@misc{Kuntzsch2015,
  type      = {Master Thesis},
  author    = {Kuntzsch, Christian},
  title     = {Konzeption und Implementierung eines multimodalen Campusroutenplaners am Beispiel der Universit{\"a}t Potsdam},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-77467},
  school      = {Universit{\"a}t Potsdam},
  pages     = {XIV, 86},
  year      = {2015},
  abstract  = {Die regelm{\"a}ßige Navigation durch den Raum geh{\"o}rt f{\"u}r Studenten der Universit{\"a}t Potsdam zum Alltag. Man m{\"o}chte, unabh{\"a}ngig vom Fortbewegungsmittel, schnell und sicher von zu Hause zum H{\"o}rsaal oder Seminargeb{\"a}ude. Eine umfassende Navigationshilfe, die alle Transportmodi verbindet, wird daf{\"u}r verlangt. Das Ziel dieser Arbeit besteht darin, ein Konzept f{\"u}r einen multimodalen Routenplaner zu entwickeln, der es Studenten und G{\"a}sten der Universit{\"a}t Potsdam erm{\"o}glicht, sich zwischen den dezentral gelegenen Campusstandorten zu bewegen - egal ob mit Bus und Bahn, dem Auto, Fahrrad oder zu Fuß. Die Implementierung erfolgt ausschließlich auf Grundlage freier Daten und freier, quelloffener Software (FOSS), die f{\"u}r diesen Zweck aufbereitet werden. Ergebnis ist eine webbasierte Applikation, die {\"u}ber eine Entwicklerschnittstelle (API) in andere Projekte eingebunden werden kann.},
  language  = {de}
}
@inproceedings{CurzonKalasSchubertetal.2015,
  author    = {Curzon, Paul and Kalas, Ivan and Schubert, Sigrid and Schaper, Niclas and Barnes, Jan and Kennewell, Steve and Br{\"o}ker, Kathrin and Kastens, Uwe and Magenheim, Johannes and Dagiene, Valentina and Stupuriene, Gabriele and Ellis, Jason Brent and Abreu-Ellis, Carla Reis and Grillenberger, Andreas and Romeike, Ralf and Haugsbakken, Halvdan and Jones, Anthony and Lewin, Cathy and McNicol, Sarah and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid and Opel, Simone and Kramer, Matthias and Trommen, Michael and Pottb{\"a}cker, Florian and Ilaghef, Youssef and Passig, David and Tzuriel, David and Kedmi, Ganit Eshel and Saito, Toshinori and Webb, Mary and Weigend, Michael and Bottino, Rosa and Chioccariello, Augusto and Christensen, Rhonda and Knezek, Gerald and Gioko, Anthony Maina and Angondi, Enos Kiforo and Waga, Rosemary and Ohrndorf, Laura and Or-Bach, Rachel and Preston, Christina and Younie, Sarah and Przybylla, Mareen and Romeike, Ralf and Reynolds, Nicholas and Swainston, Andrew and Bendrups, Faye and Sysło, Maciej M. and Kwiatkowska, Anna Beata and Zieris, Holger and Gerstberger, Herbert and M{\"u}ller, Wolfgang and B{\"u}chner, Steffen and Opel, Simone and Schiller, Thomas and Wegner, Christian and Zender, Raphael and Lucke, Ulrike and Diethelm, Ira and Syrbe, J{\"o}rn and Lai, Kwok-Wing and Davis, Niki and Eickelmann, Birgit and Erstad, Ola and Fisser, Petra and Gibson, David and Khaddage, Ferial and Knezek, Gerald and Micheuz, Peter and Kloos, Carlos Delgado},
  title     = {KEYCIT 2014},
  editor    = {Brinda, Torsten and Reynolds, Nicholas and Romeike, Ralf and Schwill, Andreas},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-292-6},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-70325},
  pages     = {438},
  year      = {2015},
  abstract  = {In our rapidly changing world it is increasingly important not only to be an expert in a chosen field of study but also to be able to respond to developments, master new approaches to solving problems, and fulfil changing requirements in the modern world and in the job market. In response to these needs key competencies in understanding, developing and using new digital technologies are being brought into focus in school and university programmes. The IFIP TC3 conference "KEYCIT - Key Competences in Informatics and ICT (KEYCIT 2014)" was held at the University of Potsdam in Germany from July 1st to 4th, 2014 and addressed the combination of key competencies, Informatics and ICT in detail. The conference was organized into strands focusing on secondary education, university education and teacher education (organized by IFIP WGs 3.1 and 3.3) and provided a forum to present and to discuss research, case studies, positions, and national perspectives in this field.},
  language  = {en}
}
@article{PrzybyllaRomeike2015,
  author    = {Przybylla, Mareen and Romeike, Ralf},
  title     = {Key Competences with Physical Computing},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82904},
  pages     = {351 -- 361},
  year      = {2015},
  abstract  = {Physical computing covers the design and realization of interactive objects and installations and allows students to develop concrete, tangible products of the real world that arise from the learners' imagination. This way, constructionist learning is raised to a level that enables students to gain haptic experience and thereby concretizes the virtual. In this paper the defining characteristics of physical computing are described. Key competences to be gained with physical computing will be identified.},
  language  = {en}
}
@article{HurtienneSchroederSpannagel2015,
  author    = {Hurtienne, Dominik and Schroeder, Ulrik and Spannagel, Christian},
  title     = {IT EnGAGES!},
  series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen},
  volume    = {2015},
  journal   = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen},
  number    = {9},
  editor    = {Schwill, Andreas and Schubert, Sigrid},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-80258},
  pages     = {27 -- 43},
  year      = {2015},
  abstract  = {Durch den Einsatz von Spielen und Spielelementen in Lernkontexten wird versucht, Lernende zur Besch{\"a}ftigung mit den Lerninhalten zu motivieren. Spielerische Elemente haben allerdings nicht nur positive motivationale Effekte: Sie k{\"o}nnen sich beispielsweise negativ auf die intrinsische Motivation auswirken, und auch nicht jeder Lernende spielt gerne. Um negativen Einfl{\"u}ssen von Gamification entgegenzuwirken, wurde ein Toolkit f{\"u}r adaptierbare Lernumgebungen entwickelt. Damit erzeugte Lernumgebungen erlauben es Studierenden, den Grad der Gamification selbst zu bestimmen, indem Spielelemente an- und abgeschaltet werden. Im Rahmen einer Anf{\"a}ngerprogrammiervorlesung wurden Lernspielaufgaben aus den existierenden, optionalen interaktiven eTests entwickelt und Studierenden als zus{\"a}tzliche Lerngelegenheit angeboten. Eine erste explorative Studie best{\"a}tigt die Vermutung, dass die Akzeptanz des adaptierbaren Lernspiels sehr hoch ist, es aber dennoch Studierende gibt, welche die Lernumgebung ohne Spielelemente durcharbeiten. Somit bietet adaptierbare Gamification verschiedenen Studierenden die M{\"o}glichkeit, sich zus{\"a}tzliche motivationale Anreize durch Zuschalten von Spielelementen zu verschaffen, ohne dabei zum Spielen „gen{\"o}tigt" zu werden.},
  language  = {de}
}
@phdthesis{Doerge2015,
  author    = {D{\"o}rge, Christina},
  title     = {Informatische Schl{\"u}sselkompetenzen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-262-9},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-70470},
  school      = {Universit{\"a}t Potsdam},
  pages     = {458},
  year      = {2015},
  abstract  = {Seit den 60er Jahren gibt es im deutschsprachigen Raum Diskussionen um die Begriffe Schl{\"u}sselqualifikation und (Schl{\"u}ssel-)Kompetenz, welche seit ca. 2000 auch in der Informatikdidaktik angekommen sind. Die Diskussionen der Fachdisziplinen und ihre Bedeutung f{\"u}r die Informatikdidaktik sind Gegenstand des ersten Teils dieser Dissertation. Es werden Rahmenmodelle zur Strukturierung und Einordnung von Kompetenzen entworfen, die f{\"u}r alle Fachdisziplinen nutzbar sind. Im zweiten Teil wird ein methodologischer Weg gezeigt, Schl{\"u}sselkompetenzen herzuleiten, ohne normativ vorgehen zu m{\"u}ssen. Hierzu wird das Verfahren der Qualitativen Inhaltsanalyse (QI) auf informatikdidaktische Ansätze angewendet. Die resultierenden Kompetenzen werden in weiteren Schritten verfeinert und in die zuvor entworfenen Rahmenmodelle eingeordnet. Das Ergebnis sind informatische Schl{\"u}sselkompetenzen, welche ein spezifisches Bild der Informatik zeichnen und zur Analyse bereits bestehender Curricula genutzt werden können. Zusätzlich zeigt das Verfahren einen Weg auf, wie Schl{\"u}sselkompetenzen auf nicht-normativem Wege generell hergeleitet werden können.},
  language  = {de}
}
@article{DagieneStupuriene2015,
  author    = {Dagiene, Valentina and Stupuriene, Gabriele},
  title     = {Informatics Education based on Solving Attractive Tasks through a Contest},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82626},
  pages     = {97 -- 115},
  year      = {2015},
  abstract  = {The paper discusses the issue of supporting informatics (computer science) education through competitions for lower and upper secondary school students (8-19 years old). Competitions play an important role for learners as a source of inspiration, innovation, and attraction. Running contests in informatics for school students for many years, we have noticed that the students consider the contest experience very engaging and exciting as well as a learning experience. A contest is an excellent instrument to involve students in problem solving activities. An overview of infrastructure and development of an informatics contest from international level to the national one (the Bebras contest on informatics and computer fluency, originated in Lithuania) is presented. The performance of Bebras contests in 23 countries during the last 10 years showed an unexpected and unusually high acceptance by school students and teachers. Many thousands of students participated and got a valuable input in addition to their regular informatics lectures at school. In the paper, the main attention is paid to the developed tasks and analysis of students' task solving results in Lithuania.},
  language  = {en}
}
@book{DyckGiese2015,
  author    = {Dyck, Johannes and Giese, Holger},
  title     = {Inductive invariant checking with partial negative application conditions},
  number    = {98},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-333-6},
  issn      = {1613-5652},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-77748},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {43},
  year      = {2015},
  abstract  = {Graph transformation systems are a powerful formal model to capture model transformations or systems with infinite state space, among others. However, this expressive power comes at the cost of rather limited automated analysis capabilities. The general case of unbounded many initial graphs or infinite state spaces is only supported by approaches with rather limited scalability or expressiveness. In this report we improve an existing approach for the automated verification of inductive invariants for graph transformation systems. By employing partial negative application conditions to represent and check many alternative conditions in a more compact manner, we can check examples with rules and constraints of substantially higher complexity. We also substantially extend the expressive power by supporting more complex negative application conditions and provide higher accuracy by employing advanced implication checks. The improvements are evaluated and compared with another applicable tool by considering three case studies.},
  language  = {en}
}
@article{PassigTzurielKedmi2015,
  author    = {Passig, David and Tzuriel, David and Kedmi, Ganit Eshel},
  title     = {Improving children's Cognitive Modifiability through Mediated Learning and Dynamic Assessment within 3D Immersive Virtual Reality Environment},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82705},
  pages     = {235 -- 252},
  year      = {2015},
  abstract  = {The objectives of this study were to examine (a) the effect of dynamic assessment (DA) in a 3D Immersive Virtual Reality (IVR) environment as compared with computerized 2D and noncomputerized (NC) situations on cognitive modifiability, and (b) the transfer effects of these conditions on more difficult problem solving administered two weeks later in a non-computerized environment. A sample of 117 children aged 6:6-9:0 years were randomly assigned into three experimental groups of DA conditions: 3D, 2D, and NC, and one control group (C). All groups received the pre- and post-teaching Analogies subtest of the Cognitive Modifiability Battery (CMB-AN). The experimental groups received a teaching phase in conditions similar to the pre-and post-teaching phases. The findings showed that cognitive modifiability, in a 3D IVR, was distinctively higher than in the two other experimental groups (2D computer group and NC group). It was also found that the 3D group showed significantly higher performance in transfer problems than the 2D and NC groups.},
  language  = {en}
}
@article{Jones2015,
  author    = {Jones, Anthony},
  title     = {ICT Competencies for School Students},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82663},
  pages     = {171 -- 179},
  year      = {2015},
  abstract  = {This paper discusses results from a small-scale research study, together with some recently published research into student perceptions of ICT for learning in schools, to consider relevant skills that do not appear to currently being taught. The paper concludes by raising three issues relating to learning with and through ICT that need to be addressed in school curricula and classroom teaching.},
  language  = {en}
}
@inproceedings{KurbelNowakAzodietal.2015,
  author    = {Kurbel, Karl and Nowak, Dawid and Azodi, Amir and Jaeger, David and Meinel, Christoph and Cheng, Feng and Sapegin, Andrey and Gawron, Marian and Morelli, Frank and Stahl, Lukas and Kerl, Stefan and Janz, Mariska and Hadaya, Abdulmasih and Ivanov, Ivaylo and Wiese, Lena and Neves, Mariana and Schapranow, Matthieu-Patrick and F{\"a}hnrich, Cindy and Feinbube, Frank and Eberhardt, Felix and Hagen, Wieland and Plauth, Max and Herscheid, Lena and Polze, Andreas and Barkowsky, Matthias and Dinger, Henriette and Faber, Lukas and Montenegro, Felix and Czach{\´o}rski, Tadeusz and Nycz, Monika and Nycz, Tomasz and Baader, Galina and Besner, Veronika and Hecht, Sonja and Schermann, Michael and Krcmar, Helmut and Wiradarma, Timur Pratama and Hentschel, Christian and Sack, Harald and Abramowicz, Witold and Sokolowska, Wioletta and Hossa, Tymoteusz and Opalka, Jakub and Fabisz, Karol and Kubaczyk, Mateusz and Cmil, Milena and Meng, Tianhui and Dadashnia, Sharam and Niesen, Tim and Fettke, Peter and Loos, Peter and Perscheid, Cindy and Schwarz, Christian and Schmidt, Christopher and Scholz, Matthias and Bock, Nikolai and Piller, Gunther and B{\"o}hm, Klaus and Norkus, Oliver and Clark, Brian and Friedrich, Bj{\"o}rn and Izadpanah, Babak and Merkel, Florian and Schweer, Ilias and Zimak, Alexander and Sauer, J{\"u}rgen and Fabian, Benjamin and Tilch, Georg and M{\"u}ller, David and Pl{\"o}ger, Sabrina and Friedrich, Christoph M. and Engels, Christoph and Amirkhanyan, Aragats and van der Walt, Est{\´e}e and Eloff, J. H. P. and Scheuermann, Bernd and Weinknecht, Elisa},
  title     = {HPI Future SOC Lab},
  editor    = {Meinel, Christoph and Polze, Andreas and Oswald, Gerhard and Strotmann, Rolf and Seibold, Ulrich and Schulzki, Bernhard},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-102516},
  pages     = {iii, 154},
  year      = {2015},
  abstract  = {Das Future SOC Lab am HPI ist eine Kooperation des Hasso-Plattner-Instituts mit verschiedenen Industriepartnern. Seine Aufgabe ist die Erm{\"o}glichung und F{\"o}rderung des Austausches zwischen Forschungsgemeinschaft und Industrie. Am Lab wird interessierten Wissenschaftlern eine Infrastruktur von neuester Hard- und Software kostenfrei f{\"u}r Forschungszwecke zur Verf{\"u}gung gestellt. Dazu z{\"a}hlen teilweise noch nicht am Markt verf{\"u}gbare Technologien, die im normalen Hochschulbereich in der Regel nicht zu finanzieren w{\"a}ren, 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 2015 vorgestellt. Ausgew{\"a}hlte Projekte stellten ihre Ergebnisse am 15. April 2015 und 4. November 2015 im Rahmen der Future SOC Lab Tag Veranstaltungen vor.},
  language  = {en}
}
@article{Weigend2015,
  author    = {Weigend, Michael},
  title     = {How Things Work},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82814},
  pages     = {285 -- 298},
  year      = {2015},
  abstract  = {Recognizing and defining functionality is a key competence adopted in all kinds of programming projects. This study investigates how far students without specific informatics training are able to identify and verbalize functions and parameters. It presents observations from classroom activities on functional modeling in high school chemistry lessons with altogether 154 students. Finally it discusses the potential of functional modelling to improve the comprehension of scientific content.},
  language  = {en}
}
@article{MainaAngondiWaga2015,
  author    = {Maina, Anthony Gioko and Angondi, Enos Kiforo and Waga, Rosemary},
  title     = {How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition?},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82856},
  pages     = {319 -- 326},
  year      = {2015},
  abstract  = {This study aimed at following how teachers transfer skills into results while using ABRA literacy software. This was done in the second part of the pilot study whose aim was to provide equity to control group teachers and students by exposing them to the ABRACADABRA treatment after the end of phase 1. This opportunity was used to follow the phase 1 teachers to see how the skills learned were being transformed into results. A standard three-day initial training and planning session on how to use ABRA to teach literacy was held at the beginning of each phase for ABRA teachers (phase 1 experimental and phase 2 delayed ABRA). Teachers were provided with teaching materials including a tentative ABRA curriculum developed to align with the Kenyan English Language requirements for year 1 and 3 students. Results showed that although there was no significant difference between the groups in vocabulary-related subscales which include word reading and meaning as well as sentence comprehension, students in ABRACADABRA classes improved their scores at a significantly higher rate than students in control classes in comprehension related scores. An average student in the ABRACADABRA group improved by 12 and 16 percentile points respectively compared to their counterparts in the control group.},
  language  = {en}
}
@phdthesis{Kaufmann2015,
  author    = {Kaufmann, Benjamin},
  title     = {High performance answer set solving},
  pages     = {182},
  year      = {2015},
  language  = {en}
}
@inproceedings{FroitzheimBergnerSchroederetal.2015,
  author    = {Froitzheim, Manuel and Bergner, Nadine and Schroeder, Ulrik and Hurtienne, Dominik and Spannagel, Christian and Roderus, Simon and Wienkop, Uwe and Leonhardt, Thiemo and Kwiecien, Alexandra and Schmetz, Arno and Bellgardt, Martin and Naumann, Uwe and Weßels, Doris and Metzger, Christiane and L{\"a}ngrich, Matthias and Schulze, J{\"o}rg and Jakoblew, Marcel and Keil, Reinhard and Winkelnkemper, Felix and Engbring, Dieter and Klar, Tilman-Mathies and Kujath, Bertold and Sch{\"u}tze, Christopher and Fietkau, Julian and Kindsm{\"u}ller, Martin Christof and G{\"o}ttel, Timo and Bergner, Nadine and Taraschewski, Christian and Vosseberg, Karin and Czernik, Sofie and Erb, Ulrike and Vielhaber, Michael and Schlierkamp, Kathrin and Thurner, Veronika and Br{\"o}ker, Kathrin},
  title     = {HDI 2014 - Gestalten von {\"U}berg{\"a}ngen},
  editor    = {Forbrig, Peter and Magenheim, Johannes},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-313-8},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-74920},
  pages     = {186},
  year      = {2015},
  abstract  = {Die Tagung HDI 2014 in Freiburg zur Hochschuldidaktik der Informatik HDI wurde erneut vom Fachbereich Informatik und Ausbildung / Didaktik der Informatik (IAD) in der Gesellschaft f{\"u}r Informatik e. V. (GI) organisiert. Sie dient den Lehrenden der Informatik in Studieng{\"a}ngen an Hochschulen als Forum der Information und des Austauschs {\"u}ber neue didaktische Ans{\"a}tze und bildungspolitische Themen im Bereich der Hochschulausbildung aus der fachlichen Perspektive der Informatik. Die HDI 2014 ist nun bereits die sechste Ausgabe der HDI. F{\"u}r sie wurde das spezielle Motto „Gestalten und Meistern von {\"U}berg{\"a}ngen" gew{\"a}hlt. Damit soll ein besonderes Augenmerk auf die {\"U}berg{\"a}nge von Schule zum Studium, vom Bachelor zum Master, vom Studium zur Promotion oder vom Studium zur Arbeitswelt gelegt werden.},
  language  = {de}
}
@article{JakoblewKeilWinkelnkemper2015,
  author    = {Jakoblew, Marcel and Keil, Reinhard and Winkelnkemper, Felix},
  title     = {Forschendes Lernen durch Semantisches Positionieren},
  series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen},
  volume    = {2015},
  journal   = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen},
  number    = {9},
  editor    = {Schwill, Andreas and Schubert, Sigrid},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-80301},
  pages     = {109 -- 124},
  year      = {2015},
  abstract  = {Der Beitrag stellt das Konzept des Semantischen Positionierens als eine M{\"o}glichkeit vor, Grundformen des wissenschaftlichen Arbeitens und elementare Formen der diskursiven Auseinandersetzung zu vermitteln, ohne dass die Studierenden sich inhaltlich an der aktuellen Forschung beteiligen m{\"u}ssten. Die Umsetzung dieses Konzepts im Bachelorstudium der Informatik verdeutlicht, dass mit diesem Ansatz sowohl die Kompetenzen f{\"u}r den {\"U}bergang in den mehr forschungsgetriebenen Masterstudiengang als auch f{\"u}r die berufliche Wissensarbeit erworben werden k{\"o}nnen.},
  language  = {de}
}
@book{OttoPollakWerneretal.2015,
  author    = {Otto, Philipp and Pollak, Jaqueline and Werner, Daniel and Wolff, Felix and Steinert, Bastian and Thamsen, Lauritz and Taeumel, Marcel and Lincke, Jens and Krahn, Robert and Ingalls, Daniel H. H. and Hirschfeld, Robert},
  title     = {Exploratives Erstellen von interaktiven Inhalten in einer dynamischen Umgebung​},
  number    = {101},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-346-6},
  issn      = {1613-5652},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-83806},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {vii, 115},
  year      = {2015},
  abstract  = {Bei der Erstellung von Visualisierungen gibt es im Wesentlichen zwei Ans{\"a}tze. Zum einen k{\"o}nnen mit geringem Aufwand schnell Standarddiagramme erstellt werden. Zum anderen gibt es die M{\"o}glichkeit, individuelle und interaktive Visualisierungen zu programmieren. Dies ist jedoch mit einem deutlich h{\"o}heren Aufwand verbunden. Flower erm{\"o}glicht eine schnelle Erstellung individueller und interaktiver Visualisierungen, indem es den Entwicklungssprozess stark vereinfacht und die Nutzer bei den einzelnen Aktivit{\"a}ten wie dem Import und der Aufbereitung von Daten, deren Abbildung auf visuelle Elemente sowie der Integration von Interaktivit{\"a}t direkt unterst{\"u}tzt.},
  language  = {de}
}
@article{MagenheimNellesNeugebaueretal.2015,
  author    = {Magenheim, Johannes and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid},
  title     = {Expert Rating of Competence Levels in Upper Secondary Computer Science Education},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82683},
  pages     = {199 -- 216},
  year      = {2015},
  abstract  = {In the project MoKoM, which is funded by the German Research Foundation (DFG) from 2008 to 2012, a test instrument measuring students' competences in computer science was developed. This paper presents the results of an expert rating of the levels of students' competences done for the items of the instrument. At first we will describe the difficulty-relevant features that were used for the evaluation. These were deduced from computer science, psychological and didactical findings and resources. Potentials and desiderata of this research method are discussed further on. Finally we will present our conclusions on the results and give an outlook on further steps.},
  language  = {en}
}
@article{KujathSchuetze2015,
  author    = {Kujath, Bertold and Sch{\"u}tze, Christopher},
  title     = {Evaluation der Lernwirksamkeit eines Lehrvideos zum informatischen Probleml{\"o}sen},
  series = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen},
  volume    = {2015},
  journal   = {HDI 2014 : Gestalten von {\"U}berg{\"a}ngen},
  number    = {9},
  editor    = {Schubert, Sigrid and Schwill, Andreas},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84705},
  pages     = {143 -- 152},
  year      = {2015},
  abstract  = {Der folgende Artikel beschreibt die Evaluation eines Lehrvideos zum informatischen Probleml{\"o}sen, welches auf der Grundlage einer Vergleichsstudie mit starken und schwachen Probleml{\"o}sern entwickelt wurde. Beispielhaft wird in dem Film ein F{\"a}rbeproblem durch einen fiktiven Hochleister unter lautem Denken gel{\"o}st, die einzelnen Arbeitsschritte werden abschnittsweise kommentiert und erkl{\"a}rt. Ob dieses Lernkonzept von Studenten akzeptiert wird und sich durch Anschauen des Videos tats{\"a}chlich ein Lerneffekt einstellt, wurde durch eine Befragung und eine erste Vergleichsstudie untersucht.},
  language  = {de}
}
@phdthesis{Weber2015,
  author    = {Weber, Edzard},
  title     = {Erarbeitung einer Methodik der Wandlungsf{\"a}higkeit},
  school      = {Universit{\"a}t Potsdam},
  pages     = {471},
  year      = {2015},
  language  = {de}
}
@article{Buechner2015,
  author    = {B{\"u}chner, Steffen},
  title     = {Empirical and Normative Research on Fundamental Ideas of Embedded System Development},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82949},
  pages     = {393 -- 396},
  year      = {2015},
  language  = {en}
}