004 Datenverarbeitung; Informatik
Refine
Year of publication
Document Type
- Article (343) (remove)
Keywords
- Informatik (16)
- Didaktik (13)
- Ausbildung (12)
- Hochschuldidaktik (12)
- Big Data (4)
- Computer Science Education (4)
- Competence Measurement (3)
- Data profiling (3)
- Informatics Education (3)
- Secondary Education (3)
Institute
- Institut für Informatik und Computational Science (150)
- Hasso-Plattner-Institut für Digital Engineering GmbH (49)
- Hasso-Plattner-Institut für Digital Engineering gGmbH (40)
- Extern (34)
- Institut für Mathematik (16)
- Fachgruppe Betriebswirtschaftslehre (15)
- Bürgerliches Recht (10)
- Wirtschaftswissenschaften (8)
- Department Erziehungswissenschaft (4)
- Department Linguistik (4)
If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development.
Der Unterricht großer Studierendengruppen im wissenschaftlichen Schreiben birgt vielfältige organisatorische Herausforderungen und eine zeitintensive Betreuung durch die Dozenten. Diese Arbeit stellt ein Lehrkonzept mit Peer-Reviews vor, in dem das Feedback der Peers durch eine automatisierte Analyse ergänzt wird. Die Software Confopy liefert metrik- und strukturbasierte Hinweise für die Verbesserung des wissenschaftlichen Schreibstils. Der Nutzen von Confopy wird an 47 studentischen Arbeiten in Draft- und Final-Version illustriert.
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.
Formal constraints on crossing dependencies have played a large role in research on the formal complexity of natural language grammars and parsing. Here we ask whether the apparent evidence for constraints on crossing dependencies in treebanks might arise because of independent constraints on trees, such as low arity and dependency length minimization. We address this question using two sets of experiments. In Experiment 1, we compare the distribution of formal properties of crossing dependencies, such as gap degree, between real trees and baseline trees matched for rate of crossing dependencies and various other properties. In Experiment 2, we model whether two dependencies cross, given certain psycholinguistic properties of the dependencies. We find surprisingly weak evidence for constraints originating from the mild context-sensitivity literature (gap degree and well-nestedness) beyond what can be explained by constraints on rate of crossing dependencies, topological properties of the trees, and dependency length. However, measures that have emerged from the parsing literature (e.g., edge degree, end-point crossings, and heads' depth difference) differ strongly between real and random trees. Modeling results show that cognitive metrics relating to information locality and working-memory limitations affect whether two dependencies cross or not, but they do not fully explain the distribution of crossing dependencies in natural languages. Together these results suggest that crossing constraints are better characterized by processing pressures than by mildly context-sensitive constraints.
Motivation:
Constraint-based modeling approaches allow the estimation of maximal in vivo enzyme catalytic rates that can serve as proxies for enzyme turnover numbers. Yet, genome-scale flux profiling remains a challenge in deploying these approaches to catalogue proxies for enzyme catalytic rates across organisms.
Results:
Here, we formulate a constraint-based approach, termed NIDLE-flux, to estimate fluxes at a genome-scale level by using the principle of efficient usage of expressed enzymes. Using proteomics data from Escherichia coli, we show that the fluxes estimated by NIDLE-flux and the existing approaches are in excellent qualitative agreement (Pearson correlation > 0.9). We also find that the maximal in vivo catalytic rates estimated by NIDLE-flux exhibits a Pearson correlation of 0.74 with in vitro enzyme turnover numbers. However, NIDLE-flux results in a 1.4-fold increase in the size of the estimated maximal in vivo catalytic rates in comparison to the contenders. Integration of the maximum in vivo catalytic rates with publically available proteomics and metabolomics data provide a better match to fluxes estimated by NIDLE-flux. Therefore, NIDLE-flux facilitates more effective usage of proteomics data to estimate proxies for kcatomes.
The dark side of metaverse: a multi-perspective of deviant behaviors from PLS-SEM and fsQCA findings
(2024)
The metaverse has created a huge buzz of interest because such a phenomenon is emerging. The behavioral aspect of the metaverse includes user engagement and deviant behaviors in the metaverse. Such technology has brought various dangers to individuals and society. There are growing cases reported of sexual abuse, racism, harassment, hate speech, and bullying because of online disinhibition make us feel more relaxed. This study responded to the literature call by investigating the effect of technical and social features through mediating roles of security and privacy on deviant behaviors in the metaverse. The data collected from virtual network users reached 1121 respondents. Partial Least Squares based structural equation modeling (PLS-SEM) and fuzzy set Qualitative Comparative Analysis (fsQCA) were used. PLS-SEM results revealed that social features such as user-to-user interaction, homophily, social ties, and social identity, and technical design such as immersive experience and invisibility significantly affect users’ deviant behavior in the metaverse. The fsQCA results provided insights into the multiple causal solutions and configurations. This study is exceptional because it provided decisive results by understanding the deviant behavior of users based on the symmetrical and asymmetrical approach to virtual networks.
While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.
The purpose of this study was to examine the moderating effects of technology use for relationship maintenance on the longitudinal associations among self-isolation during the coronavirus-19 (COVID-19) pandemic and romantic relationship quality among adolescents. Participants were 239 (120 female; M age = 16.69, standard deviation [SD] = 0.61; 60 percent Caucasian) 11th and 12th graders from three midwestern high schools. To qualify for this study, adolescents had to be in the same romantic relationship for the duration of the study, similar to 7 months (M length of relationship = 10.03 months). Data were collected in October of 2019 (Time 1) and again 7 months later in May of 2020 (Time 2). Adolescents completed a romantic relationship questionnaire at Time 1 and again at Time 2, along with questionnaires on frequency of self-isolation during the COVID-19 pandemic and use of technology for romantic relationship maintenance. Findings revealed that increases in self-isolation during the COVID-19 pandemic related positively to the use of technology for romantic relationship maintenance and negatively to Time 2 romantic relationship quality. High use of technology for romantic relationship maintenance buffered against the negative effects of self-isolation during the COVID-19 pandemic on adolescents' romantic relationship quality 7 months later, whereas low use strengthened the negative relationship between self-isolation during the COVID-19 pandemic and romantic relationship quality. These findings suggest the importance of considering the implications of societal crisis or pandemics on adolescents' close relationships, particularly their romantic relationships.
CovRadar
(2022)
The ongoing pandemic caused by SARS-CoV-2 emphasizes the importance of genomic surveillance to understand the evolution of the virus, to monitor the viral population, and plan epidemiological responses. Detailed analysis, easy visualization and intuitive filtering of the latest viral sequences are powerful for this purpose. We present CovRadar, a tool for genomic surveillance of the SARS-CoV-2 Spike protein. CovRadar consists of an analytical pipeline and a web application that enable the analysis and visualization of hundreds of thousand sequences. First, CovRadar extracts the regions of interest using local alignment, then builds a multiple sequence alignment, infers variants and consensus and finally presents the results in an interactive app, making accessing and reporting simple, flexible and fast.
Background and aims: Accurate and user-friendly assessment tools quantifying alcohol consumption are a prerequisite to effective prevention and treatment programmes, including Screening and Brief Intervention. Digital tools offer new potential in this field. We developed the ‘Animated Alcohol Assessment Tool’ (AAA-Tool), a mobile app providing an interactive version of the World Health Organization's Alcohol Use Disorders Identification Test (AUDIT) that facilitates the description of individual alcohol consumption via culturally informed animation features. This pilot study evaluated the Russia-specific version of the Animated Alcohol Assessment Tool with regard to (1) its usability and acceptability in a primary healthcare setting, (2) the plausibility of its alcohol consumption assessment results and (3) the adequacy of its Russia-specific vessel and beverage selection. Methods: Convenience samples of 55 patients (47% female) and 15 healthcare practitioners (80% female) in 2 Russian primary healthcare facilities self-administered the Animated Alcohol Assessment Tool and rated their experience on the Mobile Application Rating Scale – User Version. Usage data was automatically collected during app usage, and additional feedback on regional content was elicited in semi-structured interviews. Results: On average, patients completed the Animated Alcohol Assessment Tool in 6:38 min (SD = 2.49, range = 3.00–17.16). User satisfaction was good, with all subscale Mobile Application Rating Scale – User Version scores averaging >3 out of 5 points. A majority of patients (53%) and practitioners (93%) would recommend the tool to ‘many people’ or ‘everyone’. Assessed alcohol consumption was plausible, with a low number (14%) of logically impossible entries. Most patients reported the Animated Alcohol Assessment Tool to reflect all vessels (78%) and all beverages (71%) they typically used. Conclusion: High acceptability ratings by patients and healthcare practitioners, acceptable completion time, plausible alcohol usage assessment results and perceived adequacy of region-specific content underline the Animated Alcohol Assessment Tool's potential to provide a novel approach to alcohol assessment in primary healthcare. After its validation, the Animated Alcohol Assessment Tool might contribute to reducing alcohol-related harm by facilitating Screening and Brief Intervention implementation in Russia and beyond.
Die Arbeitswelt im Fokus
(2015)
Für Bachelor-Studierende der Wirtschaftsinformatik im zweiten Semester an der Fachhochschule Kiel werden im Modul Informationsmanagement neben klassischen didaktischen Ansätzen in einer seminaristischen Unterrichtsform so genannte „Aktivbausteine“ eingesetzt: Studierende erhalten zum einen die Gelegenheit, sich im Kontakt mit Fach- und Führungskräften aus der Industrie ein konkretes Bild vom Beruf der Wirtschaftsinformatikerin bzw. des Wirtschaftsinformatikers zu machen; zum anderen erarbeiten sie innovative Ansätze der Prozessverbesserung aus Sicht der IT oder mit Nutzenpotenzial für die IT und präsentieren ihre Ergebnisse öffentlich im Rahmen des Kieler Prozessmanagementforums. Diese Aktivbausteine dienen insbesondere der Berufsfeldorientierung: Durch die Informationen, die die Studierenden über die Anforderungen und Tätigkeiten von im Beruf stehenden Menschen erhalten, werden sie in die Lage versetzt, fundierte Entscheidungen bzgl. ihrer Studiengestaltung und Berufswahl zu treffen. Im Beitrag wird die Konzeption der Bausteine vorgestellt und deren Grad der Zielerreichung durch aktuelle Evaluationsergebnisse erläutert. Zudem wird die motivationale Wirkung der Aktivbausteine anhand der Theorie der Selbstbestimmung von Deci und Ryan [DR1985, DR1993, DR2004] erläutert.
COMMIT
(2022)
Composition and functions of microbial communities affect important traits in diverse hosts, from crops to humans. Yet, mechanistic understanding of how metabolism of individual microbes is affected by the community composition and metabolite leakage is lacking. Here, we first show that the consensus of automatically generated metabolic reconstructions improves the quality of the draft reconstructions, measured by comparison to reference models. We then devise an approach for gap filling, termed COMMIT, that considers metabolites for secretion based on their permeability and the composition of the community. By applying COMMIT with two soil communities from the Arabidopsis thaliana culture collection, we could significantly reduce the gap-filling solution in comparison to filling gaps in individual reconstructions without affecting the genomic support. Inspection of the metabolic interactions in the soil communities allows us to identify microbes with community roles of helpers and beneficiaries. Therefore, COMMIT offers a versatile fully automated solution for large-scale modelling of microbial communities for diverse biotechnological applications. <br /> Author summaryMicrobial communities are important in ecology, human health, and crop productivity. However, detailed information on the interactions within natural microbial communities is hampered by the community size, lack of detailed information on the biochemistry of single organisms, and the complexity of interactions between community members. Metabolic models are comprised of biochemical reaction networks based on the genome annotation, and can provide mechanistic insights into community functions. Previous analyses of microbial community models have been performed with high-quality reference models or models generated using a single reconstruction pipeline. However, these models do not contain information on the composition of the community that determines the metabolites exchanged between the community members. In addition, the quality of metabolic models is affected by the reconstruction approach used, with direct consequences on the inferred interactions between community members. Here, we use fully automated consensus reconstructions from four approaches to arrive at functional models with improved genomic support while considering the community composition. We applied our pipeline to two soil communities from the Arabidopsis thaliana culture collection, providing only genome sequences. Finally, we show that the obtained models have 90% genomic support and demonstrate that the derived interactions are corroborated by independent computational predictions.
Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.
How Things Work
(2015)
Recognizing and defining functionality is a key competence
adopted in all kinds of programming projects. This study investigates
how far students without specific informatics training are able to identify
and verbalize functions and parameters. It presents observations
from classroom activities on functional modeling in high school chemistry
lessons with altogether 154 students. Finally it discusses the potential
of functional modelling to improve the comprehension of scientific
content.
Diese Arbeit enthält eine umfassende Analyse, wie der Kompetenzerwerb in einem einsemestrigen Softwarepraktikum vonstatten geht. Dabei steht neben der Frage, welche Kompetenzen besonders gut erworben wurden, der Einfluss von Vorwissen/-kompetenz im Mittelpunkt der Abhandlung. Auf dieser Basis werden einige grundlegende und konkrete Verbesserungsvorschläge erarbeitet, wie der breite Kompetenzerwerb begünstigt wird, d.h. möglichst viele Studierende sich in einem breiten Kompetenzspektrum weiterentwickeln.
Vorlesungs-Pflege
(2018)
Ähnlich zu Alterungsprozessen bei Software degenerieren auch Vorlesungen, wenn sie nicht hinreichend gepflegt werden. Die Gründe hierfür werden ebenso beleuchtet wie mögliche Indikatoren und Maßnahmen – der Blick ist dabei immer der eines Informatikers. An drei Vorlesungen wird erläutert, wie der Degeneration von Lehrveranstaltungen
gegengewirkt werden kann. Mangels hinreichend großer empirischer Daten liefert das Paper keine unumstößlichen Wahrheiten. Ein Ziel ist es vielmehr Kollegen, die ähnliche Phänomene beobachten, einen ersten Anker für einen
inneren Diskurs zu bieten. Ein langfristiges Ziel ist die Sammlung eines Katalogs an Maßnahmen zur Pflege von Informatikvorlesungen.
Peer-Reviews werden seit geraumer Zeit in unterschiedlichen Lehrszenarien eingesetzt. In diesem Paper wird untersucht, inwieweit das Peer- Review die Auseinandersetzung mit den Inhalten eines Grundlagenmoduls in einem präsenzfreien Lehrszenario befördern kann. Dabei scheint in den Ergebnissen die Qualität der selbst erstellten Reviews einer der wichtigsten Einflussfaktoren für den Lernerfolg zu sein, während Experten-Feedback und weitere Faktoren deutlich untergeordnet erscheinen. Die Fähigkeit ausführliche Peer-Reviews zu verfassen geht einher mit dem Erwerb von fachlicher Kompetenz bzw. entsprechenden fachlichen Vorkenntnissen.
ProtoSense
(2015)
Barrierefreiheit kann durch Methoden der Informatik hergestellt und ausgebaut werden. Dieser eingeladene Beitrag stellt die Anforderungen von Menschen mit den umfangreichsten Benutzererfordernissen an Software vor, die z. B. eigene Schriftsysteme wie Braille und entsprechende taktile Ausgabegeräte verwenden. Assistive Technologien umfassen dabei auch Software verschiedenster Art. Es werden die wichtigsten Kompetenzen dafür vorgestellt. Im Curriculum der Informatik können diese Kompetenzen im Rahmen von speziellen Vorlesungen und Übungen vermittelt werden oder sie werden in die jeweiligen Fachgebiete integriert. Um den Studienbetrieb ebenfalls barrierefrei zu gestalten, sind weitere Anstrengungen notwendig, die Lehrende, Verwaltung und die Hochschulleitung einbeziehen.