichen Beiträge umfassen situationsabhängige Interventionen, Ansätze zur Personalisierung von Lerninhalten, sowie Konzepte und Anreize zur Verbesserung der Kollaboration der Teilnehmer untereinander. Mit diesen Maßnahmen schaffen wir es, kontraproduktive Blockaden beim Lernen zu lösen und stellen damit einen universell einsetzbaren Ansatz zur Verbesserung von zukünftigen Progammier-MOOCs bereit. Die aus unseren Experimenten gesammelten Daten zeigen, dass bei Programmierproblemen gewährtes Feedback von anderen Teilnehmern die Gesamtpunktzahl innerhalb des Teilnehmerfeldes durchschnittlich um bis zu 17% verbessert. Bereits das Formulieren des jeweiligen individuellen Problems verbesserte die Gesamtpunktzahl um etwa 14%. Durch situative Interventionen konnte weiterhin der Anteil der Teilnehmer, die nach Hilfe fragen, um bis zu 158% gesteigert werden. Die gesammelten Daten aus unseren vier MOOCs ermöglichen darüber hinaus detaillierte Einblicke in das Lernverhalten der Teilnehmer. Wir zeigen zusätzlich Erkenntnisse in Bezug auf das Verhalten der Teilnehmer und zu demografischen Faktoren auf. Die in dieser Arbeit beschriebenen Ansätze, die geschaffene technische Infrastruktur, das entworfene Lehrmaterial, sowie der umfangreiche gesammelte Datenbestand bilden darüber hinaus eine vielversprechende Grundlage für weitere zukünftige Forschung. KW - programming KW - MOOC KW - intervention KW - collaboration KW - peer feedback KW - Programmierung KW - MOOC KW - Interventionen KW - Kollaboration KW - Peer-feedback Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-507587 ER - TY - BOOK A1 - Gerken, Stefanie A1 - Uebernickel, Falk A1 - de Paula, Danielly T1 - Design Thinking: a Global Study on Implementation Practices in Organizations T1 - Design Thinking: eine globale Studie über Implementierungspraktiken in Organisationen BT - Past - Present - Future BT - Vergangenheit - Gegenwart - Zukunft N2 - These days design thinking is no longer a “new approach”. Among practitioners, as well as academics, interest in the topic has gathered pace over the last two decades. However, opinions are divided over the longevity of the phenomenon: whether design thinking is merely “old wine in new bottles,” a passing trend, or still evolving as it is being spread to an increasing number of organizations and industries. Despite its growing relevance and the diffusion of design thinking, knowledge on the actual status quo in organizations remains scarce. With a new study, the research team of Prof. Uebernickel and Stefanie Gerken investigates temporal developments and changes in design thinking practices in organizations over the past six years comparing the results of the 2015 “Parts without a whole” study with current practices and future developments. Companies of all sizes and from different parts of the world participated in the survey. The findings from qualitative interviews with experts, i.e., people who have years of knowledge with design thinking, were cross-checked with the results from an exploratory analysis of the survey data. This analysis uncovers significant variances and similarities in how design thinking is interpreted and applied in businesses. N2 - Heutzutage ist Design Thinking kein "neuer Ansatz" mehr. Unter Praktikern und Akademikern hat das Interesse an diesem Thema in den letzten zwei Jahrzehnten stark zugenommen. Die Meinungen sind jedoch geteilt, ob Design Thinking lediglich "alter Wein in neuen Schläuchen" ist, ein vorübergehender Trend, oder ein sich weiterentwickelndes Phänomen, welches in immer mehr Organisationen und Branchen Fuß fast. Trotz der wachsenden Relevanz und Verbreitung von Design Thinking ist das Wissen über den tatsächlichen Status quo in Organisationen nach wie vor spärlich. Mit einer neuen Studie untersucht das Forschungsteam von Prof. Uebernickel, Stefanie Gerken und Dr. Danielly de Paula die zeitlichen Entwicklungen und Veränderungen von Design Thinking Praktiken in Organisationen über die letzten sechs Jahre und vergleicht die Ergebnisse der Studie "Parts without a whole" aus dem Jahr 2015 mit aktuellen Praktiken und perspektivischen Entwicklungen. An der Studie haben Unternehmen aller Größen und aus verschiedenen Teilen der Welt teilgenommen. Um dem komplexen Untersuchungsgegenstand gerecht zu werden, wurde eine Mixed-Method-Ansatz gewählt: Die Erkenntnisse aus qualitativen Experteninterviews, d.h. Personen, die sich seit Jahren mit dem Thema Design Thinking in der Praxis beschäftigen, wurden mit den Ergebnissen einer quantitativen Analyse von Umfragedaten abgeglichen. Die vorliegende Studie erörtert signifikante Unterschiede und Gemeinsamkeiten bei der Interpretation und Anwendung von Design Thinking in Unternehmen. KW - Design Thinking KW - Agile KW - Implementation in Organizations KW - life-centered KW - human-centered KW - Innovation KW - Behavior change KW - Problem Solving KW - Creative KW - Solution Space KW - Process KW - Mindset KW - Tools KW - Wicked Problems KW - VUCA-World KW - Ambiguity KW - Interdisciplinary Teams KW - Multidisciplinary Teams KW - Impact KW - Measurement KW - Ideation KW - Agilität KW - agil KW - Ambiguität KW - Verhaltensänderung KW - Kreativität KW - Design Thinking KW - Ideenfindung KW - Auswirkungen KW - Implementierung in Organisationen KW - Innovation KW - interdisziplinäre Teams KW - Messung KW - Denkweise KW - multidisziplinäre Teams KW - Problemlösung KW - Prozess KW - Lösungsraum KW - Werkzeuge KW - Aktivitäten KW - verzwickte Probleme KW - menschenzentriert KW - lebenszentriert KW - VUCA-World Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-534668 SN - 978-3-86956-525-5 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - de Paula, Danielly A1 - Marx, Carolin A1 - Wolf, Ella A1 - Dremel, Christian A1 - Cormican, Kathryn A1 - Uebernickel, Falk T1 - A managerial mental model to drive innovation in the context of digital transformation JF - Industry and innovation N2 - Industry 4.0 is transforming how businesses innovate and, as a result, companies are spearheading the movement towards 'Digital Transformation'. While some scholars advocate the use of design thinking to identify new innovative behaviours, cognition experts emphasise the importance of top managers in supporting employees to develop these behaviours. However, there is a dearth of research in this domain and companies are struggling to implement the required behaviours. To address this gap, this study aims to identify and prioritise behavioural strategies conducive to design thinking to inform the creation of a managerial mental model. We identify 20 behavioural strategies from 45 interviewees with practitioners and educators and combine them with the concepts of 'paradigm-mindset-mental model' from cognition theory. The paper contributes to the body of knowledge by identifying and prioritising specific behavioural strategies to form a novel set of survival conditions aligned to the new industrial paradigm of Industry 4.0. KW - Strategic cognition KW - mental models KW - industry 4.0 KW - digital transformation KW - design thinking Y1 - 2022 U6 - https://doi.org/10.1080/13662716.2022.2072711 SN - 1366-2716 SN - 1469-8390 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - BOOK A1 - Flotterer, Boris A1 - Maximova, Maria A1 - Schneider, Sven A1 - Dyck, Johannes A1 - Zöllner, Christian A1 - Giese, Holger A1 - Hély, Christelle A1 - Gaucherel, Cédric T1 - Modeling and Formal Analysis of Meta-Ecosystems with Dynamic Structure using Graph Transformation T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam N2 - The dynamics of ecosystems is of crucial importance. Various model-based approaches exist to understand and analyze their internal effects. In this paper, we model the space structure dynamics and ecological dynamics of meta-ecosystems using the formal technique of Graph Transformation (short GT). We build GT models to describe how a meta-ecosystem (modeled as a graph) can evolve over time (modeled by GT rules) and to analyze these GT models with respect to qualitative properties such as the existence of structural stabilities. As a case study, we build three GT models describing the space structure dynamics and ecological dynamics of three different savanna meta-ecosystems. The first GT model considers a savanna meta-ecosystem that is limited in space to two ecosystem patches, whereas the other two GT models consider two savanna meta-ecosystems that are unlimited in the number of ecosystem patches and only differ in one GT rule describing how the space structure of the meta-ecosystem grows. In the first two GT models, the space structure dynamics and ecological dynamics of the meta-ecosystem shows two main structural stabilities: the first one based on grassland-savanna-woodland transitions and the second one based on grassland-desert transitions. The transition between these two structural stabilities is driven by high-intensity fires affecting the tree components. In the third GT model, the GT rule for savanna regeneration induces desertification and therefore a collapse of the meta-ecosystem. We believe that GT models provide a complementary avenue to that of existing approaches to rigorously study ecological phenomena. N2 - Die Dynamik von Ökosystemen ist von entscheidender Bedeutung. Es gibt verschiedene modellbasierte Ansätze, um ihre internen Effekte zu verstehen und zu analysieren. In diesem Beitrag modellieren wir die Raumstrukturdynamik und ökologische Dynamik von Metaökosystemen mit der formalen Technik der Graphtransformation (kurz GT). Wir bauen GT-Modelle, um zu beschreiben, wie sich ein Meta-Ökosystem (modelliert als Graph) im Laufe der Zeit entwickeln kann (modelliert durch GT-Regeln) und analysieren diese GT-Modelle hinsichtlich qualitativer Eigenschaften wie das Vorhandensein struktureller Stabilitäten. Als Fallstudie bauen wir drei GT-Modelle, die die Dynamik der Raumstruktur und die ökologische Dynamik von drei verschiedenen Savannen-Meta-Ökosystemen beschreiben. Das erste GT-Modell betrachtet ein Savannen-Meta-Ökosystem, das räumlich auf zwei Ökosystem-Abschnitte begrenzt ist, während die anderen beiden GT-Modelle zwei Savannen-Meta-Ökosysteme betrachten, die in der Anzahl von Ökosystem-Abschnitten uneingeschränkt sind und sich nur in einer GT-Regel unterscheiden, die beschreibt, wie die Raumstruktur des Meta-Ökosystems wächst. In den ersten beiden GT-Modellen zeigen die Raumstrukturdynamik und die ökologische Dynamik des Metaökosystems zwei Hauptstrukturstabilitäten: die erste basiert auf Grasland-Savannen-Wald-Übergängen und die zweite basiert auf Grasland-Wüsten-Übergängen. Der Übergang zwischen diesen beiden strukturellen Stabilitäten wird durch hochintensive Brände angetrieben, die die Baumkomponenten beeinträchtigen. Beim dritten GT-Modell führt die Savannenregeneration beschreibende GT-Regel zur Wüstenbildung und damit zum Kollaps des Meta-Ökosystems. Wir glauben, dass GT-Modelle eine gute Ergänzung zu bestehenden Ansätzen darstellen, um ökologische Phänomene rigoros zu untersuchen. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 147 KW - dynamic systems KW - discrete-event model KW - qualitative model KW - savanna KW - trajectories KW - desertification KW - dynamische Systeme KW - diskretes Ereignismodell KW - qualitatives Modell KW - Savanne KW - Trajektorien KW - Wüstenbildung Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-547643 SN - 978-3-86956-533-0 SN - 1613-5652 SN - 2191-1665 IS - 147 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Halfpap, Stefan T1 - Integer linear programming-based heuristics for partially replicated database clusters and selecting indexes T1 - Auf ganzzahliger linearer Optimierung basierende Heuristiken für partiell-replizierte Datenbankcluster und das Auswählen von Indizes N2 - Column-oriented database systems can efficiently process transactional and analytical queries on a single node. However, increasing or peak analytical loads can quickly saturate single-node database systems. Then, a common scale-out option is using a database cluster with a single primary node for transaction processing and read-only replicas. Using (the naive) full replication, queries are distributed among nodes independently of the accessed data. This approach is relatively expensive because all nodes must store all data and apply all data modifications caused by inserts, deletes, or updates. In contrast to full replication, partial replication is a more cost-efficient implementation: Instead of duplicating all data to all replica nodes, partial replicas store only a subset of the data while being able to process a large workload share. Besides lower storage costs, partial replicas enable (i) better scaling because replicas must potentially synchronize only subsets of the data modifications and thus have more capacity for read-only queries and (ii) better elasticity because replicas have to load less data and can be set up faster. However, splitting the overall workload evenly among the replica nodes while optimizing the data allocation is a challenging assignment problem. The calculation of optimized data allocations in a partially replicated database cluster can be modeled using integer linear programming (ILP). ILP is a common approach for solving assignment problems, also in the context of database systems. Because ILP is not scalable, existing approaches (also for calculating partial allocations) often fall back to simple (e.g., greedy) heuristics for larger problem instances. Simple heuristics may work well but can lose optimization potential. In this thesis, we present optimal and ILP-based heuristic programming models for calculating data fragment allocations for partially replicated database clusters. Using ILP, we are flexible to extend our models to (i) consider data modifications and reallocations and (ii) increase the robustness of allocations to compensate for node failures and workload uncertainty. We evaluate our approaches for TPC-H, TPC-DS, and a real-world accounting workload and compare the results to state-of-the-art allocation approaches. Our evaluations show significant improvements for varied allocation’s properties: Compared to existing approaches, we can, for example, (i) almost halve the amount of allocated data, (ii) improve the throughput in case of node failures and workload uncertainty while using even less memory, (iii) halve the costs of data modifications, and (iv) reallocate less than 90% of data when adding a node to the cluster. Importantly, we can calculate the corresponding ILP-based heuristic solutions within a few seconds. Finally, we demonstrate that the ideas of our ILP-based heuristics are also applicable to the index selection problem. N2 - Spaltenorientierte Datenbanksysteme können transaktionale und analytische Abfragen effizient auf einem einzigen Rechenknoten verarbeiten. Steigende Lasten oder Lastspitzen können Datenbanksysteme mit nur einem Rechenknoten jedoch schnell überlasten. Dann besteht eine gängige Skalierungsmöglichkeit darin, einen Datenbankcluster mit einem einzigen Rechenknoten für die Transaktionsverarbeitung und Replikatknoten für lesende Datenbankanfragen zu verwenden. Bei der (naiven) vollständigen Replikation werden Anfragen unabhängig von den Daten, auf die zugegriffen wird, auf die Knoten verteilt. Dieser Ansatz ist relativ teuer, da alle Knoten alle Daten speichern und alle Datenänderungen anwenden müssen, die durch das Einfügen, Löschen oder Aktualisieren von Datenbankeinträgen verursacht werden. Im Gegensatz zur vollständigen Replikation ist die partielle Replikation eine kostengünstige Alternative: Anstatt alle Daten auf alle Replikationsknoten zu duplizieren, speichern partielle Replikate nur eine Teilmenge der Daten und können gleichzeitig einen großen Anteil der Anfragelast verarbeiten. Neben niedrigeren Speicherkosten ermöglichen partielle Replikate (i) eine bessere Skalierung, da Replikate potenziell nur Teilmengen der Datenänderungen synchronisieren müssen und somit mehr Kapazität für lesende Anfragen haben, und (ii) eine bessere Elastizität, da Replikate weniger Daten laden müssen und daher schneller eingesetzt werden können. Die gleichmäßige Lastbalancierung auf die Replikatknoten bei gleichzeitiger Optimierung der Datenzuweisung ist jedoch ein schwieriges Zuordnungsproblem. Die Berechnung einer optimierten Datenverteilung in einem Datenbankcluster mit partiellen Replikaten kann mithilfe der ganzzahligen linearen Optimierung (engl. integer linear programming, ILP) durchgeführt werden. ILP ist ein gängiger Ansatz zur Lösung von Zuordnungsproblemen, auch im Kontext von Datenbanksystemen. Da ILP nicht skalierbar ist, greifen bestehende Ansätze (auch zur Berechnung von partiellen Replikationen) für größere Probleminstanzen oft auf einfache Heuristiken (z.B. Greedy-Algorithmen) zurück. Einfache Heuristiken können gut funktionieren, aber auch Optimierungspotenzial einbüßen. In dieser Arbeit stellen wir optimale und ILP-basierte heuristische Ansätze zur Berechnung von Datenzuweisungen für partiell-replizierte Datenbankcluster vor. Mithilfe von ILP können wir unsere Ansätze flexibel erweitern, um (i) Datenänderungen und -umverteilungen zu berücksichtigen und (ii) die Robustheit von Zuweisungen zu erhöhen, um Knotenausfälle und Unsicherheiten bezüglich der Anfragelast zu kompensieren. Wir evaluieren unsere Ansätze für TPC-H, TPC-DS und eine reale Buchhaltungsanfragelast und vergleichen die Ergebnisse mit herkömmlichen Verteilungsansätzen. Unsere Auswertungen zeigen signifikante Verbesserungen für verschiedene Eigenschaften der berechneten Datenzuordnungen: Im Vergleich zu bestehenden Ansätzen können wir beispielsweise (i) die Menge der gespeicherten Daten in Cluster fast halbieren, (ii) den Anfragedurchsatz bei Knotenausfällen und unsicherer Anfragelast verbessern und benötigen dafür auch noch weniger Speicher, (iii) die Kosten von Datenänderungen halbieren, und (iv) weniger als 90 % der Daten umverteilen, wenn ein Rechenknoten zum Cluster hinzugefügt wird. Wichtig ist, dass wir die entsprechenden ILP-basierten heuristischen Lösungen innerhalb weniger Sekunden berechnen können. Schließlich demonstrieren wir, dass die Ideen von unseren ILP-basierten Heuristiken auch auf das Indexauswahlproblem anwendbar sind. KW - database systems KW - integer linear programming KW - partial replication KW - index selection KW - load balancing KW - Datenbanksysteme KW - Indexauswahl KW - ganzzahlige lineare Optimierung KW - Lastverteilung KW - partielle Replikation Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-633615 ER - TY - BOOK A1 - Zhang, Shuhao A1 - Plauth, Max A1 - Eberhardt, Felix A1 - Polze, Andreas A1 - Lehmann, Jens A1 - Sejdiu, Gezim A1 - Jabeen, Hajira A1 - Servadei, Lorenzo A1 - Möstl, Christian A1 - Bär, Florian A1 - Netzeband, André A1 - Schmidt, Rainer A1 - Knigge, Marlene A1 - Hecht, Sonja A1 - Prifti, Loina A1 - Krcmar, Helmut A1 - Sapegin, Andrey A1 - Jaeger, David A1 - Cheng, Feng A1 - Meinel, Christoph A1 - Friedrich, Tobias A1 - Rothenberger, Ralf A1 - Sutton, Andrew M. A1 - Sidorova, Julia A. A1 - Lundberg, Lars A1 - Rosander, Oliver A1 - Sköld, Lars A1 - Di Varano, Igor A1 - van der Walt, Estée A1 - Eloff, Jan H. P. A1 - Fabian, Benjamin A1 - Baumann, Annika A1 - Ermakova, Tatiana A1 - Kelkel, Stefan A1 - Choudhary, Yash A1 - Cooray, Thilini A1 - Rodríguez, Jorge A1 - Medina-Pérez, Miguel Angel A1 - Trejo, Luis A. A1 - Barrera-Animas, Ari Yair A1 - Monroy-Borja, Raúl A1 - López-Cuevas, Armando A1 - Ramírez-Márquez, José Emmanuel A1 - Grohmann, Maria A1 - Niederleithinger, Ernst A1 - Podapati, Sasidhar A1 - Schmidt, Christopher A1 - Huegle, Johannes A1 - de Oliveira, Roberto C. L. A1 - Soares, Fábio Mendes A1 - van Hoorn, André A1 - Neumer, Tamas A1 - Willnecker, Felix A1 - Wilhelm, Mathias A1 - Kuster, Bernhard ED - Meinel, Christoph ED - Polze, Andreas ED - Beins, Karsten ED - Strotmann, Rolf ED - Seibold, Ulrich ED - Rödszus, Kurt ED - Müller, Jürgen T1 - HPI Future SOC Lab – Proceedings 2017 T1 - HPI Future SOC Lab – Proceedings 2017 N2 - The “HPI Future SOC Lab” is a cooperation of the Hasso Plattner Institute (HPI) and industry partners. Its mission is to enable and promote exchange and interaction between the research community and the industry partners. The HPI Future SOC Lab provides researchers with free of charge access to a complete infrastructure of state of the art hard and software. This infrastructure includes components, which might be too expensive for an ordinary research environment, such as servers with up to 64 cores and 2 TB main memory. The offerings address researchers particularly from but not limited to the areas of computer science and business information systems. Main areas of research include cloud computing, parallelization, and In-Memory technologies. This technical report presents results of research projects executed in 2017. Selected projects have presented their results on April 25th and November 15th 2017 at the Future SOC Lab Day events. N2 - Das Future SOC Lab am HPI ist eine Kooperation des Hasso-Plattner-Instituts mit verschiedenen Industriepartnern. Seine Aufgabe ist die Ermöglichung und Förderung des Austausches zwischen Forschungsgemeinschaft und Industrie. Am Lab wird interessierten Wissenschaftlern eine Infrastruktur von neuester Hard- und Software kostenfrei für Forschungszwecke zur Verfügung gestellt. Dazu zählen teilweise noch nicht am Markt verfügbare Technologien, die im normalen Hochschulbereich in der Regel nicht zu finanzieren wären, bspw. Server mit bis zu 64 Cores und 2 TB Hauptspeicher. Diese Angebote richten sich insbesondere an Wissenschaftler in den Gebieten Informatik und Wirtschaftsinformatik. Einige der Schwerpunkte sind Cloud Computing, Parallelisierung und In-Memory Technologien. In diesem Technischen Bericht werden die Ergebnisse der Forschungsprojekte des Jahres 2017 vorgestellt. Ausgewählte Projekte stellten ihre Ergebnisse am 25. April und 15. November 2017 im Rahmen der Future SOC Lab Tag Veranstaltungen vor. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 130 KW - Future SOC Lab KW - research projects KW - multicore architectures KW - In-Memory technology KW - cloud computing KW - machine learning KW - artifical intelligence KW - Future SOC Lab KW - Forschungsprojekte KW - Multicore Architekturen KW - In-Memory Technologie KW - Cloud Computing KW - maschinelles Lernen KW - Künstliche Intelligenz Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-433100 SN - 978-3-86956-475-3 SN - 1613-5652 SN - 2191-1665 IS - 130 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Meinel, Christoph A1 - Renz, Jan A1 - Luderich, Matthias A1 - Malyska, Vivien A1 - Kaiser, Konstantin A1 - Oberländer, Arne T1 - Die HPI Schul-Cloud BT - Roll-Out einer Cloud-Architektur für Schulen in Deutschland N2 - Die digitale Transformation durchdringt alle gesellschaftlichen Ebenen und Felder, nicht zuletzt auch das Bildungssystem. Dieses ist auf die Veränderungen kaum vorbereitet und begegnet ihnen vor allem auf Basis des Eigenengagements seiner Lehrer*innen. Strukturelle Reaktionen auf den Mangel an qualitativ hochwertigen Fortbildungen, auf schlecht ausgestattete Unterrichtsräume und nicht professionell gewartete Computersysteme gibt es erst seit kurzem. Doch auch wenn Beharrungskräfte unter Pädagog*innen verbreitet sind, erfordert die Transformation des Systems Schule auch eine neue Mentalität und neue Arbeits- und Kooperationsformen. Zeitgemäßer Unterricht benötigt moderne Technologie und zeitgemäße IT-Architekturen. Nur Systeme, die für Lehrer*innen und Schüler*innen problemlos verfügbar, benutzerfreundlich zu bedienen und didaktisch flexibel einsetzbar sind, finden in Schulen Akzeptanz. Hierfür haben wir die HPI Schul-Cloud entwickelt. Sie ermöglicht den einfachen Zugang zu neuesten, professionell gewarteten Anwendungen, verschiedensten digitalen Medien, die Vernetzung verschiedener Lernorte und den rechtssicheren Einsatz von Kommunikations- und Kollaborationstools. Die Entwicklung der HPI Schul-Cloud ist umso notwendiger, als dass rechtliche Anforderungen - insbesondere aus der Datenschutzgrundverordnung der EU herrührend - den Einsatz von Cloud-Anwendungen, die in der Arbeitswelt verbreitet sind, in Schulen unmöglich machen. Im Bildungsbereich verbreitete Anwendungen sind größtenteils technisch veraltet und nicht benutzerfreundlich. Dies nötigt die Bundesländer zu kostspieligen Eigenentwicklungen mit Aufwänden im zweistelligen Millionenbereich - Projekte die teilweise gescheitert sind. Dank der modularen Micro-Service-Architektur können die Bundesländer zukünftig auf die HPI Schul-Cloud als technische Grundlage für ihre Eigen- oder Gemeinschaftsprojekte zurückgreifen. Hierfür gilt es, eine nachhaltige Struktur für die Weiterentwicklung der Open-Source-Software HPI Schul-Cloud zu schaffen. Dieser Bericht beschreibt den Entwicklungsstand und die weiteren Perspektiven des Projekts HPI Schul-Cloud im Januar 2019. 96 Schulen deutschlandweit nutzen die HPI Schul-Cloud, bereitgestellt durch das Hasso-Plattner-Institut. Weitere 45 Schulen und Studienseminare nutzen die Niedersächsische Bildungscloud, die technisch auf der HPI Schul-Cloud basiert. Das vom Bundesministerium für Bildung und Forschung geförderte Projekt läuft in der gegenwärtigen Roll-Out-Phase bis zum 31. Juli 2021. Gemeinsam mit unserem Kooperationspartner MINT-EC streben wir an, die HPI Schul-Cloud möglichst an allen Schulen des Netzwerks einzusetzen. N2 - Digital transformation affects all social levels and fields, as well as the education system. It is hardly prepared for the changes and meets them primarily on the basis of the personal commitment of its teachers. Structural reactions to the lack of high-quality further training, poorly equipped classrooms and computer systems that are not professionally maintained have only recently emerged. However, while persistent efforts among educators are also widespread, the transformation of the school system requires a new mindset and new forms of work and cooperation. Contemporary teaching requires modern technology and modern IT architectures. Only systems that are effortlessly available for teachers and students, user-friendly and didactically flexible will find acceptance in schools. For this purpose, we have developed the HPI Schul-Cloud. It provides easy access to the latest professionally maintained applications, a wide variety of digital media, the networking of different learning locations and the legally compliant use of communication and collaboration tools. The development of the HPI Schul-Cloud is all the more necessary because legal requirements - particularly those arising from the EU’s General Data Protection Regulation (GDPR) - make it impossible to use cloud applications, which are common in modern working places, in schools. The most common educational applications are to a large degree technically outdated and not user-friendly. This deficiency forces federal states to develop their own costly applications with expenses in the tens of millions - projects that have partly failed. Thanks to the modular micro-service architecture, the federal states will be able to use the HPI Schul-Cloud as the technical basis for their own or joint projects in the future. The aim here is to create a sustainable structure for the further development of the open source software HPI Schul-Cloud. This report describes the development status and further perspectives of the HPI Schul-Cloud project in January 2019. 96 schools across Germany use the HPI Schul-Cloud, provided by the Hasso-Plattner-Institute. A further 45 schools and study seminars use the Niedersächsische Bildungscloud, which is technically based on the HPI Schul-Cloud. The project, which is funded by the German Federal Ministry of Education and Research, is currently being rolled out until July 31, 2021. Together with our cooperation partner MINT-EC we aim to use the HPI Schul-Cloud possibly at all schools in the network. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 125 KW - digitale Bildung KW - Schule KW - IT-Infrastruktur KW - Cloud KW - German schools KW - digital education KW - IT-infrastructure KW - cloud Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-423062 SN - 978-3-86956-453-1 SN - 1613-5652 SN - 2191-1665 IS - 125 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Krentz, Konrad-Felix A1 - Meinel, Christoph A1 - Graupner, Hendrik T1 - More Lightweight, yet Stronger 802.15.4 Security Through an Intra-layer Optimization T2 - Foundations and Practice of Security N2 - 802.15.4 security protects against the replay, injection, and eavesdropping of 802.15.4 frames. A core concept of 802.15.4 security is the use of frame counters for both nonce generation and anti-replay protection. While being functional, frame counters (i) cause an increased energy consumption as they incur a per-frame overhead of 4 bytes and (ii) only provide sequential freshness. The Last Bits (LB) optimization does reduce the per-frame overhead of frame counters, yet at the cost of an increased RAM consumption and occasional energy-and time-consuming resynchronization actions. Alternatively, the timeslotted channel hopping (TSCH) media access control (MAC) protocol of 802.15.4 avoids the drawbacks of frame counters by replacing them with timeslot indices, but findings of Yang et al. question the security of TSCH in general. In this paper, we assume the use of ContikiMAC, which is a popular asynchronous MAC protocol for 802.15.4 networks. Under this assumption, we propose an Intra-Layer Optimization for 802.15.4 Security (ILOS), which intertwines 802.15.4 security and ContikiMAC. In effect, ILOS reduces the security-related per-frame overhead even more than the LB optimization, as well as achieves strong freshness. Furthermore, unlike the LB optimization, ILOS neither incurs an increased RAM consumption nor requires resynchronization actions. Beyond that, ILOS integrates with and advances other security supplements to ContikiMAC. We implemented ILOS using OpenMotes and the Contiki operating system. Y1 - 2018 SN - 978-3-319-75650-9 SN - 978-3-319-75649-3 U6 - https://doi.org/10.1007/978-3-319-75650-9_12 SN - 0302-9743 SN - 1611-3349 VL - 10723 SP - 173 EP - 188 PB - Springer CY - Cham ER - TY - CHAP A1 - Esveld, Selma van A1 - Vries, Nardo de A1 - Becchetti, Sibilla A1 - Dopper, Sofia A1 - Valkenburg, Willem van A1 - Carlon, May Kristine Jonson A1 - Yokoi, Kensuke A1 - Gayed, John Maurice A1 - Suyama, Hiroshi A1 - Cross, Jeffrey Scott A1 - Jin, Tonje A1 - Xue, Wei A1 - Bruillard, Éric A1 - Steinbeck, Hendrik A1 - Meinel, Christoph A1 - Özdemir, Paker Doğu A1 - Can Bayer, Burak A1 - Mercan, Duygu A1 - Buyurucu, Gamze A1 - Haugsbakken, Halvdan A1 - Hagelia, Marianne A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Lipp, Silvia A1 - Schön, Sandra A1 - Xiaoxiao, Wang A1 - Shuangshuang, Guo A1 - Morales-Chan, Miguel A1 - Amado-Salvatierra, Héctor R. A1 - Hernández-Rizzardini, Rocael A1 - Egloffstein, Marc A1 - Hünemohr, Holger A1 - Ifenthaler, Dirk A1 - Dixon, Fred A1 - Trabucchi, Stefania A1 - Khaneboubi, Mehdi A1 - Giannatelli, Ada A1 - Tomasini, Alessandra A1 - Staubitz, Thomas A1 - Serth, Sebastian A1 - Thomas, Max A1 - Koschutnig-Ebner, Markus A1 - Rampelt, Florian A1 - Stetten, Alexander von A1 - Wittke, Andreas A1 - Theeraroungchaisri, Anuchai A1 - Thammetar, Thapanee A1 - Duangchinda, Vorasuang A1 - Khlaisang, Jintavee A1 - Mair, Bettina A1 - Steinkellner, Iris A1 - Stojcevic, Ivana A1 - Zwiauer, Charlotte A1 - Thirouard, Maria A1 - Villèsbrunne, Marie de la A1 - Bernaert, Oliver A1 - Nohr, Magnus A1 - Alario Hoyos, Carlos A1 - Delgado Kloos, Carlos A1 - Kiendl, Doris A1 - Terzieva, Liliya A1 - Concia, Francesca A1 - Distler, Petr A1 - Law, Gareth A1 - Macerata, Elena A1 - Mariani, Mario A1 - Mossini, Eros A1 - Negrin, Maddalena A1 - Štrok, Marko A1 - Neuböck, Kristina A1 - Linschinger, Nadine A1 - Lorenz, Anja A1 - Bock, Stefanie A1 - Schulte-Ostermann, Juleka A1 - Moura Santos, Ana A1 - Corti, Paola A1 - Costa, Luis Felipe Coimbra A1 - Utunen, Heini A1 - Attias, Melissa A1 - Tokar, Anna A1 - Kennedy, Eileen A1 - Laurillard, Diana A1 - Zeitoun, Samar A1 - Wasilewski, Julie A1 - Shlaka, Souhad A1 - Ouahib, Sara A1 - Berrada, Khalid A1 - Dietz, Michael A1 - Roth, Dennis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Jonson Carlon, May Kristine ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - EMOOCs 2023 BT - Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - From June 14 to June 16, 2023, Hasso Plattner Institute, Potsdam, hosted the eighth European MOOC Stakeholder Summit (EMOOCs 2023). The pandemic is fortunately over. It has once again shown how important digital education is. How well-prepared a country was could be seen in our schools, universities, and companies. In different countries, the problems manifested themselves differently. The measures and approaches to solving the problems varied accordingly. Digital education, whether micro-credentials, MOOCs, blended learning formats, or other e-learning tools, received a major boost. EMOOCs 2023 focusses on the effects of this emergency situation. How has it affected the development and delivery of MOOCs and other e-learning offerings all over Europe? Which projects can serve as models for successful digital learning and teaching? Which roles can MOOCs and micro-credentials bear in the current business transformation? Is there a backlash to the routine we knew from pre-Corona times? Or have many things become firmly established in the meantime, e.g. remote work, hybrid conferences, etc.? Furthermore, EMOOCs 2023 has a closer look at the development and formalization of digital learning. Micro-credentials are just the starting point. Further steps in this direction would be complete online study programs or full online universities. Another main topic is the networking of learning offers and the standardization of formats and metadata. Examples of fruitful cooperations are the MOOChub, the European MOOC Consortium, and the Common Micro-Credential Framework. The learnings, derived from practical experience and research, are explored in EMOOCs 2023 in four tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Research & Experience Track, the Business Track and the International Track. N2 - Vom 14. bis 16. Juni 2023 fand am Hasso-Plattner-Institut in Potsdam der achte European MOOC Stakeholder Summit (EMOOCs 2023) statt. Die Pandemie ist zum Glück vorbei. Sie hat einmal mehr gezeigt, wie wichtig digitale Bildung ist. Wie gut ein Land darauf vorbereitet war, zeigte sich in unseren Schulen, Universitäten und Unternehmen. In den verschiedenen Ländern haben sich die Probleme unterschiedlich manifestiert. Entsprechend unterschiedlich waren auch die Maßnahmen und Lösungsansätze. Die digitale Bildung, ob Micro-Credentials, MOOCs, Blended-Learning-Formate oder andere E-Learning-Tools, erhielt einen großen Schub. EMOOCs 2023 befasst sich mit den Auswirkungen dieser Notsituation. Wie hat sie die Entwicklung und Bereitstellung von MOOCs und anderen E-Learning-Angeboten in ganz Europa beeinflusst? Welche Projekte können als Modelle für erfolgreiches digitales Lernen und Lehren dienen? Welche Rolle können MOOCs und Micro-Credentials bei der aktuellen Transformation der Wirtschaft spielen? Gibt es eine Rückbesinnung auf die Routine, die wir aus der Zeit vor Corona kennen? Oder haben sich viele Dinge inzwischen fest etabliert, z.B. Remote Work, hybride Konferenzen, etc. Darüber hinaus wirft EMOOCs 2023 einen genaueren Blick auf die Entwicklung und Formalisierung des digitalen Lernens. Microcredentials sind nur der Anfang. Weitere Schritte in diese Richtung wären komplette Online-Studiengänge oder vollständige Online-Universitäten. Ein weiteres Schwerpunktthema ist die Vernetzung von Lernangeboten und die Standardisierung von Formaten und Metadaten. Beispiele für fruchtbare Kooperationen sind der MOOChub, das European MOOC Consortium und das Common Micro-Credential Framework. Die aus der Praxis und der Forschung gewonnenen Erkenntnisse werden auf der EMOOCs 2023 in vier Tracks und zusätzlichen Workshops zu verschiedenen Aspekten des Themas vertieft. In dieser Publikation stellen wir Beiträge aus dem Research & Experience Track, dem Business Track und dem International Track vor. KW - MOOC KW - digital education KW - e-learning KW - online course design KW - online course creation KW - micro-credential KW - micro degree KW - online teaching KW - MOOC KW - Onlinekurs KW - Digitale Bildung KW - Online-Lehre KW - Kursdesign KW - Onlinekurs-Produktion KW - Micro Degree Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-576450 ER - TY - BOOK A1 - Rana, Kaushik A1 - Mohapatra, Durga Prasad A1 - Sidorova, Julia A1 - Lundberg, Lars A1 - Sköld, Lars A1 - Lopes Grim, Luís Fernando A1 - Sampaio Gradvohl, André Leon A1 - Cremerius, Jonas A1 - Siegert, Simon A1 - Weltzien, Anton von A1 - Baldi, Annika A1 - Klessascheck, Finn A1 - Kalancha, Svitlana A1 - Lichtenstein, Tom A1 - Shaabani, Nuhad A1 - Meinel, Christoph A1 - Friedrich, Tobias A1 - Lenzner, Pascal A1 - Schumann, David A1 - Wiese, Ingmar A1 - Sarna, Nicole A1 - Wiese, Lena A1 - Tashkandi, Araek Sami A1 - van der Walt, Estée A1 - Eloff, Jan H. P. A1 - Schmidt, Christopher A1 - Hügle, Johannes A1 - Horschig, Siegfried A1 - Uflacker, Matthias A1 - Najafi, Pejman A1 - Sapegin, Andrey A1 - Cheng, Feng A1 - Stojanovic, Dragan A1 - Stojnev Ilić, Aleksandra A1 - Djordjevic, Igor A1 - Stojanovic, Natalija A1 - Predic, Bratislav A1 - González-Jiménez, Mario A1 - de Lara, Juan A1 - Mischkewitz, Sven A1 - Kainz, Bernhard A1 - van Hoorn, André A1 - Ferme, Vincenzo A1 - Schulz, Henning A1 - Knigge, Marlene A1 - Hecht, Sonja A1 - Prifti, Loina A1 - Krcmar, Helmut A1 - Fabian, Benjamin A1 - Ermakova, Tatiana A1 - Kelkel, Stefan A1 - Baumann, Annika A1 - Morgenstern, Laura A1 - Plauth, Max A1 - Eberhard, Felix A1 - Wolff, Felix A1 - Polze, Andreas A1 - Cech, Tim A1 - Danz, Noel A1 - Noack, Nele Sina A1 - Pirl, Lukas A1 - Beilharz, Jossekin Jakob A1 - De Oliveira, Roberto C. L. A1 - Soares, Fábio Mendes A1 - Juiz, Carlos A1 - Bermejo, Belen A1 - Mühle, Alexander A1 - Grüner, Andreas A1 - Saxena, Vageesh A1 - Gayvoronskaya, Tatiana A1 - Weyand, Christopher A1 - Krause, Mirko A1 - Frank, Markus A1 - Bischoff, Sebastian A1 - Behrens, Freya A1 - Rückin, Julius A1 - Ziegler, Adrian A1 - Vogel, Thomas A1 - Tran, Chinh A1 - Moser, Irene A1 - Grunske, Lars A1 - Szárnyas, Gábor A1 - Marton, József A1 - Maginecz, János A1 - Varró, Dániel A1 - Antal, János Benjamin ED - Meinel, Christoph ED - Polze, Andreas ED - Beins, Karsten ED - Strotmann, Rolf ED - Seibold, Ulrich ED - Rödszus, Kurt ED - Müller, Jürgen T1 - HPI Future SOC Lab – Proceedings 2018 N2 - The “HPI Future SOC Lab” is a cooperation of the Hasso Plattner Institute (HPI) and industry partners. Its mission is to enable and promote exchange and interaction between the research community and the industry partners. The HPI Future SOC Lab provides researchers with free of charge access to a complete infrastructure of state of the art hard and software. This infrastructure includes components, which might be too expensive for an ordinary research environment, such as servers with up to 64 cores and 2 TB main memory. The offerings address researchers particularly from but not limited to the areas of computer science and business information systems. Main areas of research include cloud computing, parallelization, and In-Memory technologies. This technical report presents results of research projects executed in 2018. Selected projects have presented their results on April 17th and November 14th 2017 at the Future SOC Lab Day events. N2 - Das Future SOC Lab am HPI ist eine Kooperation des Hasso-Plattner-Instituts mit verschiedenen Industriepartnern. Seine Aufgabe ist die Ermöglichung und Förderung des Austausches zwischen Forschungsgemeinschaft und Industrie. Am Lab wird interessierten Wissenschaftler:innen eine Infrastruktur von neuester Hard- und Software kostenfrei für Forschungszwecke zur Verfügung gestellt. Dazu zählen Systeme, die im normalen Hochschulbereich in der Regel nicht zu finanzieren wären, bspw. Server mit bis zu 64 Cores und 2 TB Hauptspeicher. Diese Angebote richten sich insbesondere an Wissenschaftler:innen in den Gebieten Informatik und Wirtschaftsinformatik. Einige der Schwerpunkte sind Cloud Computing, Parallelisierung und In-Memory Technologien. In diesem Technischen Bericht werden die Ergebnisse der Forschungsprojekte des Jahres 2018 vorgestellt. Ausgewählte Projekte stellten ihre Ergebnisse am 17. April und 14. November 2018 im Rahmen des Future SOC Lab Tags vor. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 151 KW - Future SOC Lab KW - research projects KW - multicore architectures KW - in-memory technology KW - cloud computing KW - machine learning KW - artifical intelligence KW - Future SOC Lab KW - Forschungsprojekte KW - Multicore Architekturen KW - In-Memory Technologie KW - Cloud Computing KW - maschinelles Lernen KW - künstliche Intelligenz Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-563712 SN - 978-3-86956-547-7 SN - 1613-5652 SN - 2191-1665 IS - 151 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Adriano, Christian A1 - Bleifuß, Tobias A1 - Cheng, Lung-Pan A1 - Diba, Kiarash A1 - Fricke, Andreas A1 - Grapentin, Andreas A1 - Jiang, Lan A1 - Kovacs, Robert A1 - Krejca, Martin Stefan A1 - Mandal, Sankalita A1 - Marwecki, Sebastian A1 - Matthies, Christoph A1 - Mattis, Toni A1 - Niephaus, Fabio A1 - Pirl, Lukas A1 - Quinzan, Francesco A1 - Ramson, Stefan A1 - Rezaei, Mina A1 - Risch, Julian A1 - Rothenberger, Ralf A1 - Roumen, Thijs A1 - Stojanovic, Vladeta A1 - Wolf, Johannes ED - Meinel, Christoph ED - Plattner, Hasso ED - Döllner, Jürgen Roland Friedrich ED - Weske, Mathias ED - Polze, Andreas ED - Hirschfeld, Robert ED - Naumann, Felix ED - Giese, Holger ED - Baudisch, Patrick ED - Friedrich, Tobias ED - Böttinger, Erwin ED - Lippert, Christoph T1 - Technical report BT - Fall Retreat 2018 N2 - Design and Implementation of service-oriented architectures imposes a huge number of research questions from the fields of software engineering, system analysis and modeling, adaptability, and application integration. Component orientation and web services are two approaches for design and realization of complex web-based system. Both approaches allow for dynamic application adaptation as well as integration of enterprise application. Commonly used technologies, such as J2EE and .NET, form de facto standards for the realization of complex distributed systems. Evolution of component systems has lead to web services and service-based architectures. This has been manifested in a multitude of industry standards and initiatives such as XML, WSDL UDDI, SOAP, etc. All these achievements lead to a new and promising paradigm in IT systems engineering which proposes to design complex software solutions as collaboration of contractually defined software services. Service-Oriented Systems Engineering represents a symbiosis of best practices in object-orientation, component-based development, distributed computing, and business process management. It provides integration of business and IT concerns. The annual Ph.D. Retreat of the Research School provides each member the opportunity to present his/her current state of their research and to give an outline of a prospective Ph.D. thesis. Due to the interdisciplinary structure of the research school, this technical report covers a wide range of topics. These include but are not limited to: Human Computer Interaction and Computer Vision as Service; Service-oriented Geovisualization Systems; Algorithm Engineering for Service-oriented Systems; Modeling and Verification of Self-adaptive Service-oriented Systems; Tools and Methods for Software Engineering in Service-oriented Systems; Security Engineering of Service-based IT Systems; Service-oriented Information Systems; Evolutionary Transition of Enterprise Applications to Service Orientation; Operating System Abstractions for Service-oriented Computing; and Services Specification, Composition, and Enactment. N2 - Der Entwurf und die Realisierung dienstbasierender Architekturen wirft eine Vielzahl von Forschungsfragestellungen aus den Gebieten der Softwaretechnik, der Systemmodellierung und -analyse, sowie der Adaptierbarkeit und Integration von Applikationen auf. Komponentenorientierung und WebServices sind zwei Ansätze für den effizienten Entwurf und die Realisierung komplexer Web-basierender Systeme. Sie ermöglichen die Reaktion auf wechselnde Anforderungen ebenso, wie die Integration großer komplexer Softwaresysteme. Heute übliche Technologien, wie J2EE und .NET, sind de facto Standards für die Entwicklung großer verteilter Systeme. Die Evolution solcher Komponentensysteme führt über WebServices zu dienstbasierenden Architekturen. Dies manifestiert sich in einer Vielzahl von Industriestandards und Initiativen wie XML, WSDL, UDDI, SOAP. All diese Schritte führen letztlich zu einem neuen, vielversprechenden Paradigma für IT Systeme, nach dem komplexe Softwarelösungen durch die Integration vertraglich vereinbarter Software-Dienste aufgebaut werden sollen. "Service-Oriented Systems Engineering" repräsentiert die Symbiose bewährter Praktiken aus den Gebieten der Objektorientierung, der Komponentenprogrammierung, des verteilten Rechnen sowie der Geschäftsprozesse und berücksichtigt auch die Integration von Geschäftsanliegen und Informationstechnologien. Die Klausurtagung des Forschungskollegs "Service-oriented Systems Engineering" findet einmal jährlich statt und bietet allen Kollegiaten die Möglichkeit den Stand ihrer aktuellen Forschung darzulegen. Bedingt durch die Querschnittstruktur des Kollegs deckt dieser Bericht ein weites Spektrum aktueller Forschungsthemen ab. Dazu zählen unter anderem Human Computer Interaction and Computer Vision as Service; Service-oriented Geovisualization Systems; Algorithm Engineering for Service-oriented Systems; Modeling and Verification of Self-adaptive Service-oriented Systems; Tools and Methods for Software Engineering in Service-oriented Systems; Security Engineering of Service-based IT Systems; Service-oriented Information Systems; Evolutionary Transition of Enterprise Applications to Service Orientation; Operating System Abstractions for Service-oriented Computing; sowie Services Specification, Composition, and Enactment. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 129 KW - Hasso Plattner Institute KW - research school KW - Ph.D. retreat KW - service-oriented systems engineering KW - Hasso-Plattner-Institut KW - Forschungskolleg KW - Klausurtagung KW - Service-oriented Systems Engineering Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-427535 SN - 978-3-86956-465-4 SN - 1613-5652 SN - 2191-1665 IS - 129 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Grüner, Andreas T1 - Towards practical and trust-enhancing attribute aggregation for self-sovereign identity N2 - Identity management is at the forefront of applications’ security posture. It separates the unauthorised user from the legitimate individual. Identity management models have evolved from the isolated to the centralised paradigm and identity federations. Within this advancement, the identity provider emerged as a trusted third party that holds a powerful position. Allen postulated the novel self-sovereign identity paradigm to establish a new balance. Thus, extensive research is required to comprehend its virtues and limitations. Analysing the new paradigm, initially, we investigate the blockchain-based self-sovereign identity concept structurally. Moreover, we examine trust requirements in this context by reference to patterns. These shapes comprise major entities linked by a decentralised identity provider. By comparison to the traditional models, we conclude that trust in credential management and authentication is removed. Trust-enhancing attribute aggregation based on multiple attribute providers provokes a further trust shift. Subsequently, we formalise attribute assurance trust modelling by a metaframework. It encompasses the attestation and trust network as well as the trust decision process, including the trust function, as central components. A secure attribute assurance trust model depends on the security of the trust function. The trust function should consider high trust values and several attribute authorities. Furthermore, we evaluate classification, conceptual study, practical analysis and simulation as assessment strategies of trust models. For realising trust-enhancing attribute aggregation, we propose a probabilistic approach. The method exerts the principle characteristics of correctness and validity. These values are combined for one provider and subsequently for multiple issuers. We embed this trust function in a model within the self-sovereign identity ecosystem. To practically apply the trust function and solve several challenges for the service provider that arise from adopting self-sovereign identity solutions, we conceptualise and implement an identity broker. The mediator applies a component-based architecture to abstract from a single solution. Standard identity and access management protocols build the interface for applications. We can conclude that the broker’s usage at the side of the service provider does not undermine self-sovereign principles, but fosters the advancement of the ecosystem. The identity broker is applied to sample web applications with distinct attribute requirements to showcase usefulness for authentication and attribute-based access control within a case study. N2 - Das Identitätsmanagement ist Kernbestandteil der Sicherheitsfunktionen von Applikationen. Es unterscheidet berechtigte Benutzung von illegitimer Verwendung. Die Modelle des Identitätsmanagements haben sich vom isolierten zum zentralisierten Paradigma und darüber hinaus zu Identitätsverbünden weiterentwickelt. Im Rahmen dieser Evolution ist der Identitätsanbieter zu einer mächtigen vertrauenswürdigen dritten Partei aufgestiegen. Zur Etablierung eines bis jetzt noch unvorstellbaren Machtgleichgewichts wurde der Grundgedanke der selbstbestimmten Identität proklamiert. Eine tiefgehende Analyse des neuen Konzepts unterstützt auf essentielle Weise das generelle Verständnis der Vorzüge und Defizite. Bei der Analyse des Modells untersuchen wir zu Beginn strukturelle Komponenten des selbstbestimmten Identitätsmanagements basierend auf der Blockchain Technologie. Anschließend erforschen wir Vertrauensanforderungen in diesem Kontext anhand von Mustern. Diese schematischen Darstellungen illustrieren das Verhältnis der Hauptakteure im Verbund mit einem dezentralisierten Identitätsanbieter. Im Vergleich zu den traditionellen Paradigmen, können wir festellen, dass kein Vertrauen mehr in das Verwalten von Anmeldeinformationen und der korrekten Authentifizierung benötigt wird. Zusätzlich bewirkt die Verwendung von vertrauensfördernder Attributaggregation eine weitere Transformation der Vertrauenssituation. Darauffolgend formalisieren wir die Darstellung von Vertrauensmodellen in Attribute Assurance mit Hilfe eines Meta-Frameworks. Als zentrale Komponenten sind das Attestierungs- und Vertrauensnetzwerk sowie der Vertrauensentscheidungsprozess, einschließlich der Vertrauensfunktion, enthalten. Ein sicheres Vertrauensmodell beruht auf der Sicherheit der Vertrauensfunktion. Hohe Vertrauenswerte sowie mehrere Attributaussteller sollten dafür berücksichtigt werden. Des Weiteren evaluieren wir Klassifikation, die konzeptionelle und praktische Analyse sowie die Simulation als Untersuchungsansätze für Vertrauensmodelle. Für die Umsetzung der vertrauensfördernden Attributaggregation schlagen wir einen wahrscheinlichkeitstheoretischen Ansatz vor. Die entwickelte Methode basiert auf den primären Charakteristiken der Korrektheit und Gültigkeit von Attributen. Diese Indikatoren werden für einen und anschließend für mehrere Merkmalsanbieter kombiniert. Zusätzlich betten wir die daraus entstehende Vertrauensfunktion in ein vollständiges Modell auf Basis des Ökosystem von selbstbestimmten Identitäten ein. Für die praktische Anwendung der Vertrauensfunktion und die Überwindung mehrerer Herausforderungen für den Dienstanbieter, bei der Einführung selbstbestimmter Identitätslösungen, konzipieren und implementieren wir einen Identitätsbroker. Dieser Vermittler besteht aus einer komponentenbasierten Architektur, um von einer dedizierten selbstbestimmten Identitätslösung zu abstrahieren. Zusätzlich bilden etablierte Identitäts- und Zugriffsverwaltungsprotokolle die Schnittstelle zu herkömmlichen Anwendungen. Der Einsatz des Brokers auf der Seite des Dienstanbieters unterminiert nicht die Grundsätze der selbstbestimmten Identität. Im Gegensatz wird die Weiterentwicklung des entsprechenden Ökosystems gefördert. Innerhalb einer Fallstudie wird die Verwendung des Identitätsbrokers bei Anwendungen mit unterschiedlichen Anforderungen an Benutzerattribute betrachtet, um die Nützlichkeit bei der Authentifizierung und Attributbasierten Zugriffskontrolle zu demonstrieren. KW - identity KW - self-sovereign identity KW - trust KW - attribute assurance KW - Identität KW - selbst-souveräne Identitäten KW - Vertrauen KW - Attributsicherung Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-567450 ER - TY - JOUR A1 - Puri, Manish A1 - Varde, Aparna S. A1 - Melo, Gerard de T1 - Commonsense based text mining on urban policy JF - Language resources and evaluation N2 - Local laws on urban policy, i.e., ordinances directly affect our daily life in various ways (health, business etc.), yet in practice, for many citizens they remain impervious and complex. This article focuses on an approach to make urban policy more accessible and comprehensible to the general public and to government officials, while also addressing pertinent social media postings. Due to the intricacies of the natural language, ranging from complex legalese in ordinances to informal lingo in tweets, it is practical to harness human judgment here. To this end, we mine ordinances and tweets via reasoning based on commonsense knowledge so as to better account for pragmatics and semantics in the text. Ours is pioneering work in ordinance mining, and thus there is no prior labeled training data available for learning. This gap is filled by commonsense knowledge, a prudent choice in situations involving a lack of adequate training data. The ordinance mining can be beneficial to the public in fathoming policies and to officials in assessing policy effectiveness based on public reactions. This work contributes to smart governance, leveraging transparency in governing processes via public involvement. We focus significantly on ordinances contributing to smart cities, hence an important goal is to assess how well an urban region heads towards a smart city as per its policies mapping with smart city characteristics, and the corresponding public satisfaction. KW - Commonsense reasoning KW - Opinion mining KW - Ordinances KW - Smart cities KW - Social KW - media KW - Text mining Y1 - 2022 U6 - https://doi.org/10.1007/s10579-022-09584-6 SN - 1574-020X SN - 1574-0218 VL - 57 SP - 733 EP - 763 PB - Springer CY - Dordrecht [u.a.] ER - TY - JOUR A1 - Bonnet, Philippe A1 - Dong, Xin Luna A1 - Naumann, Felix A1 - Tözün, Pınar T1 - VLDB 2021 BT - Designing a hybrid conference JF - SIGMOD record N2 - The 47th International Conference on Very Large Databases (VLDB'21) was held on August 16-20, 2021 as a hybrid conference. It attracted 180 in-person attendees in Copenhagen and 840 remote attendees. In this paper, we describe our key decisions as general chairs and program committee chairs and share the lessons we learned. Y1 - 2021 SN - 0163-5808 SN - 1943-5835 VL - 50 IS - 4 SP - 50 EP - 53 PB - Association for Computing Machinery CY - New York ER - TY - JOUR A1 - Genske, Ulrich A1 - Jahnke, Paul T1 - Human observer net BT - a platform tool for human observer studies of Image data JF - Radiology N2 - Background: Current software applications for human observer studies of images lack flexibility in study design, platform independence, multicenter use, and assessment methods and are not open source, limiting accessibility and expandability. Purpose: To develop a user-friendly software platform that enables efficient human observer studies in medical imaging with flexibility of study design. Materials and Methods: Software for human observer imaging studies was designed as an open-source web application to facilitate access, platform-independent usability, and multicenter studies. Different interfaces for study creation, participation, and management of results were implemented. The software was evaluated in human observer experiments between May 2019 and March 2021, in which duration of observer responses was tracked. Fourteen radiologists evaluated and graded software usability using the 100-point system usability scale. The application was tested in Chrome, Firefox, Safari, and Edge browsers. Results: Software function was designed to allow visual grading analysis (VGA), multiple-alternative forced-choice (m-AFC), receiver operating characteristic (ROC), localization ROC, free-response ROC, and customized designs. The mean duration of reader responses per image or per image set was 6.2 seconds 6 4.8 (standard deviation), 5.8 seconds 6 4.7, 8.7 seconds 6 5.7, and 6.0 seconds 6 4.5 in four-AFC with 160 image quartets per reader, four-AFC with 640 image quartets per reader, localization ROC, and experimental studies, respectively. The mean system usability scale score was 83 6 11 (out of 100). The documented code and a demonstration of the application are available online (https://github.com/genskeu/HON, https://hondemo.pythonanywhere.com/). Conclusion: A user-friendly and efficient open-source application was developed for human reader experiments that enables study design versatility, as well as platform-independent and multicenter usability. Y1 - 2022 U6 - https://doi.org/10.1148/radiol.211832 SN - 0033-8419 VL - 303 IS - 3 SP - 524 EP - 530 PB - Radiologgical soc North America (RSNA) CY - Oak brook ER - TY - JOUR A1 - Benson, Lawrence A1 - Makait, Hendrik A1 - Rabl, Tilmann T1 - Viper BT - An Efficient Hybrid PMem-DRAM Key-Value Store JF - Proceedings of the VLDB Endowment N2 - Key-value stores (KVSs) have found wide application in modern software systems. For persistence, their data resides in slow secondary storage, which requires KVSs to employ various techniques to increase their read and write performance from and to the underlying medium. Emerging persistent memory (PMem) technologies offer data persistence at close-to-DRAM speed, making them a promising alternative to classical disk-based storage. However, simply drop-in replacing existing storage with PMem does not yield good results, as block-based access behaves differently in PMem than on disk and ignores PMem's byte addressability, layout, and unique performance characteristics. In this paper, we propose three PMem-specific access patterns and implement them in a hybrid PMem-DRAM KVS called Viper. We employ a DRAM-based hash index and a PMem-aware storage layout to utilize the random-write speed of DRAM and efficient sequential-write performance PMem. Our evaluation shows that Viper significantly outperforms existing KVSs for core KVS operations while providing full data persistence. Moreover, Viper outperforms existing PMem-only, hybrid, and disk-based KVSs by 4-18x for write workloads, while matching or surpassing their get performance. KW - memory Y1 - 2021 U6 - https://doi.org/10.14778/3461535.3461543 SN - 2150-8097 VL - 14 IS - 9 SP - 1544 EP - 1556 PB - Association for Computing Machinery CY - New York ER - TY - JOUR A1 - Hagedorn, Christiane A1 - Serth, Sebastian A1 - Meinel, Christoph T1 - The mysterious adventures of Detective Duke BT - how storified programming MOOCs support learners in achieving their learning goals JF - Frontiers in education N2 - About 15 years ago, the first Massive Open Online Courses (MOOCs) appeared and revolutionized online education with more interactive and engaging course designs. Yet, keeping learners motivated and ensuring high satisfaction is one of the challenges today's course designers face. Therefore, many MOOC providers employed gamification elements that only boost extrinsic motivation briefly and are limited to platform support. In this article, we introduce and evaluate a gameful learning design we used in several iterations on computer science education courses. For each of the courses on the fundamentals of the Java programming language, we developed a self-contained, continuous story that accompanies learners through their learning journey and helps visualize key concepts. Furthermore, we share our approach to creating the surrounding story in our MOOCs and provide a guideline for educators to develop their own stories. Our data and the long-term evaluation spanning over four Java courses between 2017 and 2021 indicates the openness of learners toward storified programming courses in general and highlights those elements that had the highest impact. While only a few learners did not like the story at all, most learners consumed the additional story elements we provided. However, learners' interest in influencing the story through majority voting was negligible and did not show a considerable positive impact, so we continued with a fixed story instead. We did not find evidence that learners just participated in the narrative because they worked on all materials. Instead, for 10-16% of learners, the story was their main course motivation. We also investigated differences in the presentation format and concluded that several longer audio-book style videos were most preferred by learners in comparison to animated videos or different textual formats. Surprisingly, the availability of a coherent story embedding examples and providing a context for the practical programming exercises also led to a slightly higher ranking in the perceived quality of the learning material (by 4%). With our research in the context of storified MOOCs, we advance gameful learning designs, foster learner engagement and satisfaction in online courses, and help educators ease knowledge transfer for their learners. KW - gameful learning KW - storytelling KW - programming KW - learner engagement KW - course design KW - MOOCs KW - content gamification KW - narrative Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2022.1016401 SN - 2504-284X VL - 7 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Coupette, Corinna A1 - Hartung, Dirk A1 - Beckedorf, Janis A1 - Böther, Maximilian A1 - Katz, Daniel Martin T1 - Law smells BT - defining and detecting problematic patterns in legal drafting JF - Artificial intelligence and law N2 - Building on the computer science concept of code smells, we initiate the study of law smells, i.e., patterns in legal texts that pose threats to the comprehensibility and maintainability of the law. With five intuitive law smells as running examples-namely, duplicated phrase, long element, large reference tree, ambiguous syntax, and natural language obsession-, we develop a comprehensive law smell taxonomy. This taxonomy classifies law smells by when they can be detected, which aspects of law they relate to, and how they can be discovered. We introduce text-based and graph-based methods to identify instances of law smells, confirming their utility in practice using the United States Code as a test case. Our work demonstrates how ideas from software engineering can be leveraged to assess and improve the quality of legal code, thus drawing attention to an understudied area in the intersection of law and computer science and highlighting the potential of computational legal drafting. KW - Refactoring KW - Software engineering KW - Law KW - Natural language processing KW - Network analysis Y1 - 2022 U6 - https://doi.org/10.1007/s10506-022-09315-w SN - 0924-8463 SN - 1572-8382 VL - 31 SP - 335 EP - 368 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Tang, Mitchell A1 - Nakamoto, Carter H. A1 - Stern, Ariel Dora A1 - Mehrotra, Ateev T1 - Trends in remote patient monitoring use in traditional Medicare JF - JAMA Internal Medicine N2 - This cross-sectional study uses traditional Medicare claims data to assess trends in general remote patient monitoring from January 2018 through September 2021. Y1 - 2022 U6 - https://doi.org/10.1001/jamainternmed.2022.3043 SN - 2168-6106 SN - 2168-6114 VL - 182 IS - 9 SP - 1005 EP - 1006 PB - American Veterinary Medical Association CY - Chicago ER -