Institut für Informatik und Computational Science
Refine
Year of publication
- 2015 (75) (remove)
Document Type
- Article (63)
- Doctoral Thesis (6)
- Part of a Book (2)
- Conference Proceeding (2)
- Monograph/Edited Volume (1)
- Master's Thesis (1)
Keywords
- Computer Science Education (5)
- Competence Measurement (3)
- Secondary Education (3)
- Answer set programming (2)
- Big Data (2)
- Competence Modelling (2)
- Computational thinking (2)
- Informatics (2)
- Informatics Education (2)
- Informatics Modelling (2)
- Informatics System Application (2)
- Informatics System Comprehension (2)
- Key Competencies (2)
- computational thinking (2)
- education (2)
- 21st century skills, (1)
- ABRACADABRA (1)
- AODV (1)
- Achievement (1)
- Activity Theory (1)
- Activity-orientated Learning (1)
- Ad hoc routing (1)
- Arduino (1)
- Assessment (1)
- Austria (1)
- Backdoors (1)
- Bildung (1)
- Bloom’s Taxonomy (1)
- Boolean logic models (1)
- CS concepts (1)
- Capability approach (1)
- Challenges (1)
- Cluster Computing (1)
- Cognitive Skills (1)
- Combinatorial multi-objective optimization (1)
- Competences (1)
- Competencies (1)
- Computational Thinking (1)
- Computational complexity (1)
- Computational grid (1)
- Computer Science (1)
- Computer Science in Context (1)
- Computing (1)
- Contest (1)
- Contextualisation (1)
- Contradictions (1)
- Curriculum (1)
- Curriculum Development (1)
- Data Analysis (1)
- Data Management (1)
- Data Privacy (1)
- Databases (1)
- Defining characteristics of physical computing (1)
- Digital Competence (1)
- Digital Education (1)
- Digital Revolution (1)
- Dynamic assessment (1)
- E-learning (1)
- Early Literacy (1)
- Educational Standards (1)
- Educational game (1)
- Educational software (1)
- Embedded Systems (1)
- Euclid’s algorithm (1)
- FOSS (1)
- Facebook (1)
- Fibonacci numbers (1)
- Framework (1)
- Function (1)
- Fundamental Ideas (1)
- Hybrid App (1)
- ICT (1)
- ICT Competence (1)
- ICT competencies (1)
- ICT skills (1)
- Informatik (1)
- Informatikdidaktik (1)
- Inquiry-based Learning (1)
- Interface design (1)
- Kernelization (1)
- Learners (1)
- Learning Fields (1)
- Learning ecology (1)
- Learning interfaces development (1)
- Learning with ICT (1)
- Load Balancing (1)
- Location awareness (1)
- Logarithm (1)
- Lower Secondary Level (1)
- MOOCs (1)
- Massive Open Online Courses (1)
- Measurement (1)
- Mobile Campus Application (1)
- Mobile application (1)
- Multiple interpretation scheme (1)
- Music Technology (1)
- NUI (1)
- Natural Science Education (1)
- Navigation (1)
- NoSQL (1)
- Norway (1)
- Novice programmers (1)
- Parallel job execution time estimation (1)
- Parameterized complexity (1)
- Pedagogical content knowledge (1)
- Performance Evaluation (1)
- Pervasive computing (1)
- Physical Science (1)
- Problem Solving (1)
- RSA triangle (1)
- Recommendations for CS-Curricula in Higher Education (1)
- Schlüsselkompetenzen (1)
- Sensors (1)
- Service-oriented Architecture (1)
- Signaling transduction networks (1)
- Small Private Online Courses (1)
- Social (1)
- Systems biology (1)
- Tasks (1)
- Teacher perceptions (1)
- Teachers (1)
- Teaching information security (1)
- Technology proficiency (1)
- Terminology (1)
- Tests (1)
- Theory (1)
- User submission pattern (1)
- Vocational Education (1)
- Young People (1)
- abstraction (1)
- algorithm schedules (1)
- analogical thinking (1)
- answer set programming (1)
- binary representation (1)
- binary search (1)
- classroom language (1)
- cognitive modifiability (1)
- collaborative learning (1)
- competence (1)
- competencies (1)
- competency (1)
- complexity (1)
- comprehension (1)
- computer science education (1)
- computer science teachers (1)
- conductive argument (1)
- cs4fn (1)
- curriculum theory (1)
- digitally-enabled pedagogies (1)
- divide and conquer (1)
- e-mentoring (1)
- eLectures (1)
- education and public policy (1)
- educational programming (1)
- educational systems (1)
- edutainment (1)
- environments (1)
- exponentiation (1)
- external ambiguity (1)
- formal argumentation systems (1)
- freie Daten (1)
- freie Software (1)
- fun (1)
- high school (1)
- higher (1)
- informal and formal learning (1)
- informal logic (1)
- informatics education (1)
- innovation (1)
- interactive course (1)
- interactive workshop (1)
- internal ambiguity (1)
- key competences in physical computing (1)
- key competencies (1)
- kinaesthetic teaching (1)
- learning (1)
- mediated learning experience (1)
- mobile learning (1)
- mobile technologies and apps (1)
- navigation (1)
- networks (1)
- o-ambiguity (1)
- operating system (1)
- organisational evolution (1)
- paper prototyping (1)
- parameter (1)
- pedagogy (1)
- personal (1)
- personal response systems (1)
- philosophical foundation of informatics pedagogy (1)
- physical computing tools (1)
- portfolio-based solving (1)
- pre-primary level (1)
- premise acceptability (1)
- primary education (1)
- primary level (1)
- problem-solving (1)
- professional development (1)
- programming (1)
- programming in context (1)
- real arguments (1)
- regular language (1)
- relevance (1)
- secondary computer science education (1)
- secondary education (1)
- self-efficacy (1)
- social media (1)
- student activation (1)
- student experience (1)
- student perceptions (1)
- students’ conceptions (1)
- students’ knowledge (1)
- sufficiency (1)
- teacher competencies (1)
- teaching informatics in general education (1)
- tele-teaching (1)
- tools (1)
- tracing (1)
- user-centred (1)
- video annotation (1)
- virtual reality (1)
- ‘unplugged’ computing (1)
Institute
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.
Mobile devices and associated applications (apps) are an indispensable part of daily life and provide access to important information anytime and anywhere. However, the availability of university-wide services in the mobile sector is still poor. If they exist they usually result from individual activities of students and teachers. Mobile applications can have an essential impact on the improvement of students’ self-organization as well as on the design and enhancement of specific learning scenarios, though. This article introduces a mobile campus app framework, which integrates central campus services and decentralized learning applications. An analysis of strengths and weaknesses of different approaches is presented to summarize and evaluate them in terms of requirements, development, maintenance and operation. The article discusses the underlying service-oriented architecture that allows transferring the campus app to other universities or institutions at reasonable cost. It concludes with a presentation of the results as well as ongoing discussions and future work
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.
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 %.
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)).
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.
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.
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.
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.
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.
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.
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.