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Digitale Medien & Hochschul-Cloud: Eine vielversprechende Verbindung (2018)
Kiy, Alexander
Ob Online-Kurse, videobasierte Lehrangebote, mobile Applikationen, eigenentwickelte oder kommerzielle Web 2.0-Anwendungen, die Fülle digitaler Unterstützungsangebote ist kaum zu überblicken. Dabei bieten mobile Endgeräte, Web-Anwendungen und Apps Chancen Lehre, Studium und Forschung maßgeblich neu zu gestalten. Im Beitrag wird ein Beschreibungsrahmen für die mediendidaktische Ausgestaltung von Lehr-, Lern- und Forschungsarrangements vorgestellt, der die technischen Gesichtspunkte hervorhebt. Anschließend werden unterschiedliche Nutzungsszenarien unter Einbeziehung digitaler Medien skizziert. Diese werden als Ausgangspunkt genommen um das Konzept einer Systemarchitektur vorzustellen, die es zum einen ermöglicht beliebige Applikationen automatisiert bereit zu stellen und zum anderen die anfallenden Nutzendendaten plattformübergreifend zu aggregieren und für eine Ausgestaltung virtueller Lehr- und Lernräumen zu nutzen.
Einsatz einer mobilen Lern-App - Ein Werkzeug zur Verbesserung von klinisch-praktischem Unterricht (2018)
Herbstreit, Stephanie ; Mäker, Daniela ; Szalai, Cynthia
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.
Digitale Kompetenzen im Lehramtsstudium (2018)
Stumpf, Sarah
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.
Erfolgsfaktoren beim Einsatz von Audience Response Systemen in der universitären Lehre (2018)
Braun, Iris ; Kapp, Felix ; Hara, Tenshi ; Kubica, Tommy
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.
Computergestütztes Training von sozio-emotionalen Kompetenzen durch Minispiele (2018)
Tscherejkina, Anna ; Morgiel, Anna ; Moebert, Tobias
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.
Und am Wochenende Blended Learning (2018)
Wahl, Marina ; Hölscher, Michael
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.
Automatische Erzeugung von Aufgaben als Mittel zur Erhöhung von Interaktivität und Adaptivität in digitalen Lernressourcen (2018)
Damnik, Gregor ; Gierl, Mark ; Proske, Antje ; Körndle, Hermann ; Narciss, Susanne
Digitale Medien enthalten bislang vor allem Inhalte in verschiedenen Darstellungsformen. Dies allein erzeugt jedoch nur einen geringen Mehrwert zu klassischen Lernressourcen, da die Kriterien der Interaktivität und Adaptivität nicht mit einbezogen werden. Dies scheitert jedoch oft an dem damit verbundenen Erstellungsaufwand. Der folgende Beitrag zeigt, wie durch die automatische Erzeugung von Aufgaben ein hochwertiger Wissenserwerb mit digitalen Medien ermöglicht wird. Ferner werden Vor- und Nachteile der automatischen Erstellung von Aufgaben erörtert.
Didaktische Herausforderungen bei der Erstellung eines frei verfügbaren Onlinekurses (2018)
Mariani, Ennio ; Jaisli, Isabel
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 „Startprojekt“ (2016)
Dennert-Möller, Elisabeth ; Garmann, Robert
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.
Lernwirksamkeits- und Zielgruppenanalyse für ein Lehrvideo zum informatischen Problemlösen (2016)
Kujath, Bertold
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.
Eine Studie zum kollaborativen Modellieren in der Softwaretechnik-Ausbildung (2016)
Dittmar, Anke ; Buchholz, Gregor ; Kühn, Mathias
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.
Werkzeugunterstützung bei der Vermittlung der Grundlagen wissenschaftlichen Schreibens (2016)
Zscheyge, Oliver ; Weicker, Karsten
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.
Mathematisches Argumentieren und Beweisen mit dem Theorembeweiser Coq (2016)
Böhne, Sebastian ; Kreitz, Christoph ; Knobelsdorf, Maria
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.
Einsatz von Theorembeweisern in der Lehre (2016)
Steen, Alexander ; Wisniewski, Max ; Benzmüller, Christoph
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.
Kooperative und kompetenzorientierte Übungen in der Softwaretechnik (2016)
Gebhardt, Kai
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.
Synergieeffekte zwischen Fach- und Lehramtsstudierenden in Softwarepraktika (2016)
Ehlenz, Matthias ; Bergner, Nadine ; Schroeder, Ulrik
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.
Combining task and motion planning (2016)
Lagriffoul, Fabien ; Andres, Benjamin
Solving problems combining task and motion planning requires searching across a symbolic search space and a geometric search space. Because of the semantic gap between symbolic and geometric representations, symbolic sequences of actions are not guaranteed to be geometrically feasible. This compels us to search in the combined search space, in which frequent backtracks between symbolic and geometric levels make the search inefficient.We address this problem by guiding symbolic search with rich information extracted from the geometric level through culprit detection mechanisms.
A Parallel Job Execution Time Estimation Approach Based on User Submission Patterns within Computational Grids (2015)
Liang, Feng ; Liu, Yunzhen ; Liu, Hai ; Ma, Shilong ; Schnor, Bettina
Scheduling performance in computational grid can potentially benefit a lot from accurate execution time estimation for parallel jobs. Most existing approaches for the parallel job execution time estimation, however, require ample past job traces and the explicit correlations between the job execution time and the outer layout parameters such as the consumed processor numbers, the user-estimated execution time and the job ID, which are hard to obtain or reveal. This paper presents and evaluates a novel execution time estimation approach for parallel jobs, the user-behavior clustering for execution time estimation, which can give more accurate execution time estimation for parallel jobs through exploring the job similarity and revealing the user submission patterns. Experiment results show that compared to the state-of-art algorithms, our approach can improve the accuracy of the job execution time estimation up to 5.6 %, meanwhile the time that our approach spends on calculation can be reduced up to 3.8 %.
aspeed: Solver scheduling via answer set programming (2015)
Hoos, Holger ; Kaminski, Roland ; Lindauer, Marius ; Schaub, Torsten
Although Boolean Constraint Technology has made tremendous progress over the last decade, the efficacy of state-of-the-art solvers is known to vary considerably across different types of problem instances, and is known to depend strongly on algorithm parameters. This problem was addressed by means of a simple, yet effective approach using handmade, uniform, and unordered schedules of multiple solvers in ppfolio, which showed very impressive performance in the 2011 Satisfiability Testing (SAT) Competition. Inspired by this, we take advantage of the modeling and solving capacities of Answer Set Programming (ASP) to automatically determine more refined, that is, nonuniform and ordered solver schedules from the existing benchmarking data. We begin by formulating the determination of such schedules as multi-criteria optimization problems and provide corresponding ASP encodings. The resulting encodings are easily customizable for different settings, and the computation of optimum schedules can mostly be done in the blink of an eye, even when dealing with large runtime data sets stemming from many solvers on hundreds to thousands of instances. Also, the fact that our approach can be customized easily enabled us to swiftly adapt it to generate parallel schedules for multi-processor machines.
Ambiguity of the multiple interpretations on regular languages (2015)
Pablo Alarcon, Pedro ; Arroyo, Fernando ; Bordihn, Henning ; Mitrana, Victor ; Mueller, Mike
A multiple interpretation scheme is an ordered sequence of morphisms. The ordered multiple interpretation of a word is obtained by concatenating the images of that word in the given order of morphisms. The arbitrary multiple interpretation of a word is the semigroup generated by the images of that word. These interpretations are naturally extended to languages. Four types of ambiguity of multiple interpretation schemata on a language are defined: o-ambiguity, internal ambiguity, weakly external ambiguity and strongly external ambiguity. We investigate the problem of deciding whether a multiple interpretation scheme is ambiguous on regular languages.
Usability of Online Assistance From Semiliterate Users' Perspective (2015)
Ahmad, Nadeem ; Shoaib, Umar ; Prinetto, Paolo
RouteMe: a multilevel pervasive game on mobile ad hoc routing (2015)
Lemcke, Stefanie ; Haedge, Kora ; Zender, Raphael ; Lucke, Ulrike
Pervasive educational games have the potential to transfer learning content to real-life experiences beyond lecture rooms, through realizing field trips in an augmented or virtual manner. This article introduces the pervasive educational game "RouteMe" that brings the rather abstract topic of routing in ad hoc networks to real-world environments. The game is designed for university-level courses and supports these courses in a motivating manner to deepen the learning experience. Students slip into the role of either routing nodes or applications with routing demands. On three consecutive levels of difficulty, they get introduced with the game concept, learn the basic routing mechanisms and become aware of the general limitations and functionality of routing nodes. This paper presents the pedagogical and technical game concept as well as findings from an evaluation in a university setting.
Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to Foster Active Learning (2015)
Grünewald, Franka ; Meinel, Christoph
The use of video lectures in distance learning involves the two major problems of searchability and active user participation. In this paper, we promote the implementation and usage of a collaborative educational video annotation functionality to overcome these two challenges. Different use cases and requirements, as well as details of the implementation, are explained. Furthermore, we suggest more improvements to foster a culture of participation and an algorithm for the extraction of semantic data. Finally, evaluations in the form of user tests and questionnaires in a MOOC setting are presented. The results of the evaluation are promising, as they indicate not only that students perceive it as useful, but also that the learning effectiveness increases. The combination of personal lecture video annotations with a semantic topic map was also evaluated positively and will thus be investigated further, as will the implementation in a MOOC context.
Backdoors to tractable answer set programming (2015)
Fichte, Johannes Klaus ; Szeider, Stefan
Answer Set Programming (ASP) is an increasingly popular framework for declarative programming that admits the description of problems by means of rules and constraints that form a disjunctive logic program. In particular, many Al problems such as reasoning in a nonmonotonic setting can be directly formulated in ASP. Although the main problems of ASP are of high computational complexity, complete for the second level of the Polynomial Hierarchy, several restrictions of ASP have been identified in the literature, under which ASP problems become tractable. In this paper we use the concept of backdoors to identify new restrictions that make ASP problems tractable. Small backdoors are sets of atoms that represent "clever reasoning shortcuts" through the search space and represent a hidden structure in the problem input. The concept of backdoors is widely used in theoretical investigations in the areas of propositional satisfiability and constraint satisfaction. We show that it can be fruitfully adapted to ASP. We demonstrate how backdoors can serve as a unifying framework that accommodates several tractable restrictions of ASP known from the literature. Furthermore, we show how backdoors allow us to deploy recent algorithmic results from parameterized complexity theory to the domain of answer set programming. (C) 2015 Elsevier B.V. All rights reserved.
Segmentation of biological multivariate time-series data (2015)
Omranian, Nooshin ; Müller-Röber, Bernd ; Nikoloski, Zoran
Time-series data from multicomponent systems capture the dynamics of the ongoing processes and reflect the interactions between the components. The progression of processes in such systems usually involves check-points and events at which the relationships between the components are altered in response to stimuli. Detecting these events together with the implicated components can help understand the temporal aspects of complex biological systems. Here we propose a regularized regression-based approach for identifying breakpoints and corresponding segments from multivariate time-series data. In combination with techniques from clustering, the approach also allows estimating the significance of the determined breakpoints as well as the key components implicated in the emergence of the breakpoints. Comparative analysis with the existing alternatives demonstrates the power of the approach to identify biologically meaningful breakpoints in diverse time-resolved transcriptomics data sets from the yeast Saccharomyces cerevisiae and the diatom Thalassiosira pseudonana.
Refined elasticity sampling for Monte Carlo-based identification of stabilizing network patterns (2015)
Childs, Dorothee ; Grimbs, Sergio ; Selbig, Joachim
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.
An automatically configured algorithm selector (2015)
Lindauer, Marius ; Hoos, Holger H. ; Hutter, Frank ; Schaub, Torsten
Algorithm selection (AS) techniques - which involve choosing from a set of algorithms the one expected to solve a given problem instance most efficiently - have substantially improved the state of the art in solving many prominent AI problems, such as SAT, CSP, ASP, MAXSAT and QBF. Although several AS procedures have been introduced, not too surprisingly, none of them dominates all others across all AS scenarios. Furthermore, these procedures have parameters whose optimal values vary across AS scenarios. This holds specifically for the machine learning techniques that form the core of current AS procedures, and for their hyperparameters. Therefore, to successfully apply AS to new problems, algorithms and benchmark sets, two questions need to be answered: (i) how to select an AS approach and (ii) how to set its parameters effectively. We address both of these problems simultaneously by using automated algorithm configuration. Specifically, we demonstrate that we can automatically configure claspfolio 2, which implements a large variety of different AS approaches and their respective parameters in a single, highly-parameterized algorithm framework. Our approach, dubbed AutoFolio, allows researchers and practitioners across a broad range of applications to exploit the combined power of many different AS methods. We demonstrate AutoFolio can significantly improve the performance of claspfolio 2 on 8 out of the 13 scenarios from the Algorithm Selection Library, leads to new state-of-the-art algorithm selectors for 7 of these scenarios, and matches state-of-the-art performance (statistically) on all other scenarios. Compared to the best single algorithm for each AS scenario, AutoFolio achieves average speedup factors between 1.3 and 15.4.
Formalizing informal logic (2015)
Walton, Douglas ; Gordon, Thomas F.
In this paper we investigate the extent to which formal argumentation models can handle ten basic characteristics of informal logic identified in the informal logic literature. By showing how almost all of these characteristics can be successfully modelled formally, we claim that good progress can be made toward the project of formalizing informal logic. Of the formal argumentation models available, we chose the Carneades Argumentation System (CAS), a formal, computational model of argument that uses argument graphs as its basis, structures of a kind very familiar to practitioners of informal logic through their use of argument diagrams.
Learning Boolean logic models of signaling networks with ASP (2015)
Videla, Santiago ; Guziolowski, Carito ; Eduati, Federica ; Thiele, Sven ; Gebser, Martin ; Nicolas, Jacques ; Saez-Rodriguez, Julio ; Schaub, Torsten ; Siegel, Anne
Boolean networks provide a simple yet powerful qualitative modeling approach in systems biology. However, manual identification of logic rules underlying the system being studied is in most cases out of reach. Therefore, automated inference of Boolean logical networks from experimental data is a fundamental question in this field. This paper addresses the problem consisting of learning from a prior knowledge network describing causal interactions and phosphorylation activities at a pseudo-steady state, Boolean logic models of immediate-early response in signaling transduction networks. The underlying optimization problem has been so far addressed through mathematical programming approaches and the use of dedicated genetic algorithms. In a recent work we have shown severe limitations of stochastic approaches in this domain and proposed to use Answer Set Programming (ASP), considering a simpler problem setting. Herein, we extend our previous work in order to consider more realistic biological conditions including numerical datasets, the presence of feedback-loops in the prior knowledge network and the necessity of multi-objective optimization. In order to cope with such extensions, we propose several discretization schemes and elaborate upon our previous ASP encoding. Towards real-world biological data, we evaluate the performance of our approach over in silico numerical datasets based on a real and large-scale prior knowledge network. The correctness of our encoding and discretization schemes are dealt with in Appendices A-B. (C) 2014 Elsevier B.V. All rights reserved.
Self-Adapting Load Balancing for DNS (2015)
Jung, Jörg ; Kiertscher, Simon ; Menski, Sebastian ; Schnor, Bettina
The Domain Name System belongs to the core services of the Internet infrastructure. Hence, DNS availability and performance is essential for the operation of the Internet and replication as well as load balancing are used for the root and top level name servers. This paper proposes an architecture for credit based server load balancing (SLB) for DNS. Compared to traditional load balancing algorithms like round robin or least connection, the benefit of credit based SLB is that the load balancer can adapt more easily to heterogeneous load requests and back end server capacities. The challenge of this approach is the definition of a suited credit metric. While this was done before for TCP based services like HTTP, the problem was not solved for UDP based services like DNS. In the following an approach is presented to define credits also for UDP based services. This UDP/DNS approach is implemented within the credit based SLB implementation salbnet. The presented measurements confirm the benefit of the self-adapting credit based SLB approach. In our experiments, the mean (first) response time dropped significantly compared to weighted round robin (WRR) (from over 4 ms to about 0.6 ms for dynamic pressure relieve (DPR)).
Considerations for the Design of Computing Curricula (2015)
Webb, Mary
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.
How Things Work (2015)
Weigend, Michael
Recognizing and defining functionality is a key competence adopted in all kinds of programming projects. This study investigates how far students without specific informatics training are able to identify and verbalize functions and parameters. It presents observations from classroom activities on functional modeling in high school chemistry lessons with altogether 154 students. Finally it discusses the potential of functional modelling to improve the comprehension of scientific content.
Computational Thinking (2015)
Bottino, Rosa ; Chioccariello, Augusto
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.
The Technology Proficiency Self-Assessment Questionnaire (TPSA) (2015)
Christensen, Rhonda ; Knezek, Gerald
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.
How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition? (2015)
Maina, Anthony Gioko ; Angondi, Enos Kiforo ; Waga, Rosemary
This study aimed at following how teachers transfer skills into results while using ABRA literacy software. This was done in the second part of the pilot study whose aim was to provide equity to control group teachers and students by exposing them to the ABRACADABRA treatment after the end of phase 1. This opportunity was used to follow the phase 1 teachers to see how the skills learned were being transformed into results. A standard three-day initial training and planning session on how to use ABRA to teach literacy was held at the beginning of each phase for ABRA teachers (phase 1 experimental and phase 2 delayed ABRA). Teachers were provided with teaching materials including a tentative ABRA curriculum developed to align with the Kenyan English Language requirements for year 1 and 3 students. Results showed that although there was no significant difference between the groups in vocabulary-related subscales which include word reading and meaning as well as sentence comprehension, students in ABRACADABRA classes improved their scores at a significantly higher rate than students in control classes in comprehension related scores. An average student in the ABRACADABRA group improved by 12 and 16 percentile points respectively compared to their counterparts in the control group.
Assignments in Computer Science Education (2015)
Ohrndorf, Laura
In this paper we describe the recent state of our research project concerning computer science teachers’ knowledge on students’ cognition. We did a comprehensive analysis of textbooks, curricula and other resources, which give teachers guidance to formulate assignments. In comparison to other subjects there are only a few concepts and strategies taught to prospective computer science teachers in university. We summarize them and given an overview on our empirical approach to measure this knowledge.
Android-Workshop zur Vertiefung der Kenntnisse bezüglich Datenstrukturen und Programmierung in der Studieneingangsphase (2015)
Froitzheim, Manuel ; Bergner, Nadine ; Schroeder, Ulrik
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.
IT EnGAGES! (2015)
Hurtienne, Dominik ; Schroeder, Ulrik ; Spannagel, Christian
Durch den Einsatz von Spielen und Spielelementen in Lernkontexten wird versucht, Lernende zur Beschäftigung mit den Lerninhalten zu motivieren. Spielerische Elemente haben allerdings nicht nur positive motivationale Effekte: Sie können sich beispielsweise negativ auf die intrinsische Motivation auswirken, und auch nicht jeder Lernende spielt gerne. Um negativen Einflüssen von Gamification entgegenzuwirken, wurde ein Toolkit für adaptierbare Lernumgebungen entwickelt. Damit erzeugte Lernumgebungen erlauben es Studierenden, den Grad der Gamification selbst zu bestimmen, indem Spielelemente an- und abgeschaltet werden. Im Rahmen einer Anfängerprogrammiervorlesung wurden Lernspielaufgaben aus den existierenden, optionalen interaktiven eTests entwickelt und Studierenden als zusätzliche Lerngelegenheit angeboten. Eine erste explorative Studie bestätigt die Vermutung, dass die Akzeptanz des adaptierbaren Lernspiels sehr hoch ist, es aber dennoch Studierende gibt, welche die Lernumgebung ohne Spielelemente durcharbeiten. Somit bietet adaptierbare Gamification verschiedenen Studierenden die Möglichkeit, sich zusätzliche motivationale Anreize durch Zuschalten von Spielelementen zu verschaffen, ohne dabei zum Spielen „genötigt“ zu werden.
Verbesserung der Bestehensquoten durch ein Peer Assessment-Pflichtpraktikum (2015)
Roderus, Simon ; Wienkop, Uwe
Peer Assessment ist eine Methode, bei der die Teilnehmer eine gestellte Aufgabe nicht nur bearbeiten und einreichen, sondern – in einer zweiten Phase – diese auch gegenseitig überprüfen, kommentieren und bewerten. Durch diese Methode wird, auch in sehr großen Veranstaltungen, das Üben mit individuellen Bewertungen und individuellem Feedback möglich. Im Wintersemester 2013/14 wurde dieser Ansatz in der Erstsemesterveranstaltung Programmieren an der Technischen Hochschule Nürnberg mit 340 Studierenden als semesterbegleitendes Online-Pflichtpraktikum erprobt. Bei gleichen Leistungsanforderungen wurde bei Studierenden, die erfolgreich am Praktikum teilnahmen, eine Reduzierung der Durchfallquote um durchschnittlich 60 % und eine Verbesserung der Durchschnittsnote um 0,6 – 0,9 Notenstufen erzielt. Zudem lernten die teilnehmenden Studierenden kontinuierlicher, bereiteten Lerninhalte besser nach und gelangten zu einer überwiegend positiven Einschätzung des Praktikums und der Methode. Im E-Learning System Moodle kann Peer Assessment, mit moderatem Umsetzungs- und Betreuungsaufwand, mit der Workshop-Aktivität realisiert werden. Im Beitrag wird auf die Schlüsselelemente des erfolgreichen Einsatzes von Peer Assessment eingegangen.
Studienabbruchsquote dauerhaft senken (2015)
Leonhardt, Thiemo ; Kwiecien, Alexandra ; Schmetz, Arno ; Bellgardt, Martin ; Naumann, Uwe
Es wird ein umfassendes Mentoring Konzept im Studiengang Informatik an der RWTH Aachen vorgestellt, das den Übergang von der Schule zur Universität unterstützt und gleichzeitig beim Auftreten von Schwierigkeiten im Verlauf des Studiums effiziente und kompetente Beratung bietet. Das Programm erreicht durchgängig hohe Akzeptanzwerte bei den Studierenden trotz verpflichtender Teilnahme im ersten Semester. Die Wirksamkeit des Programms ist durch die zahlreichen einflussgebenden Variablen zwar rein quantitativ kaum messbar, die Möglichkeit auf organisatorische und fachliche Probleme eines Jahrgangs reagieren zu können sowie einen Einblick auf die Gründe für einen Studienabbruch zu bekommen, bestätigt aber die Notwendigkeit der Maßnahme.
Die Arbeitswelt im Fokus (2015)
Weßels, Doris ; Metzger, Christiane
Für Bachelor-Studierende der Wirtschaftsinformatik im zweiten Semester an der Fachhochschule Kiel werden im Modul Informationsmanagement neben klassischen didaktischen Ansätzen in einer seminaristischen Unterrichtsform so genannte „Aktivbausteine“ eingesetzt: Studierende erhalten zum einen die Gelegenheit, sich im Kontakt mit Fach- und Führungskräften aus der Industrie ein konkretes Bild vom Beruf der Wirtschaftsinformatikerin bzw. des Wirtschaftsinformatikers zu machen; zum anderen erarbeiten sie innovative Ansätze der Prozessverbesserung aus Sicht der IT oder mit Nutzenpotenzial für die IT und präsentieren ihre Ergebnisse öffentlich im Rahmen des Kieler Prozessmanagementforums. Diese Aktivbausteine dienen insbesondere der Berufsfeldorientierung: Durch die Informationen, die die Studierenden über die Anforderungen und Tätigkeiten von im Beruf stehenden Menschen erhalten, werden sie in die Lage versetzt, fundierte Entscheidungen bzgl. ihrer Studiengestaltung und Berufswahl zu treffen. Im Beitrag wird die Konzeption der Bausteine vorgestellt und deren Grad der Zielerreichung durch aktuelle Evaluationsergebnisse erläutert. Zudem wird die motivationale Wirkung der Aktivbausteine anhand der Theorie der Selbstbestimmung von Deci und Ryan [DR1985, DR1993, DR2004] erläutert.
Angewandte Output-Orientierung (2015)
Längrich, Matthias ; Schulze, Jörg
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.
Unplugged Computational Thinking for Fun (2015)
Curzon, Paul
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.
Programming at Pre-primary and Primary Levels (2015)
Kalas, Ivan
Modelling and Measurement of Competencies in Computer Science Education (2015)
Magenheim, Johannes ; Schubert, Sigrid ; Schapert, Niclas
As a result of the Bologna reform of educational systems in Europe the outcome orientation of learning processes, competence-oriented descriptions of the curricula and competence-oriented assessment procedures became standard also in Computer Science Education (CSE). The following keynote addresses important issues of shaping a CSE competence model especially in the area of informatics system comprehension and object-oriented modelling. Objectives and research methodology of the project MoKoM (Modelling and Measurement of Competences in CSE) are explained. Firstly, the CSE competence model was derived based on theoretical concepts and then secondly the model was empirically examined and refined using expert interviews. Furthermore, the paper depicts the development and examination of a competence measurement instrument, which was derived from the competence model. Therefore, the instrument was applied to a large sample of students at the gymnasium’s upper class level. Subsequently, efforts to develop a competence level model, based on the retrieved empirical results and on expert ratings are presented. Finally, further demands on research on competence modelling in CSE will be outlined.
Teacher Perceptions of Key Competencies in ICT (2015)
Barnes, Jan ; Kennewell, Steve
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.
Competences of Undergraduate Computer Science Students (2015)
Bröker, Kathrin ; Kastens, Uwe ; Magenheim, Johannes
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.
Let’s talk about CS! (2015)
Diethelm, Ira ; Syrbe, Jörn
To communicate about a science is the most important key competence in education for any science. Without communication we cannot teach, so teachers should reflect about the language they use in class properly. But the language students and teachers use to communicate about their CS courses is very heterogeneous, inconsistent and deeply influenced by tool names. There is a big lack of research and discussion in CS education regarding the terminology and the role of concepts and tools in our science. We don’t have a consistent set of terminology that we agree on to be helpful for learning our science. This makes it nearly impossible to do research on CS competencies as long as we have not agreed on the names we use to describe these. This workshop intends to provide room to fill with discussion and first ideas for future research in this field.
Tackling Educational Challenges in a Digitally Networked World (2015)
Lai, Kwok-Wing ; Davis, Niki ; Eickelmann, Birgit ; Erstad, Ola ; Fisser, Petra ; Gibson, David ; Khaddage, Ferial ; Knezek, Gerald ; Webb, Mary
Discussing Educational Standards for Digital Competence and/or Informatics Education at Lower Secondary Level (2015)
Micheuz, Peter
Participants of this workshop will be confronted exemplarily with a considerable inconsistency of global Informatics education at lower secondary level. More importantly, they are invited to contribute actively on this issue in form of short case studies of their countries. Until now, very few countries have been successful in implementing Informatics or Computing at primary and lower secondary level. The spectrum from digital literacy to informatics, particularly as a discipline in its own right, has not really achieved a breakthrough and seems to be underrepresented for these age groups. The goal of this workshop is not only to discuss the anamnesis and diagnosis of this fragmented field, but also to discuss and suggest viable forms of therapy in form of setting educational standards. Making visible good practices in some countries and comparing successful approaches are rewarding tasks for this workshop. Discussing and defining common educational standards on a transcontinental level for the age group of 14 to 15 years old students in a readable, assessable and acceptable form should keep the participants of this workshop active beyond the limited time at the workshop.
What about the Competencies of Educators in the New Era of Digital Education? (2015)
Delgado Kloos, Carlos
A lot has been published about the competencies needed by students in the 21st century (Ravenscroft et al., 2012). However, equally important are the competencies needed by educators in the new era of digital education. We review the key competencies for educators in light of the new methods of teaching and learning proposed by Massive Open Online Courses (MOOCs) and their on-campus counterparts, Small Private Online Courses (SPOCs).
Unterstützung Informatik-Studierender durch ein Lernzentrum (2015)
Bröker, Kathrin
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.
Forschendes Lernen durch Semantisches Positionieren (2015)
Jakoblew, Marcel ; Keil, Reinhard ; Winkelnkemper, Felix
Der Beitrag stellt das Konzept des Semantischen Positionierens als eine Möglichkeit vor, Grundformen des wissenschaftlichen Arbeitens und elementare Formen der diskursiven Auseinandersetzung zu vermitteln, ohne dass die Studierenden sich inhaltlich an der aktuellen Forschung beteiligen müssten. Die Umsetzung dieses Konzepts im Bachelorstudium der Informatik verdeutlicht, dass mit diesem Ansatz sowohl die Kompetenzen für den Übergang in den mehr forschungsgetriebenen Masterstudiengang als auch für die berufliche Wissensarbeit erworben werden können.
Informatics Education based on Solving Attractive Tasks through a Contest (2015)
Dagiene, Valentina ; Stupuriene, Gabriele
The paper discusses the issue of supporting informatics (computer science) education through competitions for lower and upper secondary school students (8–19 years old). Competitions play an important role for learners as a source of inspiration, innovation, and attraction. Running contests in informatics for school students for many years, we have noticed that the students consider the contest experience very engaging and exciting as well as a learning experience. A contest is an excellent instrument to involve students in problem solving activities. An overview of infrastructure and development of an informatics contest from international level to the national one (the Bebras contest on informatics and computer fluency, originated in Lithuania) is presented. The performance of Bebras contests in 23 countries during the last 10 years showed an unexpected and unusually high acceptance by school students and teachers. Many thousands of students participated and got a valuable input in addition to their regular informatics lectures at school. In the paper, the main attention is paid to the developed tasks and analysis of students’ task solving results in Lithuania.
Student Perspectives of Social Networking use in Higher Education (2015)
Ellis, Jason Brent ; Abreu-Ellis, Carla Reis
Social networks are currently at the forefront of tools that lend to Personal Learning Environments (PLEs). This study aimed to observe how students perceived PLEs, what they believed were the integral components of social presence when using Facebook as part of a PLE, and to describe student’s preferences for types of interactions when using Facebook as part of their PLE. This study used mixed methods to analyze the perceptions of graduate and undergraduate students on the use of social networks, more specifically Facebook as a learning tool. Fifty surveys were returned representing a 65 % response rate. Survey questions included both closed and open-ended questions. Findings suggested that even though students rated themselves relatively well in having requisite technology skills, and 94 % of students used Facebook primarily for social use, they were hesitant to migrate these skills to academic use because of concerns of privacy, believing that other platforms could fulfil the same purpose, and by not seeing the validity to use Facebook in establishing social presence. What lies at odds with these beliefs is that when asked to identify strategies in Facebook that enabled social presence to occur in academic work, the majority of students identified strategies in five categories that lead to social presence establishment on Facebook during their coursework.
Teaching Data Management (2015)
Grillenberger, Andreas ; Romeike, Ralf
Data management is a central topic in computer science as well as in computer science education. Within the last years, this topic is changing tremendously, as its impact on daily life becomes increasingly visible. Nowadays, everyone not only needs to manage data of various kinds, but also continuously generates large amounts of data. In addition, Big Data and data analysis are intensively discussed in public dialogue because of their influences on society. For the understanding of such discussions and for being able to participate in them, fundamental knowledge on data management is necessary. Especially, being aware of the threats accompanying the ability to analyze large amounts of data in nearly real-time becomes increasingly important. This raises the question, which key competencies are necessary for daily dealings with data and data management. In this paper, we will first point out the importance of data management and of Big Data in daily life. On this basis, we will analyze which are the key competencies everyone needs concerning data management to be able to handle data in a proper way in daily life. Afterwards, we will discuss the impact of these changes in data management on computer science education and in particular database education.
The Student Learning Ecology (2015)
Haugsbakken, Halvdan
Educational research on social media has showed that students use it for socialisation, personal communication, and informal learning. Recent studies have argued that students to some degree use social media to carry out formal schoolwork. This article gives an explorative account on how a small sample of Norwegian high school students use social media to self-organise formal schoolwork. This user pattern can be called a “student learning ecology”, which is a user perspective on how participating students gain access to learning resources.
ICT Competencies for School Students (2015)
Jones, Anthony
This paper discusses results from a small-scale research study, together with some recently published research into student perceptions of ICT for learning in schools, to consider relevant skills that do not appear to currently being taught. The paper concludes by raising three issues relating to learning with and through ICT that need to be addressed in school curricula and classroom teaching.
Supporting the Development of 21st Century Skills through ICT (2015)
Lewin, Cathy ; McNicol, Sarah
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.
Expert Rating of Competence Levels in Upper Secondary Computer Science Education (2015)
Magenheim, Johannes ; Nelles, Wolfgang ; Neugebauer, Jonas ; Ohrndorf, Laura ; Schaper, Niclas ; Schubert, Sigrid
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)
Opel, Simone ; Kramer, Matthias ; Trommen, Michael ; Pottbäcker, Florian ; Ilaghef, Youssef
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.
Improving children’s Cognitive Modifiability through Mediated Learning and Dynamic Assessment within 3D Immersive Virtual Reality Environment (2015)
Passig, David ; Tzuriel, David ; Kedmi, Ganit Eshel
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.
The Key Competencies in Informatics and ICT viewed from Nussbaum’s Ten Central Capabilities (2015)
Saito, Toshinori
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.
Medienbildung mit Informatik-Anteilen!? (2015)
Engbring, Dieter ; Klar, Tilman-Mathies
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.
Evaluation der Lernwirksamkeit eines Lehrvideos zum informatischen Problemlösen (2015)
Kujath, Bertold ; Schütze, Christopher
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.
Rapid Prototyping von Interaktionskonzepten in der universitären MCI-Lehre (2015)
Fietkau, Julian ; Kindsmüller, Martin Christof ; Göttel, Timo
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.
Beispiel eines Schülerwettbewerbs zum Thema Projektmanagement und App-Programmierung (2015)
Bergner, Nadine ; Taraschewski, Christian ; Schroeder, Ulrik
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.
Projektorientierte Studieneingangsphase (2015)
Vosseberg, Karin ; Czernik, Sofie ; Erb, Ulrike ; Vielhaber, Michael
Ziel einer neuen Studieneingangsphase ist, den Studierenden bis zum Ende des ersten Semesters ein vielfältiges Berufsbild der Informatik und Wirtschaftsinformatik mit dem breiten Aufgabenspektrum aufzublättern und damit die Zusammenhänge zwischen den einzelnen Modulen des Curriculums zu verdeutlichen. Die Studierenden sollen in die Lage versetzt werden, sehr eigenständig die Planung und Gestaltung ihres Studiums in die Hand zu nehmen.
Was will ich eigentlich hier? (2015)
Schlierkamp, Kathrin ; Thurner, Veronika
Die Wahl des richtigen Studienfaches und die daran anschließende Studieneingangsphase sind oft entscheidend für den erfolgreichen Verlauf eines Studiums. Eine große Herausforderung besteht dabei darin, bereits in den ersten Wochen des Studiums bestehende Defizite in vermeintlich einfachen Schlüsselkompetenzen zu erkennen und diese so bald wie möglich zu beheben. Eine zweite, nicht minder wichtige Herausforderung ist es, möglichst frühzeitig für jeden einzelnen Studierenden zu erkennen, ob er bzw. sie das individuell richtige Studienfach gewählt hat, das den jeweiligen persönlichen Neigungen, Interessen und Fähigkeiten entspricht und zur Verwirklichung der eigenen Lebensziele beiträgt. Denn nur dann sind Studierende ausreichend stark und dauerhaft intrinsisch motiviert, um ein anspruchsvolles, komplexes Studium erfolgreich durchzuziehen. In diesem Beitrag fokussieren wir eine Maßnahme, die die Studierenden an einen Prozess zur systematischen Reflexion des eigenen Lernprozesses und der eigenen Ziele heranführt und beides in Relation setzt.
Programming for Non-Programmers (2015)
Or-Bach, Rachel
The study reported in this paper involved the employment of specific in-class exercises using a Personal Response System (PRS). These exercises were designed with two goals: to enhance students’ capabilities of tracing a given code and of explaining a given code in natural language with some abstraction. The paper presents evidence from the actual use of the PRS along with students’ subjective impressions regarding both the use of the PRS and the special exercises. The conclusions from the findings are followed with a short discussion on benefits of PRS-based mental processing exercises for learning programming and beyond.
Mentoring in a Digital World (2015)
Preston, Christina ; Younie, Sarah
This paper focuses on the results of the evaluation of the first pilot of an e-mentoring unit designed by the Hands-On ICT consortium, funded by the EU LLL programme. The overall aim of this two-year activity is to investigate the value for professional learning of Massive Online Open Courses (MOOCs) and Community Online Open Courses (COOCs) in the context of a ‘community of practice’. Three units in the first pilot covered aspects of using digital technologies to develop creative thinking skills. The findings in this paper relate to the fourth unit about e-mentoring, a skill that was important to delivering the course content in the other three units. Findings about the e-mentoring unit included: the students’ request for detailed profiles so that participants can get to know each other; and, the need to reconcile the different interpretations of e-mentoring held by the participants when the course begins. The evaluators concluded that the major issues were that: not all professional learners would self-organise and network; and few would wish to mentor their colleagues voluntarily. Therefore, the e-mentoring issues will need careful consideration in pilots two and three to identify how e-mentoring will be organised.
Key Competences with Physical Computing (2015)
Przybylla, Mareen ; Romeike, Ralf
Physical computing covers the design and realization of interactive objects and installations and allows students to develop concrete, tangible products of the real world that arise from the learners’ imagination. This way, constructionist learning is raised to a level that enables students to gain haptic experience and thereby concretizes the virtual. In this paper the defining characteristics of physical computing are described. Key competences to be gained with physical computing will be identified.
Music Technology and Computational Thinking (2015)
Reynolds, Nicholas ; Swainston, Andrew ; Bendrups, Faye
A project involving the composition of a number of pieces of music by public participants revealed levels of engagement with and mastery of complex music technologies by a number of secondary student volunteers. This paper reports briefly on some initial findings of that project and seeks to illuminate an understanding of computational thinking across the curriculum.
Think logarithmically! (2015)
Sysło, Maciej M. ; Kwiatkowska, Anna Beata
We discuss here a number of algorithmic topics which we use in our teaching and in learning of mathematics and informatics to illustrate and document the power of logarithm in designing very efficient algorithms and computations – logarithmic thinking is one of the most important key competencies for solving real world practical problems. We demonstrate also how to introduce logarithm independently of mathematical formalism using a conceptual model for reducing a problem size by at least half. It is quite surprising that the idea, which leads to logarithm, is present in Euclid’s algorithm described almost 2000 years before John Napier invented logarithm.
Using Arduino-Based Experiments to Integrate Computer Science Education and Natural Science (2015)
Zieris, Holger ; Gerstberger, Herbert ; Müller, Wolfgang
Current curricular trends require teachers in Baden- Wuerttemberg (Germany) to integrate Computer Science (CS) into traditional subjects, such as Physical Science. However, concrete guidelines are missing. To fill this gap, we outline an approach where a microcontroller is used to perform and evaluate measurements in the Physical Science classroom. Using the open-source Arduino platform, we expect students to acquire and develop both CS and Physical Science competencies by using a self-programmed microcontroller. In addition to this combined development of competencies in Physical Science and CS, the subject matter will be embedded in suitable contexts and learning environments, such as weather and climate.
Empirical and Normative Research on Fundamental Ideas of Embedded System Development (2015)
Büchner, Steffen
On the Way to a “General Model of Contextualised Computer Science Education” (2015)
Opel, Simone
Teaching Information Security (as Part of Key Competencies) (2015)
Schiller, Thomas
The poster and abstract describe the importance of teaching information security in school. After a short description of information security and important aspects, I will show, how information security fits into different guidelines or models for computer science educations and that it is therefore on of the key competencies. Afterwards I will present you a rough insight of teaching information security in Austria.
ProtoSense (2015)
Wegner, Christian ; Zender, Raphael ; Lucke, Ulrike
Scientific workflows and XMDD (2015)
Lamprecht, Anna-Lena ; Margaria, Tiziana
Bridging abstraction layers in process mining (2014)
Baier, Thomas ; Mendling, Jan ; Weske, Mathias
While the maturity of process mining algorithms increases and more process mining tools enter the market, process mining projects still face the problem of different levels of abstraction when comparing events with modeled business activities. Current approaches for event log abstraction try to abstract from the events in an automated way that does not capture the required domain knowledge to fit business activities. This can lead to misinterpretation of discovered process models. We developed an approach that aims to abstract an event log to the same abstraction level that is needed by the business. We use domain knowledge extracted from existing process documentation to semi-automatically match events and activities. Our abstraction approach is able to deal with n:m relations between events and activities and also supports concurrency. We evaluated our approach in two case studies with a German IT outsourcing company. (C) 2014 Elsevier Ltd. All rights reserved.
A survey on pervasive education (2014)
Lucke, Ulrike ; Rensing, Christoph
Researchers and developers worldwide have put their efforts into the design, development and use of information and communication technology to support teaching and learning. This research is driven by pedagogical as well as technological disciplines. The most challenging ideas are currently found in the application of mobile, ubiquitous, pervasive, contextualized and seamless technologies for education, which we shall refer to as pervasive education. This article provides a comprehensive overview of the existing work in this field and categorizes it with respect to educational settings. Using this approach, best practice solutions for certain educational settings and open questions for pervasive education are highlighted in order to inspire interested developers and educators. The work is assigned to different fields, identified by the main pervasive technologies used and the educational settings. Based on these assignments we identify areas within pervasive education that are currently disregarded or deemed challenging so that further research and development in these fields are stimulated in a trans-disciplinary approach. (C) 2013 Elsevier B.V. All rights reserved.
FreshUP-A pervasive educational game for freshmen (2014)
Zender, Raphael ; Metzler, Richard ; Lucke, Ulrike
Students beginning their studies at university face manifold problems such as orientation in a new environment and organizing their courses. This article presents the implementation and successful empirical evaluation of the pervasive browser-based educational game "FreshUP", which aims at helping to overcome the initial difficulties of freshmen. In contrast to a conventional scavenger hunt, mobile pervasive games like FreshUP, bridging in-game and real world activities, have the potential to provide help in a motivating manner using new technology which is currently becoming more and more common. (C) 2013 Elsevier B.V. All rights reserved.
Simplicity-first model-based plug-in development (2014)
Naujokat, Stefan ; Neubauer, Johannes ; Lamprecht, Anna-Lena ; Steffen, Bernhard ; Joerges, Sven ; Margaria, Tiziana
In this article, we present our experience with over a decade of strict simplicity orientation in the development and evolution of plug-ins. The point of our approach is to enable our graphical modeling framework jABC to capture plug-in development in a domain-specific setting. The typically quite tedious and technical plug-in development is shifted this way from a programming task to the modeling level, where it can be mastered also by application experts without programming expertise. We show how the classical plug-in development profits from a systematic domain-specific API design and how the level of abstraction achieved this way can be further enhanced by defining adequate building blocks for high-level plug-in modeling. As the resulting plug-in models can be compiled and deployed automatically, our approach decomposes plug-in development into three phases where only the realization phase requires plug-in-specific effort. By using our modeling framework jABC, this effort boils down to graphical, tool-supported process modeling. Furthermore, we support the automatic completion of process sketches for executability. All this will be illustrated along the most recent plug-in-based evolution of the jABC framework, which witnessed quite some bootstrapping effects.
Towards standardized job submission and control in infrastructure clouds (2014)
Troeger, Peter ; Merzky, Andre
The submission and management of computational jobs is a traditional part of utility computing environments. End users and developers of domain-specific software abstractions often have to deal with the heterogeneity of such batch processing systems. This lead to a number of application programming interface and job description standards in the past, which are implemented and established for cluster and Grid systems. With the recent rise of cloud computing as new utility computing paradigm, the standardized access to batch processing facilities operated on cloud resources becomes an important issue. Furthermore, the design of such a standard has to consider a tradeoff between feature completeness and the achievable level of interoperability. The article discusses this general challenge, and presents some existing standards with traditional cluster and Grid computing background that may be applicable to cloud environments. We present OCCI-DRMAA as one approach for standardized access to batch processing facilities hosted in a cloud.
claspfolio 2 (2014)
Hoos, Holger ; Lindauer, Marius ; Schaub, Torsten
Building on the award-winning, portfolio-based ASP solver claspfolio, we present claspfolio 2, a modular and open solver architecture that integrates several different portfolio-based algorithm selection approaches and techniques. The claspfolio 2 solver framework supports various feature generators, solver selection approaches, solver portfolios, as well as solver-schedule-based pre-solving techniques. The default configuration of claspfolio 2 relies on a light-weight version of the ASP solver clasp to generate static and dynamic instance features. The flexible open design of claspfolio 2 is a distinguishing factor even beyond ASP. As such, it provides a unique framework for comparing and combining existing portfolio-based algorithm selection approaches and techniques in a single, unified framework. Taking advantage of this, we conducted an extensive experimental study to assess the impact of different feature sets, selection approaches and base solver portfolios. In addition to gaining substantial insights into the utility of the various approaches and techniques, we identified a default configuration of claspfolio 2 that achieves substantial performance gains not only over clasp's default configuration and the earlier version of claspfolio, but also over manually tuned configurations of clasp.
Bridging the gap between formal semantics and implementation of triple graph grammars (2014)
Giese, Holger ; Hildebrandt, Stephan ; Lambers, Leen
The correctness of model transformations is a crucial element for model-driven engineering of high-quality software. A prerequisite to verify model transformations at the level of the model transformation specification is that an unambiguous formal semantics exists and that the implementation of the model transformation language adheres to this semantics. However, for existing relational model transformation approaches, it is usually not really clear under which constraints particular implementations really conform to the formal semantics. In this paper, we will bridge this gap for the formal semantics of triple graph grammars (TGG) and an existing efficient implementation. While the formal semantics assumes backtracking and ignores non-determinism, practical implementations do not support backtracking, require rule sets that ensure determinism, and include further optimizations. Therefore, we capture how the considered TGG implementation realizes the transformation by means of operational rules, define required criteria, and show conformance to the formal semantics if these criteria are fulfilled. We further outline how static and runtime checks can be employed to guarantee these criteria.
Udkm1Dsim-A simulation toolkit for 1D ultrafast dynamics in condensed matter (2014)
Schick, Daniel ; Bojahr, Andre ; Herzog, Marc ; Shayduk, Roman ; von Korff Schmising, Clemens ; Bargheer, Matias
The UDKM1DSIM toolbox is a collection of MATLAB (MathWorks Inc.) classes and routines to simulate the structural dynamics and the according X-ray diffraction response in one-dimensional crystalline sample structures upon an arbitrary time-dependent external stimulus, e.g. an ultrashort laser pulse. The toolbox provides the capabilities to define arbitrary layered structures on the atomic level including a rich database of corresponding element-specific physical properties. The excitation of ultrafast dynamics is represented by an N-temperature model which is commonly applied for ultrafast optical excitations. Structural dynamics due to thermal stress are calculated by a linear-chain model of masses and springs. The resulting X-ray diffraction response is computed by dynamical X-ray theory. The UDKM1DSIM toolbox is highly modular and allows for introducing user-defined results at any step in the simulation procedure. Program summary Program title: udkm1Dsim Catalogue identifier: AERH_v1_0 Program summary URL: http://cpc.cs.qub.ac.uk/summaries/AERH_v1_0.html Licensing provisions: BSD No. of lines in distributed program, including test data, etc.: 130221 No. of bytes in distributed program, including test data, etc.: 2746036 Distribution format: tar.gz Programming language: Matlab (MathWorks Inc.). Computer: PC/Workstation. Operating system: Running Matlab installation required (tested on MS Win XP -7, Ubuntu Linux 11.04-13.04). Has the code been vectorized or parallelized?: Parallelization for dynamical XRD computations. Number of processors used: 1-12 for Matlab Parallel Computing Toolbox; 1 - infinity for Matlab Distributed Computing Toolbox External routines: Optional: Matlab Parallel Computing Toolbox, Matlab Distributed Computing Toolbox Required (included in the package): mtimesx Fast Matrix Multiply for Matlab by James Tursa, xml io tools by Jaroslaw Tuszynski, textprogressbar by Paul Proteus Nature of problem: Simulate the lattice dynamics of 1D crystalline sample structures due to an ultrafast excitation including thermal transport and compute the corresponding transient X-ray diffraction pattern. Solution method: Restrictions: The program is restricted to 1D sample structures and is further limited to longitudinal acoustic phonon modes and symmetrical X-ray diffraction geometries. Unusual features: The program is highly modular and allows the inclusion of user-defined inputs at any time of the simulation procedure. Running time: The running time is highly dependent on the number of unit cells in the sample structure and other simulation parameters such as time span or angular grid for X-ray diffraction computations. However, the example files are computed in approx. 1-5 min each on a 8 Core Processor with 16 GB RAM available.
Polymorphic identifiers: uniform resource access in objective-smalltalk (2014)
Weiher, Marcel ; Hirschfeld, Robert
In object-oriented programming, polymorphic dispatch of operations decouples clients from specific providers of services and allows implementations to be modified or substituted without affecting clients. The Uniform Access Principle (UAP) tries to extend these qualities to resource access by demanding that access to state be indistinguishable from access to operations. Despite language features supporting the UAP, the overall goal of substitutability has not been achieved for either alternative resources such as keyed storage, files or web pages, or for alternate access mechanisms: specific kinds of resources are bound to specific access mechanisms and vice versa. Changing storage or access patterns either requires changes to both clients and service providers and trying to maintain the UAP imposes significant penalties in terms of code-duplication and/or performance overhead. We propose introducing first class identifiers as polymorphic names for storage locations to solve these problems. With these Polymorphic Identifiers, we show that we can provide uniform access to a wide variety of resource types as well as storage and access mechanisms, whether parametrized or direct, without affecting client code, without causing code duplication or significant performance penalties.
Generation of effective referring expressions in situated context (2014)
Garoufi, Konstantina ; Koller, Alexander
In task-oriented communication, references often need to be effective in their distinctive function, that is, help the hearer identify the referent correctly and as effortlessly as possible. However, it can be challenging for computational or empirical studies to capture referential effectiveness. Empirical findings indicate that human-produced references are not always optimally effective, and that their effectiveness may depend on different aspects of the situational context that can evolve dynamically over the course of an interaction. On this basis, we propose a computational model of effective reference generation which distinguishes speaker behaviour according to its helpfulness to the hearer in a certain situation, and explicitly aims at modelling highly helpful speaker behaviour rather than speaker behaviour invariably. Our model, which extends the planning-based paradigm of sentence generation with a statistical account of effectiveness, can adapt to the situational context by making this distinction newly for each new reference. We find that the generated references resemble those of effective human speakers more closely than references of baseline models, and that they are resolved correctly more often than those of other models participating in a shared-task evaluation with human hearers. Finally, we argue that the model could serve as a methodological framework for computational and empirical research on referential effectiveness.
GraffDok - a graffiti documentation application (2014)
Holler, Robin
GraffDok is an application helping to maintain an overview over sprayed images somewhere in a city. At the time of writing it aims at vandalism rather than at beautiful photographic graffiti in an underpass. Looking at hundreds of tags and scribbles on monuments, house walls, etc. it would be interesting to not only record them in writing but even make them accessible electronically, including images. GraffDok’s workflow is simple and only requires an EXIF-GPS-tagged photograph of a graffito. It automatically determines its location by using reverse geocoding with the given GPS-coordinates and the Gisgraphy WebService. While asking the user for some more meta data, GraffDok analyses the image in parallel with this and tries to detect fore- and background – before extracting the drawing lines and make them stand alone. The command line based tool ImageMagick is used here as well as for accessing EXIF data. Any meta data is written to csv-files, which will stay easily accessible and can be integrated in TeX-files as well. The latter ones are converted to PDF at the end of the workflow, containing a table about all graffiti and a summary for each – including the generated characteristic graffiti pattern image.
Identification of differentially expressed genes (2014)
Schütt, Christine
With the jABC it is possible to realize workflows for numerous questions in different fields. The goal of this project was to create a workflow for the identification of differentially expressed genes. This is of special interest in biology, for it gives the opportunity to get a better insight in cellular changes due to exogenous stress, diseases and so on. With the knowledge that can be derived from the differentially expressed genes in diseased tissues, it becomes possible to find new targets for treatment.
Visualization of data transfer paths (2014)
Kuntzsch, Christian
A workflow for visualizing server connections using the Google Maps API was built in the jABC. It makes use of three basic services: An XML-based IP address geolocation web service, a command line tool and the Static Maps API. The result of the workflow is an URL leading to an image file of a map, showing server connections between a client and a target host.
Spotlocator - Guess Where the Photo Was Taken! (2014)
Hibbe, Marcel
Spotlocator is a game wherein people have to guess the spots of where photos were taken. The photos of a defined area for each game are from panoramio.com. They are published at http://spotlocator. drupalgardens.com with an ID. Everyone can guess the photo spots by sending a special tweet via Twitter that contains the hashtag #spotlocator, the guessed coordinates and the ID of the photo. An evaluation is published for all tweets. The players are informed about the distance to the real photo spots and the positions are shown on a map.
Data mining for unidentified protein squences (2014)
Blaese, Leif
Through the use of next generation sequencing (NGS) technology, a lot of newly sequenced organisms are now available. Annotating those genes is one of the most challenging tasks in sequence biology. Here, we present an automated workflow to find homologue proteins, annotate sequences according to function and create a three-dimensional model.
Constructing a Phylogenetic Tree (2014)
Lis, Monika
In this project I constructed a workflow that takes a DNA sequence as input and provides a phylogenetic tree, consisting of the input sequence and other sequences which were found during a database search. In this phylogenetic tree the sequences are arranged depending on similarities. In bioinformatics, constructing phylogenetic trees is often used to explore the evolutionary relationships of genes or organisms and to understand the mechanisms of evolution itself.
Geocoder accuracy ranking (2014)
Teske, Daniel
Finding an address on a map is sometimes tricky: the chosen map application may be unfamiliar with the enclosed region. There are several geocoders on the market, they have different databases and algorithms to compute the query. Consequently, the geocoding results differ in their quality. Fortunately the geocoders provide a rich set of metadata. The workflow described in this paper compares this metadata with the aim to find out which geocoder is offering the best-fitting coordinate for a given address.
Web-Based map generalization tools put to the test: a jABC workflow (2014)
Sens, Henriette
Geometric generalization is a fundamental concept in the digital mapping process. An increasing amount of spatial data is provided on the web as well as a range of tools to process it. This jABC workflow is used for the automatic testing of web-based generalization services like mapshaper.org by executing its functionality, overlaying both datasets before and after the transformation and displaying them visually in a .tif file. Mostly Web Services and command line tools are used to build an environment where ESRI shapefiles can be uploaded, processed through a chosen generalization service and finally visualized in Irfanview.
CREADED: Colored-Relief application for digital elevation data (2014)
Noack, Franziska
In the geoinformatics field, remote sensing data is often used for analyzing the characteristics of the current investigation area. This includes DEMs, which are simple raster grids containing grey scales representing the respective elevation values. The project CREADED that is presented in this paper aims at making these monochrome raster images more significant and more intuitively interpretable. For this purpose, an executable interactive model for creating a colored and relief-shaded Digital Elevation Model (DEM) has been designed using the jABC framework. The process is based on standard jABC-SIBs and SIBs that provide specific GIS functions, which are available as Web services, command line tools and scripts.
A workflow for computing potential areas for wind turbines (2014)
Respondek, Tobias
This paper describes the implementation of a workflow model for service-oriented computing of potential areas for wind turbines in jABC. By implementing a re-executable model the manual effort of a multi-criteria site analysis can be reduced. The aim is to determine the shift of typical geoprocessing tools of geographic information systems (GIS) from the desktop to the web. The analysis is based on a vector data set and mainly uses web services of the “Center for Spatial Information Science and Systems” (CSISS). This paper discusses effort, benefits and problems associated with the use of the web services.
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