Institut für Informatik und Computational Science
Refine
Has Fulltext
- yes (245) (remove)
Year of publication
Document Type
- Article (116)
- Doctoral Thesis (85)
- Conference Proceeding (15)
- Master's Thesis (13)
- Postprint (10)
- Monograph/Edited Volume (2)
- Bachelor Thesis (1)
- Habilitation Thesis (1)
- Moving Images (1)
- Preprint (1)
Language
- English (126)
- German (118)
- Multiple languages (1)
Keywords
- Informatik (18)
- Didaktik (15)
- Hochschuldidaktik (14)
- Ausbildung (13)
- E-Learning (8)
- Maschinelles Lernen (7)
- Antwortmengenprogrammierung (6)
- Computer Science Education (5)
- Machine Learning (5)
- answer set programming (5)
- education (5)
- Informatikdidaktik (4)
- Modellierung (4)
- didactics (4)
- higher education (4)
- Answer Set Programming (3)
- Competence Measurement (3)
- DPLL (3)
- Digitalisierung (3)
- Komplexität (3)
- Ontologie (3)
- Secondary Education (3)
- Semantic Web (3)
- Softwareentwicklung (3)
- complexity (3)
- informatics (3)
- machine learning (3)
- Adaptivität (2)
- Algorithmen (2)
- Algorithms (2)
- Assessment (2)
- Autismus (2)
- Automatisches Beweisen (2)
- Big Data (2)
- Bildungstechnologien (2)
- Bildverarbeitung (2)
- Code (2)
- Competence Modelling (2)
- Computational thinking (2)
- Computer Science (2)
- Computergrafik (2)
- Computersicherheit (2)
- Constraint Solving (2)
- Coq (2)
- Data Privacy (2)
- Deduction (2)
- Digitale Medien (2)
- EEG (2)
- Educational Technologies (2)
- FMC (2)
- HCI (2)
- ICA (2)
- IT-Infrastruktur (2)
- Informatics (2)
- Informatics Education (2)
- Informatics Modelling (2)
- Informatics System Application (2)
- Informatics System Comprehension (2)
- Informatikstudium (2)
- Internet of Things (2)
- Key Competencies (2)
- Klausellernen (2)
- Knowledge Representation and Reasoning (2)
- Konstruktivismus (2)
- Künstliche Intelligenz (2)
- Lernumgebung (2)
- Logic Programming (2)
- Logics (2)
- MQTT (2)
- Mensch-Computer-Interaktion (2)
- Mensch-Technik-Interaktion (2)
- Methodik (2)
- Middleware (2)
- Modell (2)
- Onlinelehre (2)
- Ontology (2)
- Optimization (2)
- Planing (2)
- Prozessmodellierung (2)
- Relevanz (2)
- SAT (2)
- Software Engineering (2)
- Strategie (2)
- Synthese (2)
- Systemstruktur (2)
- Texturen (2)
- Theorembeweisen (2)
- Unifikation (2)
- User Experience (2)
- Visualisierung (2)
- Vorhersage (2)
- abstraction (2)
- code (2)
- computational thinking (2)
- computer graphics (2)
- computer science education (2)
- human computer interaction (2)
- image processing (2)
- maschinelles Lernen (2)
- model (2)
- non-photorealistic rendering (2)
- relevance (2)
- scientific workflows (2)
- secondary computer science education (2)
- software development (2)
- systems biology (2)
- teacher training (2)
- test (2)
- textures (2)
- theorem (2)
- virtual 3D city models (2)
- virtuelle 3D-Stadtmodelle (2)
- visualization (2)
- 'Peer To Peer' (1)
- 13C metabolic flux analysis (1)
- 21st century skills, (1)
- 3D Computer Grafik (1)
- 3D Computer Graphics (1)
- 3D Drucken (1)
- 3D Linsen (1)
- 3D Semiotik (1)
- 3D Visualisierung (1)
- 3D computer graphics (1)
- 3D lenses (1)
- 3D printing (1)
- 3D semiotics (1)
- 3D visualization (1)
- 3D-Stadtmodelle (1)
- 3d city models (1)
- 6LoWPAN (1)
- ABRACADABRA (1)
- ADFS (1)
- ARCS Modell (1)
- ASIC (1)
- ASIC (Applikationsspezifische Integrierte Schaltkreise) (1)
- ASP (Answer Set Programming) (1)
- Abbrecherquote (1)
- Abstraktion (1)
- Accepting Grammars (1)
- Access Datenbank (1)
- Achievement (1)
- Ackerschmalwand (1)
- Active Directory Federation Services (1)
- Active Evaluation (1)
- Activity Theory (1)
- Activity-orientated Learning (1)
- Adaptivity (1)
- Adversarial Learning (1)
- Aktive Evaluierung (1)
- Akzeptierende Grammatiken (1)
- Algorithmenablaufplanung (1)
- Algorithmenkonfiguration (1)
- Algorithmenselektion (1)
- Alignment (1)
- Angewandte Spieltheorie (1)
- Anisotroper Kuwahara Filter (1)
- Anleitung (1)
- Antwortmengen Programmierung (1)
- Application Aggregation (1)
- Applications and Software Development (1)
- Applied Game Theory (1)
- Arabidopsis thaliana (1)
- Arduino (1)
- Argumentation (1)
- Artificial Intelligence (1)
- Aspect-Oriented Programming (1)
- Aspektorientierte Programmierung (1)
- Asynchrone Schaltung (1)
- Attention (1)
- Audience Response Systeme (1)
- Aufmerksamkeit (1)
- Aufzählung (1)
- Augenbewegungen (1)
- Ausreissererkennung (1)
- Austria (1)
- Authentifizierung (1)
- Authorization (1)
- Autism (1)
- Automated Theorem Proving (1)
- Automatic Item Generation (1)
- Automatic UI Generation (1)
- Autorisierung (1)
- BCH (1)
- BCH code (1)
- BCH-Code (1)
- BCI (1)
- BSS (1)
- Bachelorstudierende der Informatik (1)
- Baumweite (1)
- Behavior (1)
- Benutzeroberfläche (1)
- Benutzungsschnittstellen Ontologien (1)
- Berührungseingaben (1)
- Betrachtungsebenen (1)
- Beweis (1)
- Beweisassistent (1)
- Beweistheorie (1)
- Beweisumgebung (1)
- Bilddatenanalyse (1)
- Bildung (1)
- Binäres Entscheidungsdiagramm (1)
- Bio-jETI (1)
- Biocomputing (1)
- Bioelektrisches Signal (1)
- Bioinformatik (1)
- Blended Learning (1)
- Bloom’s Taxonomy (1)
- Boolean constraint solver (1)
- Boosting (1)
- Brain Computer Interface (1)
- Business Process Models (1)
- CASP (Constraint Answer Set Programming) (1)
- CS concepts (1)
- CSC (1)
- Cactus (1)
- Capability approach (1)
- CertiCoq (1)
- Challenges (1)
- Choreographien (1)
- CityGML (1)
- Classification (1)
- Clause Learning (1)
- Cloud Computing (1)
- Cloud computing (1)
- Clusteranalyse (1)
- Codierung (1)
- Codierungstheorie (1)
- Coding theory (1)
- Cognitive Apprenticeship (1)
- Cognitive Skills (1)
- Common Spatial Pattern (1)
- Competences (1)
- Competencies (1)
- Complementary Circuits (1)
- Complexity (1)
- Compliance (1)
- Composed UIs (1)
- Composition (1)
- Computational Complexity (1)
- Computational Science (1)
- Computational Thinking (1)
- Computer Science in Context (1)
- Computergestützes Training (1)
- Computing (1)
- Conceptual (1)
- Constraint (1)
- Constraint-Programmierung (1)
- Constructive solid geometry (1)
- Contest (1)
- Contextualisation (1)
- Contradictions (1)
- Controlled Derivations (1)
- Covariate Shift (1)
- Curriculum (1)
- Curriculum Development (1)
- Curry (1)
- DDoS (1)
- DNA (1)
- DNA computing (1)
- DNS (1)
- Data Analysis (1)
- Data Management (1)
- Databases (1)
- Dateiformat (1)
- Datenschutz (1)
- Debugging (1)
- Deep Learning (1)
- Defining characteristics of physical computing (1)
- Dempster-Shafer-Theorie (1)
- Dempster–Shafer theory (1)
- Description Logics (1)
- Deskriptive Logik (1)
- Diagonalisierung (1)
- Dialog-based User Interfaces (1)
- Dialogbasierte Benutzerschnittstellen (1)
- Didaktik der Informatik (1)
- Didaktische Konzepte (1)
- Dienst-Ökosysteme (1)
- Dienstkomposition (1)
- Dienstplattform (1)
- Differenz von Gauss Filtern (1)
- Digital Competence (1)
- Digital Design (1)
- Digital Education (1)
- Digital Game Based Learning (1)
- Digital Media (1)
- Digital Revolution (1)
- Digitale Bibliothek (1)
- Digitalisation (1)
- Distributed Computing (1)
- Diversität (1)
- Dokument-Management-System (1)
- Domain-Specific Languages (1)
- Domänenspezifische Sprachen (1)
- Dreidimensionale Computergraphik (1)
- Dublin Core (1)
- Dynamic Programming (1)
- Dynamic assessment (1)
- Dynamische Programmierung (1)
- Dynamische Rekonfiguration (1)
- E-Assessment (1)
- E-Government (1)
- E-Klausuren (1)
- E-Portfolio (1)
- Early Literacy (1)
- Echtzeitanwendung (1)
- Educational Standards (1)
- Educational software (1)
- Eingabegenauigkeit (1)
- Eisenbahnnetz (1)
- Elektroencephalographie (1)
- Elektronisches Prüfen (1)
- Elektronisches Publizieren (1)
- Embedded Systems (1)
- Emotionen (1)
- Emotionsforschung (1)
- Enterprise Search (1)
- Entscheidungsbäume (1)
- Entwurf (1)
- Entwurfsmuster (1)
- Entwurfsmuster für SOA-Sicherheit (1)
- Entwurfsprinzipien (1)
- Entwurfsraumexploration (1)
- Equilibrium logic (1)
- Erfüllbarkeit einer Formel der Aussagenlogik (1)
- Erfüllbarkeitsproblem (1)
- Error Estimation (1)
- Error-Detection Circuits (1)
- Euclid’s algorithm (1)
- European Bioinformatics Institute (1)
- Evaluierung semantischer Suchmaschinen (1)
- Evidenztheorie (1)
- Exploration (1)
- Exponential Time Hypothesis (1)
- Exponentialzeit Hypothese (1)
- FMC-QE (1)
- FOSS (1)
- FPGA (1)
- Facebook (1)
- Feature Combination (1)
- Feedback (1)
- Fehlende Daten (1)
- Fehlererkennung (1)
- Fehlerkorrektur (1)
- Fehlerschätzung (1)
- Fehlvorstellung (1)
- Fibonacci numbers (1)
- Flussgesteuerter Bilateraler Filter (1)
- Focus+Context Visualization (1)
- Fokus-&-Kontext Visualisierung (1)
- Formalismus (1)
- Formalitätsgrad (1)
- Formeln der quantifizierten Aussagenlogik (1)
- Forschendes Lernen (1)
- Forschungsdatenmanagement (1)
- Function (1)
- Fundamental Ideas (1)
- GIS-Dienstkomposition (1)
- GPU (1)
- Game-Design-Elemente (1)
- Game-based learning (1)
- Gamification (1)
- Gebrauchstauglichkeit (1)
- Gebäudemodelle (1)
- Gehirn-Computer-Schnittstelle (1)
- Geländemodelle (1)
- Generalisierung (1)
- Generative Programmierung (1)
- Generative Programming (1)
- Geodaten (1)
- Geometrieerzeugung (1)
- Geovisualisierung (1)
- Geräte-Treiber (1)
- Geschäftsprozessmodelle (1)
- Gesichtsausdruck (1)
- Gesteuerte Ableitungen (1)
- Gleichheit (1)
- Globus (1)
- Grammar Systems (1)
- Grammatikalische Inferenz (1)
- Grammatiksysteme (1)
- Graph-basiertes Ranking (1)
- Graphensuche (1)
- Graphfärbung (1)
- Grid (1)
- Grid Computing (1)
- HDI (1)
- Hardware Design (1)
- Hardware-Software-Co-Design (1)
- Hauptkomponentenanalyse (1)
- Heterogenität (1)
- High-Level Synthesis (1)
- Hochschulbildung (1)
- Hochschullehre (1)
- Hochschulsystem (1)
- Human-Technology Interaction (1)
- I/O-effiziente Algorithmen (1)
- ICT (1)
- ICT Competence (1)
- ICT competencies (1)
- ICT skills (1)
- IP core (1)
- IT security (1)
- IT-Security (1)
- IT-Sicherheit (1)
- Informatik-Studiengänge (1)
- Informatiksystem (1)
- Informatikunterricht (1)
- Informatikvoraussetzungen (1)
- Information Retrieval (1)
- Information Transfer Rate (1)
- Informationsextraktion (1)
- Infrastruktur (1)
- Inkonsistenz (1)
- Innovation (1)
- Inquiry-based Learning (1)
- Inquiry-based learning (1)
- Integration (1)
- Interactive Rendering (1)
- Interactive system (1)
- Interaktionsmodel (1)
- Interaktionsmodellierung (1)
- Interaktionstechniken (1)
- Interaktives Rendering (1)
- Interaktives System (1)
- Interaktivität (1)
- Interface design (1)
- Internet Security (1)
- Internet applications (1)
- Internet-Sicherheit (1)
- Internetanwendungen (1)
- Interoperability (1)
- Interoperabilität (1)
- Intuition (1)
- IoT (1)
- Java Security Framework (1)
- Kartografisches Design (1)
- Kern-PCA (1)
- Kernmethoden (1)
- Klassifikation (1)
- Klassifikation mit großem Margin (1)
- Klassifikator-Kalibrierung (1)
- Klimafolgenanalyse (1)
- Klimawandel (1)
- Kommunikation (1)
- Kompetenz (1)
- Kompetenzerwerb (1)
- Kompilation (1)
- Komplexitätsbewältigung (1)
- Komplexitätstheorie (1)
- Komposition (1)
- Konnektionskalkül (1)
- Konzeptionell (1)
- Kryptographie (1)
- Kybernetik (1)
- LDPC code (1)
- LDPC-Code (1)
- LMS (1)
- Landmarken (1)
- Langzeitarchivierung (1)
- Large Margin Classification (1)
- Laser Cutten (1)
- Learners (1)
- Learning Analytics (1)
- Learning Fields (1)
- Learning ecology (1)
- Learning environment (1)
- Learning interfaces development (1)
- Learning with ICT (1)
- Lebenslanges Lernen (1)
- Leftmost Derivations (1)
- Lehrer (1)
- Lehrer*innenbildung (1)
- Lehrkräfteausbildung (1)
- Leistungsfähigkeit (1)
- Leistungsvorhersage (1)
- Lern-App (1)
- Lernaufgaben (1)
- Lernmotivation (1)
- Lernsoftware (1)
- Life-Long Learning (1)
- Liguistisch (1)
- Linked Data Anwendungen (1)
- Linked Data Application Modelling (1)
- Linksableitungen (1)
- Linux (1)
- Linux device drivers (1)
- Logarithm (1)
- Logik (1)
- Logikkalkül (1)
- Logiksynthese (1)
- Lower Bounds (1)
- Lower Secondary Level (1)
- MEG (1)
- MFA (1)
- MOOCs (1)
- Magnetoencephalographie (1)
- Malware (1)
- Massive Open Online Courses (1)
- Mathematical Optimization (1)
- Mathematikdidaktik (1)
- Mathematikphilosophie (1)
- Mathematische Optimierung (1)
- Matrizen-Eigenwertaufgabe (1)
- Measurement (1)
- Megamodel (1)
- Megamodell (1)
- Mehrklassen-Klassifikation (1)
- Message Passing Interface (1)
- Metamodell (1)
- Methoden der semantischen Suche (1)
- Methodology (1)
- Migration (1)
- Mischmodelle (1)
- Mischung <Signalverarbeitung> (1)
- Mobile App (1)
- Mobiles Lernen (1)
- Mobilgeräte (1)
- Model Based Engineering (1)
- Model Checking (1)
- Model Driven Architecture (1)
- Model Driven UI Development (1)
- Model Management (1)
- Model-Driven Engineering (1)
- Model-Driven Software Development (1)
- Modeling (1)
- Modell Management (1)
- Modell-driven Security (1)
- Modell-getriebene Sicherheit (1)
- Modellbasiert (1)
- Modellgetriebene Architektur (1)
- Modellgetriebene Entwicklung (1)
- Modellgetriebene Softwareentwicklung (1)
- Modellgetriebene UI Entwicklung (1)
- Modelling (1)
- Molekulare Bioinformatik (1)
- Motivation (1)
- Multi Task Learning (1)
- Multi-Class (1)
- Multi-Task-Lernen (1)
- Multimodal User Interfaces (1)
- Multimodale Benutzerschnittstellen (1)
- Multiprocessor (1)
- Multiprozessor (1)
- Music Technology (1)
- NETCONF (1)
- NUI (1)
- Natural Science Education (1)
- Navigation (1)
- Network Management (1)
- Netzwerk (1)
- Netzwerk Management (1)
- Netzwerke (1)
- Neuronales Netz (1)
- New On-Line Error-Detection Methode (1)
- Next Generation Network (1)
- Nicht-photorealistisches Rendering (1)
- Nichtfotorealistische Bildsynthese (1)
- NoSQL (1)
- Norway (1)
- Novice programmers (1)
- Nutzungserlebnis (1)
- Nutzungsinteresse (1)
- OAI-PMH (1)
- Objektive Schwierigkeit (1)
- Omega (1)
- Ontologien (1)
- Ontologies (1)
- Open Source (1)
- OpenOLAT (1)
- Optimierung (1)
- Optimierungsproblem (1)
- Owner-Retained Access Control (ORAC) (1)
- Parallel Programming (1)
- Parallele Datenverarbeitung (1)
- Paralleles Rechnen (1)
- Parallelrechner (1)
- Parameterized Complexity (1)
- Parametrisierte Komplexität (1)
- Parsing (1)
- Partizipation (1)
- Patterns (1)
- Pedagogical content knowledge (1)
- Peer-to-Peer-Netz ; GRID computing ; Zuverlässigkeit ; Web Services ; Betriebsmittelverwaltung ; Migration (1)
- Performance (1)
- Performance Prediction (1)
- Perl Formularskript (1)
- Persönliche Lernumgebung (1)
- Physical Science (1)
- Platzierung (1)
- Policy Enforcement (1)
- Policy Languages (1)
- Policy Sprachen (1)
- Power Monitoring (1)
- Pre-RS Traceability (1)
- Prediction Game (1)
- Predictive Models (1)
- Preprocessing (1)
- Problem Solving (1)
- Probleme in der Studie (1)
- Problemlösen (1)
- Process (1)
- Process modeling (1)
- Professoren (1)
- Programmierung (1)
- Proof Theory (1)
- Prototyp (1)
- Prototyping (1)
- Prozess (1)
- Prozess Verbesserung (1)
- Prozesse (1)
- Prozessmodell (1)
- Prozesssynchronisierung (1)
- Prädiktionsspiel (1)
- Präferenzen (1)
- Publikationsserver (1)
- Quantenkryptographie (1)
- Quantified Boolean Formula (QBF) (1)
- Quantitative Modeling (1)
- Quantitative Modellierung (1)
- Queuing Theory (1)
- Recommendations for CS-Curricula in Higher Education (1)
- Reconfigurable (1)
- Regression (1)
- Regularisierung (1)
- Regularization (1)
- Rekonfiguration (1)
- Rendering (1)
- Reparatur (1)
- Reuseable UIs (1)
- SMT (SAT Modulo Theories) (1)
- SOA Security Pattern (1)
- SSO (1)
- STG decomposition (1)
- STG-Dekomposition (1)
- Sample Selection Bias (1)
- Satisfiability (1)
- Scalability (1)
- Scene graph systems (1)
- Schlüsselkompetenzen (1)
- Schulmaterial (1)
- Security Modelling (1)
- Segmentierung (1)
- Selektion (1)
- Selektionsbias (1)
- Self-Checking Circuits (1)
- Semantic Search (1)
- Semantik Web (1)
- Semantische Suche (1)
- Sensornetzwerke (1)
- Sensors (1)
- Service Creation (1)
- Service Delivery Platform (1)
- Service Ecosystems (1)
- Service Oriented Architectures (1)
- Service convergence (1)
- Service-Orientierte Architekturen (1)
- Service-oriented Architectures (1)
- Serviceorientierte Architektur (1)
- Shader (1)
- Sicherheitsmodellierung (1)
- Signal Processing (1)
- Signalquellentrennung (1)
- Signaltrennung (1)
- Simultane Diagonalisierung (1)
- Single Event Transient (1)
- Single Sign On (1)
- Single Trial Analysis (1)
- Skalierbarkeit (1)
- Skelettberechnung (1)
- Small Private Online Courses (1)
- Social (1)
- Software (1)
- Software architecture (1)
- Software-basierte Cache-Kohärenz (1)
- Softwarearchitektur (1)
- Sonnenteilchen-Ereignis (1)
- Spam (1)
- Spam Filtering (1)
- Spam-Erkennung (1)
- Spam-Filter (1)
- Spam-Filtering (1)
- Spatio-Spectral Filter (1)
- Spawning (1)
- Spielbasiertes Lernen (1)
- Sprachdesign (1)
- Statistical Tests (1)
- Statistikprogramm R (1)
- Statistische Tests (1)
- Stilisierung (1)
- Strahlungshartes Design (1)
- Strahlungshärte Entwurf (1)
- Stromverbrauchüberwachung (1)
- Structuring (1)
- Strukturierung (1)
- Studentenerwartungen (1)
- Studentenhaltungen (1)
- Studentenjobs (1)
- Studienabbrecher (1)
- Studiendauer (1)
- Suche (1)
- Support Vectors (1)
- Support-Vector Lernen (1)
- System Biologie (1)
- System structure (1)
- Systembiologie (1)
- Systementwurf (1)
- Szenengraph (1)
- TPTP (1)
- Tailored UI Variants (1)
- Taktik (1)
- Tasks (1)
- Teacher perceptions (1)
- Teachers (1)
- Teaching information security (1)
- Technology proficiency (1)
- Telekommunikation (1)
- Temporal Logic (1)
- Temporallogik (1)
- Temporäre Anbindung (1)
- Terminologische Logik (1)
- Terminology (1)
- Test (1)
- Tests (1)
- Theoretische Informatik (1)
- Theoretischen Vorlesungen (1)
- Theory (1)
- Time Augmented Petri Nets (1)
- Time Series Analysis (1)
- Tool (1)
- Traceability (1)
- Tracking (1)
- Transformation (1)
- Treewidth (1)
- UI Components (1)
- UI Metamodels (1)
- UI-Komponenten (1)
- Unabhängige Komponentenanalyse (1)
- Universität Bagdad (1)
- Universität Potsdam (1)
- Universitätseinstellungen (1)
- Untere Schranken (1)
- Unterrichtswerkzeuge (1)
- Unvollständigkeit (1)
- Usability (1)
- Usage Interest (1)
- User Interface Ontologies (1)
- User Interfaces (1)
- VM (1)
- Verhalten (1)
- Verifikation (1)
- Verletzung Auflösung (1)
- Verletzung Erklärung (1)
- Verteiltes Rechnen (1)
- Verteilungsunterschied (1)
- Violation Explanation (1)
- Violation Resolution (1)
- Virtual Reality (1)
- Virtuelles 3D Stadtmodell (1)
- Vocational Education (1)
- Vorhersagemodelle (1)
- Wahrnehmung (1)
- Wahrnehmung von Arousal (1)
- Wahrnehmungsunterschiede (1)
- Warteschlangentheorie (1)
- Web Services (1)
- Web Sites (1)
- Web of Data (1)
- Webseite (1)
- Weiterbildung (1)
- Well-structuredness (1)
- Wetterextreme (1)
- Wirtschaftsinformatik (1)
- Wissenschaftlichesworkflows (1)
- Wissensrepräsentation und -verarbeitung (1)
- Wissensrepräsentation und Schlussfolgerung (1)
- Wohlstrukturiertheit (1)
- Workflow (1)
- Young People (1)
- ZQSA (1)
- ZQSAT (1)
- Zeitbehaftete Petri Netze (1)
- Zero-Suppressed Binary Decision Diagram (ZDD) (1)
- Zuverlässigkeitsanalyse (1)
- adaptiv (1)
- adaptive (1)
- algorithm configuration (1)
- algorithm scheduling (1)
- algorithm selection (1)
- analogical thinking (1)
- animated PCA (1)
- animierte PCA (1)
- anisotropic Kuwahara filter (1)
- anti-cancer drugs (1)
- approximate joint diagonalization (1)
- argument mining (1)
- argumentation (1)
- argumentation structure (1)
- arithmethische Prozeduren (1)
- arithmetic procedures (1)
- arousal perception (1)
- artificial intelligence (1)
- assistive Technologien (1)
- assistive technologies (1)
- asynchronous circuit (1)
- authentication (1)
- automated theorem proving (1)
- automatic feedback (1)
- automatic theorem prover (1)
- automatisierter Theorembeweiser (1)
- bild (1)
- binary representation (1)
- binary search (1)
- bio-computing (1)
- biometrics (1)
- biometrische Identifikation (1)
- blind source separation (1)
- building models (1)
- business informatics (1)
- cartographic design (1)
- changing the study field (1)
- changing the university (1)
- choreographies (1)
- classifier calibration (1)
- classroom language (1)
- classroom material (1)
- clause learning (1)
- climate change (1)
- climate impact analysis (1)
- clustering (1)
- cognitive apprenticeship (1)
- cognitive modifiability (1)
- coherence-enhancing filtering (1)
- communication (1)
- competence (1)
- competencies (1)
- competency (1)
- compilation (1)
- comprehension (1)
- computational biology (1)
- computational methods (1)
- computer science teachers (1)
- computer security (1)
- computergestützte Methoden (1)
- concurrent checking (1)
- connection calculus (1)
- constraint (1)
- constraint programming (1)
- constraints (1)
- constructivism (1)
- construktivism (1)
- cryptography (1)
- cs4fn (1)
- curriculum theory (1)
- debugging (1)
- decision trees (1)
- deep neural networks (1)
- degree of formality (1)
- design (1)
- design principles (1)
- design space exploration (1)
- didaktische Rekonstruktion (1)
- didaktisches Konzept (1)
- difference of Gaussians (1)
- digital circuit (1)
- digital design (1)
- digitale Bildung (1)
- digitale Hochschullehre (1)
- digitale Medien (1)
- digitally-enabled pedagogies (1)
- divide and conquer (1)
- dropout (1)
- drug-sensitivity prediction (1)
- dynamic (1)
- dynamic classification (1)
- dynamic reconfiguration (1)
- dynamisch (1)
- dynamische Klassifikation (1)
- e-Learning (1)
- e-mentoring (1)
- eGovernment (1)
- edge computing (1)
- education and public policy (1)
- educational programming (1)
- educational reconstruction (1)
- educational systems (1)
- edutainment (1)
- eingebettete Systeme (1)
- einseitige Kommunikation (1)
- email spam detection (1)
- embedded systems (1)
- emotion (1)
- emotion representation (1)
- emotion research (1)
- enterprise search (1)
- entity alignment (1)
- enumeration (1)
- environments (1)
- epistemic logic programs (1)
- epistemic specifications (1)
- equality (1)
- error correction (1)
- error detection (1)
- evidence theory (1)
- explicit negation (1)
- exponentiation (1)
- external memory algorithms (1)
- eye movements (1)
- face tracking (1)
- facial expression (1)
- firmware update (1)
- flow-based bilateral filter (1)
- formalism (1)
- freie Daten (1)
- freie Software (1)
- fun (1)
- game based learning (1)
- game design elements (1)
- game-based learning (1)
- generalization (1)
- geometry generation (1)
- geospatial data (1)
- geospatial services (1)
- geovisualization (1)
- global constraints (1)
- globale Constraints (1)
- grammar inference (1)
- graph clustering (1)
- graph-based ranking (1)
- graph-search (1)
- hardware design (1)
- hardware-software-codesign (1)
- high school (1)
- high-throughput analysis (1)
- higher (1)
- human-technology interaction (1)
- hybrid (1)
- hybrid semantic search (1)
- hybride semantische Suche (1)
- hybrides Problemlösen (1)
- image (1)
- image data analysis (1)
- incompleteness (1)
- inconsistency (1)
- independent component analysis (1)
- indirect economic impacts (1)
- indirekte ökonomische Effekte (1)
- informal and formal learning (1)
- informatics education (1)
- information extraction (1)
- information retrieval (1)
- informatische Bildung im Sekundarbereich (1)
- infrastructure (1)
- innovation (1)
- input accuracy (1)
- interaction modeling (1)
- interaction techniques (1)
- interactive course (1)
- interactive workshop (1)
- intuition (1)
- kernel PCA (1)
- kernel methods (1)
- key competences in physical computing (1)
- key competencies (1)
- kinaesthetic teaching (1)
- klinisch-praktischer Unterricht (1)
- konvergente Dienste (1)
- landmarks (1)
- language design (1)
- lautes Denken (1)
- leanCoP (1)
- learning (1)
- learning environment (1)
- lebenslanges Lernen (1)
- lesson planning (1)
- lesson preparation (1)
- linear code (1)
- linearer Code (1)
- linguistic (1)
- logic (1)
- logic programming (1)
- logic synthesis (1)
- logical calculus (1)
- logical errors (1)
- logical signaling networks (1)
- logische Ergänzung (1)
- logische Fehler (1)
- logische Programmierung (1)
- logische Signalnetzwerke (1)
- macro-economic modelling (1)
- makroökonomische Modellierung (1)
- malware detection (1)
- map/reduce (1)
- maschninelles Lernen (1)
- mathematics education (1)
- mediated learning experience (1)
- medical (1)
- medizinisch (1)
- meta model (1)
- methodology (1)
- middleware (1)
- misconception (1)
- mixture models (1)
- mobile devices (1)
- mobile learning (1)
- mobile technologies and apps (1)
- mobiles Lernen (1)
- mobiles lernen (1)
- model-based (1)
- model-driven architecture (1)
- modeling (1)
- molecular networks (1)
- molekulare Netzwerke (1)
- multi core data processing (1)
- multi-class classification (1)
- multiuser (1)
- navigation (1)
- network (1)
- networks (1)
- networks-on-chip (1)
- neue Online-Fehlererkennungsmethode (1)
- nichtlineare ICA (1)
- nichtlineare PCA (NLPCA) (1)
- nichtlineare Projektionen (1)
- non-monotonic reasoning (1)
- nonlinear ICA (1)
- nonlinear PCA (NLPCA) (1)
- nonlinear projections (1)
- objective difficulty (1)
- omega (1)
- on-chip (1)
- one-sided communication (1)
- oneM2M (1)
- online assistance (1)
- ontologies (1)
- open learning (1)
- open source (1)
- operating system (1)
- optimization (1)
- organisational evolution (1)
- outlier detection (1)
- output space compaction (1)
- overcomplete ICA (1)
- paper prototyping (1)
- parallel programming (1)
- parallel solving (1)
- parallele Programmierung (1)
- paralleles Lösen (1)
- parameter (1)
- parsing (1)
- pattern recognition (1)
- pedagogy (1)
- perception (1)
- perception differences (1)
- personal (1)
- personal response systems (1)
- philosophical foundation of informatics pedagogy (1)
- philosophy of mathematics (1)
- physical Computing (1)
- physical computing (1)
- physical computing tools (1)
- placement (1)
- policy evaluation (1)
- pre-primary level (1)
- prediction (1)
- preferences (1)
- preprocessing (1)
- primary education (1)
- primary level (1)
- priorities (1)
- probabilistic deep learning (1)
- probabilistic deep metric learning (1)
- probabilistische tiefe neuronale Netze (1)
- probabilistisches tiefes metrisches Lernen (1)
- problem-solving (1)
- process (1)
- process improvement (1)
- process model (1)
- process modelling (1)
- process synchronization (1)
- professional development (1)
- professors (1)
- programming (1)
- programming in context (1)
- proof (1)
- proof assistant (1)
- proof environment (1)
- propagation probability (1)
- prototype (1)
- proving (1)
- quantum cryptography (1)
- radiation hardness (1)
- radiation hardness design (1)
- railway network (1)
- real-time application (1)
- reconfiguration (1)
- rekonfigurierbar (1)
- reliability assessment (1)
- repair (1)
- robust ICA (1)
- robuste ICA (1)
- scheduling (1)
- search (1)
- secondary education (1)
- security (1)
- segmentation (1)
- selbstanpassendes Multiprozessorsystem (1)
- selbstprüfende Schaltungen (1)
- selection (1)
- self-adaptive multiprocessing system (1)
- self-efficacy (1)
- semantic domain modeling (1)
- semantic ranking (1)
- semantic search (1)
- semantic search evaluation (1)
- semantic search methods (1)
- semantische Domänenmodellierung (1)
- semantische Suche (1)
- semantisches Netz (1)
- semantisches Ranking (1)
- service composition (1)
- shader (1)
- sign language (1)
- single event upset (1)
- skeletonization (1)
- social media (1)
- socio-technical system (1)
- software (1)
- software engineering (1)
- software-based cache coherence (1)
- solar particle event (1)
- sozio-technisches System (1)
- speed independence (1)
- statistics program R (1)
- strahleninduzierte Einzelereignis-Effekte (1)
- structured output prediction (1)
- strukturierte Vorhersage (1)
- student activation (1)
- student experience (1)
- student perceptions (1)
- students’ conceptions (1)
- students’ knowledge (1)
- study problems (1)
- stylization (1)
- support system (1)
- synthesis (1)
- systematic (1)
- systematisch (1)
- tactic (1)
- teacher competencies (1)
- teachers (1)
- teaching informatics in general education (1)
- technische Rahmenbedingungen (1)
- temporary binding (1)
- terrain models (1)
- think aloud (1)
- tools (1)
- tools for teaching (1)
- topics (1)
- touch input (1)
- tptp (1)
- tracing (1)
- transformation (1)
- tutorial section (1)
- unification (1)
- university education (1)
- user interfaces (1)
- user-centred (1)
- verification (1)
- virtual 3D city model (1)
- virtual machine (1)
- virtual mobility (1)
- virtual reality (1)
- weather extremes (1)
- workflow management (1)
- zero-aliasing (1)
- überbestimmte ICA (1)
- ‘unplugged’ computing (1)
Institute
- Institut für Informatik und Computational Science (245)
- Hasso-Plattner-Institut für Digital Engineering gGmbH (18)
- Extern (6)
- eLiS - E-Learning in Studienbereichen (2)
- Historisches Institut (1)
- Potsdam Institute for Climate Impact Research (PIK) e. V. (1)
- Universitätsbibliothek (1)
- Wirtschaftswissenschaften (1)
- Zentrum für Qualitätsentwicklung in Lehre und Studium (ZfQ) (1)
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.
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.
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.
BugHunt
(2015)
Competencies related to operating systems and computer
security are usually taught systematically. In this paper we present
a different approach, in which students have to remove virus-like
behaviour on their respective computers, which has been induced by
software developed for this purpose. They have to develop appropriate
problem-solving strategies and thereby explore essential elements of
the operating system. The approach was implemented exemplarily in
two computer science courses at a regional general upper secondary
school and showed great motivation and interest in the participating
students.
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.
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.
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.
The Student Learning Ecology
(2015)
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.
Teaching Data Management
(2015)
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.
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.
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.
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.
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.
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.
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.
KEYCIT 2014
(2015)
In our rapidly changing world it is increasingly important not only to be an expert in a chosen field of study but also to be able to respond to developments, master new approaches to solving problems, and fulfil changing requirements in the modern world and in the job market. In response to these needs key competencies in understanding, developing and using new digital technologies are being brought into focus in school and university programmes. The IFIP TC3 conference "KEYCIT – Key Competences in Informatics and ICT (KEYCIT 2014)" was held at the University of Potsdam in Germany from July 1st to 4th, 2014 and addressed the combination of key competencies, Informatics and ICT in detail. The conference was organized into strands focusing on secondary education, university education and teacher education (organized by IFIP WGs 3.1 and 3.3) and provided a forum to present and to discuss research, case studies, positions, and national perspectives in this field.
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.
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.
Die Arbeitswelt im Fokus
(2015)
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.