@misc{MalchowRenzBaueretal.2017,
  author    = {Malchow, Martin and Renz, Jan and Bauer, Matthias and Meinel, Christoph},
  title     = {Embedded smart home},
  series = {11th Annual IEEE International Systems Conference (SysCon)},
  journal   = {11th Annual IEEE International Systems Conference (SysCon)},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-5090-4623-2},
  issn      = {1944-7620},
  doi       = {10.1109/SYSCON.2017.7934728},
  pages     = {195 -- 200},
  year      = {2017},
  abstract  = {The popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called "Embedded Smart Home" as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success.},
  language  = {en}
}
@article{HoffmannOttRaupbachetal.2022,
  author    = {Hoffmann, Holger and Ott, Christiane and Raupbach, Jana and Andernach, Lars and Renz, Matthias and Grune, Tilman and Hanschen, Franziska S.},
  title     = {Assessing bioavailability and bioactivity of 4-Hydroxythiazolidine-2-Thiones, newly discovered glucosinolate degradation products formed during domestic boiling of cabbage},
  series = {Frontiers in nutrition},
  volume    = {9},
  journal   = {Frontiers in nutrition},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2296-861X},
  doi       = {10.3389/fnut.2022.941286},
  pages     = {13},
  year      = {2022},
  abstract  = {Glucosinolates are plant secondary metabolites found in cruciferous vegetables (Brassicaceae) that are valued for their potential health benefits. Frequently consumed representatives of these vegetables, for example, are white or red cabbage, which are typically boiled before consumption. Recently, 3-alk(en)yl-4-hydroxythiazolidine-2-thiones were identified as a class of thermal glucosinolate degradation products that are formed during the boiling of cabbage. Since these newly discovered compounds are frequently consumed, this raises questions about their potential uptake and their possible bioactive functions. Therefore, 3-allyl-4-hydroxythiazolidine-2-thione (allyl HTT) and 4-hydroxy-3-(4-(methylsulfinyl) butyl)thiazolidine-2-thione (4-MSOB HTT) as degradation products of the respective glucosinolates sinigrin and glucoraphanin were investigated. After consumption of boiled red cabbage broth, recoveries of consumed amounts of the degradation products in urine collected for 24 h were 18 +/- 5\% for allyl HTT and 21 +/- 4\% for 4-MSOB HTT (mean +/- SD, n = 3). To investigate the stability of the degradation products during uptake and to elucidate the uptake mechanism, both an in vitro stomach and an in vitro intestinal model were applied. The results indicate that the uptake of allyl HTT and 4-MSOB HTT occurs by passive diffusion. Both compounds show no acute cell toxicity, no antioxidant potential, and no change in NAD(P)H dehydrogenase quinone 1 (NQO1) activity up to 100 mu M. However, inhibition of glycogen synthase kinases-3 (GSK-3) in the range of 20\% for allyl HTT for the isoform GSK-3 beta and 29\% for 4-MSOB HTT for the isoform GSK-3 alpha at a concentration of 100 mu M was found. Neither health-promoting nor toxic effects of 3-alk(en)yl-4-hydroxythiazolidine-2-thiones were found in the four tested assays carried out in this study, which contrasts with the properties of other glucosinolate degradation products, such as isothiocyanates.},
  language  = {en}
}
@book{MeinelRenzLuderichetal.2019,
  author    = {Meinel, Christoph and Renz, Jan and Luderich, Matthias and Malyska, Vivien and Kaiser, Konstantin and Oberl{\"a}nder, Arne},
  title     = {Die HPI Schul-Cloud},
  number    = {125},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-453-1},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-42306},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-423062},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {57},
  year      = {2019},
  abstract  = {Die digitale Transformation durchdringt alle gesellschaftlichen Ebenen und Felder, nicht zuletzt auch das Bildungssystem. Dieses ist auf die Ver{\"a}nderungen 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 Unterrichtsr{\"a}ume und nicht professionell gewartete Computersysteme gibt es erst seit kurzem. Doch auch wenn Beharrungskr{\"a}fte unter P{\"a}dagog*innen verbreitet sind, erfordert die Transformation des Systems Schule auch eine neue Mentalit{\"a}t und neue Arbeits- und Kooperationsformen. Zeitgem{\"a}ßer Unterricht ben{\"o}tigt moderne Technologie und zeitgem{\"a}ße IT-Architekturen. Nur Systeme, die f{\"u}r Lehrer*innen und Sch{\"u}ler*innen problemlos verf{\"u}gbar, benutzerfreundlich zu bedienen und didaktisch flexibel einsetzbar sind, finden in Schulen Akzeptanz. Hierf{\"u}r haben wir die HPI Schul-Cloud entwickelt. Sie erm{\"o}glicht 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 herr{\"u}hrend - den Einsatz von Cloud-Anwendungen, die in der Arbeitswelt verbreitet sind, in Schulen unm{\"o}glich machen. Im Bildungsbereich verbreitete Anwendungen sind gr{\"o}ßtenteils technisch veraltet und nicht benutzerfreundlich. Dies n{\"o}tigt die Bundesl{\"a}nder zu kostspieligen Eigenentwicklungen mit Aufw{\"a}nden im zweistelligen Millionenbereich - Projekte die teilweise gescheitert sind. Dank der modularen Micro-Service-Architektur k{\"o}nnen die Bundesl{\"a}nder zuk{\"u}nftig auf die HPI Schul-Cloud als technische Grundlage f{\"u}r ihre Eigen- oder Gemeinschaftsprojekte zur{\"u}ckgreifen. Hierf{\"u}r gilt es, eine nachhaltige Struktur f{\"u}r 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 Nieders{\"a}chsische Bildungscloud, die technisch auf der HPI Schul-Cloud basiert. Das vom Bundesministerium f{\"u}r Bildung und Forschung gef{\"o}rderte Projekt l{\"a}uft in der gegenw{\"a}rtigen Roll-Out-Phase bis zum 31. Juli 2021. Gemeinsam mit unserem Kooperationspartner MINT-EC streben wir an, die HPI Schul-Cloud m{\"o}glichst an allen Schulen des Netzwerks einzusetzen.},
  language  = {de}
}