004 Datenverarbeitung; Informatik
Refine
Has Fulltext
- yes (111)
Year of publication
Document Type
- Article (102)
- Conference Proceeding (3)
- Doctoral Thesis (3)
- Master's Thesis (2)
- Preprint (1)
Is part of the Bibliography
- no (111) (remove)
Keywords
- Didaktik (13)
- Ausbildung (12)
- Hochschuldidaktik (12)
- Informatik (12)
- Computer Science Education (4)
- Competence Measurement (3)
- Secondary Education (3)
- Automatisches Beweisen (2)
- Big Data (2)
- Competence Modelling (2)
- Computational thinking (2)
- DPLL (2)
- Data Privacy (2)
- E-Learning (2)
- Informatics Education (2)
- Informatics Modelling (2)
- Informatics System Application (2)
- Informatics System Comprehension (2)
- Klausellernen (2)
- Relevanz (2)
- SAT (2)
- Theorembeweisen (2)
- Unifikation (2)
- education (2)
- relevance (2)
- theorem (2)
- 21st century skills, (1)
- ABRACADABRA (1)
- ARCS Modell (1)
- Achievement (1)
- Activity Theory (1)
- Activity-orientated Learning (1)
- Arduino (1)
- Aspect-Oriented Programming (1)
- Aspektorientierte Programmierung (1)
- Audience Response Systeme (1)
- Austria (1)
- Authentifizierung (1)
- Automated Theorem Proving (1)
- Blended Learning (1)
- Bloom’s Taxonomy (1)
- CS concepts (1)
- Capability approach (1)
- Challenges (1)
- Clause Learning (1)
- Cloud Computing (1)
- Cloud computing (1)
- Cognitive Skills (1)
- Competences (1)
- Competencies (1)
- Computational Thinking (1)
- Computer Science (1)
- Computer Science in Context (1)
- Computing (1)
- Constraint Solving (1)
- Contest (1)
- Contextualisation (1)
- Contradictions (1)
- Curriculum (1)
- Curriculum Development (1)
- Data Analysis (1)
- Data Management (1)
- Databases (1)
- Datenschutz (1)
- Deduction (1)
- Digital Competence (1)
- Digital Education (1)
- Digital Revolution (1)
- Dynamic assessment (1)
- Early Literacy (1)
- Educational Standards (1)
- Educational software (1)
- Embedded Systems (1)
- Euclid’s algorithm (1)
- Facebook (1)
- Fibonacci numbers (1)
- Function (1)
- Fundamental Ideas (1)
- Graphensuche (1)
- HCI (1)
- ICT Competence (1)
- ICT competencies (1)
- ICT skills (1)
- Informatics (1)
- Inquiry-based Learning (1)
- Internet applications (1)
- Internetanwendungen (1)
- Java Security Framework (1)
- Key Competencies (1)
- Kompetenzerwerb (1)
- Kryptographie (1)
- LMS (1)
- Learners (1)
- Learning Fields (1)
- Learning ecology (1)
- Learning interfaces development (1)
- Learning with ICT (1)
- Lehrer*innenbildung (1)
- Leistungsfähigkeit (1)
- Lern-App (1)
- Lernmotivation (1)
- Liguistisch (1)
- Logarithm (1)
- Logic Programming (1)
- Logics (1)
- Logikkalkül (1)
- Lower Secondary Level (1)
- MOOCs (1)
- Massive Open Online Courses (1)
- Measurement (1)
- Mensch-Computer-Interaktion (1)
- Music Technology (1)
- Natural Science Education (1)
- Netzwerk (1)
- NoSQL (1)
- Norway (1)
- Novice programmers (1)
- OpenOLAT (1)
- Optimization (1)
- Owner-Retained Access Control (ORAC) (1)
- Pedagogical content knowledge (1)
- Performance (1)
- Physical Science (1)
- Planing (1)
- Policy Languages (1)
- Policy Sprachen (1)
- Preprocessing (1)
- Problem Solving (1)
- Quantenkryptographie (1)
- Recommendations for CS-Curricula in Higher Education (1)
- Scalability (1)
- Selektion (1)
- Sensors (1)
- Skalierbarkeit (1)
- Small Private Online Courses (1)
- Social (1)
- Strategie (1)
- Tasks (1)
- Teacher perceptions (1)
- Teachers (1)
- Teaching information security (1)
- Technology proficiency (1)
- Terminology (1)
- Tests (1)
- Theory (1)
- Vocational Education (1)
- Weiterbildung (1)
- Young People (1)
- abstraction (1)
- analogical thinking (1)
- assistive Technologien (1)
- assistive technologies (1)
- authentication (1)
- automated theorem proving (1)
- binary representation (1)
- binary search (1)
- classroom language (1)
- clause learning (1)
- cognitive modifiability (1)
- competence (1)
- competencies (1)
- competency (1)
- complexity (1)
- comprehension (1)
- computational thinking (1)
- computer science education (1)
- computer science teachers (1)
- cryptography (1)
- cs4fn (1)
- curriculum theory (1)
- didactics (1)
- didaktisches Konzept (1)
- digitale Bildung (1)
- divide and conquer (1)
- e-mentoring (1)
- education and public policy (1)
- educational programming (1)
- edutainment (1)
- environments (1)
- exponentiation (1)
- fun (1)
- graph-search (1)
- high school (1)
- higher (1)
- higher education (1)
- informatics (1)
- informatics education (1)
- innovation (1)
- interactive course (1)
- interactive workshop (1)
- key competencies (1)
- kinaesthetic teaching (1)
- klinisch-praktischer Unterricht (1)
- learning (1)
- linguistic (1)
- logical calculus (1)
- mediated learning experience (1)
- mobiles Lernen (1)
- multiuser (1)
- network (1)
- networks (1)
- online assistance (1)
- open learning (1)
- operating system (1)
- parameter (1)
- pedagogy (1)
- personal (1)
- personal response systems (1)
- philosophical foundation of informatics pedagogy (1)
- pre-primary level (1)
- preprocessing (1)
- primary education (1)
- primary level (1)
- problem-solving (1)
- professional development (1)
- programming (1)
- programming in context (1)
- proving (1)
- quantum cryptography (1)
- secondary computer science education (1)
- secondary education (1)
- selection (1)
- self-efficacy (1)
- sign language (1)
- social media (1)
- student activation (1)
- student experience (1)
- student perceptions (1)
- students’ conceptions (1)
- students’ knowledge (1)
- teacher competencies (1)
- teaching informatics in general education (1)
- technische Rahmenbedingungen (1)
- tools (1)
- tracing (1)
- unification (1)
- user interfaces (1)
- user-centred (1)
- virtual reality (1)
- ‘unplugged’ computing (1)
Institute
- Institut für Informatik und Computational Science (111) (remove)
This thesis proposes a privacy protection framework for the controlled distribution and use of personal private data. The framework is based on the idea that privacy policies can be set directly by the data owner and can be automatically enforced against the data user. Data privacy continues to be a very important topic, as our dependency on electronic communication maintains its current growth, and private data is shared between multiple devices, users and locations. The growing amount and the ubiquitous availability of personal private data increases the likelihood of data misuse. Early privacy protection techniques, such as anonymous email and payment systems have focused on data avoidance and anonymous use of services. They did not take into account that data sharing cannot be avoided when people participate in electronic communication scenarios that involve social interactions. This leads to a situation where data is shared widely and uncontrollably and in most cases the data owner has no control over further distribution and use of personal private data. Previous efforts to integrate privacy awareness into data processing workflows have focused on the extension of existing access control frameworks with privacy aware functions or have analysed specific individual problems such as the expressiveness of policy languages. So far, very few implementations of integrated privacy protection mechanisms exist and can be studied to prove their effectiveness for privacy protection. Second level issues that stem from practical application of the implemented mechanisms, such as usability, life-time data management and changes in trustworthiness have received very little attention so far, mainly because they require actual implementations to be studied. Most existing privacy protection schemes silently assume that it is the privilege of the data user to define the contract under which personal private data is released. Such an approach simplifies policy management and policy enforcement for the data user, but leaves the data owner with a binary decision to submit or withhold his or her personal data based on the provided policy. We wanted to empower the data owner to express his or her privacy preferences through privacy policies that follow the so-called Owner-Retained Access Control (ORAC) model. ORAC has been proposed by McCollum, et al. as an alternate access control mechanism that leaves the authority over access decisions by the originator of the data. The data owner is given control over the release policy for his or her personal data, and he or she can set permissions or restrictions according to individually perceived trust values. Such a policy needs to be expressed in a coherent way and must allow the deterministic policy evaluation by different entities. The privacy policy also needs to be communicated from the data owner to the data user, so that it can be enforced. Data and policy are stored together as a Protected Data Object that follows the Sticky Policy paradigm as defined by Mont, et al. and others. We developed a unique policy combination approach that takes usability aspects for the creation and maintenance of policies into consideration. Our privacy policy consists of three parts: A Default Policy provides basic privacy protection if no specific rules have been entered by the data owner. An Owner Policy part allows the customisation of the default policy by the data owner. And a so-called Safety Policy guarantees that the data owner cannot specify disadvantageous policies, which, for example, exclude him or her from further access to the private data. The combined evaluation of these three policy-parts yields the necessary access decision. The automatic enforcement of privacy policies in our protection framework is supported by a reference monitor implementation. We started our work with the development of a client-side protection mechanism that allows the enforcement of data-use restrictions after private data has been released to the data user. The client-side enforcement component for data-use policies is based on a modified Java Security Framework. Privacy policies are translated into corresponding Java permissions that can be automatically enforced by the Java Security Manager. When we later extended our work to implement server-side protection mechanisms, we found several drawbacks for the privacy enforcement through the Java Security Framework. We solved this problem by extending our reference monitor design to use Aspect-Oriented Programming (AOP) and the Java Reflection API to intercept data accesses in existing applications and provide a way to enforce data owner-defined privacy policies for business applications.
This talk will describe My Digital Life (TU100), a distance learning module that introduces computer science through immediate engagement with ubiquitous computing (ubicomp). This talk will describe some of the principles and concepts we have adopted for this modern computing introduction: the idea of the ‘informed digital citizen’; engagement through narrative; playful pedagogy; making the power of ubicomp available to novices; setting technical skills in real contexts. It will also trace how the pedagogy is informed by experiences and research in Computer Science education.
A survey has been carried out in the Computer Science (CS) department at the University of Baghdad to investigate the attitudes of CS students in a female dominant environment, showing the differences between male and female students in different academic years. We also compare the attitudes of the freshman students of two different cultures (University of Baghdad, Iraq, and the University of Potsdam).
Durch den bundesweiten Rückgang der Schülerzahlen und einer steigenden Zahl von Bildungsangeboten geraten Universitäten und Hochschulen in den nächsten Jahren weiter in eine Wettbewerbssituation, weshalb sie effektive Marketingmaßnahmen entwickeln müssen, um Schülerinnen und Schüler möglichst frühzeitig für das jeweilige Angebot (z. B. Informatik- und informatiknahe Studiengänge) zu interessieren. Ein Medium, über das sich potenziell sehr viele Jugendliche erreichen lassen, sind dabei soziale Netzwerke. Diese Arbeit präsentiert Ergebnisse einer Studie unter Informatikstudienanfängerinnen und -anfängern zum Nutzungsverhalten sozialer Netzwerke und zieht Schlussfolgerungen zu deren Eignung als Werbe- und Informationskanal für die Zielgruppe der Informatikinteressierten.
Viele Hochschulen nutzen SAP ERP in der Lehre, um den Studierenden einen Einblick in die Funktionsweise und den Aufbau von integrierter Standardsoftware zu ermöglichen. Im Rahmen solcher Schulungen bilden die Studierenden eine Meinung und Bewertung der Software. In diesem Artikel wird untersucht, wie sich klassische Modelle der Nutzungswahrnehmung auf die spezielle Situation von SAP ERP in der Lehre übertragen lassen und welchen Einfluss bestimmte Faktoren haben. Dazu wurden vier Vorher-Nachher-Studien durchgeführt. Die Ergebnisse zeigen, dass die Funktionalität im Laufe der Schulung positiver und die Benutzungsfreundlichkeit als negativer bewertet wird.
In einigen Bereichen der Informatiklehre ist es möglich, die persönlichen Erfahrungen der Studierenden im Umgang mit Informationstechnik aufzugreifen und vor dem Hintergrund theoretischer Konzepte aus der Literatur gemeinsam mit ihnen zu reflektieren. Das hier vorgestellte Lehrkonzept des Reflexionsdialogs erstreckt sich über drei Seminartermine und vorbereitende Selbstlernphasen. Unterstützt wird das Konzept durch DialogueMaps, eine Software zur Visualisierung komplexer Sachverhalte und zur Unterstützung interaktiver Dialoge. Dieser Beitrag beschreibt die Hintergründe des Lehrkonzeptes, das Lehrkonzept selbst sowie die inhaltliche Ausgestaltung im Rahmen eines Mastermoduls „Computergestützte Kooperation“.
In diesem Beitrag berichten wir über die Erfahrungen einer umgestalteten Lehre im Bereich Informatik und Gesellschft (IuG). Die Gründe für die Umge staltung und die Konzeption werden skizziert. Die Erfahrungen haben wir zu Thesen verdichtet: 1. Informatik und Gesellschaft sollte eine Pflichtveranstaltung im Bachelor-Studium sein, in der Studierende einen Überblick erhalten, welche gesellschaftlichen Rahmenbedingungen für sie relevant sind und wie man diese in die Praxis mit einbeziehen kann. 2. Historische Inhalte der Informatik sollen hier aufgearbeitet werden, indem man aktuelle Entwicklungen im Kontext ihrer Genese betrachtet.
Wir stellen die Konzeption und erste Ergebnisse einer neuartigen Informatik- Lehrveranstaltung für Studierende der Geodäsie vor. Das Konzept verbindet drei didaktische Ideen: Kontextorientierung, Peer-Tutoring und Praxisbezug (Course). Die Studierenden sollen dabei in zwei Semestern wichtige Grundlagen der Informatik verstehen und anzuwenden lernen. Durch enge Verzahnung der Aufgaben mit einem für Nichtinformatiker relevanten Kontext, sowie einem sehr hohen Anteil von Selbsttätigkeit der Studierenden soll die Motivation für fachfremde Themen gesteigert werden. Die Ergebnisse zeigen, dass die Veranstaltung sehr erfolgreich war.