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
Refined elasticity sampling for Monte Carlo-based identification of stabilizing network patterns
(2015)
Motivation: Structural kinetic modelling (SKM) is a framework to analyse whether a metabolic steady state remains stable under perturbation, without requiring detailed knowledge about individual rate equations. It provides a representation of the system's Jacobian matrix that depends solely on the network structure, steady state measurements, and the elasticities at the steady state. For a measured steady state, stability criteria can be derived by generating a large number of SKMs with randomly sampled elasticities and evaluating the resulting Jacobian matrices. The elasticity space can be analysed statistically in order to detect network positions that contribute significantly to the perturbation response. Here, we extend this approach by examining the kinetic feasibility of the elasticity combinations created during Monte Carlo sampling.
Results: Using a set of small example systems, we show that the majority of sampled SKMs would yield negative kinetic parameters if they were translated back into kinetic models. To overcome this problem, a simple criterion is formulated that mitigates such infeasible models. After evaluating the small example pathways, the methodology was used to study two steady states of the neuronal TCA cycle and the intrinsic mechanisms responsible for their stability or instability. The findings of the statistical elasticity analysis confirm that several elasticities are jointly coordinated to control stability and that the main source for potential instabilities are mutations in the enzyme alpha-ketoglutarate dehydrogenase.
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.
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.
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)).
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.
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.
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.
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.
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.
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.
The in-memory revolution
(2015)
This book describes the next generation of business applications enabled by SAP's in-memory database, SAP HANA. In particular, the authors show the substantial changes introduced in S4/HANA by switching to SAP HANA. Using numerous examples and use cases from the authors' wealth of real-world experience, it illustrates the quantum leap in performance made possible by the new technology. The book is written by two of the most prominent actors in the area of business application systems: Hasso Plattner, co-founder of SAP and inaugurator of the Hasso Plattner Institute at the University of Potsdam, and Bernd Leukert, member of the Executive Board and the Global Managing Board of SAP. This clearly structured, highly illustrated book takes an exciting new technology and presents the practicality and success of first mover applications.
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 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.
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.
Think logarithmically!
(2015)
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.
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.
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.
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.
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.
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.
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).