004 Datenverarbeitung; Informatik
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Keywords
Nowadays, business processes are increasingly supported by IT services that produce massive amounts of event data during process execution. Aiming at a better process understanding and improvement, this event data can be used to analyze processes using process mining techniques. Process models can be automatically discovered and the execution can be checked for conformance to specified behavior. Moreover, existing process models can be enhanced and annotated with valuable information, for example for performance analysis. While the maturity of process mining algorithms is increasing and more tools are entering the market, process mining projects still face the problem of different levels of abstraction when comparing events with modeled business activities. Mapping the recorded events to activities of a given process model is essential for conformance checking, annotation and understanding of process discovery results. Current approaches try to abstract from events in an automated way that does not capture the required domain knowledge to fit business activities. Such techniques can be a good way to quickly reduce complexity in process discovery. Yet, they fail to enable techniques like conformance checking or model annotation, and potentially create misleading process discovery results by not using the known business terminology.
In this thesis, we develop approaches that abstract an event log to the same level that is needed by the business. Typically, this abstraction level is defined by a given process model. Thus, the goal of this thesis is to match events from an event log to activities in a given process model. To accomplish this goal, behavioral and linguistic aspects of process models and event logs as well as domain knowledge captured in existing process documentation are taken into account to build semiautomatic matching approaches. The approaches establish a pre--processing for every available process mining technique that produces or annotates a process model, thereby reducing the manual effort for process analysts. While each of the presented approaches can be used in isolation, we also introduce a general framework for the integration of different matching approaches.
The approaches have been evaluated in case studies with industry and using a large industry process model collection and simulated event logs. The evaluation demonstrates the effectiveness and efficiency of the approaches and their robustness towards nonconforming execution logs.
Regardless of what is intended by government curriculum
specifications and advised by educational experts, the competencies
taught and learned in and out of classrooms can vary considerably.
In this paper, we discuss in particular how we can investigate the
perceptions that individual teachers have of competencies in ICT,
and how these and other factors may influence students’ learning. We
report case study research which identifies contradictions within the
teaching of ICT competencies as an activity system, highlighting issues
concerning the object of the curriculum, the roles of the participants and
the school cultures. In a particular case, contradictions in the learning
objectives between higher order skills and the use of application tools
have been resolved by a change in the teacher’s perceptions which
have not led to changes in other aspects of the activity system. We look
forward to further investigation of the effects of these contradictions in
other case studies and on forthcoming curriculum change.
Es wird ein Informatik-Wettbewerb für Schülerinnen und Schüler der Sekundarstufe II beschrieben, der über mehrere Wochen möglichst realitätsnah die Arbeitswelt eines Informatikers vorstellt. Im Wettbewerb erarbeiten die Schülerteams eine Android-App und organisieren ihre Entwicklung durch Projektmanagementmethoden, die sich an professionellen, agilen Prozessen orientieren. Im Beitrag werden der theoretische Hintergrund zu Wettbewerben, die organisatorischen und didaktischen Entscheidung, eine erste Evaluation sowie Reflexion und Ausblick dargestellt.
Graph databases provide a natural way of storing and querying graph data. In contrast to relational databases, queries over graph databases enable to refer directly to the graph structure of such graph data. For example, graph pattern matching can be employed to formulate queries over graph data.
However, as for relational databases running complex queries can be very time-consuming and ruin the interactivity with the database. One possible approach to deal with this performance issue is to employ database views that consist of pre-computed answers to common and often stated queries. But to ensure that database views yield consistent query results in comparison with the data from which they are derived, these database views must be updated before queries make use of these database views. Such a maintenance of database views must be performed efficiently, otherwise the effort to create and maintain views may not pay off in comparison to processing the queries directly on the data from which the database views are derived.
At the time of writing, graph databases do not support database views and are limited to graph indexes that index nodes and edges of the graph data for fast query evaluation, but do not enable to maintain pre-computed answers of complex queries over graph data. Moreover, the maintenance of database views in graph databases becomes even more challenging when negation and recursion have to be supported as in deductive relational databases.
In this technical report, we present an approach for the efficient and scalable incremental graph view maintenance for deductive graph databases. The main concept of our approach is a generalized discrimination network that enables to model nested graph conditions including negative application conditions and recursion, which specify the content of graph views derived from graph data stored by graph databases. The discrimination network enables to automatically derive generic maintenance rules using graph transformations for maintaining graph views in case the graph data from which the graph views are derived change. We evaluate our approach in terms of a case study using multiple data sets derived from open source projects.
Computational Thinking
(2015)
Digital technology has radically changed the way people
work in industry, finance, services, media and commerce. Informatics
has contributed to the scientific and technological development of our
society in general and to the digital revolution in particular. Computational
thinking is the term indicating the key ideas of this discipline that
might be included in the key competencies underlying the curriculum
of compulsory education. The educational potential of informatics has
a history dating back to the sixties. In this article, we briefly revisit this
history looking for lessons learned. In particular, we focus on experiences
of teaching and learning programming. However, computational
thinking is more than coding. It is a way of thinking and practicing interactive
dynamic modeling with computers. We advocate that learners
can practice computational thinking in playful contexts where they can
develop personal projects, for example building videogames and/or robots,
share and discuss their construction with others. In our view, this
approach allows an integration of computational thinking in the K-12
curriculum across disciplines.
In diesem Papier wird das Konzept eines Lernzentrums für die Informatik (LZI) an der Universität Paderborn vorgestellt. Ausgehend von den fachspezifischen Schwierigkeiten der Informatik Studierenden werden die Angebote des LZIs erläutert, die sich über die vier Bereiche Individuelle Beratung und Betreuung, „Offener Lernraum“, Workshops und Lehrveranstaltungen sowie Forschung erstrecken. Eine erste Evaluation mittels Feedbackbögen zeigt, dass das Angebot bei den Studierenden positiv aufgenommen wird. Zukünftig soll das Angebot des LZIs weiter ausgebaut und verbessert werden. Ausgangsbasis dazu sind weitere Studien.
The paper presents two approaches to the development of
a Computer Science Competence Model for the needs of curriculum
development and evaluation in Higher Education. A normativetheoretical
approach is based on the AKT and ACM/IEEE curriculum
and will be used within the recommendations of the German
Informatics Society (GI) for the design of CS curricula. An empirically
oriented approach refines the categories of the first one with regard to
specific subject areas by conducting content analysis on CS curricula of
important universities from several countries. The refined model will be
used for the needs of students’ e-assessment and subsequent affirmative
action of the CS departments.
The Technology Proficiency Self-Assessment (TPSA) questionnaire
has been used for 15 years in the USA and other nations as a
self-efficacy measure for proficiencies fundamental to effective technology
integration in the classroom learning environment. Internal consistency
reliabilities for each of the five-item scales have typically ranged
from .73 to .88 for preservice or inservice technology-using teachers.
Due to changing technologies used in education, researchers sought to
renovate partially obsolete items and extend self-efficacy assessment to
new areas, such as social media and mobile learning. Analysis of 2014
data gathered on a new, 34 item version of the TPSA indicates that the
four established areas of email, World Wide Web (WWW), integrated
applications, and teaching with technology continue to form consistent
scales with reliabilities ranging from .81 to .93, while the 14 new items
gathered to represent emerging technologies and media separate into
two scales, each with internal consistency reliabilities greater than .9.
The renovated TPSA is deemed to be worthy of continued use in the
teaching with technology context.
Computational thinking is a fundamental skill set that is learned
by studying Informatics and ICT. We argue that its core ideas can
be introduced in an inspiring and integrated way to both teachers and
students using fun and contextually rich cs4fn ‘Computer Science for
Fun’ stories combined with ‘unplugged’ activities including games and
magic tricks. We also argue that understanding people is an important
part of computational thinking. Computational thinking can be fun for
everyone when taught in kinaesthetic ways away from technology.