TY  - JOUR
A1  - Or-Bach, Rachel
T1  - Programming for Non-Programmers
BT  - Fostering Comprehension Capabilities by Employing a PRS
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - The study reported in this paper involved the employment
of specific in-class exercises using a Personal Response System (PRS).
These exercises were designed with two goals: to enhance students’
capabilities of tracing a given code and of explaining a given code in
natural language with some abstraction. The paper presents evidence
from the actual use of the PRS along with students’ subjective impressions
regarding both the use of the PRS and the special exercises. The
conclusions from the findings are followed with a short discussion on
benefits of PRS-based mental processing exercises for learning programming
and beyond.
KW  - Novice programmers
KW  - comprehension
KW  - tracing
KW  - personal response systems
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82875
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 335
EP  - 342
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Preston, Christina
A1  - Younie, Sarah
T1  - Mentoring in a Digital World
BT  - What are the Issues?
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - This paper focuses on the results of the evaluation of the first
pilot of an e-mentoring unit designed by the Hands-On ICT consortium,
funded by the EU LLL programme. The overall aim of this two-year
activity is to investigate the value for professional learning of Massive
Online Open Courses (MOOCs) and Community Online Open Courses
(COOCs) in the context of a ‘community of practice’. Three units in the
first pilot covered aspects of using digital technologies to develop creative
thinking skills. The findings in this paper relate to the fourth unit
about e-mentoring, a skill that was important to delivering the course
content in the other three units. Findings about the e-mentoring unit
included: the students’ request for detailed profiles so that participants
can get to know each other; and, the need to reconcile the different
interpretations of e-mentoring held by the participants when the course
begins. The evaluators concluded that the major issues were that: not all
professional learners would self-organise and network; and few would
wish to mentor their colleagues voluntarily. Therefore, the e-mentoring
issues will need careful consideration in pilots two and three to identify
how e-mentoring will be organised.
KW  - MOOCs
KW  - e-mentoring
KW  - professional development
KW  - ICT skills
KW  - user-centred
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82895
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 343
EP  - 350
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Przybylla, Mareen
A1  - Romeike, Ralf
T1  - Key Competences with Physical Computing
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - 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.
KW  - Defining characteristics of physical computing
KW  - key competences in physical computing
KW  - physical computing tools
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82904
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 351
EP  - 361
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Reynolds, Nicholas
A1  - Swainston, Andrew
A1  - Bendrups, Faye
T1  - Music Technology and Computational Thinking
BT  - Young People displaying Competence
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - A project involving the composition of a number of pieces
of music by public participants revealed levels of engagement with and
mastery of complex music technologies by a number of secondary student
volunteers. This paper reports briefly on some initial findings of
that project and seeks to illuminate an understanding of computational
thinking across the curriculum.
KW  - Computational Thinking
KW  - Music Technology
KW  - ICT Competence
KW  - Young People
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82913
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 363
EP  - 370
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Sysło, Maciej M.
A1  - Kwiatkowska, Anna Beata
T1  - Think logarithmically!
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - We discuss here a number of algorithmic topics which we
use in our teaching and in learning of mathematics and informatics to
illustrate and document the power of logarithm in designing very efficient
algorithms and computations – logarithmic thinking is one of the
most important key competencies for solving real world practical problems.
We demonstrate also how to introduce logarithm independently
of mathematical formalism using a conceptual model for reducing a
problem size by at least half. It is quite surprising that the idea, which
leads to logarithm, is present in Euclid’s algorithm described almost
2000 years before John Napier invented logarithm.
KW  - Logarithm
KW  - binary search
KW  - binary representation
KW  - exponentiation
KW  - Euclid’s algorithm
KW  - Fibonacci numbers
KW  - divide and conquer
KW  - complexity
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82923
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 371
EP  - 380
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Zieris, Holger
A1  - Gerstberger, Herbert
A1  - Müller, Wolfgang
T1  - Using Arduino-Based Experiments to Integrate Computer Science Education and Natural Science
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - Current curricular trends require teachers in Baden-
Wuerttemberg (Germany) to integrate Computer Science (CS) into
traditional subjects, such as Physical Science. However, concrete guidelines
are missing. To fill this gap, we outline an approach where a
microcontroller is used to perform and evaluate measurements in the
Physical Science classroom.
Using the open-source Arduino platform, we expect students to acquire
and develop both CS and Physical Science competencies by using a
self-programmed microcontroller. In addition to this combined development
of competencies in Physical Science and CS, the subject matter
will be embedded in suitable contexts and learning environments,
such as weather and climate.
KW  - Computer Science Education
KW  - Natural Science Education
KW  - Inquiry-based Learning
KW  - Physical Science
KW  - Measurement
KW  - Arduino
KW  - Sensors
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82938
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 381
EP  - 389
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Büchner, Steffen
T1  - Empirical and Normative Research on Fundamental Ideas of Embedded System Development
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
KW  - Theory
KW  - Embedded Systems
KW  - Fundamental Ideas
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82949
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 393
EP  - 396
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Opel, Simone
T1  - On the Way to a “General Model of Contextualised Computer Science Education”
BT  - A Criteria-based Comparison of “Computer Science in Context” and the Concept of “Learning Fields”
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
KW  - Vocational Education
KW  - Secondary Education
KW  - Computer Science Education
KW  - Learning Fields
KW  - Contextualisation
KW  - Computer Science in Context
KW  - Activity-orientated Learning
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82953
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 397
EP  - 400
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Schiller, Thomas
T1  - Teaching Information Security (as Part of Key Competencies)
BT  - The Situation in Austria
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - The poster and abstract describe the importance of teaching
information security in school. After a short description of information
security and important aspects, I will show, how information security
fits into different guidelines or models for computer science educations
and that it is therefore on of the key competencies. Afterwards I will
present you a rough insight of teaching information security in Austria.
KW  - Teaching information security
KW  - key competencies
KW  - computer science education
KW  - Austria
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82960
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 401
EP  - 404
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Wegner, Christian
A1  - Zender, Raphael
A1  - Lucke, Ulrike
T1  - ProtoSense
BT  - Interactive Paper Prototyping with Multi-Touch Tables
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
KW  - Interface design
KW  - paper prototyping
KW  - NUI
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82970
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 405
EP  - 407
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -