004 Datenverarbeitung; Informatik
Refine
Year of publication
Document Type
- Article (331) (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)
- computational thinking (3)
- machine learning (3)
- social media (3)
- Blended Learning (2)
- Blockchains (2)
- Competence Modelling (2)
- Computational thinking (2)
- Deep learning (2)
- Diversity (2)
- E-Learning (2)
- General Earth and Planetary Sciences (2)
- Geography, Planning and Development (2)
- Informatics (2)
- Informatics Modelling (2)
- Informatics System Application (2)
- Informatics System Comprehension (2)
- Informatikstudium (2)
- JSP (2)
- Kompetenzen (2)
- Machine learning (2)
- Runtime analysis (2)
- Social (2)
- Teamarbeit (2)
- Theory (2)
- Twitter (2)
- Water Science and Technology (2)
- answer set programming (2)
- bibliometric analysis (2)
- citation analysis (2)
- collaboration (2)
- competence (2)
- comprehension (2)
- computer science (2)
- data integration (2)
- duplicate detection (2)
- education (2)
- identity theory (2)
- informatics education (2)
- learning (2)
- networks (2)
- perception of robots (2)
- programming (2)
- software engineering (2)
- virtual reality (2)
- (FPGA) (1)
- 21st century skills, (1)
- 3D point clouds (1)
- ABRACADABRA (1)
- APX-hardness (1)
- ARCS Modell (1)
- Achievement (1)
- Activity Theory (1)
- Activity-orientated Learning (1)
- Activity-oriented Optimization (1)
- Actor (1)
- Actor model (1)
- Adaption (1)
- Adaptive hypermedia (1)
- Advanced Video Codec (AVC) (1)
- Algebraic methods (1)
- Analyse (1)
- Andere Fachrichtungen (1)
- Anerkennung (1)
- Animal building (1)
- Anrechnung (1)
- Application (1)
- Arduino (1)
- Argument Mining (1)
- Artificial neural networks (1)
- Assessment (1)
- Attribute aggregation (1)
- Audience Response Systeme (1)
- Augmented and virtual reality (1)
- Augmented reality (1)
- Austria (1)
- Authentication (1)
- Autismus (1)
- Automated Theorem Proving (1)
- Automatically controlled windows (1)
- Automatisches Beweisen (1)
- BPMN (1)
- Bachelor (1)
- Bachelorstudium (1)
- Barrierefreiheit (1)
- Bean (1)
- Berufsausbildung (1)
- Beweisaufgaben (1)
- Bibliometrics (1)
- Bidirectional order dependencies (1)
- Big Five model (1)
- Bitcoin (1)
- Blended learning (1)
- Bloom’s Taxonomy (1)
- Brownian motion with discontinuous drift (1)
- Business Process Management (1)
- Business process modeling (1)
- Bystander (1)
- C-Test (1)
- CCS Concepts (1)
- COVID-19 (1)
- CS Ed Research (1)
- CS at school (1)
- CS concepts (1)
- CS curriculum (1)
- Calibration (1)
- Canvas (1)
- Capability approach (1)
- Case management (1)
- Challenges (1)
- Clause Learning (1)
- Clinical predictive modeling (1)
- Codeverständnis (1)
- Cognitive Skills (1)
- Cographs (1)
- Coherent partition (1)
- Commonsense reasoning (1)
- Comparing programming environments (1)
- Competences (1)
- Competencies (1)
- Complexity (1)
- Compliance checking (1)
- Computational Thinking (1)
- Computational photography (1)
- Computer Science (1)
- Computer Science in Context (1)
- Computer crime (1)
- Computergestützes Training (1)
- Computing (1)
- Conceptual modeling (1)
- Condition number (1)
- Consistency (1)
- Contest (1)
- Contextualisation (1)
- Contradictions (1)
- Convolution (1)
- Course development (1)
- Course marketing (1)
- Course of Study (1)
- Courses for female students (1)
- Covid (1)
- Critical pairs (1)
- Crowd-sourcing (1)
- Cryptography (1)
- Currencies (1)
- Curricula Development (1)
- Curriculum (1)
- Curriculum Development (1)
- Curriculum analysis (1)
- Customer ownership (1)
- DPLL (1)
- Data Analysis (1)
- Data Literacy (1)
- Data Management (1)
- Data Privacy (1)
- Data Science (1)
- Data dependencies (1)
- Data mining (1)
- Data modeling (1)
- Data warehouse (1)
- Data-centric (1)
- Databases (1)
- Datenanalyse (1)
- Datenbanken (1)
- Datenschutz (1)
- Decision support (1)
- Defining characteristics of physical computing (1)
- Degenerationsprozesse (1)
- Delphi study (1)
- Delta preservation (1)
- Dependency discovery (1)
- Digital Competence (1)
- Digital Education (1)
- Digital Game Based Learning (1)
- Digital Revolution (1)
- Digital image analysis (1)
- Digitalisierung von Produktionsprozessen (1)
- Digitalization (1)
- Diskussionskultur (1)
- Dispositional learning analytics (1)
- Distanzlehre (1)
- Distributed computing (1)
- Distributed programming (1)
- Durchlässigkeit (1)
- Dynamic assessment (1)
- Early Literacy (1)
- Economics (1)
- Ecosystems (1)
- Educational Standards (1)
- Educational software (1)
- Electronic and spintronic devices (1)
- Embedded Systems (1)
- Empirische Untersuchung (1)
- Entity resolution (1)
- Enumeration algorithm (1)
- Erfolgsmessung (1)
- Estimation-of-distribution algorithm (1)
- Ethics (1)
- Euclid’s algorithm (1)
- Evolutionary algorithms (1)
- Explorative Datenanalyse (1)
- FPGA (1)
- Facebook (1)
- Fachinformatik (1)
- Fachinformatiker (1)
- Feature extraction (1)
- Feature selection (1)
- Federated learning (1)
- Feedback (1)
- Fertigkeiten (1)
- Fibonacci numbers (1)
- Field programmable gate arrays (1)
- Finite automata (1)
- Fitness-distance correlation (1)
- Formal modelling (1)
- Formale Sprachen und Automaten (1)
- Formative assessment (1)
- Forschung (1)
- Function (1)
- Functional dependencies (1)
- Fundamental Ideas (1)
- Gender (1)
- Gene expression (1)
- General subject “Information” (1)
- Geschäftsmodell (1)
- Graph databases (1)
- Graph homomorphisms (1)
- Graph logic (1)
- Graph partitions (1)
- Graph repair (1)
- Graph transformation (1)
- Graphensuche (1)
- H.264 (1)
- HEI (1)
- Hardware accelerator (1)
- Helmholtz problem (1)
- HiGHmed (1)
- Histograms (1)
- Hochschule (1)
- Hochschulkurse (1)
- Hochschullehre (1)
- Human (1)
- Human-robot interaction (1)
- ICT (1)
- ICT Competence (1)
- ICT competencies (1)
- ICT curriculum (1)
- ICT skills (1)
- IHL (1)
- IHRL (1)
- IOPS (1)
- ISSEP (1)
- Identity management systems (1)
- Identität (1)
- Ill-conditioning (1)
- Image (1)
- Image resolution (1)
- Image-based rendering (1)
- Imperative calculi (1)
- Improving classroom (1)
- Inclusion dependencies (1)
- Indefinite (1)
- Industries (1)
- Inference (1)
- Informatik B. Sc. (1)
- Informatik für alle (1)
- Information Ethics (1)
- Informationskompetenz (1)
- Inhalte (1)
- Inhaltsanalyse (1)
- Initial conflicts (1)
- Inquiry-based Learning (1)
- Instagram (1)
- Insurance industry (1)
- Interface design (1)
- Interpretability (1)
- Intersectionality (1)
- Interventionen (1)
- Inverted Classroom (1)
- KI (1)
- Kernel (1)
- Key Competencies (1)
- Klausellernen (1)
- Kollaboration (1)
- Kompetenz (1)
- Kompetenzentwicklung (1)
- Kompetenzerwerb (1)
- Kompetenzmessung (1)
- LIDAR (1)
- LMS (1)
- LSTM (1)
- Learners (1)
- Learning Analytics (1)
- Learning Fields (1)
- Learning analytics (1)
- Learning dispositions (1)
- Learning ecology (1)
- Learning interfaces development (1)
- Learning with ICT (1)
- Lehr- und Lernformate (1)
- Lehramtsstudium (1)
- Lehre (1)
- Lehrer*innenbildung (1)
- Lehrevaluation (1)
- Lern-App (1)
- Lernerfolg (1)
- Lernmotivation (1)
- Lernzentrum (1)
- Licenses (1)
- Lindenmayer systems (1)
- Logarithm (1)
- Loss (1)
- Low Latency (1)
- Lower Secondary Level (1)
- Lückentext (1)
- MOOCs (1)
- Machine Learning (1)
- Marketing (1)
- Massive Open Online Courses (1)
- Matroids (1)
- Measurement (1)
- Media in education (1)
- Mensch-Computer-Interaktion (1)
- Metaverse (1)
- Minimal hitting set (1)
- Model repair (1)
- Model verification (1)
- Model-driven (1)
- Multi-objective optimization (1)
- Multi-sided platforms (1)
- Multimodal behavior (1)
- Music Technology (1)
- Mutation operators (1)
- N-of-1 trial (1)
- NUI (1)
- Natural Science Education (1)
- Natural ventilation (1)
- Navigation (1)
- Nephrology (1)
- Nested graph conditions (1)
- Network clustering (1)
- NoSQL (1)
- Norway (1)
- Novice programmers (1)
- O (1)
- Onlinekurse (1)
- OpenOLAT (1)
- Opinion mining (1)
- Optimization (1)
- OptoGait (1)
- Order dependencies (1)
- Ordinances (1)
- Parallelization (1)
- Pedagogical content knowledge (1)
- Pedagogical issues (1)
- Peer-Review (1)
- Personas (1)
- Physical Science (1)
- Plant identification (1)
- Point-based rendering (1)
- Popular matching (1)
- Preprocessing (1)
- Primary informatics (1)
- Prime graphs (1)
- Prior knowledge (1)
- Privacy (1)
- Problem Solving (1)
- Problem solving (1)
- Problem solving strategies (1)
- Process Execution (1)
- Programmierausbildung (1)
- Programming environments for children (1)
- Programming learning (1)
- Projekte (1)
- Protocols (1)
- Pytho n (1)
- Query execution (1)
- Query optimization (1)
- Rainfall-runoff (1)
- Random access memory (1)
- Re-Engineering (1)
- Recommendations for CS-Curricula in Higher Education (1)
- Region of Interest (1)
- Relational data (1)
- Relevanz (1)
- Reproducible benchmarking (1)
- Resource Allocation (1)
- Resource Management (1)
- Reversibility (1)
- Robot personality (1)
- Run time analysis (1)
- SAT (1)
- SCED (1)
- SQL (1)
- STEM (1)
- Satisfiability (1)
- Scale-invariant feature transform (SIFT) (1)
- Scientific understanding of Information (1)
- Second Life (1)
- Security (1)
- Semantic Web (1)
- Semiconductors (1)
- Seminarkonzept (1)
- Sensors (1)
- Sequential anomaly (1)
- Sharing (1)
- Signal processing (1)
- Simulations (1)
- Single event upsets (1)
- Small Private Online Courses (1)
- Smart cities (1)
- Social impact (1)
- Sociotechnical Design (1)
- Software Engineering (1)
- Softwareentwicklung (1)
- Specification (1)
- Stable marriage (1)
- Stable matching (1)
- Stance Detection (1)
- Strategie (1)
- Strukturverbesserung (1)
- Student Engagement (1)
- Studentenjobs (1)
- Studienabbrecher (1)
- Studienabbruch (1)
- Studienanfänger*innen (1)
- Studiendauer (1)
- Studieneingangsphase (1)
- Studiengestaltung (1)
- Studiengänge (1)
- Studienverläufe (1)
- Studierendenperformance (1)
- Studium (1)
- Submodular function (1)
- Submodular functions (1)
- Subset selection (1)
- Systematics (1)
- Systems of parallel communicating (1)
- Tasks (1)
- Taxonomy (1)
- Teacher perceptions (1)
- Teachers (1)
- Teaching information security (1)
- Teaching problem solving strategies (1)
- Technology proficiency (1)
- Terminology (1)
- Tests (1)
- Text mining (1)
- Theorembeweisen (1)
- Theoretische Informatik (1)
- Time series (1)
- Trajectories (1)
- Transversal hypergraph (1)
- Type and effect systems (1)
- UX (1)
- Umfrage (1)
- Uncanny valley (1)
- Unifikation (1)
- Unique column combination (1)
- Unique column combinations (1)
- User Experience (1)
- VGG16 (1)
- VR (1)
- Validation (1)
- Value network (1)
- Visualization (1)
- Vocabulary (1)
- Vocational Education (1)
- Vorkenntnisse (1)
- Vorwissen (1)
- W[3]-Completeness (1)
- Wartung von Lehrveranstaltungen (1)
- Weiterbildung (1)
- Werbung (1)
- WhatsApp (1)
- Wissenschaftliches Arbeiten (1)
- Women and IT (1)
- X-ray imaging (1)
- YouTube (1)
- Young People (1)
- Zebris (1)
- abstraction (1)
- action and change (1)
- acyclic preferences (1)
- adaptive (1)
- algorithms (1)
- analogical thinking (1)
- annotation (1)
- anxiety (1)
- app (1)
- approximation (1)
- architecture (1)
- architecture recovery (1)
- argumentation research (1)
- attacks (1)
- attribute assurance (1)
- authorship attribution (1)
- automata (1)
- automated planning (1)
- betriebliche Weiterbildungspraxis (1)
- big data (1)
- binary representation (1)
- binary search (1)
- biomarker detection (1)
- blockchain (1)
- brand personality (1)
- business process management (1)
- business processes (1)
- cancer therapy (1)
- center dot Computing (1)
- classroom language (1)
- cloud security (1)
- co-citation analysis (1)
- co-occurrence analysis (1)
- coding and information theory (1)
- cognition (1)
- cognitive load (1)
- cognitive modifiability (1)
- combined task and motion planning (1)
- competence development (1)
- competencies (1)
- competency (1)
- complexity (1)
- complexity dichotomy (1)
- computed tomography (1)
- computer science education (1)
- computer science teachers (1)
- computer vision (1)
- computing science education (1)
- concept of algorithm (1)
- concurrent graph rewriting (1)
- conditions (1)
- conflicts and dependencies in (1)
- constructionism (1)
- contract (1)
- conversational agents (1)
- corporate nomadism (1)
- corporate takeovers (1)
- cryptocurrency exchanges (1)
- cryptology (1)
- cs4fn (1)
- curriculum theory (1)
- cyber (1)
- cyber humanistic (1)
- cyber threat intelligence (1)
- cyber-attack (1)
- cyberbullying (1)
- cyberwar (1)
- data analytics (1)
- data assimilation (1)
- data driven approaches (1)
- data migration (1)
- data pipeline (1)
- data preparation (1)
- data quality (1)
- data requirements (1)
- data structures and information theory (1)
- data transformation (1)
- data wrangling (1)
- database systems (1)
- deferred choice (1)
- dental caries classification (1)
- depression (1)
- determinism (1)
- deterministic properties (1)
- developmental systems (1)
- didactics (1)
- didaktisches Konzept (1)
- digital health (1)
- digital identity (1)
- digital interventions (1)
- digital nomadism (1)
- digital transformation (1)
- digital workplace transformation (1)
- digitale Bildung (1)
- digitally-enabled pedagogies (1)
- digitization of production processes (1)
- distributed systems (1)
- divide and conquer (1)
- drift theory (1)
- duale IT-Ausbildung (1)
- e-Assessment (1)
- e-Learning (1)
- e-mentoring (1)
- education and public policy (1)
- educational programming (1)
- educational systems (1)
- edutainment (1)
- efficient deep learning (1)
- elections (1)
- emotional design (1)
- empathy (1)
- engaged computing (1)
- engagement (1)
- engine (1)
- engineering (1)
- environments (1)
- ethics (1)
- evaluation (1)
- evolutionary computation (1)
- exact simulation methods (1)
- experiment (1)
- explainability (1)
- explainability-accuracy trade-off (1)
- explainable AI (1)
- exploratory programming (1)
- exponentiation (1)
- expression (1)
- external knowledge bases (1)
- failure model (1)
- field-programmable gate array (1)
- forensics (1)
- formal languages (1)
- formal semantics (1)
- forschendes Lernen (1)
- forschungsorientiertes Lernen (1)
- fun (1)
- functions (1)
- fächerverbindend (1)
- gait analysis algorithm (1)
- gender (1)
- gene (1)
- gene selection (1)
- general (1)
- general secondary education (1)
- gewerkschaftlich unterstützte Weiterbildungspraxis (1)
- graph languages (1)
- graph pattern matching (1)
- graph transformation (1)
- graph-search (1)
- hardware accelerator (1)
- hardware architecture (1)
- health care (1)
- healthcare (1)
- heterogeneity (1)
- high school (1)
- higher (1)
- higher education (1)
- home office (1)
- human–computer interaction (1)
- identity broker (1)
- image captioning (1)
- image processing (1)
- individual effects (1)
- individuelle Lernwege (1)
- inertial measurement unit (1)
- informal and formal learning (1)
- informatics (1)
- informatics curricula (1)
- informatics in upper secondary education (1)
- information diffusion (1)
- informatische Grundkompetenzen (1)
- innovation (1)
- instruction (1)
- interactive course (1)
- interactive technologies (1)
- interactive workshop (1)
- international comparison (1)
- international human rights (1)
- international humanitarian law (1)
- international study (1)
- interpretable machine learning (1)
- intransitivity (1)
- iteration method (1)
- job shop scheduling (1)
- job-shop scheduling (1)
- key competences in physical computing (1)
- key competencies (1)
- kinaesthetic teaching (1)
- klinisch-praktischer Unterricht (1)
- knowledge building (1)
- knowledge management (1)
- knowledge representation and nonmonotonic reasoning (1)
- knowledge work (1)
- labour union education (1)
- law (1)
- law and technology (1)
- learning factory (1)
- lesson (1)
- literature review (1)
- localization (1)
- logic programming (1)
- long-term interaction (1)
- longitudinal (1)
- machine (1)
- machine learning algorithms (1)
- mandatory computer science foundations (1)
- manipulation planning (1)
- maschinelles Lernen (1)
- matrices (1)
- media (1)
- mediated learning experience (1)
- medical malpractice (1)
- memory (1)
- method comparision (1)
- methodologie (1)
- methods (1)
- metric learning (1)
- migration (1)
- misconceptions (1)
- mobile application (1)
- mobile learning (1)
- mobile technologies and apps (1)
- mobiles Lernen (1)
- modelling (1)
- modular counting (1)
- modularity (1)
- molecular tumor board (1)
- monitoring (1)
- mood (1)
- multimedia learning (1)
- multimodal representations (1)
- mutli-task learning (1)
- mutual gaze (1)
- neural (1)
- neural networks (1)
- new technologies (1)
- news media (1)
- notation (1)
- online learning (1)
- open learning (1)
- operating system (1)
- optimal transport (1)
- oracles (1)
- organisational evolution (1)
- paper prototyping (1)
- parallel processing (1)
- parallel rewriting (1)
- parameter (1)
- pedagogy (1)
- performance (1)
- personal (1)
- personal response systems (1)
- personality prediction (1)
- personalization principle (1)
- personalized medicine (1)
- philosophical foundation of informatics pedagogy (1)
- phone (1)
- physical computing tools (1)
- planning (1)
- poset (1)
- power-law (1)
- pre-primary level (1)
- predictive models (1)
- preprocessing (1)
- primary education (1)
- primary level (1)
- primary school (1)
- prior knowledge (1)
- problem-solving (1)
- process scheduling (1)
- processes (1)
- processing (1)
- production planning and control (1)
- professional development (1)
- program (1)
- programming in context (1)
- programming skills (1)
- public dataset (1)
- quantified logics (1)
- random I (1)
- random graphs (1)
- randomized control trial (1)
- real-time (1)
- record linkage (1)
- recursive tuning (1)
- relevance (1)
- reliability (1)
- remodularization (1)
- remote-first (1)
- representation learning (1)
- resilient architectures (1)
- restoration (1)
- restricted parallelism (1)
- review (1)
- robustness (1)
- science (1)
- search plan generation (1)
- secondary computer science education (1)
- secondary education (1)
- security (1)
- security chaos engineering (1)
- security risk assessment (1)
- self-adaptive multiprocessing system (1)
- self-driving (1)
- self-efficacy (1)
- self-healing (1)
- self-sovereign identity (1)
- self-supervised learning (1)
- sentiment (1)
- signal processing (1)
- similarity learning (1)
- similarity measures (1)
- simulation (1)
- single event upset (1)
- single-case experimental design (1)
- situated learning (1)
- skew Brownian motion (1)
- skew diffusions (1)
- small files (1)
- smart contracts (1)
- smoother (1)
- social media analysis (1)
- social network analysis (1)
- social networking (1)
- social networking sites (1)
- societal effects (1)
- software selection (1)
- solar particle event (1)
- sorting (1)
- space missions (1)
- spread correction (1)
- spreadsheets (1)
- stable matching (1)
- standardization (1)
- stochastic process (1)
- strongly stable matching (1)
- student activation (1)
- student experience (1)
- student perceptions (1)
- studentische Forschung (1)
- students’ conceptions (1)
- students’ knowledge (1)
- super stable matching (1)
- survey mode (1)
- systematic literature review (1)
- taxonomy (1)
- teacher (1)
- teacher competencies (1)
- teacher education (1)
- teacher training (1)
- teaching (1)
- teaching informatics in general education (1)
- teaching material (1)
- teamwork (1)
- technical notes and rapid communications (1)
- technische Rahmenbedingungen (1)
- terminology (1)
- test items (1)
- text based classification methods (1)
- theorem (1)
- tools (1)
- topics (1)
- tort law (1)
- tracing (1)
- training (1)
- transfer learning (1)
- trust (1)
- trust model (1)
- uncanny valley (1)
- unification (1)
- unsupervised methods (1)
- usability (1)
- user experience (1)
- user-centred (1)
- virtual collaboration (1)
- virtual groups (1)
- virtual teams (1)
- vocational training (1)
- vulnerabilities (1)
- weakly (1)
- web application (1)
- weight (1)
- well-being (1)
- wissenschaftliches Arbeiten (1)
- wissenschaftliches Schreiben (1)
- workflow patterns (1)
- workload prediction (1)
- ‘unplugged’ computing (1)
Institute
- Institut für Informatik und Computational Science (149)
- Hasso-Plattner-Institut für Digital Engineering GmbH (44)
- Hasso-Plattner-Institut für Digital Engineering gGmbH (41)
- Extern (34)
- Institut für Mathematik (16)
- Fachgruppe Betriebswirtschaftslehre (12)
- Bürgerliches Recht (10)
- Wirtschaftswissenschaften (8)
- Institut für Biochemie und Biologie (4)
- Institut für Physik und Astronomie (4)
Dieser Beitrag stellt das Lehr-Lern-Konzept zur Kompetenzförderung im Software Engineering im Studiengang Mechatronik der Hochschule Aschaffenburg dar. Dieses Konzept ist mehrstufig mit Vorlesungs-, Seminar- und Projektsequenzen. Dabei werden Herausforderungen und Verbesserungspotentiale identifiziert und dargestellt. Abschließend wird ein Überblick gegeben, wie im Rahmen eines gerade gestarteten Forschungsprojektes Lehr-Lernkonzepte weiterentwickelt werden können.
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).
Advances in Web 2.0 technologies have led to the widespread assimilation of electronic commerce platforms as an innovative shopping method and an alternative to traditional shopping. However, due to pro-technology bias, scholars focus more on adopting technology, and slightly less attention has been given to the impact of electronic word of mouth (eWOM) on customers’ intention to use social commerce. This study addresses the gap by examining the intention through exploring the effect of eWOM on males’ and females’ intentions and identifying the mediation of perceived crowding. To this end, we adopted a dual-stage multi-group structural equation modeling and artificial neural network (SEM-ANN) approach. We successfully extended the eWOM concept by integrating negative and positive factors and perceived crowding. The results reveal the causal and non-compensatory relationships between the constructs. The variables supported by the SEM analysis are adopted as the ANN model’s input neurons. According to the natural significance obtained from the ANN approach, males’ intentions to accept social commerce are related mainly to helping the company, followed by core functionalities. In contrast, females are highly influenced by technical aspects and mishandling. The ANN model predicts customers’ intentions to use social commerce with an accuracy of 97%. We discuss the theoretical and practical implications of increasing customers’ intention toward social commerce channels among consumers based on our findings.
Coherent network partitions
(2021)
We continue to study coherent partitions of graphs whereby the vertex set is partitioned into subsets that induce biclique spanned subgraphs. The problem of identifying the minimum number of edges to obtain biclique spanned connected components (CNP), called the coherence number, is NP-hard even on bipartite graphs. Here, we propose a graph transformation geared towards obtaining an O (log n)-approximation algorithm for the CNP on a bipartite graph with n vertices. The transformation is inspired by a new characterization of biclique spanned subgraphs. In addition, we study coherent partitions on prime graphs, and show that finding coherent partitions reduces to the problem of finding coherent partitions in a prime graph. Therefore, these results provide future directions for approximation algorithms for the coherence number of a given graph.
This paper describes the proof calculus LD for clausal propositional logic, which is a linearized form of the well-known DPLL calculus extended by clause learning. It is motivated by the demand to model how current SAT solvers built on clause learning are working, while abstracting from decision heuristics and implementation details. The calculus is proved sound and terminating. Further, it is shown that both the original DPLL calculus and the conflict-directed backtracking calculus with clause learning, as it is implemented in many current SAT solvers, are complete and proof-confluent instances of the LD calculus.
We systematically explore the effect of calibration data length on the performance of a conceptual hydrological model, GR4H, in comparison to two Artificial Neural Network (ANN) architectures: Long Short-Term Memory Networks (LSTM) and Gated Recurrent Units (GRU), which have just recently been introduced to the field of hydrology. We implemented a case study for six river basins across the contiguous United States, with 25 years of meteorological and discharge data. Nine years were reserved for independent validation; two years were used as a warm-up period, one year for each of the calibration and validation periods, respectively; from the remaining 14 years, we sampled increasing amounts of data for model calibration, and found pronounced differences in model performance. While GR4H required less data to converge, LSTM and GRU caught up at a remarkable rate, considering their number of parameters. Also, LSTM and GRU exhibited the higher calibration instability in comparison to GR4H. These findings confirm the potential of modern deep-learning architectures in rainfall runoff modelling, but also highlight the noticeable differences between them in regard to the effect of calibration data length.
Lehrkräfte aller Fächer benötigen informatische Kompetenzen, um der wachsenden Alltagsrelevanz von Informatik und aktuell gültigen Lehrplänen gerecht zu werden. Beispielsweise verweist in Sachsen der Lehrplan für das Fach Gemeinschaftskunde, Rechtserziehung und Wirtschaft am Gymnasium mit dem für die Jahrgangsstufe 11 vorgesehenem Thema „Digitalisierung und sozialer Wandel“ auf Künstliche Intelligenz (KI) und explizit auf die Bedeutung der informatischen Bildung. Um die nötigen informatischen Grundlagen zu vermitteln, wurde für Lehramtsstudierende des Faches Politik ein Workshop erarbeitet, der die Grundlagen der Funktionsweise von KI anhand von überwachtem maschinellen Lernen in neuronalen Netzen vermittelt. Inhalt des Workshops ist es, mit Bezug auf gesellschaftliche Implikationen wie Datenschutz bei Trainingsdaten und algorithmic bias einen informierten Diskurs zu politischen Themen zu ermöglichen. Ziele des Workshops für Lehramtsstudierende mit dem Fach Politik sind: (1) Aufbau informatischer Kompetenzen in Bezug zum Thema KI, (2) Stärkung der Diskussionsfähigkeiten der Studierenden durch passende informatische Kompetenzen und (3) Anregung der Studierenden zum Transfer auf passende Themenstellungen im Politikunterricht. Das Evaluationskonzept umfasst eine Pre-Post-Befragung zur Zuversicht zur Vermittlungskompetenz unter Bezug auf maschinelles Lernen in neuronalen Netzen im Unterricht, sowie die Analyse einer abschließenden Diskussion. Für die Pre-Post-Befragung konnte eine Steigerung der Zuversicht zur Vermittlungskompetenz beobachtet werden. Die Analyse der Diskussion zeigte das Bewusstsein der Alltagsrelevanz des Themas KI bei den Teilnehmenden, aber noch keine Anwendung der informatischen Inhalte des Workshops zur Stützung der Argumente in der Diskussion.
In recent years, the increased interest in application areas such as social networks has resulted in a rising popularity of graph-based approaches for storing and processing large amounts of interconnected data. To extract useful information from the growing network structures, efficient querying techniques are required.
In this paper, we propose an approach for graph pattern matching that allows a uniform handling of arbitrary constraints over the query vertices. Our technique builds on a previously introduced matching algorithm, which takes concrete host graph information into account to dynamically adapt the employed search plan during query execution. The dynamic algorithm is combined with an existing static approach for search plan generation, resulting in a hybrid technique which we further extend by a more sophisticated handling of filtering effects caused by constraint checks. We evaluate the presented concepts empirically based on an implementation for our graph pattern matching tool, the Story Diagram Interpreter, with queries and data provided by the LDBC Social Network Benchmark. Our results suggest that the hybrid technique may improve search efficiency in several cases, and rarely reduces efficiency.
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.
Confidence Counts
(2021)
The increasing reliance on online learning in higher education has been further expedited by the on-going Covid-19 pandemic. Students need to be supported as they adapt to this new learning environment. Research has established that learners with positive online learning self-efficacy beliefs are more likely to persevere and achieve their higher education goals when learning online. In this paper, we explore how MOOC design can contribute to the four sources of self-efficacy beliefs posited by Bandura [4]. Specifically, we will explore, drawing on learner reflections, whether design elements of the MOOC, The Digital Edge: Essentials for the Online Learner, provided participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities, to evaluate and develop their online learning self-efficacy beliefs. Findings from a content analysis of discussion forum posts show that learners referenced three of the four information sources when reflecting on their experience of the MOOC. This paper illustrates the potential of MOOCs as a pedagogical tool for enhancing online learning self-efficacy among students.
In this paper we report on our experiments in teaching computer science concepts with a mix of tangible and abstract object manipulations. The goal we set ourselves was to let pupils discover the challenges one has to meet to automatically manipulate formatted text. We worked with a group of 25 secondary school pupils (9-10th grade), and they were actually able to “invent” the concept of mark-up language. From this experiment we distilled a set of activities which will be replicated in other classes (6th grade) under the guidance of maths teachers.
A method is presented of acquiring the principles of three sorting algorithms through developing interactive applications in Excel.
Integriert statt isoliert
(2022)
Dass Daten und Analysen Innovationstreiber sind und nicht mehr nur einen Hygienefaktor darstellen, haben viele Unternehmen erkannt. Um Potenziale zu heben, müssen Daten zielführend integriert werden. Komplexe Systemlandschaften und isolierte Datenbestände erschweren dies. Technologien für die erfolgreiche Umsetzung von datengetriebenem Management müssen richtig eingesetzt werden.
Viele Studieneingangs- und Eignungstests haben zum Ziel, für den entsprechenden Studiengang geeignete Studierende zu finden, die das Studium erfolgreich beenden können. Gerade in der Informatik ist aber häufig unklar, welche Eigenschaften geeignete Studierende haben sollten – auch stimmen mutmaßlich nicht alle Dozierenden in ihren Erwartungen an Studienanfänger*innen überein; Untersuchungen hierzu fehlen jedoch bislang. Um die Erwartungen von Dozent*innen an Studienanfänger*innen im Fach Informatik an deutschen Hochschulen zu analysieren, hat das Projekt MINTFIT im Sommer 2019 eine deutschlandweite Online-Befragung durchgeführt, an der 588 Hochschuldozent* innen aus allen Bundesländern teilnahmen. Die Umfrage hat gezeigt, dass überwiegend allgemeine Fähigkeiten, wie Motivation und logisches Denkvermögen, und nur wenig fachliches Vorwissen, wie Programmieren oder Formale Sprache, erwartet wird. Nach Einschätzung der Dozent*innen sind die problembehafteten Bereiche überwiegend in der theoretischen Informatik und in formellen Aspekten (z. B. Formale Sprache) zu finden. Obwohl Tendenzen erkennbar sind, zeigt die Umfrage, dass bei Anwendung strenger Akzeptanzkriterien keine Fähigkeiten und Kenntnisse explizit vorausgesetzt werden, was darauf hindeutet, dass noch kein deutschlandweiter Konsens unter den Lehrenden vorhanden ist.
Ein handlungsorientiertes, didaktisches Training für Tutoren im Bachelorstudium der Informatik
(2009)
Die didaktisch-pädagogische Ausbildung studentischer Tutoren für den Einsatz im Bachelorstudium der Informatik ist Gegenstand dieser Arbeit. Um die theoretischen Inhalte aus Sozial- und Lernpsychologie handlungsorientiert und effizient zu vermitteln, wird das Training als Lehrform gewählt. Die in einer Tutorübung zentrale Methode der Gruppenarbeit wird dabei explizit und implizit vermittelt. Erste praktische Erfahrungen mit ihrer zukünftigen Rolle gewinnen die Tutoren in Rollenspielen, wobei sowohl Standardsituationen als auch fachspezifisch und pädagogisch problematische Situationen simuliert werden. Während die Vermittlung der genannten Inhalte und die Rollenspiele im Rahmen einer Blockveranstaltung vor Beginn des Semesters durchgeführt werden, finden während des Semesters Hospitationen statt, in der die Fähigkeiten der Tutoren anhand eines standardisierten Bewertungsbogens beurteilt werden.
Algorithmic management
(2022)
Viper
(2021)
Key-value stores (KVSs) have found wide application in modern software systems. For persistence, their data resides in slow secondary storage, which requires KVSs to employ various techniques to increase their read and write performance from and to the underlying medium. Emerging persistent memory (PMem) technologies offer data persistence at close-to-DRAM speed, making them a promising alternative to classical disk-based storage. However, simply drop-in replacing existing storage with PMem does not yield good results, as block-based access behaves differently in PMem than on disk and ignores PMem's byte addressability, layout, and unique performance characteristics. In this paper, we propose three PMem-specific access patterns and implement them in a hybrid PMem-DRAM KVS called Viper. We employ a DRAM-based hash index and a PMem-aware storage layout to utilize the random-write speed of DRAM and efficient sequential-write performance PMem. Our evaluation shows that Viper significantly outperforms existing KVSs for core KVS operations while providing full data persistence. Moreover, Viper outperforms existing PMem-only, hybrid, and disk-based KVSs by 4-18x for write workloads, while matching or surpassing their get performance.
Die Studienanfänger der Informatik haben in Deutschland sehr unterschiedliche Grundkenntnisse in der Programmierung. Dies führt immer wieder zu Schwierigkeiten in der Ausrichtung der Einführungsveranstaltungen. An der TU München wird seit dem Wintersemester 2008/2009 nun eine neue Art von Vorkursen angeboten. In nur 2,5 Tagen erstellen die Teilnehmer ein kleines objektorientiertes Programm. Dabei arbeiten sie weitestgehend alleine, unterstützt von einem studentischen Tutor. In dieser Arbeit sollen nun das Konzept der sogenannten „Vorprojekte“ sowie erste Forschungsansätze vorgestellt werden
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.
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.
The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers’ Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.
TransPipe
(2021)
Online learning environments, such as Massive Open Online Courses (MOOCs), often rely on videos as a major component to convey knowledge. However, these videos exclude potential participants who do not understand the lecturer’s language, regardless of whether that is due to language unfamiliarity or aural handicaps. Subtitles and/or interactive transcripts solve this issue, ease navigation based on the content, and enable indexing and retrieval by search engines. Although there are several automated speech-to-text converters and translation tools, their quality varies and the process of integrating them can be quite tedious. Thus, in practice, many videos on MOOC platforms only receive subtitles after the course is already finished (if at all) due to a lack of resources. This work describes an approach to tackle this issue by providing a dedicated tool, which is closing this gap between MOOC platforms and transcription and translation tools and offering a simple workflow that can easily be handled by users with a less technical background. The proposed method is designed and evaluated by qualitative interviews with three major MOOC providers.
Die gelungene Durchführung einer Vorlesung „Informatik I – Einführung in die Programmierung“ ist schwierig, trotz einer Vielfalt existierender Materialien und erprobter didaktischer Methoden. Gerade aufgrund dieser vielfältigen Auswahl hat sich bisher noch kein robustes Konzept durchgesetzt, das unabhängig von den Durchführenden eine hohe Erfolgsquote garantiert. An den Universitäten Tübingen und Freiburg wurde die Informatik I aus den gleichen Lehrmaterialien und unter ähnlichen Bedingungen durchgeführt, um das verwendete Konzept auf Robustheit zu überprüfen. Die Grundlage der Vorlesung bildet ein systematischer Ansatz zum Erlernen des Programmierens, der von der PLTGruppe in USA entwickelt worden ist. Hinzu kommen neue Ansätze zur Betreuung, insbesondere das Betreute Programmieren, bei dem die Studierenden eine solide Basis für ihre Programmierfähigkeiten entwickeln. Der vorliegende Bericht beschreibt hierbei gesammelte Erfahrungen, erläutert die Entwicklung der Unterrichtsmethodik und der Inhaltsauswahl im Vergleich zu vorangegangenen Vorlesungen und präsentiert Daten zum Erfolg der Vorlesung.
Social networking sites (SNS) are a rich source of latent information about individual characteristics. Crawling and analyzing this content provides a new approach for enterprises to personalize services and put forward product recommendations. In the past few years, commercial brands made a gradual appearance on social media platforms for advertisement, customers support and public relation purposes and by now it became a necessity throughout all branches. This online identity can be represented as a brand personality that reflects how a brand is perceived by its customers. We exploited recent research in text analysis and personality detection to build an automatic brand personality prediction model on top of the (Five-Factor Model) and (Linguistic Inquiry and Word Count) features extracted from publicly available benchmarks. Predictive evaluation on brands' accounts reveals that Facebook platform provides a slight advantage over Twitter platform in offering more self-disclosure for users' to express their emotions especially their demographic and psychological traits. Results also confirm the wider perspective that the same social media account carry a quite similar and comparable personality scores over different social media platforms. For evaluating our prediction results on actual brands' accounts, we crawled the Facebook API and Twitter API respectively for 100k posts from the most valuable brands' pages in the USA and we visualize exemplars of comparison results and present suggestions for future directions.
Learning During COVID-19
(2021)
During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner “fatigue”. This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow.
Through the use of next generation sequencing (NGS) technology, a lot of newly sequenced organisms are now available. Annotating those genes is one of the most challenging tasks in sequence biology. Here, we present an automated workflow to find homologue proteins, annotate sequences according to function and create a three-dimensional model.
Reading traces
(2020)
Through a design study, we develop an approach to data exploration that utilizes elastic visualizations designed to support varying degrees of detail and abstraction. Examining the notions of scalability and elasticity in interactive visualizations, we introduce a visualization of personal reading traces such as marginalia or markings inside the reference library of German realist author Theodor Fontane. To explore such a rich and extensive collection, meaningful visual forms of abstraction and detail are as important as the transitions between those states. Following a growing research interest in the role of fluid interactivity and animations between views, we are particularly interested in the potential of carefully designed transitions and consistent representations across scales. The resulting prototype addresses humanistic research questions about the interplay of distant and close reading with visualization research on continuous navigation along several granularity levels, using scrolling as one of the main interaction mechanisms. In addition to presenting the design process and resulting prototype, we present findings from a qualitative evaluation of the tool, which suggest that bridging between distant and close views can enhance exploration, but that transitions between views need to be crafted very carefully to facilitate comprehension.
The transversal hypergraph problem asks to enumerate the minimal hitting sets of a hypergraph. If the solutions have bounded size, Eiter and Gottlob [SICOMP'95] gave an algorithm running in output-polynomial time, but whose space requirement also scales with the output. We improve this to polynomial delay and space. Central to our approach is the extension problem, deciding for a set X of vertices whether it is contained in any minimal hitting set. We show that this is one of the first natural problems to be W[3]-complete. We give an algorithm for the extension problem running in time O(m(vertical bar X vertical bar+1) n) and prove a SETH-lower bound showing that this is close to optimal. We apply our enumeration method to the discovery problem of minimal unique column combinations from data profiling. Our empirical evaluation suggests that the algorithm outperforms its worst-case guarantees on hypergraphs stemming from real-world databases.
Data encoding has been applied to database systems for decades as it mitigates bandwidth bottlenecks and reduces storage requirements. But even in the presence of these advantages, most in-memory database systems use data encoding only conservatively as the negative impact on runtime performance can be severe. Real-world systems with large parts being infrequently accessed and cost efficiency constraints in cloud environments require solutions that automatically and efficiently select encoding techniques, including heavy-weight compression. In this paper, we introduce workload-driven approaches to automaticaly determine memory budget-constrained encoding configurations using greedy heuristics and linear programming. We show for TPC-H, TPC-DS, and the Join Order Benchmark that optimized encoding configurations can reduce the main memory footprint significantly without a loss in runtime performance over state-of-the-art dictionary encoding. To yield robust selections, we extend the linear programming-based approach to incorporate query runtime constraints and mitigate unexpected performance regressions.
Für die Integration und den Bedarf der hochqualifizierten Migranten auf dem Arbeitsmarkt in Deutschland gibt es viele Überlegungen, aber noch keine ausreichenden Lösungen. Dieser Artikel beschreibt eine praktische Lösung über die Umsetzung des Konzepts für die Qualifizierung der akademischen Migranten am Beispiel eines Studienprogramms in Informatik an der Universität Oldenburg.
How inclusive are we?
(2022)
ACM SIGMOD, VLDB and other database organizations have committed to fostering an inclusive and diverse community, as do many other scientific organizations. Recently, different measures have been taken to advance these goals, especially for underrepresented groups. One possible measure is double-blind reviewing, which aims to hide gender, ethnicity, and other properties of the authors. <br /> We report the preliminary results of a gender diversity analysis of publications of the database community across several peer-reviewed venues, and also compare women's authorship percentages in both single-blind and double-blind venues along the years. We also obtained a cross comparison of the obtained results in data management with other relevant areas in Computer Science.
VLDB 2021
(2021)
The 47th International Conference on Very Large Databases (VLDB'21) was held on August 16-20, 2021 as a hybrid conference. It attracted 180 in-person attendees in Copenhagen and 840 remote attendees. In this paper, we describe our key decisions as general chairs and program committee chairs and share the lessons we learned.
Forschendes Lernen ist eine Lehr-Lernform, in der Studierende einen eigenen Forschungsprozess vollständig durchlaufen. In Informatikstudiengängen und insbesondere in Informatikbachelorstudiengängen ist die Forschungsorientierung allerdings nur gering ausgeprägt: Forschendes Lernen wird kaum eingesetzt, obwohl dies möglich und sinnvoll ist. Dieser Artikel stellt ein Konzept für ein Seminar Software Engineering im Bachelorstudium vor und beschreibt dessen Durchführung. Abschließend wird das Konzept diskutiert und sowohl aus Studierenden- als auch aus Lehrendensicht positiv evaluiert.
Precision oncology is a rapidly evolving interdisciplinary medical specialty. Comprehensive cancer panels are becoming increasingly available at pathology departments worldwide, creating the urgent need for scalable cancer variant annotation and molecularly informed treatment recommendations. A wealth of mainly academia-driven knowledge bases calls for software tools supporting the multi-step diagnostic process. We derive a comprehensive list of knowledge bases relevant for variant interpretation by a review of existing literature followed by a survey among medical experts from university hospitals in Germany. In addition, we review cancer variant interpretation tools, which integrate multiple knowledge bases. We categorize the knowledge bases along the diagnostic process in precision oncology and analyze programmatic access options as well as the integration of knowledge bases into software tools. The most commonly used knowledge bases provide good programmatic access options and have been integrated into a range of software tools. For the wider set of knowledge bases, access options vary across different parts of the diagnostic process. Programmatic access is limited for information regarding clinical classifications of variants and for therapy recommendations. The main issue for databases used for biological classification of pathogenic variants and pathway context information is the lack of standardized interfaces. There is no single cancer variant interpretation tool that integrates all identified knowledge bases. Specialized tools are available and need to be further developed for different steps in the diagnostic process.
Correction to: Knowledge bases and software support for variant interpretation in precision oncology
(2021)
We introduce a new measure of descriptional complexity on finite automata, called the number of active states. Roughly speaking, the number of active states of an automaton A on input w counts the number of different states visited during the most economic computation of the automaton A for the word w. This concept generalizes to finite automata and regular languages in a straightforward way. We show that the number of active states of both finite automata and regular languages is computable, even with respect to nondeterministic finite automata. We further compare the number of active states to related measures for regular languages. In particular, we show incomparability to the radius of regular languages and that the difference between the number of active states and the total number of states needed in finite automata for a regular language can be of exponential order.
M-rate 0L systems are interactionless Lindenmayer systems together with a function assigning to every string a set of multisets of productions that may be applied simultaneously to the string. Some questions that have been left open in the forerunner papers are examined, and the computational power of deterministic M-rate 0L systems is investigated, where also tabled and extended variants are taken into consideration.
We study the concept of reversibility in connection with parallel communicating systems of finite automata (PCFA in short). We define the notion of reversibility in the case of PCFA (also covering the non-deterministic case) and discuss the relationship of the reversibility of the systems and the reversibility of its components. We show that a system can be reversible with non-reversible components, and the other way around, the reversibility of the components does not necessarily imply the reversibility of the system as a whole. We also investigate the computational power of deterministic centralized reversible PCFA. We show that these very simple types of PCFA (returning or non-returning) can recognize regular languages which cannot be accepted by reversible (deterministic) finite automata, and that they can even accept languages that are not context-free. We also separate the deterministic and non-deterministic variants in the case of systems with non-returning communication. We show that there are languages accepted by non-deterministic centralized PCFA, which cannot be recognized by any deterministic variant of the same type.
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.
Der vorliegende Beitrag berichtet auf der Grundlage von Erfahrungen mit dem Audience Response System (ARS) „Auditorium Mobile Classroom Service“ von Erfolgsfaktoren für den Einsatz in der universitären Lehre. Dabei werden sowohl die technischen Rahmenbedingungen und Herausforderungen der Anwendungen berücksichtigt, als auch die unterschiedlichen didaktischen Konzepte und Ziele der beteiligten Akteure (Studierende, Lehrende und Institution). Ziel ist es, Einflussfaktoren für den erfolgreichen Einsatz sowohl für die Praxis als auch die wissenschaftliche Untersuchung und Weiterentwicklung der Systeme zu benennen und ein heuristisches Framework für Chancen und Herausforderungen beim Einsatz von ARS anzubieten.
In control theory, to solve a finite-horizon sequential decision problem (SDP) commonly means to find a list of decision rules that result in an optimal expected total reward (or cost) when taking a given number of decision steps. SDPs are routinely solved using Bellman's backward induction. Textbook authors (e.g. Bertsekas or Puterman) typically give more or less formal proofs to show that the backward induction algorithm is correct as solution method for deterministic and stochastic SDPs. Botta, Jansson and Ionescu propose a generic framework for finite horizon, monadic SDPs together with a monadic version of backward induction for solving such SDPs. In monadic SDPs, the monad captures a generic notion of uncertainty, while a generic measure function aggregates rewards. In the present paper, we define a notion of correctness for monadic SDPs and identify three conditions that allow us to prove a correctness result for monadic backward induction that is comparable to textbook correctness proofs for ordinary backward induction. The conditions that we impose are fairly general and can be cast in category-theoretical terms using the notion of Eilenberg-Moore algebra. They hold in familiar settings like those of deterministic or stochastic SDPs, but we also give examples in which they fail. Our results show that backward induction can safely be employed for a broader class of SDPs than usually treated in textbooks. However, they also rule out certain instances that were considered admissible in the context of Botta et al. 's generic framework. Our development is formalised in Idris as an extension of the Botta et al. framework and the sources are available as supplementary material.
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.
Digital transformation fundamentally changes the way individuals conduct work in organisations. In accordance with this statement, prevalent literature understands digital workplace transformation as a second-order effect of implementing new information technology to increase organisational effectiveness or reach other strategic goals. This paper, in contrast, provides empirical evidence from two remote-first organisations that undergo a proactive rather than reactive digital workplace transformation. The analysis of these cases suggests that new ways of working can be the consequence of an identity change that is a precondition for introducing new information technology rather than its outcome. The resulting process model contributes a competing argument to the existing debate in digital transformation literature. Instead of issuing digital workplace transformation as a deliverable of technological progress and strategic goals, this paper supports a notion of digital workplace transformation that serves a desired identity based on work preferences.
MOOCs have been produced using a variety of instructional design approaches and frameworks. This paper presents experiences from the instructional approach based on the ADDIE model applied to designing and producing MOOCs in the Erasmus+ strategic partnership on Open Badge Ecosystem for Research Data Management (OBERRED). Specifically, this paper describes the case study of the production of the MOOC “Open Badges for Open Science”, delivered on the European MOOC platform EMMA. The key goal of this MOOC is to help learners develop a capacity to use Open Badges in the field of Research Data Management (RDM). To produce the MOOC, the ADDIE model was applied as a generic instructional design model and a systematic approach to the design and development following the five design phases: Analysis, Design, Development, Implementation, Evaluation. This paper outlines the MOOC production including methods, templates and tools used in this process including the interactive micro-content created with H5P in form of Open Educational Resources and digital credentials created with Open Badges and issued to MOOC participants upon successful completion of MOOC levels. The paper also outlines the results from qualitative evaluation, which applied the cognitive walkthrough methodology to elicit user requirements. The paper ends with conclusions about pros and cons of using the ADDIE model in MOOC production and formulates recommendations for further work in this area.
Informatik-Studierende haben in der Mehrzahl Schwierigkeiten, einen Einstieg in die Theoretische
Informatik zu finden und die Leistungsanforderungen in den
Endklausuren der zugehörigen Lehrveranstaltungen zu erfüllen. Wir argumentieren, dass dieser Symptomatik mangelnde Kompetenzen im Umgang mit abstrakten und stark formalisierten Themeninhalten zugrunde liegen und schlagen vor, einen Beweisassistenten als interaktives Lernwerkzeug in der Eingangslehre der Theoretischen Informatik zu nutzen, um entsprechende Kompetenzen zu stärken.
Viele Studierende stoßen im Rahmen ihres Informatikstudiums auf Probleme und benötigen individuell bedarfsgerechte Unterstützung, um beispielsweise trotz gewisser Startschwierigkeiten ihr Studium erfolgreich zu Ende zu führen. In die damit verbundene Lern- bzw. Studienberatung fließen Empfehlungen zur weiteren Studienverlaufsplanung ein. Anhand einer Datenanalyse über den Prüfungsleistungsdaten der Studierenden überprüfen wir die hinter diesen Empfehlungen liegenden Hypothesen und leiten aus den dabei gewonnenen Erkenntnissen Konsequenzen für die Beratung ab.
Insgesamt zeigt sich, dass sich nach den ersten Semestern ein mittlerer Bereich von Studierenden identifizieren lässt, bei denen Studienabbruch und Studienerfolg etwa gleich wahrscheinlich sind. Für diese Personengruppe ist Beratungsbedarf dringend gegeben. Gleichzeitig stößt die Datenanalyse auch an gewisse Grenzen, denn es zeigen sich insgesamt keine echt trennscharfen Muster, die frühzeitig im Studium eindeutig Erfolg oder Misserfolg prognostizieren. Dieses Ergebnis ist jedoch insofern erfreulich, als es bedeutet, dass jede:r Studierende:r auch nach einem suboptimalen Start ins Studium noch eine Chance auf einen Abschluss hat.