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 - 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 -