Institut für Informatik und Computational Science
Refine
Year of publication
- 2015 (75) (remove)
Document Type
- Article (63)
- Doctoral Thesis (6)
- Part of a Book (2)
- Conference Proceeding (2)
- Monograph/Edited Volume (1)
- Master's Thesis (1)
Keywords
- Computer Science Education (5)
- Competence Measurement (3)
- Secondary Education (3)
- Answer set programming (2)
- Big Data (2)
- Competence Modelling (2)
- Computational thinking (2)
- Informatics (2)
- Informatics Education (2)
- Informatics Modelling (2)
- Informatics System Application (2)
- Informatics System Comprehension (2)
- Key Competencies (2)
- computational thinking (2)
- education (2)
- 21st century skills, (1)
- ABRACADABRA (1)
- AODV (1)
- Achievement (1)
- Activity Theory (1)
- Activity-orientated Learning (1)
- Ad hoc routing (1)
- Arduino (1)
- Assessment (1)
- Austria (1)
- Backdoors (1)
- Bildung (1)
- Bloom’s Taxonomy (1)
- Boolean logic models (1)
- CS concepts (1)
- Capability approach (1)
- Challenges (1)
- Cluster Computing (1)
- Cognitive Skills (1)
- Combinatorial multi-objective optimization (1)
- Competences (1)
- Competencies (1)
- Computational Thinking (1)
- Computational complexity (1)
- Computational grid (1)
- Computer Science (1)
- Computer Science in Context (1)
- Computing (1)
- Contest (1)
- Contextualisation (1)
- Contradictions (1)
- Curriculum (1)
- Curriculum Development (1)
- Data Analysis (1)
- Data Management (1)
- Data Privacy (1)
- Databases (1)
- Defining characteristics of physical computing (1)
- Digital Competence (1)
- Digital Education (1)
- Digital Revolution (1)
- Dynamic assessment (1)
- E-learning (1)
- Early Literacy (1)
- Educational Standards (1)
- Educational game (1)
- Educational software (1)
- Embedded Systems (1)
- Euclid’s algorithm (1)
- FOSS (1)
- Facebook (1)
- Fibonacci numbers (1)
- Framework (1)
- Function (1)
- Fundamental Ideas (1)
- Hybrid App (1)
- ICT (1)
- ICT Competence (1)
- ICT competencies (1)
- ICT skills (1)
- Informatik (1)
- Informatikdidaktik (1)
- Inquiry-based Learning (1)
- Interface design (1)
- Kernelization (1)
- Learners (1)
- Learning Fields (1)
- Learning ecology (1)
- Learning interfaces development (1)
- Learning with ICT (1)
- Load Balancing (1)
- Location awareness (1)
- Logarithm (1)
- Lower Secondary Level (1)
- MOOCs (1)
- Massive Open Online Courses (1)
- Measurement (1)
- Mobile Campus Application (1)
- Mobile application (1)
- Multiple interpretation scheme (1)
- Music Technology (1)
- NUI (1)
- Natural Science Education (1)
- Navigation (1)
- NoSQL (1)
- Norway (1)
- Novice programmers (1)
- Parallel job execution time estimation (1)
- Parameterized complexity (1)
- Pedagogical content knowledge (1)
- Performance Evaluation (1)
- Pervasive computing (1)
- Physical Science (1)
- Problem Solving (1)
- RSA triangle (1)
- Recommendations for CS-Curricula in Higher Education (1)
- Schlüsselkompetenzen (1)
- Sensors (1)
- Service-oriented Architecture (1)
- Signaling transduction networks (1)
- Small Private Online Courses (1)
- Social (1)
- Systems biology (1)
- Tasks (1)
- Teacher perceptions (1)
- Teachers (1)
- Teaching information security (1)
- Technology proficiency (1)
- Terminology (1)
- Tests (1)
- Theory (1)
- User submission pattern (1)
- Vocational Education (1)
- Young People (1)
- abstraction (1)
- algorithm schedules (1)
- analogical thinking (1)
- answer set programming (1)
- binary representation (1)
- binary search (1)
- classroom language (1)
- cognitive modifiability (1)
- collaborative learning (1)
- competence (1)
- competencies (1)
- competency (1)
- complexity (1)
- comprehension (1)
- computer science education (1)
- computer science teachers (1)
- conductive argument (1)
- cs4fn (1)
- curriculum theory (1)
- digitally-enabled pedagogies (1)
- divide and conquer (1)
- e-mentoring (1)
- eLectures (1)
- education and public policy (1)
- educational programming (1)
- educational systems (1)
- edutainment (1)
- environments (1)
- exponentiation (1)
- external ambiguity (1)
- formal argumentation systems (1)
- freie Daten (1)
- freie Software (1)
- fun (1)
- high school (1)
- higher (1)
- informal and formal learning (1)
- informal logic (1)
- informatics education (1)
- innovation (1)
- interactive course (1)
- interactive workshop (1)
- internal ambiguity (1)
- key competences in physical computing (1)
- key competencies (1)
- kinaesthetic teaching (1)
- learning (1)
- mediated learning experience (1)
- mobile learning (1)
- mobile technologies and apps (1)
- navigation (1)
- networks (1)
- o-ambiguity (1)
- operating system (1)
- organisational evolution (1)
- paper prototyping (1)
- parameter (1)
- pedagogy (1)
- personal (1)
- personal response systems (1)
- philosophical foundation of informatics pedagogy (1)
- physical computing tools (1)
- portfolio-based solving (1)
- pre-primary level (1)
- premise acceptability (1)
- primary education (1)
- primary level (1)
- problem-solving (1)
- professional development (1)
- programming (1)
- programming in context (1)
- real arguments (1)
- regular language (1)
- relevance (1)
- secondary computer science education (1)
- secondary education (1)
- self-efficacy (1)
- social media (1)
- student activation (1)
- student experience (1)
- student perceptions (1)
- students’ conceptions (1)
- students’ knowledge (1)
- sufficiency (1)
- teacher competencies (1)
- teaching informatics in general education (1)
- tele-teaching (1)
- tools (1)
- tracing (1)
- user-centred (1)
- video annotation (1)
- virtual reality (1)
- ‘unplugged’ computing (1)
Institute
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.
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.
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.
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.
Refined elasticity sampling for Monte Carlo-based identification of stabilizing network patterns
(2015)
Motivation: Structural kinetic modelling (SKM) is a framework to analyse whether a metabolic steady state remains stable under perturbation, without requiring detailed knowledge about individual rate equations. It provides a representation of the system's Jacobian matrix that depends solely on the network structure, steady state measurements, and the elasticities at the steady state. For a measured steady state, stability criteria can be derived by generating a large number of SKMs with randomly sampled elasticities and evaluating the resulting Jacobian matrices. The elasticity space can be analysed statistically in order to detect network positions that contribute significantly to the perturbation response. Here, we extend this approach by examining the kinetic feasibility of the elasticity combinations created during Monte Carlo sampling.
Results: Using a set of small example systems, we show that the majority of sampled SKMs would yield negative kinetic parameters if they were translated back into kinetic models. To overcome this problem, a simple criterion is formulated that mitigates such infeasible models. After evaluating the small example pathways, the methodology was used to study two steady states of the neuronal TCA cycle and the intrinsic mechanisms responsible for their stability or instability. The findings of the statistical elasticity analysis confirm that several elasticities are jointly coordinated to control stability and that the main source for potential instabilities are mutations in the enzyme alpha-ketoglutarate dehydrogenase.
The Technology Proficiency Self-Assessment (TPSA) questionnaire
has been used for 15 years in the USA and other nations as a
self-efficacy measure for proficiencies fundamental to effective technology
integration in the classroom learning environment. Internal consistency
reliabilities for each of the five-item scales have typically ranged
from .73 to .88 for preservice or inservice technology-using teachers.
Due to changing technologies used in education, researchers sought to
renovate partially obsolete items and extend self-efficacy assessment to
new areas, such as social media and mobile learning. Analysis of 2014
data gathered on a new, 34 item version of the TPSA indicates that the
four established areas of email, World Wide Web (WWW), integrated
applications, and teaching with technology continue to form consistent
scales with reliabilities ranging from .81 to .93, while the 14 new items
gathered to represent emerging technologies and media separate into
two scales, each with internal consistency reliabilities greater than .9.
The renovated TPSA is deemed to be worthy of continued use in the
teaching with technology context.
Computational thinking is a fundamental skill set that is learned
by studying Informatics and ICT. We argue that its core ideas can
be introduced in an inspiring and integrated way to both teachers and
students using fun and contextually rich cs4fn ‘Computer Science for
Fun’ stories combined with ‘unplugged’ activities including games and
magic tricks. We also argue that understanding people is an important
part of computational thinking. Computational thinking can be fun for
everyone when taught in kinaesthetic ways away from technology.