Institut für Informatik und Computational Science
Refine
Year of publication
- 2009 (44) (remove)
Document Type
- Article (26)
- Monograph/Edited Volume (7)
- Doctoral Thesis (7)
- Conference Proceeding (1)
- Master's Thesis (1)
- Postprint (1)
- Preprint (1)
Keywords
- Informatik (13)
- Ausbildung (12)
- Didaktik (12)
- Hochschuldidaktik (12)
- Alignment (1)
- Arabidopsis thaliana (1)
- Automatisches Beweisen (1)
- Choreographien (1)
- DPLL (1)
- Entwurfsmuster (1)
- European Bioinformatics Institute (1)
- Informatikdidaktik (1)
- Informatiksystem (1)
- Informatikunterricht (1)
- Integration (1)
- Interaktionsmodellierung (1)
- Klausellernen (1)
- Kompetenz (1)
- Lernsoftware (1)
- Logikkalkül (1)
- Process modeling (1)
- Prozessmodellierung (1)
- SAT (1)
- Sprachdesign (1)
- Statistikprogramm R (1)
- Tool (1)
- Verifikation (1)
- Workflow (1)
- animated PCA (1)
- animierte PCA (1)
- automated theorem proving (1)
- choreographies (1)
- clause learning (1)
- didactics (1)
- education (1)
- higher education (1)
- informatics (1)
- interaction modeling (1)
- language design (1)
- logical calculus (1)
- statistics program R (1)
- verification (1)
Institute
Biographisches Lernen betont insbesondere die Rolle individueller biographischer Erfahrungen und deren Auswirkungen auf Selbstbild, Weltbild und Verhaltensmuster. Schlagwortartig kann diese Perspektive als Unterschied zwischen ‚Informatik lernen‘ und ‚Informatiker/in werden‘ beschrieben werden. Im Artikel wird die Perspektive des Biographischen Lernens an Beispielen aus der Informatik skizziert. Biographisches Lernen ist in der Informatik zunächst aus rein pragmatischen Gründen bedeutsam. Der rasche Wandel der Informationstechnologien im Alltag verändert Erfahrungshintergründe der Studierenden (bzw. Schülerinnen und Schüler). Dementsprechend verändern sich Erwartungen, Interessen, Vorkenntnisse, generelle Einstellungen oder auch ganz banal die ‚IT-Ausstattung‘ der Lernenden.
With the rise of electronic integration between organizations, the need for a precise specification of interaction behavior increases. Information systems, replacing interaction previously carried out by humans via phone, faxes and emails, require a precise specification for handling all possible situations. Such interaction behavior is described in process choreographies. Choreographies enumerate the roles involved, the allowed interactions, the message contents and the behavioral dependencies between interactions. Choreographies serve as interaction contract and are the starting point for adapting existing business processes and systems or for implementing new software components. As a thorough analysis and comparison of choreography modeling languages is missing in the literature, this thesis introduces a requirements framework for choreography languages and uses it for comparing current choreography languages. Language proposals for overcoming the limitations are given for choreography modeling on the conceptual and on the technical level. Using an interconnection modeling style, behavioral dependencies are defined on a per-role basis and different roles are interconnected using message flow. This thesis reveals a number of modeling "anti-patterns" for interconnection modeling, motivating further investigations on choreography languages following the interaction modeling style. Here, interactions are seen as atomic building blocks and the behavioral dependencies between them are defined globally. Two novel language proposals are put forward for this modeling style which have already influenced industrial standardization initiatives. While avoiding many of the pitfalls of interconnection modeling, new anomalies can arise in interaction models. A choreography might not be realizable, i.e. there does not exist a set of interacting roles that collectively realize the specified behavior. This thesis investigates different dimensions of realizability.
We investigate the descriptional complexity of the nondeterministic finite automaton (NFA) to the deterministic finite automaton (DFA) conversion problem, for automata accepting subregular languages such as combinational languages, definite languages and variants thereof, (strictly) locally testable languages, star-free languages, ordered languages, prefix-, suffix-, and infix-closed languages, and prefix-, Suffix-, and infix-free languages. Most of the bounds for the conversion problem are shown to be tight ill the exact number of states, that is, the number is sufficient and necessary in the worst case. Otherwise tight bounds in order of magnitude are shown.
We address classification problems for which the training instances are governed by an input distribution that is allowed to differ arbitrarily from the test distribution-problems also referred to as classification under covariate shift. We derive a solution that is purely discriminative: neither training nor test distribution are modeled explicitly. The problem of learning under covariate shift can be written as an integrated optimization problem. Instantiating the general optimization problem leads to a kernel logistic regression and an exponential model classifier for covariate shift. The optimization problem is convex under certain conditions; our findings also clarify the relationship to the known kernel mean matching procedure. We report on experiments on problems of spam filtering, text classification, and landmine detection.
We address classification problems for which the training instances are governed by an input distribution that is allowed to differ arbitrarily from the test distribution-problems also referred to as classification under covariate shift. We derive a solution that is purely discriminative: neither training nor test distribution are modeled explicitly. The problem of learning under covariate shift can be written as an integrated optimization problem. Instantiating the general optimization problem leads to a kernel logistic regression and an exponential model classifier for covariate shift. The optimization problem is convex under certain conditions; our findings also clarify the relationship to the known kernel mean matching procedure. We report on experiments on problems of spam filtering, text classification, and landmine detection.
The ellipticity of operators on a manifold with edge is defined as the bijectivity of the components of a principal symbolic hierarchy sigma = (sigma(psi), sigma(boolean AND)), where the second component takes values in operators on the infinite model cone of the local wedges. In the general understanding of edge problems there are two basic aspects: Quantisation of edge-degenerate operators in weighted Sobolev spaces, and verifying the ellipticity of the principal edge symbol sigma(boolean AND) which includes the (in general not explicity known) number of additional conditions of trace and potential type on the edge. We focus here on these questions and give explicit answers for a wide class of elliptic operators that are connected with the ellipticity of edge boundary value problems and reductions to the boundary. In particular, we study the edge quantisation and ellipticity for Dirichlet-Neumann operators with respect to interfaces of some codimension on a boundary. We show analogues of the Agranovich-Dynin formula for edge boundary value problems.
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.