TY - JOUR A1 - Diethelm, Ira A1 - Syrbe, Jörn T1 - Let’s talk about CS! BT - Towards a suitable Classroom Language and Terminology of CS for Teaching JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - To communicate about a science is the most important key competence in education for any science. Without communication we cannot teach, so teachers should reflect about the language they use in class properly. But the language students and teachers use to communicate about their CS courses is very heterogeneous, inconsistent and deeply influenced by tool names. There is a big lack of research and discussion in CS education regarding the terminology and the role of concepts and tools in our science. We don’t have a consistent set of terminology that we agree on to be helpful for learning our science. This makes it nearly impossible to do research on CS competencies as long as we have not agreed on the names we use to describe these. This workshop intends to provide room to fill with discussion and first ideas for future research in this field. KW - Terminology KW - classroom language KW - CS concepts KW - competencies KW - tools Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82983 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 411 EP - 414 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Lai, Kwok-Wing A1 - Davis, Niki A1 - Eickelmann, Birgit A1 - Erstad, Ola A1 - Fisser, Petra A1 - Gibson, David A1 - Khaddage, Ferial A1 - Knezek, Gerald A1 - Webb, Mary T1 - Tackling Educational Challenges in a Digitally Networked World BT - Strategies developed from the EDUSummIT 2013 JF - KEYCIT 2014 - Key Competencies in Informatics and ICT KW - Assessment KW - computational thinking KW - digitally-enabled pedagogies KW - educational systems KW - informal and formal learning KW - mobile learning KW - mobile technologies and apps KW - organisational evolution Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82997 SN - 1868-0844 IS - 7 SP - 415 EP - 423 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Micheuz, Peter T1 - Discussing Educational Standards for Digital Competence and/or Informatics Education at Lower Secondary Level JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - Participants of this workshop will be confronted exemplarily with a considerable inconsistency of global Informatics education at lower secondary level. More importantly, they are invited to contribute actively on this issue in form of short case studies of their countries. Until now, very few countries have been successful in implementing Informatics or Computing at primary and lower secondary level. The spectrum from digital literacy to informatics, particularly as a discipline in its own right, has not really achieved a breakthrough and seems to be underrepresented for these age groups. The goal of this workshop is not only to discuss the anamnesis and diagnosis of this fragmented field, but also to discuss and suggest viable forms of therapy in form of setting educational standards. Making visible good practices in some countries and comparing successful approaches are rewarding tasks for this workshop. Discussing and defining common educational standards on a transcontinental level for the age group of 14 to 15 years old students in a readable, assessable and acceptable form should keep the participants of this workshop active beyond the limited time at the workshop. KW - Educational Standards KW - Digital Competence KW - Informatics Education KW - Computing KW - Lower Secondary Level Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-83008 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 425 EP - 431 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Delgado Kloos, Carlos T1 - What about the Competencies of Educators in the New Era of Digital Education? JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - A lot has been published about the competencies needed by students in the 21st century (Ravenscroft et al., 2012). However, equally important are the competencies needed by educators in the new era of digital education. We review the key competencies for educators in light of the new methods of teaching and learning proposed by Massive Open Online Courses (MOOCs) and their on-campus counterparts, Small Private Online Courses (SPOCs). KW - Massive Open Online Courses KW - Small Private Online Courses KW - Competencies KW - Digital Education KW - Digital Revolution KW - Big Data Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-83015 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 435 EP - 438 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Steinert, Fritjof A1 - Stabernack, Benno T1 - Architecture of a low latency H.264/AVC video codec for robust ML based image classification how region of interests can minimize the impact of coding artifacts JF - Journal of Signal Processing Systems for Signal, Image, and Video Technology N2 - The use of neural networks is considered as the state of the art in the field of image classification. A large number of different networks are available for this purpose, which, appropriately trained, permit a high level of classification accuracy. Typically, these networks are applied to uncompressed image data, since a corresponding training was also carried out using image data of similar high quality. However, if image data contains image errors, the classification accuracy deteriorates drastically. This applies in particular to coding artifacts which occur due to image and video compression. Typical application scenarios for video compression are narrowband transmission channels for which video coding is required but a subsequent classification is to be carried out on the receiver side. In this paper we present a special H.264/Advanced Video Codec (AVC) based video codec that allows certain regions of a picture to be coded with near constant picture quality in order to allow a reliable classification using neural networks, whereas the remaining image will be coded using constant bit rate. We have combined this feature with the ability to run with lowest latency properties, which is usually also required in remote control applications scenarios. The codec has been implemented as a fully hardwired High Definition video capable hardware architecture which is suitable for Field Programmable Gate Arrays. KW - H.264 KW - Advanced Video Codec (AVC) KW - Low Latency KW - Region of Interest KW - Machine Learning KW - Inference KW - FPGA KW - Hardware accelerator Y1 - 2022 U6 - https://doi.org/10.1007/s11265-021-01727-2 SN - 1939-8018 SN - 1939-8115 VL - 94 IS - 7 SP - 693 EP - 708 PB - Springer CY - New York ER - TY - JOUR A1 - Huang, Yizhen A1 - Richter, Eric A1 - Kleickmann, Thilo A1 - Wiepke, Axel A1 - Richter, Dirk T1 - Classroom complexity affects student teachers’ behavior in a VR classroom JF - Computers & education : an international journal N2 - Student teachers often struggle to keep track of everything that is happening in the classroom, and particularly to notice and respond when students cause disruptions. The complexity of the classroom environment is a potential contributing factor that has not been empirically tested. In this experimental study, we utilized a virtual reality (VR) classroom to examine whether classroom complexity affects the likelihood of student teachers noticing disruptions and how they react after noticing. Classroom complexity was operationalized as the number of disruptions and the existence of overlapping disruptions (multidimensionality) as well as the existence of parallel teaching tasks (simultaneity). Results showed that student teachers (n = 50) were less likely to notice the scripted disruptions, and also less likely to respond to the disruptions in a comprehensive and effortful manner when facing greater complexity. These results may have implications for both teacher training and the design of VR for training or research purpose. This study contributes to the field from two aspects: 1) it revealed how features of the classroom environment can affect student teachers' noticing of and reaction to disruptions; and 2) it extends the functionality of the VR environment-from a teacher training tool to a testbed of fundamental classroom processes that are difficult to manipulate in real-life. KW - Augmented and virtual reality KW - Simulations KW - Improving classroom KW - teaching KW - Media in education KW - Pedagogical issues Y1 - 2021 U6 - https://doi.org/10.1016/j.compedu.2020.104100 SN - 0360-1315 SN - 1873-782X VL - 163 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Brewka, Gerhard A1 - Ellmauthaler, Stefan A1 - Kern-Isberner, Gabriele A1 - Obermeier, Philipp A1 - Ostrowski, Max A1 - Romero, Javier A1 - Schaub, Torsten H. A1 - Schieweck, Steffen T1 - Advanced solving technology for dynamic and reactive applications JF - Künstliche Intelligenz Y1 - 2018 U6 - https://doi.org/10.1007/s13218-018-0538-8 SN - 0933-1875 SN - 1610-1987 VL - 32 IS - 2-3 SP - 199 EP - 200 PB - Springer CY - Heidelberg ER - TY - JOUR A1 - Luther, Laura A1 - Tiberius, Victor A1 - Brem, Alexander T1 - User experience (UX) in business, management, and psychology BT - a bibliometric mapping of the current state of research JF - Multimodal technologies and interaction : open access journal N2 - User Experience (UX) describes the holistic experience of a user before, during, and after interaction with a platform, product, or service. UX adds value and attraction to their sole functionality and is therefore highly relevant for firms. The increased interest in UX has produced a vast amount of scholarly research since 1983. The research field is, therefore, complex and scattered. Conducting a bibliometric analysis, we aim at structuring the field quantitatively and rather abstractly. We employed citation analyses, co-citation analyses, and content analyses to evaluate productivity and impact of extant research. We suggest that future research should focus more on business and management related topics. KW - bibliometric analysis KW - co-citation analysis KW - co-occurrence analysis KW - citation analysis KW - user experience KW - UX Y1 - 2020 U6 - https://doi.org/10.3390/mti4020018 SN - 2414-4088 VL - 4 IS - 2 PB - MDPI CY - Basel ER - TY - JOUR A1 - Lamprecht, Anna-Lena A1 - Margaria, Tiziana A1 - Steffen, Bernhard ED - Lambrecht, Anna-Lena ED - Margaria, Tiziana T1 - Modeling and Execution of Scientific Workflows with the jABC Framework JF - Process Design for Natural Scientists: an agile model-driven approach N2 - We summarize here the main characteristics and features of the jABC framework, used in the case studies as a graphical tool for modeling scientific processes and workflows. As a comprehensive environment for service-oriented modeling and design according to the XMDD (eXtreme Model-Driven Design) paradigm, the jABC offers much more than the pure modeling capability. Associated technologies and plugins provide in fact means for a rich variety of supporting functionality, such as remote service integration, taxonomical service classification, model execution, model verification, model synthesis, and model compilation. We describe here in short both the essential jABC features and the service integration philosophy followed in the environment. In our work over the last years we have seen that this kind of service definition and provisioning platform has the potential to become a core technology in interdisciplinary service orchestration and technology transfer: Domain experts, like scientists not specially trained in computer science, directly define complex service orchestrations as process models and use efficient and complex domain-specific tools in a simple and intuitive way. Y1 - 2014 SN - 978-3-662-45005-5 SN - 1865-0929 IS - 500 SP - 14 EP - 29 PB - Springer Verlag CY - Berlin ER - TY - JOUR A1 - Lamprecht, Anna-Lena A1 - Margaria, Tiziana ED - Lambrecht, Anna-Lena ED - Margaria, Tiziana T1 - Scientific Workflows and XMDD JF - Process Design for Natural Scientists: an agile model-driven approach N2 - A major part of the scientific experiments that are carried out today requires thorough computational support. While database and algorithm providers face the problem of bundling resources to create and sustain powerful computation nodes, the users have to deal with combining sets of (remote) services into specific data analysis and transformation processes. Today’s attention to “big data” amplifies the issues of size, heterogeneity, and process-level diversity/integration. In the last decade, especially workflow-based approaches to deal with these processes have enjoyed great popularity. This book concerns a particularly agile and model-driven approach to manage scientific workflows that is based on the XMDD paradigm. In this chapter we explain the scope and purpose of the book, briefly describe the concepts and technologies of the XMDD paradigm, explain the principal differences to related approaches, and outline the structure of the book. Y1 - 2014 SN - 978-3-662-45005-5 SN - 1865-0929 IS - 500 SP - 1 EP - 13 PB - Springer Verlag CY - Berlin ER -