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Institute
- Hasso-Plattner-Institut für Digital Engineering GmbH (89) (remove)
Rigorous runtime analysis is a major approach towards understanding evolutionary computing techniques, and in this area linear pseudo-Boolean objective functions play a central role. Having an additional linear constraint is then equivalent to the NP-hard Knapsack problem, certain classes thereof have been studied in recent works. In this article, we present a dynamic model of optimizing linear functions under uniform constraints. Starting from an optimal solution with respect to a given constraint bound, we investigate the runtimes that different evolutionary algorithms need to recompute an optimal solution when the constraint bound changes by a certain amount. The classical (1+1) EA and several population-based algorithms are designed for that purpose, and are shown to recompute efficiently. Furthermore, a variant of the (1+(λ,λ))GA for the dynamic optimization problem is studied, whose performance is better when the change of the constraint bound is small.
In the course of patient treatments, psychotherapists aim to meet the challenges of being both a trusted, knowledgeable conversation partner and a diligent documentalist. We are developing the digital whiteboard system Tele-Board MED (TBM), which allows the therapist to take digital notes during the session together with the patient. This study investigates what therapists are experiencing when they document with TBM in patient sessions for the first time and whether this documentation saves them time when writing official clinical documents. As the core of this study, we conducted four anamnesis session dialogues with behavior psychotherapists and volunteers acting in the role of patients. Following a mixed-method approach, the data collection and analysis involved self-reported emotion samples, user experience curves and questionnaires. We found that even in the very first patient session with TBM, therapists come to feel comfortable, develop a positive feeling and can concentrate on the patient. Regarding administrative documentation tasks, we found with the TBM report generation feature the therapists save 60% of the time they normally spend on writing case reports to the health insurance.
The classification of vulnerabilities is a fundamental step to derive formal attributes that allow a deeper analysis. Therefore, it is required that this classification has to be performed timely and accurate. Since the current situation demands a manual interaction in the classification process, the timely processing becomes a serious issue. Thus, we propose an automated alternative to the manual classification, because the amount of identified vulnerabilities per day cannot be processed manually anymore. We implemented two different approaches that are able to automatically classify vulnerabilities based on the vulnerability description. We evaluated our approaches, which use Neural Networks and the Naive Bayes methods respectively, on the base of publicly known vulnerabilities.
Business process simulation is an important means for quantitative analysis of a business process and to compare different process alternatives. With the Business Process Model and Notation (BPMN) being the state-of-the-art language for the graphical representation of business processes, many existing process simulators support already the simulation of BPMN diagrams. However, they do not provide well-defined interfaces to integrate new concepts in the simulation environment. In this work, we present the design and architecture of a proof-of-concept implementation of an open and extensible BPMN process simulator. It also supports the simulation of multiple BPMN processes at a time and relies on the building blocks of the well-founded discrete event simulation. The extensibility is assured by a plug-in concept. Its feasibility is demonstrated by extensions supporting new BPMN concepts, such as the simulation of business rule activities referencing decision models and batch activities.
In university teaching today, it is common practice to record regular lectures and special events such as conferences and speeches. With these recordings, a large fundus of video teaching material can be created quickly and easily. Typically, lectures have a length of about one and a half hours and usually take place once or twice a week based on the credit hours. Depending on the number of lectures and other events recorded, the number of recordings available is increasing rapidly, which means that an appropriate form of provisioning is essential for the students. This is usually done in the form of lecture video platforms. In this work, we have investigated how lecture video platforms and the contained knowledge can be improved and accessed more easily by an increasing number of students. We came up with a multistep process we have applied to our own lecture video web portal that can be applied to other solutions as well.
Embedded smart home — remote lab MOOC with optional real hardware experience for over 4000 students
(2018)
MOOCs (Massive Open Online Courses) become more and more popular for learners of all ages to study further or to learn new subjects of interest. The purpose of this paper is to introduce a different MOOC course style. Typically, video content is shown teaching the student new information. After watching a video, self-test questions can be answered. Finally, the student answers weekly exams and final exams like the self test questions. Out of the points that have been scored for weekly and final exams a certificate can be issued. Our approach extends the possibility to receive points for the final score with practical programming exercises on real hardware. It allows the student to do embedded programming by communicating over GPIO pins to control LEDs and measure sensor values. Additionally, they can visualize values on an embedded display using web technologies, which are an essential part of embedded and smart home devices to communicate with common APIs. Students have the opportunity to solve all tasks within the online remote lab and at home on the same kind of hardware. The evaluation of this MOOCs indicates the interesting design for students to learn an engineering technique with new technology approaches in an appropriate, modern, supporting and motivating way of teaching.
When students watch learning videos online, they usually need to watch several hours of video content. In the end, not every minute of a video is relevant for the exam. Additionally, students need to add notes to clarify issues of a lecture. There are several possibilities to enhance the metadata of a video, e.g. a typical way to add user-specific information to an online video is a comment functionality, which allows users to share their thoughts and questions with the public. In contrast to common video material which can be found online, lecture videos are used for exam preparation. Due to this difference, the idea comes up to annotate lecture videos with markers and personal notes for a better understanding of the taught content. Especially, students learning for an exam use their notes to refresh their memories. To ease this learning method with lecture videos, we introduce the annotation feature in our video lecture archive. This functionality supports the students with keeping track of their thoughts by providing an intuitive interface to easily add, modify or remove their ideas. This annotation function is integrated in the video player. Hence, scrolling to a separate annotation area on the website is not necessary. Furthermore, the annotated notes can be exported together with the slide content to a PDF file, which can then be printed easily. Lecture video annotations support and motivate students to learn and watch videos from an E-Learning video archive.
An efficient Design Space Exploration (DSE) is imperative for the design of modern, highly complex embedded systems in order to steer the development towards optimal design points. The early evaluation of design decisions at system-level abstraction layer helps to find promising regions for subsequent development steps in lower abstraction levels by diminishing the complexity of the search problem. In recent works, symbolic techniques, especially Answer Set Programming (ASP) modulo Theories (ASPmT), have been shown to find feasible solutions of highly complex system-level synthesis problems with non-linear constraints very efficiently. In this paper, we present a novel approach to a holistic system-level DSE based on ASPmT. To this end, we include additional background theories that concurrently guarantee compliance with hard constraints and perform the simultaneous optimization of several design objectives. We implement and compare our approach with a state-of-the-art preference handling framework for ASP. Experimental results indicate that our proposed method produces better solutions with respect to both diversity and convergence to the true Pareto front.
Operational decisions in business processes can be modeled by using the Decision Model and Notation (DMN). The complementary use of DMN for decision modeling and of the Business Process Model and Notation (BPMN) for process design realizes the separation of concerns principle. For supporting separation of concerns during the design phase, it is crucial to understand which aspects of decision-making enclosed in a process model should be captured by a dedicated decision model. Whereas existing work focuses on the extraction of decision models from process control flow, the connection of process-related data and decision models is still unexplored. In this paper, we investigate how process-related data used for making decisions can be represented in process models and we distinguish a set of BPMN patterns capturing such information. Then, we provide a formal mapping of the identified BPMN patterns to corresponding DMN models and apply our approach to a real-world healthcare process.
Design thinking is acknowledged as a thriving innovation practice plus something more, something in the line of a deep understanding of innovation processes. At the same time, quite how and why design thinking works-in scientific terms-appeared an open question at first. Over recent years, empirical research has achieved great progress in illuminating the principles that make design thinking successful. Lately, the community began to explore an additional approach. Rather than setting up novel studies, investigations into the history of design thinking hold the promise of adding systematically to our comprehension of basic principles. This chapter makes a start in revisiting design thinking history with the aim of explicating scientific understandings that inform design thinking practices today. It offers a summary of creative thinking theories that were brought to Stanford Engineering in the 1950s by John E. Arnold.