004 Datenverarbeitung; Informatik
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- philosophical foundation of informatics pedagogy (1)
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- statistics program R (1)
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Institute
- Institut für Informatik und Computational Science (207) (remove)
In this bachelor’s thesis I implement the automatic theorem prover nanoCoP-Ω. This system is the result of porting arithmetic and equality handling procedures first introduced in the automatic theorem prover with arithmetic leanCoP-Ω into the similar system nanoCoP 2.0. To understand these procedures, I first introduce the mathematical background to both automatic theorem proving and arithmetic expressions. I present the predecessor projects leanCoP, nanoCoP and leanCoP-Ω, out of which nanCoP-Ω was developed. This is followed by an extensive description of the concepts the non-clausal connection calculus needed to be extended by, to allow for proving arithmetic expressions and equalities, as well as of their implementation into nanoCoP-Ω. An extensive comparison between both the runtimes and the number of solved problems of the systems nanoCoP-Ω and leanCoP-Ω was made. I come to the conclusion, that nanoCoP-Ω is considerably faster than leanCoP-Ω for small problems, though less well suited for larger problems. Additionally, I was able to construct a non-theorem that nanoCoP-Ω generates a false proof for. I discuss how this pressing issue could be resolved, as well as some possible optimizations and expansions of the system.
Die Fachtagungen HDI (Hochschuldidaktik Informatik) beschäftigen sich mit den unterschiedlichen Aspekten informatischer Bildung im Hochschulbereich. Neben den allgemeinen Themen wie verschiedenen Lehr- und Lernformen, dem Einsatz von Informatiksystemen in der Hochschullehre oder Fragen der Gewinnung von geeigneten Studierenden, deren Kompetenzerwerb oder auch der Betreuung der Studierenden widmet sich die HDI immer auch einem Schwerpunktthema.
Im Jahr 2021 war dies die Berücksichtigung von Diversität in der Lehre. Diskutiert wurden beispielsweise die Einbeziehung von besonderen fachlichen und überfachlichen Kompetenzen Studierender, der Unterstützung von Durchlässigkeit aus nichtakademischen Berufen, aber auch die Gestaltung inklusiver Lehr- und Lernszenarios, Aspekte des Lebenslangen Lernens oder sich an die Diversität von Studierenden adaptierte oder adaptierende Lehrsysteme.
Dieser Band enthält ausgewählte Beiträge der 9. Fachtagung 2021, die in besonderer Weise die Konferenz und die dort diskutierten Themen repräsentieren.
Eine übliche Erzählung verknüpft lange Studienzeiten und hohe Abbrecherquoten im Informatikstudium zum einen mit der sehr gut bezahlten Nebentätigkeit von Studierenden in der Informatikbranche, die deutlich studienzeitverlängernd sei; zum anderen werde wegen des hohen Bedarfs an Informatikern ein formeller Studienabschluss von den Studierenden häufig als entbehrlich betrachtet und eine Karriere in der Informatikbranche ohne abgeschlossenes Studium begonnen. In dieser Studie, durchgeführt an der Universität Potsdam, untersuchen wir, wie viele Informatikstudierende neben dem Studium innerhalb und außerhalb der Informatikbranche arbeiten, welche Erwartungen sie neben der Bezahlung damit verbinden und wie sich die Tätigkeit auf ihr Studium und ihre spätere berufliche Perspektive auswirkt. Aus aktuellem Anlass interessieren uns auch die Auswirkungen der Covid-19-Pandemie auf die Arbeitstätigkeiten der Informatikstudierenden.
BCH Codes mit kombinierter Korrektur und Erkennung In dieser Arbeit wird auf Grundlage des BCH Codes untersucht, wie eine Fehlerkorrektur mit einer Erkennung höherer Fehleranzahlen kombiniert werden kann. Mit dem Verfahren der 1-Bit Korrektur mit zusätzlicher Erkennung höherer Fehler wurde ein Ansatz entwickelt, welcher die Erkennung zusätzlicher Fehler durch das parallele Lösen einfacher Gleichungen der Form s_x = s_1^x durchführt. Die Anzahl dieser Gleichungen ist linear zu der Anzahl der zu überprüfenden höheren Fehler.
In dieser Arbeit wurde zusätzlich für bis zu 4-Bit Korrekturen mit zusätzlicher Erkennung höherer Fehler ein weiterer allgemeiner Ansatz vorgestellt. Dabei werden parallel für alle korrigierbaren Fehleranzahlen spekulative Fehlerkorrekturen durchgeführt. Aus den bestimmten Fehlerstellen werden spekulative Syndromkomponenten erzeugt, durch welche die Fehlerstellen bestätigt und höhere erkennbare Fehleranzahlen ausgeschlossen werden können. Die vorgestellten Ansätze unterscheiden sich von dem in entwickelten Ansatz, bei welchem die Anzahl der Fehlerstellen durch die Berechnung von Determinanten in absteigender Reihenfolge berechnet wird, bis die erste Determinante 0 bildet. Bei dem bekannten Verfahren ist durch die Berechnung der Determinanten eine faktorielle Anzahl an Berechnungen in Relation zu der Anzahl zu überprüfender Fehler durchzuführen. Im Vergleich zu dem bekannten sequentiellen Verfahrens nach Berlekamp Massey besitzen die Berechnungen im vorgestellten Ansatz simple Gleichungen und können parallel durchgeführt werden.Bei dem bekannten Verfahren zur parallelen Korrektur von 4-Bit Fehlern ist eine Gleichung vierten Grades im GF(2^m) zu lösen. Dies erfolgt, indem eine Hilfsgleichung dritten Grades und vier Gleichungen zweiten Grades parallel gelöst werden. In der vorliegenden Arbeit wurde gezeigt, dass sich eine Gleichung zweiten Grades einsparen lässt, wodurch sich eine Vereinfachung der Hardware bei einer parallelen Realisierung der 4-Bit Korrektur ergibt. Die erzielten Ergebnisse wurden durch umfangreiche Simulationen in Software und Hardwareimplementierungen überprüft.
Accurately solving classification problems nowadays is likely to be the most relevant machine learning task. Binary classification separating two classes only is algorithmically simpler but has fewer potential applications as many real-world problems are multi-class. On the reverse, separating only a subset of classes simplifies the classification task. Even though existing multi-class machine learning algorithms are very flexible regarding the number of classes, they assume that the target set Y is fixed and cannot be restricted once the training is finished. On the other hand, existing state-of-the-art production environments are becoming increasingly interconnected with the advance of Industry 4.0 and related technologies such that additional information can simplify the respective classification problems. In light of this, the main aim of this thesis is to introduce dynamic classification that generalizes multi-class classification such that the target class set can be restricted arbitrarily to a non-empty class subset M of Y at any time between two consecutive predictions.
This task is solved by a combination of two algorithmic approaches. First, classifier calibration, which transforms predictions into posterior probability estimates that are intended to be well calibrated. The analysis provided focuses on monotonic calibration and in particular corrects wrong statements that appeared in the literature. It also reveals that bin-based evaluation metrics, which became popular in recent years, are unjustified and should not be used at all. Next, the validity of Platt scaling, which is the most relevant parametric calibration approach, is analyzed in depth. In particular, its optimality for classifier predictions distributed according to four different families of probability distributions as well its equivalence with Beta calibration up to a sigmoidal preprocessing are proven. For non-monotonic calibration, extended variants on kernel density estimation and the ensemble method EKDE are introduced. Finally, the calibration techniques are evaluated using a simulation study with complete information as well as on a selection of 46 real-world data sets.
Building on this, classifier calibration is applied as part of decomposition-based classification that aims to reduce multi-class problems to simpler (usually binary) prediction tasks. For the involved fusing step performed at prediction time, a new approach based on evidence theory is presented that uses classifier calibration to model mass functions. This allows the analysis of decomposition-based classification against a strictly formal background and to prove closed-form equations for the overall combinations. Furthermore, the same formalism leads to a consistent integration of dynamic class information, yielding a theoretically justified and computationally tractable dynamic classification model. The insights gained from this modeling are combined with pairwise coupling, which is one of the most relevant reduction-based classification approaches, such that all individual predictions are combined with a weight. This not only generalizes existing works on pairwise coupling but also enables the integration of dynamic class information.
Lastly, a thorough empirical study is performed that compares all newly introduced approaches to existing state-of-the-art techniques. For this, evaluation metrics for dynamic classification are introduced that depend on corresponding sampling strategies. Thereafter, these are applied during a three-part evaluation. First, support vector machines and random forests are applied on 26 data sets from the UCI Machine Learning Repository. Second, two state-of-the-art deep neural networks are evaluated on five benchmark data sets from a relatively recent reference work. Here, computationally feasible strategies to apply the presented algorithms in combination with large-scale models are particularly relevant because a naive application is computationally intractable. Finally, reference data from a real-world process allowing the inclusion of dynamic class information are collected and evaluated. The results show that in combination with support vector machines and random forests, pairwise coupling approaches yield the best results, while in combination with deep neural networks, differences between the different approaches are mostly small to negligible. Most importantly, all results empirically confirm that dynamic classification succeeds in improving the respective prediction accuracies. Therefore, it is crucial to pass dynamic class information in respective applications, which requires an appropriate digital infrastructure.
The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.
In the last decades, there was a notable progress in solving the well-known Boolean satisfiability (Sat) problem, which can be witnessed by powerful Sat solvers. One of the reasons why these solvers are so fast are structural properties of instances that are utilized by the solver’s interna. This thesis deals with the well-studied structural property treewidth, which measures the closeness of an instance to being a tree. In fact, there are many problems parameterized by treewidth that are solvable in polynomial time in the instance size when parameterized by treewidth.
In this work, we study advanced treewidth-based methods and tools for problems in knowledge representation and reasoning (KR). Thereby, we provide means to establish precise runtime results (upper bounds) for canonical problems relevant to KR. Then, we present a new type of problem reduction, which we call decomposition-guided (DG) that
allows us to precisely monitor the treewidth when reducing from one problem to another problem. This new reduction type will be the basis for a long-open lower bound result for quantified Boolean formulas and allows us to design a new methodology for establishing runtime lower bounds for problems parameterized by treewidth.
Finally, despite these lower bounds, we provide an efficient implementation of algorithms that adhere to treewidth. Our approach finds suitable abstractions of instances, which are subsequently refined in a recursive fashion, and it uses Sat solvers for solving subproblems. It turns out that our resulting solver is quite competitive for two canonical counting problems related to Sat.
Die stetige Weiterentwicklung von VR-Systemen bietet neue Möglichkeiten der Interaktion mit virtuellen Objekten im dreidimensionalen Raum, stellt Entwickelnde von VRAnwendungen aber auch vor neue Herausforderungen. Selektions- und Manipulationstechniken müssen unter Berücksichtigung des Anwendungsszenarios, der Zielgruppe und der zur Verfügung stehenden Ein- und Ausgabegeräte ausgewählt werden. Diese Arbeit leistet einen Beitrag dazu, die Auswahl von passenden Interaktionstechniken zu unterstützen. Hierfür wurde eine repräsentative Menge von Selektions- und Manipulationstechniken untersucht und, unter Berücksichtigung existierender Klassifikationssysteme, eine Taxonomie entwickelt, die die Analyse der Techniken hinsichtlich interaktionsrelevanter Eigenschaften ermöglicht. Auf Basis dieser Taxonomie wurden Techniken ausgewählt, die in einer explorativen Studie verglichen wurden, um Rückschlüsse auf die Dimensionen der Taxonomie zu ziehen und neue Indizien für Vor- und Nachteile der Techniken in spezifischen Anwendungsszenarien zu generieren. Die Ergebnisse der Arbeit münden in eine Webanwendung, die Entwickelnde von VR-Anwendungen gezielt dabei unterstützt, passende Selektions- und Manipulationstechniken für ein Anwendungsszenario auszuwählen, indem Techniken auf Basis der Taxonomie gefiltert und unter Verwendung der Resultate aus der Studie sortiert werden können.
Research publications and data nowadays should be publicly available on the internet and, theoretically, usable for everyone to develop further research, products, or services. The long-term accessibility of research data is, therefore, fundamental in the economy of the research production process. However, the availability of data is not sufficient by itself, but also their quality must be verifiable. Measures to ensure reuse and reproducibility need to include the entire research life cycle, from the experimental design to the generation of data, quality control, statistical analysis, interpretation, and validation of the results. Hence, high-quality records, particularly for providing a string of documents for the verifiable origin of data, are essential elements that can act as a certificate for potential users (customers). These records also improve the traceability and transparency of data and processes, therefore, improving the reliability of results. Standards for data acquisition, analysis, and documentation have been fostered in the last decade driven by grassroot initiatives of researchers and organizations such as the Research Data Alliance (RDA). Nevertheless, what is still largely missing in the life science academic research are agreed procedures for complex routine research workflows. Here, well-crafted documentation like standard operating procedures (SOPs) offer clear direction and instructions specifically designed to avoid deviations as an absolute necessity for reproducibility. Therefore, this paper provides a standardized workflow that explains step by step how to write an SOP to be used as a starting point for appropriate research documentation.
In a recent line of research, two familiar concepts from logic programming semantics (unfounded sets and splitting) were extrapolated to the case of epistemic logic programs. The property of epistemic splitting provides a natural and modular way to understand programs without epistemic cycles but, surprisingly, was only fulfilled by Gelfond's original semantics (G91), among the many proposals in the literature. On the other hand, G91 may suffer from a kind of self-supported, unfounded derivations when epistemic cycles come into play. Recently, the absence of these derivations was also formalised as a property of epistemic semantics called foundedness. Moreover, a first semantics proved to satisfy foundedness was also proposed, the so-called Founded Autoepistemic Equilibrium Logic (FAEEL). In this paper, we prove that FAEEL also satisfies the epistemic splitting property something that, together with foundedness, was not fulfilled by any other approach up to date. To prove this result, we provide an alternative characterisation of FAEEL as a combination of G91 with a simpler logic we called Founded Epistemic Equilibrium Logic (FEEL), which is somehow an extrapolation of the stable model semantics to the modal logic S5.
A common feature in Answer Set Programming is the use of a second negation, stronger than default negation and sometimes called explicit, strong or classical negation. This explicit negation is normally used in front of atoms, rather than allowing its use as a regular operator. In this paper we consider the arbitrary combination of explicit negation with nested expressions, as those defined by Lifschitz, Tang and Turner. We extend the concept of reduct for this new syntax and then prove that it can be captured by an extension of Equilibrium Logic with this second negation. We study some properties of this variant and compare to the already known combination of Equilibrium Logic with Nelson's strong negation.
Emotions are a central element of human experience. They occur with high frequency in everyday life and play an important role in decision making. However, currently there is no consensus among researchers on what constitutes an emotion and on how emotions should be investigated. This dissertation identifies three problems of current emotion research: the problem of ground truth, the problem of incomplete constructs and the problem of optimal representation. I argue for a focus on the detailed measurement of emotion manifestations with computer-aided methods to solve these problems. This approach is demonstrated in three research projects, which describe the development of methods specific to these problems as well as their application to concrete research questions.
The problem of ground truth describes the practice to presuppose a certain structure of emotions as the a priori ground truth. This determines the range of emotion descriptions and sets a standard for the correct assignment of these descriptions. The first project illustrates how this problem can be circumvented with a multidimensional emotion perception paradigm which stands in contrast to the emotion recognition paradigm typically employed in emotion research. This paradigm allows to calculate an objective difficulty measure and to collect subjective difficulty ratings for the perception of emotional stimuli. Moreover, it enables the use of an arbitrary number of emotion stimuli categories as compared to the commonly used six basic emotion categories. Accordingly, we collected data from 441 participants using dynamic facial expression stimuli from 40 emotion categories. Our findings suggest an increase in emotion perception difficulty with increasing actor age and provide evidence to suggest that young adults, the elderly and men underestimate their emotion perception difficulty. While these effects were predicted from the literature, we also found unexpected and novel results. In particular, the increased difficulty on the objective difficulty measure for female actors and observers stood in contrast to reported findings. Exploratory analyses revealed low relevance of person-specific variables for the prediction of emotion perception difficulty, but highlighted the importance of a general pleasure dimension for the ease of emotion perception.
The second project targets the problem of incomplete constructs which relates to vaguely defined psychological constructs on emotion with insufficient ties to tangible manifestations. The project exemplifies how a modern data collection method such as face tracking data can be used to sharpen these constructs on the example of arousal, a long-standing but fuzzy construct in emotion research. It describes how measures of distance, speed and magnitude of acceleration can be computed from face tracking data and investigates their intercorrelations. We find moderate to strong correlations among all measures of static information on one hand and all measures of dynamic information on the other. The project then investigates how self-rated arousal is tied to these measures in 401 neurotypical individuals and 19 individuals with autism. Distance to the neutral face was predictive of arousal ratings in both groups. Lower mean arousal ratings were found for the autistic group, but no difference in correlation of the measures and arousal ratings could be found between groups. Results were replicated in a high autistic traits group consisting of 41 participants. The findings suggest a qualitatively similar perception of arousal for individuals with and without autism. No correlations between valence ratings and any of the measures could be found which emphasizes the specificity of our tested measures for the construct of arousal.
The problem of optimal representation refers to the search for the best representation of emotions and the assumption that there is a one-fits-all solution. In the third project we introduce partial least squares analysis as a general method to find an optimal representation to relate two high-dimensional data sets to each other. The project demonstrates its applicability to emotion research on the question of emotion perception differences between men and women. The method was used with emotion rating data from 441 participants and face tracking data computed on 306 videos. We found quantitative as well as qualitative differences in the perception of emotional facial expressions between these groups. We showed that women’s emotional perception systematically captured more of the variance in facial expressions. Additionally, we could show that significant differences exist in the way that women and men perceive some facial expressions which could be visualized as concrete facial expression sequences. These expressions suggest differing perceptions of masked and ambiguous facial expressions between the sexes. In order to facilitate use of the developed method by the research community, a package for the statistical environment R was written. Furthermore, to call attention to the method and its usefulness for emotion research, a website was designed that allows users to explore a model of emotion ratings and facial expression data in an interactive fashion.
Parsing of argumentative structures has become a very active line of research in recent years. Like discourse parsing or any other natural language task that requires prediction of linguistic structures, most approaches choose to learn a local model and then perform global decoding over the local probability distributions, often imposing constraints that are specific to the task at hand. Specifically for argumentation parsing, two decoding approaches have been recently proposed: Minimum Spanning Trees (MST) and Integer Linear Programming (ILP), following similar trends in discourse parsing. In contrast to discourse parsing though, where trees are not always used as underlying annotation schemes, argumentation structures so far have always been represented with trees. Using the 'argumentative microtext corpus' [in: Argumentation and Reasoned Action: Proceedings of the 1st European Conference on Argumentation, Lisbon 2015 / Vol. 2, College Publications, London, 2016, pp. 801-815] as underlying data and replicating three different decoding mechanisms, in this paper we propose a novel ILP decoder and an extension to our earlier MST work, and then thoroughly compare the approaches. The result is that our new decoder outperforms related work in important respects, and that in general, ILP and MST yield very similar performance.
Die Veröffentlichung eines global frei verfügbaren Onlinekurses abseits der großen MOOC Plattformen bringt spezielle Herausforderungen mit sich. Neben technischen Herausforderungen sind eine effiziente Wissensvermittlung und die Erhaltung der Lernmotivation zentral. Der folgende Beitrag stellt Techniken zur Steigerung der Lerneffizienz und -motivation anhand des ARCS Modells vor. Er zeigt auf, wie die verschiedenen Techniken in der Entwicklung des Onlinekurses „Designing Sustainable Food Systems“ umgesetzt wurden und inwieweit sie erfolgreich waren.
Das Training sozioemotionaler Kompetenzen ist gerade für Menschen mit Autismus nützlich. Ein solches Training kann mithilfe einer spielbasierten Anwendung effektiv gestaltet werden. Zwei Minispiele, Mimikry und Emo-Mahjong, wurden realisiert und hinsichtlich User Experience evaluiert. Die jeweiligen Konzepte und die Evaluationsergebnisse sollen hier vorgestellt werden.
Einsatz einer mobilen Lern-App - Ein Werkzeug zur Verbesserung von klinisch-praktischem Unterricht
(2018)
Der Unterricht am Krankenbett ist im Medizinstudium eine wertvolle Möglichkeit klinisch-praktische Fertigkeiten zu erlernen. Eine optimale Vorbereitung der Studierenden ist dabei Voraussetzung. Eine mobile Lern-App wurde entwickelt, die den Studierenden, neben Lernzielen, Kursinhalte und Anleitungen zu Untersuchungstechniken bietet, um die Vorbereitung auf einen klinisch-praktischen Kurs zu fördern und Kurzinformationen auch während des Kurses zur Verfügung zu stellen. 175 Studierende hatten die Möglichkeit die App parallel zu einem klinischen Untersuchungs-Kurs im Semester zu nutzen. Im Anschluss beantworteten die Studierenden einen Fragebogen zur Nützlichkeit und Vielseitigkeit der App und zur Zufriedenheit mit der App unter Verwendung eine 5-Punkt-Likert-Skala und zwei offenen Fragen. In diesem Beitrag wird das Kurskonzept zusammen mit der Lern-App, die Ergebnisse aus dem Fragebogen und unsere Schlussfolgerungen daraus vorgestellt. Studierende bewerteten die App grundsätzlich als hilfreich. Sie sollte dabei gründlich eingeführt werden. Patienten sollten über die Nutzung von Smartphones im Studentenunterricht zu Lernzwecken informiert werden.
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.
Der Beitrag skizziert ein Modell, das die Entwicklung digitaler Kompetenzen im Lehramtsstudium fördern soll. Zwar wird das Kompetenzmodell aus der Deutschdidaktik heraus entwickelt, nimmt aber auch fachübergreifende Anforderungen in den Bereichen Informationskompetenz, medientechnischer Kompetenzen, Fähigkeiten der Medienanalyse und -reflexion sowie Sprachhandlungskompetenz in den Blick. Damit wird das Ziel verfolgt, die besonderen Anforderungen angehender Lehrkräfte als Mediator*innen digitaler Kompetenzen darzustellen. Das beschriebene Modell dieser Vermittlungskompetenz dient der Verankerung digitaler Lehr-Lernkonzepte als wesentlicher Bestandteil der modernen Lehrer*innenbildung.
Berufsbegleitende Studiengänge stehen vor besonderen Schwierigkeiten, für die der Einsatz von Blended Learning-Szenarien sinnvoll sein kann. Welche speziellen Herausforderungen sich dabei ergeben und welche Lösungsansätze dagegen steuern, betrachtet der folgende Artikel anhand eines Praxisberichts aus dem Studiengang M. P. A. Wissenschaftsmanagement an der Universität Speyer.
E-Learning Symposium 2018
(2018)
In den vergangenen Jahren sind viele E-Learning-Innovationen entstanden. Einige davon wurden auf den vergangenen E-Learning Symposien der Universität Potsdam präsentiert: Das erste E-Learning Symposium im Jahr 2012 konzentrierte sich auf unterschiedliche Möglichkeiten der Studierendenaktivierung und Lehrgestaltung. Das Symposium 2014 rückte vor allem die Studierenden ins Zentrum der Aufmerksamkeit. Im Jahr 2016 kam es durch das Zusammengehen des Symposiums mit der DeLFI-Tagung zu einer Fokussierung auf technische Innovationen. Doch was ist aus den Leuchttürmen von gestern geworden, und brauchen wir überhaupt noch neue Leuchttürme? Das Symposium setzt sich in diesem Jahr unter dem Motto „Innovation und Nachhaltigkeit – (k)ein Gegensatz?“ mit mediengestützten Lehr- und Lernprozessen im universitären Kontext auseinander und reflektiert aktuelle technische sowie didaktische Entwicklungen mit Blick auf deren mittel- bis langfristigen Einsatz in der Praxis.
Dieser Tagungsband zum E-Learning Symposium 2018 an der Universität Potsdam beinhaltet eine Mischung von Forschungs- und Praxisbeiträgen aus verschiedenen Fachdisziplinen und eröffnet vielschichtige Perspektiven auf das Thema E-Learning. Dabei werden die Vielfalt der didaktischen Einsatzszenarien als auch die Potentiale von Werk-zeugen und Methoden der Informatik in ihrem Zusammenspiel beleuchtet.
In seiner Keynote widmet sich Reinhard Keil dem Motto des Symposiums und geht der Nachhaltigkeit bei E-Learning-Projekten auf den Grund. Dabei analysiert und beleuchtet er anhand seiner über 15-jährigen Forschungspraxis die wichtigsten Wirkfaktoren und formuliert Empfehlungen zur Konzeption von E-Learning-Projekten. Im Gegensatz zu rein auf Kostenersparnis ausgerichteten (hochschul-)politischen Forderungen proklamiert er den Ansatz der hypothesengeleiteten Technikgestaltung, in der Nachhaltigkeit als Leitfrage oder Forschungsstrategie verstanden werden kann. In eine ähnliche Richtung geht der Beitrag von Iris Braun et al., die über Erfolgsfaktoren beim Einsatz von Audience Response Systemen in der universitären Lehre berichten.
Ein weiteres aktuelles Thema, sowohl für die Bildungstechnologie als auch in den Bildungswissenschaften allgemein, ist die Kompetenzorientierung und –modellierung. Hier geht es darum (Problemlöse-)Fähigkeiten gezielt zu beschreiben und in den Mittelpunkt der Lehre zu stellen. Johannes Konert stellt in einem eingeladenen Vortrag zwei Projekte vor, die den Prozess beginnend bei der Definition von Kompetenzen, deren Modellierung in einem semantischen maschinenlesbaren Format bis hin zur Erarbeitung von Methoden zur Kompetenzmessung und der elektronischen Zertifizierung aufzeigen. Dabei geht er auf technische Möglichkeiten, aber auch Grenzen ein. Auf einer spezifischeren Ebene beschäftigt sich Sarah Stumpf mit digitalen bzw. mediendidaktischen Kompetenzen im Lehramtsstudium und stellt ein Framework für die Förderung ebensolcher Kompetenzen bei angehenden Lehrkräften vor.
Der Einsatz von E-Learning birgt noch einige Herausforderungen. Dabei geht es oft um die Verbindung von Didaktik und Technik, den Erhalt von Aufmerksamkeit oder den Aufwand für das Erstellen von interaktiven Lehr- und Lerninhalten. Drei Beiträge in diesem Tagungsband beschäftigen sich mit dieser Thematik in unterschiedlichen Kontexten und zeigen Best-Practices und Lösungsansätze auf: Der Beitrag von Martina Wahl und Michael Hölscher behandelt den besonderen Kontext von Blended Learning-Szenarien in berufsbegleitenden Studiengängen. Um die Veröffentlichung eines global frei verfügbaren Onlinekurses abseits der großen MOOC Plattformen und den didaktischen Herausforderungen auch hinsichtlich der Motivation geht es im Beitrag von Ennio Marani und Isabel Jaisli. Schließlich schlagen Gregor Damnik et al. die automatische Erzeugung von Aufgaben zur Erhöhung von Interaktivität und Adaptivität in digitalen Lernressourcen vor, um den teilweise erheblichen Erstellungsaufwand zu reduzieren.
Zum Thema E-Learning zählen auch immer mobile Apps bzw. Spiele. Gleich zwei Beiträge beschäftigen sich mit dem Einsatz von E-Learning-Tools im Gesundheitskontext: Anna Tscherejkina und Anna Morgiel stellen in ihrem Beitrag Minispiele zum Training von sozio-emotionalen Kompetenzen für Menschen mit Autismus vor, und Stephanie Herbstreit et al. berichten vom Einsatz einer mobilen Lern-App zur Verbesserung von klinisch-praktischem Unterricht.
Die 8. Fachtagung für Hochschuldidaktik der Informatik (HDI) fand im September 2018 zusammen mit der Deutschen E-Learning Fachtagung Informatik (DeLFI) unter dem gemeinsamen Motto „Digitalisierungswahnsinn? - Wege der Bildungstransformationen“ in Frankfurt statt.
Dabei widmet sich die HDI allen Fragen der informatischen Bildung im Hochschulbereich. Schwerpunkte bildeten in diesem Jahr u. a.:
- Analyse der Inhalte und anzustrebenden Kompetenzen in Informatikveranstaltungen
- Programmieren lernen & Einstieg in Softwareentwicklung
- Spezialthemen: Data Science, Theoretische Informatik und Wissenschaftliches Arbeiten
Die Fachtagung widmet sich ausgewählten Fragestellungen dieser Themenkomplexe, die durch Vorträge ausgewiesener Experten und durch eingereichte Beiträge intensiv behandelt werden.
Dieser Beitrag diskutiert die Konzeption eines Software-Projektpraktikums im Bereich E-Learning, welches Lehramts- und Fachstudierenden der Informatik ermöglicht, voneinander zu profitieren und praxisrelevante Ergebnisse generiert. Vorbereitungen, Organisation und Durchführung werden vorgestellt und diskutiert. Den Abschluss bildet ein Ausblick auf die Fortführung des Konzepts und den Ausbau des Forschungsgebietes.
Das „Startprojekt“
(2016)
Absolventinnen und Absolventen unserer Informatik-Bachelorstudiengänge benötigen für kompetentes berufliches Handeln sowohl fachliche als auch überfachliche Kompetenzen. Vielfach verlangen wir von Erstsemestern in Grundlagen-Lehrveranstaltungen fast ausschließlich den Aufbau von Fachkompetenz und vernachlässigen dabei häufig Selbstkompetenz, Methodenkompetenz und Sozialkompetenz. Gerade die drei letztgenannten sind für ein erfolgreiches Studium unabdingbar und sollten von Anfang an entwickelt werden. Wir stellen unser „Startprojekt“ als einen Beitrag vor, im ersten Semester die eigenverantwortliche, überfachliche Kompetenzentwicklung in einem fachlichen Kontext zu fördern.
Aus einer Vergleichsstudie mit starken und schwachen Problemlösern konnten Erkenntnisse über die effizienten Herangehensweisen von Hochleistern an Informatikprobleme gewonnen werden. Diese Erkenntnisse wurden in einem Lehrvideo zum informatischen Problemlösen didaktisch aufgearbeitet, sodass Lernenden der Einsatz von Baumstrukturen und Rekursion im konkreten Kontext gezeigt werden kann. Nun wurde die tatsächliche Lernwirksamkeit des Videos sowie die Definition der Zielgruppe in einer Vergleichsstudie mit 66 Studienanfängern überprüft.
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.
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.
Dieser Beitrag diskutiert den Einsatz von interaktiven und automatischen Theorembeweisern in der universitären Lehre. Moderne Theorembeweiser scheinen geeignet zur Implementierung des dialogischen Lernens und als E-Assessment-Werkzeug in der Logikausbilding. Exemplarisch skizzieren wir ein innovaties Lehrprojekt zum Thema „Komputationale Metaphysik“, in dem die zuvor genannten Werkzeuge eingesetzt werden.
Die Unterrichtsmethode Stationsarbeit kann verwendet werden, um Individualisierung und Differenzierung im Lernprozess zu ermöglichen. Dieser Beitrag schlägt Aufgabenformate vor, die in einer Stationsarbeit über das Klassendiagramm aus der Unified Modeling Language verwendet werden können. Die Aufgabenformate wurden bereits mit Studierenden erprobt.
Geospatial data has become a natural part of a growing number of information systems and services in the economy, society, and people's personal lives. In particular, virtual 3D city and landscape models constitute valuable information sources within a wide variety of applications such as urban planning, navigation, tourist information, and disaster management. Today, these models are often visualized in detail to provide realistic imagery. However, a photorealistic rendering does not automatically lead to high image quality, with respect to an effective information transfer, which requires important or prioritized information to be interactively highlighted in a context-dependent manner.
Approaches in non-photorealistic renderings particularly consider a user's task and camera perspective when attempting optimal expression, recognition, and communication of important or prioritized information. However, the design and implementation of non-photorealistic rendering techniques for 3D geospatial data pose a number of challenges, especially when inherently complex geometry, appearance, and thematic data must be processed interactively. Hence, a promising technical foundation is established by the programmable and parallel computing architecture of graphics processing units.
This thesis proposes non-photorealistic rendering techniques that enable both the computation and selection of the abstraction level of 3D geospatial model contents according to user interaction and dynamically changing thematic information. To achieve this goal, the techniques integrate with hardware-accelerated rendering pipelines using shader technologies of graphics processing units for real-time image synthesis. The techniques employ principles of artistic rendering, cartographic generalization, and 3D semiotics—unlike photorealistic rendering—to synthesize illustrative renditions of geospatial feature type entities such as water surfaces, buildings, and infrastructure networks. In addition, this thesis contributes a generic system that enables to integrate different graphic styles—photorealistic and non-photorealistic—and provide their seamless transition according to user tasks, camera view, and image resolution.
Evaluations of the proposed techniques have demonstrated their significance to the field of geospatial information visualization including topics such as spatial perception, cognition, and mapping. In addition, the applications in illustrative and focus+context visualization have reflected their potential impact on optimizing the information transfer regarding factors such as cognitive load, integration of non-realistic information, visualization of uncertainty, and visualization on small displays.
Personal fabrication tools, such as 3D printers, are on the way of enabling a future in which non-technical users will be able to create custom objects. However, while the hardware is there, the current interaction model behind existing design tools is not suitable for non-technical users. Today, 3D printers are operated by fabricating the object in one go, which tends to take overnight due to the slow 3D printing technology. Consequently, the current interaction model requires users to think carefully before printing as every mistake may imply another overnight print. Planning every step ahead, however, is not feasible for non-technical users as they lack the experience to reason about the consequences of their design decisions.
In this dissertation, we propose changing the interaction model around personal fabrication tools to better serve this user group. We draw inspiration from personal computing and argue that the evolution of personal fabrication may resemble the evolution of personal computing: Computing started with machines that executed a program in one go before returning the result to the user. By decreasing the interaction unit to single requests, turn-taking systems such as the command line evolved, which provided users with feedback after every input. Finally, with the introduction of direct-manipulation interfaces, users continuously interacted with a program receiving feedback about every action in real-time. In this dissertation, we explore whether these interaction concepts can be applied to personal fabrication as well.
We start with fabricating an object in one go and investigate how to tighten the feedback-cycle on an object-level: We contribute a method called low-fidelity fabrication, which saves up to 90% fabrication time by creating objects as fast low-fidelity previews, which are sufficient to evaluate key design aspects. Depending on what is currently being tested, we propose different conversions that enable users to focus on different parts: faBrickator allows for a modular design in the early stages of prototyping; when users move on WirePrint allows quickly testing an object's shape, while Platener allows testing an object's technical function. We present an interactive editor for each technique and explain the underlying conversion algorithms.
By interacting on smaller units, such as a single element of an object, we explore what it means to transition from systems that fabricate objects in one go to turn-taking systems. We start with a 2D system called constructable: Users draw with a laser pointer onto the workpiece inside a laser cutter. The drawing is captured with an overhead camera. As soon as the the user finishes drawing an element, such as a line, the constructable system beautifies the path and cuts it--resulting in physical output after every editing step. We extend constructable towards 3D editing by developing a novel laser-cutting technique for 3D objects called LaserOrigami that works by heating up the workpiece with the defocused laser until the material becomes compliant and bends down under gravity. While constructable and LaserOrigami allow for fast physical feedback, the interaction is still best described as turn-taking since it consists of two discrete steps: users first create an input and afterwards the system provides physical output.
By decreasing the interaction unit even further to a single feature, we can achieve real-time physical feedback: Input by the user and output by the fabrication device are so tightly coupled that no visible lag exists. This allows us to explore what it means to transition from turn-taking interfaces, which only allow exploring one option at a time, to direct manipulation interfaces with real-time physical feedback, which allow users to explore the entire space of options continuously with a single interaction. We present a system called FormFab, which allows for such direct control. FormFab is based on the same principle as LaserOrigami: It uses a workpiece that when warmed up becomes compliant and can be reshaped. However, FormFab achieves the reshaping not based on gravity, but through a pneumatic system that users can control interactively. As users interact, they see the shape change in real-time.
We conclude this dissertation by extrapolating the current evolution into a future in which large numbers of people use the new technology to create objects. We see two additional challenges on the horizon: sustainability and intellectual property. We investigate sustainability by demonstrating how to print less and instead patch physical objects. We explore questions around intellectual property with a system called Scotty that transfers objects without creating duplicates, thereby preserving the designer's copyright.
Die 7. Fachtagung für Hochschuldidaktik, die 2016 erneut mit der DeLFI E-Learning Fachtagung Informatik stattfand, setzte das erfolgreiche Modell einer Tagung fort, die sich mit hochschuldidaktischen Fragen und der Gestaltung von Studiengängen der Informatik beschäftigt.
Thema der Tagung waren alle Fragen, die sich der Vermittlung von Informatikgegenständen im Hochschulbereich widmen. Dazu gehörten u.a.:
• fachdidaktische Konzepte der Vermittlung einzelner Informatikgegenstände
• methodische Lösungen, wie spezielle Lehr- und Lernformen, Durchführungskonzepte
• empirische Ergebnisse und Vergleichsstudien
• E-Learning-Ansätze, wenn sie ein erkennbares didaktisches Konzept verfolgen
• Studienkonzepte und Curricula, organisatorische Fragen, wie Gewinnung von Studierenden, Studieneingangsphase, Abbrecher.
Die Fachtagung widmete sich ausgewählten Fragestellungen dieses Themenkomplexes, die durch Vorträge ausgewiesener Experten, durch eingereichte Beiträge und durch Präsentationen und Poster intensiv behandelt wurden.
Unser besonderer Dank gilt dem Programmkomitee und den hier nicht genannten Helfern für ihren Einsatz bei der Vorbereitung und Durchführung der Tagung.
Die Vermittlung von Modellierungsfähigkeiten in der Softwaretechnik-Ausbildung konzentriert sich meist auf Modellierungskonzepte, Notationen und Entwicklungswerkzeuge. Die Betrachtung der Modellierungsaktivitäten, etwa die Entwicklung und Gegenüberstellung alternativer Modellvorschläge, steht weniger im Vordergrund. Die vorliegende Studie untersucht zwei Formen des kollaborativen Modellierens am Tabletop in Bezug auf ihren Einfluss auf die Modellierungsaktivitäten in kleinen Gruppen. Die Ergebnisse zeigen, dass sowohl selbstorganisierte als auch moderierte Modellierungssitzungen das Entwickeln eines gemeinsamen Modellverständnisses fördern. In moderierten Sitzungen wurden zudem mehr alternative Lösungsideen entwickelt und in stärkerem Maße diskutiert.
The main objective of this dissertation is to analyse prerequisites, expectations, apprehensions, and attitudes of students studying computer science, who are willing to gain a bachelor degree. The research will also investigate in the students’ learning style according to the Felder-Silverman model. These investigations fall in the attempt to make an impact on reducing the “dropout”/shrinkage rate among students, and to suggest a better learning environment.
The first investigation starts with a survey that has been made at the computer science department at the University of Baghdad to investigate the attitudes of computer science students in an environment dominated by women, showing the differences in attitudes between male and female students in different study years. Students are accepted to university studies via a centrally controlled admission procedure depending mainly on their final score at school. This leads to a high percentage of students studying subjects they do not want. Our analysis shows that 75% of the female students do not regret studying computer science although it was not their first choice. And according to statistics over previous years, women manage to succeed in their study and often graduate on top of their class. We finish with a comparison of attitudes between the freshman students of two different cultures and two different university enrolment procedures (University of Baghdad, in Iraq, and the University of Potsdam, in Germany) both with opposite gender majority.
The second step of investigation took place at the department of computer science at the University of Potsdam in Germany and analyzes the learning styles of students studying the three major fields of study offered by the department (computer science, business informatics, and computer science teaching). Investigating the differences in learning styles between the students of those study fields who usually take some joint courses is important to be aware of which changes are necessary to be adopted in the teaching methods to address those different students. It was a two stage study using two questionnaires; the main one is based on the Index of Learning Styles Questionnaire of B. A. Solomon and R. M. Felder, and the second questionnaire was an investigation on the students’ attitudes towards the findings of their personal first questionnaire. Our analysis shows differences in the preferences of learning style between male and female students of the different study fields, as well as differences between students with the different specialties (computer science, business informatics, and computer science teaching).
The third investigation looks closely into the difficulties, issues, apprehensions and expectations of freshman students studying computer science. The study took place at the computer science department at the University of Potsdam with a volunteer sample of students. The goal is to determine and discuss the difficulties and issues that they are facing in their study that may lead them to think in dropping-out, changing the study field, or changing the university. The research continued with the same sample of students (with business informatics students being the majority) through more than three semesters. Difficulties and issues during the study were documented, as well as students’ attitudes, apprehensions, and expectations. Some of the professors and lecturers opinions and solutions to some students’ problems were also documented. Many participants had apprehensions and difficulties, especially towards informatics subjects. Some business informatics participants began to think of changing the university, in particular when they reached their third semester, others thought about changing their field of study. Till the end of this research, most of the participants continued in their studies (the study they have started with or the new study they have changed to) without leaving the higher education system.
Computer Security deals with the detection and mitigation of threats to computer networks, data, and computing hardware. This
thesis addresses the following two computer security problems: email spam campaign and malware detection.
Email spam campaigns can easily be generated using popular dissemination tools by specifying simple grammars that serve as message templates. A grammar is disseminated to nodes of a bot net, the nodes create messages by instantiating the grammar at random. Email spam campaigns can encompass huge data volumes and therefore pose a threat to the stability of the infrastructure of email service providers that have to store them. Malware -software that serves a malicious purpose- is affecting web servers, client computers via active content, and client computers through executable files. Without the help of malware detection systems it would be easy for malware creators to collect sensitive information or to infiltrate computers.
The detection of threats -such as email-spam messages, phishing messages, or malware- is an adversarial and therefore intrinsically
difficult problem. Threats vary greatly and evolve over time. The detection of threats based on manually-designed rules is therefore
difficult and requires a constant engineering effort. Machine-learning is a research area that revolves around the analysis of data and the discovery of patterns that describe aspects of the data. Discriminative learning methods extract prediction models from data that are optimized to predict a target attribute as accurately as possible. Machine-learning methods hold the promise of automatically identifying patterns that robustly and accurately detect threats. This thesis focuses on the design and analysis of discriminative learning methods for the two computer-security problems under investigation: email-campaign and malware detection.
The first part of this thesis addresses email-campaign detection. We focus on regular expressions as a syntactic framework, because regular expressions are intuitively comprehensible by security engineers and administrators, and they can be applied as a detection mechanism in an extremely efficient manner. In this setting, a prediction model is provided with exemplary messages from an email-spam campaign. The prediction model has to generate a regular expression that reveals the syntactic pattern that underlies the entire campaign, and that a security engineers finds comprehensible and feels confident enough to use the expression to blacklist further messages at the email server. We model this problem as two-stage learning problem with structured input and output spaces which can be solved using standard cutting plane methods. Therefore we develop an appropriate loss function, and derive a decoder for the resulting optimization problem.
The second part of this thesis deals with the problem of predicting whether a given JavaScript or PHP file is malicious or benign. Recent malware analysis techniques use static or dynamic features, or both. In fully dynamic analysis, the software or script is executed and observed for malicious behavior in a sandbox environment. By contrast, static analysis is based on features that can be extracted directly from the program file. In order to bypass static detection mechanisms, code obfuscation techniques are used to spread a malicious program file in many different syntactic variants. Deobfuscating the code before applying a static classifier can be subjected to mostly static code analysis and can overcome the problem of obfuscated malicious code, but on the other hand increases the computational costs of malware detection by an order of magnitude. In this thesis we present a cascaded architecture in which a classifier first performs a static analysis of the original code and -based on the outcome of this first classification step- the code may be deobfuscated and classified again. We explore several types of features including token $n$-grams, orthogonal sparse bigrams, subroutine-hashings, and syntax-tree features and study the robustness of detection methods and feature types against the evolution of malware over time. The developed tool scans very large file collections quickly and accurately.
Each model is evaluated on real-world data and compared to reference methods. Our approach of inferring regular expressions to filter emails belonging to an email spam campaigns leads to models with a high true-positive rate at a very low false-positive rate that is an order of magnitude lower than that of a commercial content-based filter. Our presented system -REx-SVMshort- is being used by a commercial email service provider and complements content-based and IP-address based filtering.
Our cascaded malware detection system is evaluated on a high-quality data set of almost 400,000 conspicuous PHP files and a collection of more than 1,00,000 JavaScript files. From our case study we can conclude that our system can quickly and accurately process large data collections at a low false-positive rate.
Services that operate over the Internet are under constant threat of being exposed to fraudulent use. Maintaining good user experience for legitimate users often requires the classification of entities as malicious or legitimate in order to initiate countermeasures. As an example, inbound email spam filters decide for spam or non-spam. They can base their decision on both the content of each email as well as on features that summarize prior emails received from the sending server. In general, discriminative classification methods learn to distinguish positive from negative entities. Each decision for a label may be based on features of the entity and related entities. When labels of related entities have strong interdependencies---as can be assumed e.g. for emails being delivered by the same user---classification decisions should not be made independently and dependencies should be modeled in the decision function. This thesis addresses the formulation of discriminative classification problems that are tailored for the specific demands of the following three Internet security applications. Theoretical and algorithmic solutions are devised to protect an email service against flooding of user inboxes, to mitigate abusive usage of outbound email servers, and to protect web servers against distributed denial of service attacks.
In the application of filtering an inbound email stream for unsolicited emails, utilizing features that go beyond each individual email's content can be valuable. Information about each sending mail server can be aggregated over time and may help in identifying unwanted emails. However, while this information will be available to the deployed email filter, some parts of the training data that are compiled by third party providers may not contain this information. The missing features have to be estimated at training time in order to learn a classification model. In this thesis an algorithm is derived that learns a decision function that integrates over a distribution of values for each missing entry. The distribution of missing values is a free parameter that is optimized to learn an optimal decision function.
The outbound stream of emails of an email service provider can be separated by the customer IDs that ask for delivery. All emails that are sent by the same ID in the same period of time are related, both in content and in label. Hijacked customer accounts may send batches of unsolicited emails to other email providers, which in turn might blacklist the sender's email servers after detection of incoming spam emails. The risk of being blocked from further delivery depends on the rate of outgoing unwanted emails and the duration of high spam sending rates. An optimization problem is developed that minimizes the expected cost for the email provider by learning a decision function that assigns a limit on the sending rate to customers based on the each customer's email stream.
Identifying attacking IPs during HTTP-level DDoS attacks allows to block those IPs from further accessing the web servers. DDoS attacks are usually carried out by infected clients that are members of the same botnet and show similar traffic patterns. HTTP-level attacks aim at exhausting one or more resources of the web server infrastructure, such as CPU time. If the joint set of attackers cannot increase resource usage close to the maximum capacity, no effect will be experienced by legitimate users of hosted web sites. However, if the additional load raises the computational burden towards the critical range, user experience will degrade until service may be unavailable altogether. As the loss of missing one attacker depends on block decisions for other attackers---if most other attackers are detected, not blocking one client will likely not be harmful---a structured output model has to be learned. In this thesis an algorithm is developed that learns a structured prediction decoder that searches the space of label assignments, guided by a policy.
Each model is evaluated on real-world data and is compared to reference methods. The results show that modeling each classification problem according to the specific demands of the task improves performance over solutions that do not consider the constraints inherent to an application.
KEYCIT 2014
(2015)
In our rapidly changing world it is increasingly important not only to be an expert in a chosen field of study but also to be able to respond to developments, master new approaches to solving problems, and fulfil changing requirements in the modern world and in the job market. In response to these needs key competencies in understanding, developing and using new digital technologies are being brought into focus in school and university programmes. The IFIP TC3 conference "KEYCIT – Key Competences in Informatics and ICT (KEYCIT 2014)" was held at the University of Potsdam in Germany from July 1st to 4th, 2014 and addressed the combination of key competencies, Informatics and ICT in detail. The conference was organized into strands focusing on secondary education, university education and teacher education (organized by IFIP WGs 3.1 and 3.3) and provided a forum to present and to discuss research, case studies, positions, and national perspectives in this field.
Die Studieneingangsphase stellt für Studierende eine Schlüsselphase des tertiären Ausbildungsabschnitts dar. Fachwissenschaftliches Wissen wird praxisfern vermittelt und die Studierenden können die Zusammenhänge zwischen den Themenfeldern der verschiedenen Vorlesungen nicht erkennen. Zur Verbesserung der Situation wurde ein Workshop entwickelt, der die Verbindung der Programmierung und der Datenstrukturen vertieft. Dabei wird das Spiel Go-Moku1 als Android-App von den Studierenden selbständig entwickelt. Die Kombination aus Software (Java, Android-SDK) und Hardware (Tablet-Computer) für ein kleines realistisches Softwareprojekt stellt für die Studierenden eine neue Erfahrung dar.
Erstsemester-Studierende sind mit den Anforderungen des Lehr-/ Lernprozess einer Universität oder Fachhochschule noch nicht vertraut. Ihre Erwartungen orientieren sich vielmehr an ihrer bisherigen Lerngeschichte (Abitur, Fachabitur, o. ä.). Neben den fachlichen Anforderungen des ersten Semesters müssen die Studierenden also auch Veränderungen im Lehr-/Lernprozess erkennen und bewältigen. Es wird anhand einer Output-orientierten
informatischen Lehrveranstaltung aufgezeigt, dass sich aus deren strengen Anforderungen der Messbarkeit klare Kompetenzbeschreibungen ergeben, die besonders dem Orientierungsbedürfnis Erstsemester-Studierender entgegenkommen.
Auf der Grundlage der Planung, Durchführung, Evaluation und Revision eines gemeinsamen Seminars von Medienpädagogik und Didaktik der Informatik stellen wir in diesem Aufsatz dar, wo die Defizite klassischer Medienbildung in Bezug auf digitale bzw. interaktive Medien liegen und welche Inhalte der Informatik für Studierende aller Lehrämter – im allgemeinbildenden Sinne – aus dieser Perspektive relevant erscheinen.
Die Tagung HDI 2014 in Freiburg zur Hochschuldidaktik der Informatik HDI wurde erneut vom Fachbereich Informatik und Ausbildung / Didaktik der Informatik (IAD) in der Gesellschaft für Informatik e. V. (GI) organisiert. Sie dient den Lehrenden der Informatik in Studiengängen an Hochschulen als Forum der Information und des Austauschs über neue didaktische Ansätze und bildungspolitische Themen im Bereich der Hochschulausbildung aus der fachlichen Perspektive der Informatik.
Die HDI 2014 ist nun bereits die sechste Ausgabe der HDI. Für sie wurde das spezielle Motto „Gestalten und Meistern von Übergängen“ gewählt. Damit soll ein besonderes Augenmerk auf die Übergänge von Schule zum Studium, vom Bachelor zum Master, vom Studium zur Promotion oder vom Studium zur Arbeitswelt gelegt werden.
Die regelmäßige Navigation durch den Raum gehört für Studenten der Universität Potsdam zum Alltag. Man möchte, unabhängig vom Fortbewegungsmittel, schnell und sicher von zu Hause zum Hörsaal oder Seminargebäude. Eine umfassende Navigationshilfe, die alle Transportmodi verbindet, wird dafür verlangt.
Das Ziel dieser Arbeit besteht darin, ein Konzept für einen multimodalen Routenplaner zu entwickeln, der es Studenten und Gästen der Universität Potsdam ermöglicht, sich zwischen den dezentral gelegenen Campusstandorten zu bewegen – egal ob mit Bus und Bahn, dem Auto, Fahrrad oder zu Fuß. Die Implementierung erfolgt ausschließlich auf Grundlage freier Daten und freier, quelloffener Software (FOSS), die für diesen Zweck aufbereitet werden. Ergebnis ist eine webbasierte Applikation, die über eine Entwicklerschnittstelle (API) in andere Projekte eingebunden werden kann.
Der folgende Artikel beschreibt die Evaluation eines Lehrvideos zum informatischen Problemlösen, welches auf der Grundlage einer Vergleichsstudie mit starken und schwachen Problemlösern entwickelt wurde. Beispielhaft wird in dem Film ein Färbeproblem durch einen fiktiven Hochleister unter lautem Denken gelöst, die einzelnen Arbeitsschritte werden abschnittsweise kommentiert und erklärt. Ob dieses Lernkonzept von Studenten akzeptiert wird und sich durch Anschauen des Videos tatsächlich ein Lerneffekt einstellt, wurde durch eine Befragung und eine erste Vergleichsstudie untersucht.
In der Lehre zur MCI (Mensch-Computer-Interaktion) stellt sich immer wieder die Herausforderung, praktische Übungen mit spannenden Ergebnissen durchzuführen, die sich dennoch nicht in technischen Details verlieren sondern MCI-fokussiert bleiben. Im Lehrmodul „Interaktionsdesign“ an der Universität Hamburg werden von Studierenden innerhalb von drei Wochen prototypische Interaktionskonzepte für das Spiel Neverball entworfen und praktisch umgesetzt. Anders als in den meisten Grundlagenkursen zur MCI werden hier nicht Mock-Ups, sondern lauffähige Software entwickelt. Um dies innerhalb der Projektzeit zu ermöglichen, wurde Neverball um eine TCP-basierte Schnittstelle erweitert. So entfällt die aufwändige Einarbeitung in den Quellcode des Spiels und die Studierenden können sich auf ihre Interaktionsprototypen konzentrieren. Wir beschreiben die Erfahrungen aus der
mehrmaligen Durchführung des Projektes und erläutern unser Vorgehen bei der Umsetzung. Die Ergebnisse sollen Lehrende im Bereich MCI unterstützen, ähnliche praxisorientierte Übungen mit Ergebnissen „zum Anfassen“ zu gestalten.
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 growing impact of globalisation and the development of
a ‘knowledge society’ have led many to argue that 21st century skills are
essential for life in twenty-first century society and that ICT is central
to their development. This paper describes how 21st century skills, in
particular digital literacy, critical thinking, creativity, communication
and collaboration skills, have been conceptualised and embedded in the
resources developed for teachers in iTEC, a four-year, European project.
The effectiveness of this approach is considered in light of the data
collected through the evaluation of the pilots, which considers both the
potential benefits of using technology to support the development of
21st century skills, but also the challenges of doing so. Finally, the paper
discusses the learning support systems required in order to transform
pedagogies and embed 21st century skills. It is argued that support is
required in standards and assessment; curriculum and instruction; professional
development; and learning environments.
In the project MoKoM, which is funded by the German
Research Foundation (DFG) from 2008 to 2012, a test instrument
measuring students’ competences in computer science was developed.
This paper presents the results of an expert rating of the levels of
students’ competences done for the items of the instrument.
At first we will describe the difficulty-relevant features that were
used for the evaluation. These were deduced from computer science,
psychological and didactical findings and resources. Potentials and
desiderata of this research method are discussed further on. Finally
we will present our conclusions on the results and give an outlook on
further steps.
BugHunt
(2015)
Competencies related to operating systems and computer
security are usually taught systematically. In this paper we present
a different approach, in which students have to remove virus-like
behaviour on their respective computers, which has been induced by
software developed for this purpose. They have to develop appropriate
problem-solving strategies and thereby explore essential elements of
the operating system. The approach was implemented exemplarily in
two computer science courses at a regional general upper secondary
school and showed great motivation and interest in the participating
students.
The objectives of this study were to examine (a) the effect
of dynamic assessment (DA) in a 3D Immersive Virtual Reality
(IVR) environment as compared with computerized 2D and noncomputerized
(NC) situations on cognitive modifiability, and (b) the
transfer effects of these conditions on more difficult problem solving
administered two weeks later in a non-computerized environment. A
sample of 117 children aged 6:6-9:0 years were randomly assigned
into three experimental groups of DA conditions: 3D, 2D, and NC, and
one control group (C). All groups received the pre- and post-teaching
Analogies subtest of the Cognitive Modifiability Battery (CMB-AN).
The experimental groups received a teaching phase in conditions similar
to the pre-and post-teaching phases. The findings showed that cognitive
modifiability, in a 3D IVR, was distinctively higher than in the two
other experimental groups (2D computer group and NC group). It was
also found that the 3D group showed significantly higher performance
in transfer problems than the 2D and NC groups.
This article shows a discussion about the key competencies
in informatics and ICT viewed from a philosophical foundation presented
by Martha Nussbaum, which is known as ‘ten central capabilities’.
Firstly, the outline of ‘The Capability Approach’, which has been presented
by Amartya Sen and Nussbaum as a theoretical framework of
assessing the state of social welfare, will be explained. Secondly, the
body of Nussbaum’s ten central capabilities and the reason for being
applied as the basis of discussion will be shown. Thirdly, the relationship
between the concept of ‘capability’ and ‘competency’ is to be
discussed. After that, the author’s assumption of the key competencies
in informatics and ICT led from the examination of Nussbaum’s ten
capabilities will be presented.
This paper originated from discussions about the need for
important changes in the curriculum for Computing including two focus
group meetings at IFIP conferences over the last two years. The
paper examines how recent developments in curriculum, together with
insights from curriculum thinking in other subject areas, especially mathematics
and science, can inform curriculum design for Computing.
The analysis presented in the paper provides insights into the complexity
of curriculum design as well as identifying important constraints and
considerations for the ongoing development of a vision and framework
for a Computing curriculum.