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)
ProtoSense
(2015)
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.
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.
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.
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.
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.
Mentoring in a Digital World
(2015)
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.
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.
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.
How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition?
(2015)
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.
The Technology Proficiency Self-Assessment (TPSA) questionnaire
has been used for 15 years in the USA and other nations as a
self-efficacy measure for proficiencies fundamental to effective technology
integration in the classroom learning environment. Internal consistency
reliabilities for each of the five-item scales have typically ranged
from .73 to .88 for preservice or inservice technology-using teachers.
Due to changing technologies used in education, researchers sought to
renovate partially obsolete items and extend self-efficacy assessment to
new areas, such as social media and mobile learning. Analysis of 2014
data gathered on a new, 34 item version of the TPSA indicates that the
four established areas of email, World Wide Web (WWW), integrated
applications, and teaching with technology continue to form consistent
scales with reliabilities ranging from .81 to .93, while the 14 new items
gathered to represent emerging technologies and media separate into
two scales, each with internal consistency reliabilities greater than .9.
The renovated TPSA is deemed to be worthy of continued use in the
teaching with technology context.
Computational Thinking
(2015)
Digital technology has radically changed the way people
work in industry, finance, services, media and commerce. Informatics
has contributed to the scientific and technological development of our
society in general and to the digital revolution in particular. Computational
thinking is the term indicating the key ideas of this discipline that
might be included in the key competencies underlying the curriculum
of compulsory education. The educational potential of informatics has
a history dating back to the sixties. In this article, we briefly revisit this
history looking for lessons learned. In particular, we focus on experiences
of teaching and learning programming. However, computational
thinking is more than coding. It is a way of thinking and practicing interactive
dynamic modeling with computers. We advocate that learners
can practice computational thinking in playful contexts where they can
develop personal projects, for example building videogames and/or robots,
share and discuss their construction with others. In our view, this
approach allows an integration of computational thinking in the K-12
curriculum across disciplines.
How Things Work
(2015)
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.
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.
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.
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.
IT EnGAGES!
(2015)
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.
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.
Die Tagung HDI 2014 in Freiburg zur Hochschuldidaktik der Informatik HDI wurde erneut vom Fachbereich Informatik und Ausbildung / Didaktik der Informatik (IAD) in der Gesellschaft für Informatik e. V. (GI) organisiert. Sie dient den Lehrenden der Informatik in Studiengängen an Hochschulen als Forum der Information und des Austauschs über neue didaktische Ansätze und bildungspolitische Themen im Bereich der Hochschulausbildung aus der fachlichen Perspektive der Informatik.
Die HDI 2014 ist nun bereits die sechste Ausgabe der HDI. Für sie wurde das spezielle Motto „Gestalten und Meistern von Übergängen“ gewählt. Damit soll ein besonderes Augenmerk auf die Übergänge von Schule zum Studium, vom Bachelor zum Master, vom Studium zur Promotion oder vom Studium zur Arbeitswelt gelegt werden.
Die regelmäßige Navigation durch den Raum gehört für Studenten der Universität Potsdam zum Alltag. Man möchte, unabhängig vom Fortbewegungsmittel, schnell und sicher von zu Hause zum Hörsaal oder Seminargebäude. Eine umfassende Navigationshilfe, die alle Transportmodi verbindet, wird dafür verlangt.
Das Ziel dieser Arbeit besteht darin, ein Konzept für einen multimodalen Routenplaner zu entwickeln, der es Studenten und Gästen der Universität Potsdam ermöglicht, sich zwischen den dezentral gelegenen Campusstandorten zu bewegen – egal ob mit Bus und Bahn, dem Auto, Fahrrad oder zu Fuß. Die Implementierung erfolgt ausschließlich auf Grundlage freier Daten und freier, quelloffener Software (FOSS), die für diesen Zweck aufbereitet werden. Ergebnis ist eine webbasierte Applikation, die über eine Entwicklerschnittstelle (API) in andere Projekte eingebunden werden kann.
Boolean constraint solving technology has made tremendous progress over the last decade, leading to industrial-strength solvers, for example, in the areas of answer set programming (ASP), the constraint satisfaction problem (CSP), propositional satisfiability (SAT) and satisfiability of quantified Boolean formulas (QBF). However, in all these areas, there exist multiple solving strategies that work well on different applications; no strategy dominates all other strategies. Therefore, no individual solver shows robust state-of-the-art performance in all kinds of applications. Additionally, the question arises how to choose a well-performing solving strategy for a given application; this is a challenging question even for solver and domain experts. One way to address this issue is the use of portfolio solvers, that is, a set of different solvers or solver configurations. We present three new automatic portfolio methods: (i) automatic construction of parallel portfolio solvers (ACPP) via algorithm configuration,(ii) solving the $NP$-hard problem of finding effective algorithm schedules with Answer Set Programming (aspeed), and (iii) a flexible algorithm selection framework (claspfolio2) allowing for fair comparison of different selection approaches. All three methods show improved performance and robustness in comparison to individual solvers on heterogeneous instance sets from many different applications. Since parallel solvers are important to effectively solve hard problems on parallel computation systems (e.g., multi-core processors), we extend all three approaches to be effectively applicable in parallel settings. We conducted extensive experimental studies different instance sets from ASP, CSP, MAXSAT, Operation Research (OR), SAT and QBF that indicate an improvement in the state-of-the-art solving heterogeneous instance sets. Last but not least, from our experimental studies, we deduce practical advice regarding the question when to apply which of our methods.
E-Learning Symposium 2014
(2014)
Der Tagungsband zum E-Learning Symposium 2014 an der Universität Potsdam beleuchtet die diversen Zielgruppen und Anwendungsbereiche, die aktuell in der E-Learning-Forschung angesprochen werden. Während im letzten Symposium 2012 der Dozierende mit den unterschiedlichen Möglichkeiten der Studierendenaktivierung und Lehrgestaltung im Fokus der Diskussionen stand, werden in diesem Jahr in einem großen Teil der Beiträge die Studierenden ins Zentrum der Aufmerksamkeit gerückt. Dass nicht nur der Inhalt des Lernmediums für den Lernerfolg eine Rolle spielt, sondern auch dessen Unterhaltungswert und die Freude, die die Lernenden während des Prozesses der Wissensakquise empfinden, zeigt sehr anschaulich die Keynote von Linda Breitlauch zum Thema „Faites vos Jeux“ (Spielen Sie jetzt). Der Beitrag von Zoerner et al. verbindet den Gedanken des spiele-basierten Lernens mit dem nach wie vor aktuellen Thema des mobilen Lernens. Auch in diesem Forschungsbereich spielt die Fokussierung auf den Lernenden eine immer herausragendere Rolle. Einen Schritt weiter in Richtung Individualisierung geht in diesem Zusammenhang der eingeladene Vortrag von Christoph Rensing, der sich mit der Adaptivität von mobilen Lernanwendungen beschäftigt. Mit Hilfe zur Verfügung stehender Kontextinformationen sollen gezielt individuelle Lernprozesse unterstützt werden. Alle Beiträge, die sich auf mobile Applikationen und auf Spiele beziehen, sprechen auch die zwischenmenschliche Komponente am Lernen an. So wird neben der Mobilität insbesondere auch der Austausch von Lernobjekten zwischen Lernenden (vergleiche den Beitrag von Zoerner et al.) sowie die Kooperation zwischen Lernenden (siehe Beitrag von Kallookaran und Robra-Bissantz) diskutiert. Der interpersonelle Kontakt spielt allerdings ebenfalls in den Beiträgen ohne Spiel- oder App-Fokussierung eine Rolle. Tutoren werden beispielsweise zur Moderation von Lernprozessen eingesetzt und Lerngruppen gegründet um das problem-orientierte Lernen stärker in den Mittelpunkt zu rücken (siehe Beitrag von Mach und Dirwelis) bzw. näher am Bedarf der Studierenden zu arbeiten (wie in eingeladenen Vortrag von Tatiana N. Noskova sowie in dem Beitrag von Mach und Dirwelis beschrieben). In der Evaluation wird ebenfalls der Schritt weg von anonymen, akkumulierten statistischen Auswertungen hin zu individualisierten Nutzerprofilen im Bereich des Learning Analytics untersucht (vergleiche dazu den Beitrag von Ifenthaler). Neben der Schwerpunktsetzung auf die Lernenden und deren Mobilität rückt das Thema Transmedialität stärker ins Zentrum der Forschung. Während schon die Keynote mit ihrem Spielefokus darauf anspricht, geht es in weiteren Beiträgen darum Abläufe aus der analogen Welt bestmöglich in der digitalen Welt abzubilden. Lerninhalte, die bisher mittels Bildern und Texten für Lehrende und Lernende zugänglich gemacht wurden, werden nunmehr mit weiteren Medien, insbesondere Videos, angereichert um deren Verständnis zu erhöhen. Dies ist beispielsweise geeignet, um Bewegungsabläufe im Sport (vergleiche dazu den Beitrag von Owassapian und Hensinger) oder musikpraktische Übungen wie Bodyperkussion (beschrieben im Beitrag von Buschmann und Glasemann) zu erlernen Lernendenfokussierung, persönlicher Austausch, Mobilität und Transmedialität sind somit einige der Kernthemen, die Sie in diesem Sammelband erwarten. Auch zeigt die häufige Verknüpfung verschedener dieser Kernthemen, dass keines davon ein Randthema ist, sondern sich die Summe aus allen im E-Learning bündelt und damit eine neue Qualität für Lehre, Studium und Forschung erreicht werden kann.
This document presents a formula selection system for classical first order theorem proving based on the relevance of formulae for the proof of a conjecture. It is based on unifiability of predicates and is also able to use a linguistic approach for the selection. The scope of the technique is the reduction of the set of formulae and the increase of the amount of provable conjectures in a given time. Since the technique generates a subset of the formula set, it can be used as a preprocessor for automated theorem proving. The document contains the conception, implementation and evaluation of both selection concepts. While the one concept generates a search graph over the negation normal forms or Skolem normal forms of the given formulae, the linguistic concept analyses the formulae and determines frequencies of lexemes and uses a tf-idf weighting algorithm to determine the relevance of the formulae. Though the concept is built for first order logic, it is not limited to it. The concept can be used for higher order and modal logik, too, with minimal adoptions. The system was also evaluated at the world championship of automated theorem provers (CADE ATP Systems Competition, CASC-24) in combination with the leanCoP theorem prover and the evaluation of the results of the CASC and the benchmarks with the problems of the CASC of the year 2012 (CASC-J6) show that the concept of the system has positive impact to the performance of automated theorem provers. Also, the benchmarks with two different theorem provers which use different calculi have shown that the selection is independent from the calculus. Moreover, the concept of TEMPLAR has shown to be competitive to some extent with the concept of SinE and even helped one of the theorem provers to solve problems that were not (or slower) solved with SinE selection in the CASC. Finally, the evaluation implies that the combination of the unification based and linguistic selection yields more improved results though no optimisation was done for the problems.
This document presents an axiom selection technique for classic first order theorem proving based on the relevance of axioms for the proof of a conjecture. It is based on unifiability of predicates and does not need statistical information like symbol frequency. The scope of the technique is the reduction of the set of axioms and the increase of the amount of provable conjectures in a given time. Since the technique generates a subset of the axiom set, it can be used as a preprocessor for automated theorem proving. This technical report describes the conception, implementation and evaluation of ARDE. The selection method, which is based on a breadth-first graph search by unifiability of predicates, is a weakened form of the connection calculus and uses specialised variants or unifiability to speed up the selection. The implementation of the concept is evaluated with comparison to the results of the world championship of theorem provers of the year 2012 (CASC J6). It is shown that both the theorem prover leanCoP which uses the connection calculus and E which uses equality reasoning, can benefit from the selection approach. Also, the evaluation shows that the concept is applyable for theorem proving problems with thousands of formulae and that the selection is independent from the calculus used by the theorem prover.
Deciphering the functioning of biological networks is one of the central tasks in systems biology. In particular, signal transduction networks are crucial for the understanding of the cellular response to external and internal perturbations. Importantly, in order to cope with the complexity of these networks, mathematical and computational modeling is required. We propose a computational modeling framework in order to achieve more robust discoveries in the context of logical signaling networks. More precisely, we focus on modeling the response of logical signaling networks by means of automated reasoning using Answer Set Programming (ASP). ASP provides a declarative language for modeling various knowledge representation and reasoning problems. Moreover, available ASP solvers provide several reasoning modes for assessing the multitude of answer sets. Therefore, leveraging its rich modeling language and its highly efficient solving capacities, we use ASP to address three challenging problems in the context of logical signaling networks: learning of (Boolean) logical networks, experimental design, and identification of intervention strategies. Overall, the contribution of this thesis is three-fold. Firstly, we introduce a mathematical framework for characterizing and reasoning on the response of logical signaling networks. Secondly, we contribute to a growing list of successful applications of ASP in systems biology. Thirdly, we present a software providing a complete pipeline for automated reasoning on the response of logical signaling networks.
The objective and motivation behind this research is to provide applications with easy-to-use interfaces to communities of deaf and functionally illiterate users, which enables them to work without any human assistance. Although recent years have witnessed technological advancements, the availability of technology does not ensure accessibility to information and communication technologies (ICT). Extensive use of text from menus to document contents means that deaf or functionally illiterate can not access services implemented on most computer software. Consequently, most existing computer applications pose an accessibility barrier to those who are unable to read fluently. Online technologies intended for such groups should be developed in continuous partnership with primary users and include a thorough investigation into their limitations, requirements and usability barriers. In this research, I investigated existing tools in voice, web and other multimedia technologies to identify learning gaps and explored ways to enhance the information literacy for deaf and functionally illiterate users. I worked on the development of user-centered interfaces to increase the capabilities of deaf and low literacy users by enhancing lexical resources and by evaluating several multimedia interfaces for them. The interface of the platform-independent Italian Sign Language (LIS) Dictionary has been developed to enhance the lexical resources for deaf users. The Sign Language Dictionary accepts Italian lemmas as input and provides their representation in the Italian Sign Language as output. The Sign Language dictionary has 3082 signs as set of Avatar animations in which each sign is linked to a corresponding Italian lemma. I integrated the LIS lexical resources with MultiWordNet (MWN) database to form the first LIS MultiWordNet(LMWN). LMWN contains information about lexical relations between words, semantic relations between lexical concepts (synsets), correspondences between Italian and sign language lexical concepts and semantic fields (domains). The approach enhances the deaf users’ understanding of written Italian language and shows that a relatively small set of lexicon can cover a significant portion of MWN. Integration of LIS signs with MWN made it useful tool for computational linguistics and natural language processing. The rule-based translation process from written Italian text to LIS has been transformed into service-oriented system. The translation process is composed of various modules including parser, semantic interpreter, generator, and spatial allocation planner. This translation procedure has been implemented in the Java Application Building Center (jABC), which is a framework for extreme model driven design (XMDD). The XMDD approach focuses on bringing software development closer to conceptual design, so that the functionality of a software solution could be understood by someone who is unfamiliar with programming concepts. The transformation addresses the heterogeneity challenge and enhances the re-usability of the system. For enhancing the e-participation of functionally illiterate users, two detailed studies were conducted in the Republic of Rwanda. In the first study, the traditional (textual) interface was compared with the virtual character-based interactive interface. The study helped to identify usability barriers and users evaluated these interfaces according to three fundamental areas of usability, i.e. effectiveness, efficiency and satisfaction. In another study, we developed four different interfaces to analyze the usability and effects of online assistance (consistent help) for functionally illiterate users and compared different help modes including textual, vocal and virtual character on the performance of semi-literate users. In our newly designed interfaces the instructions were automatically translated in Swahili language. All the interfaces were evaluated on the basis of task accomplishment, time consumption, System Usability Scale (SUS) rating and number of times the help was acquired. The results show that the performance of semi-literate users improved significantly when using the online assistance. The dissertation thus introduces a new development approach in which virtual characters are used as additional support for barely literate or naturally challenged users. Such components enhanced the application utility by offering a variety of services like translating contents in local language, providing additional vocal information, and performing automatic translation from text to sign language. Obviously, there is no such thing as one design solution that fits for all in the underlying domain. Context sensitivity, literacy and mental abilities are key factors on which I concentrated and the results emphasize that computer interfaces must be based on a thoughtful definition of target groups, purposes and objectives.
Learning a model for the relationship between the attributes and the annotated labels of data examples serves two purposes. Firstly, it enables the prediction of the label for examples without annotation. Secondly, the parameters of the model can provide useful insights into the structure of the data. If the data has an inherent partitioned structure, it is natural to mirror this structure in the model. Such mixture models predict by combining the individual predictions generated by the mixture components which correspond to the partitions in the data. Often the partitioned structure is latent, and has to be inferred when learning the mixture model. Directly evaluating the accuracy of the inferred partition structure is, in many cases, impossible because the ground truth cannot be obtained for comparison. However it can be assessed indirectly by measuring the prediction accuracy of the mixture model that arises from it. This thesis addresses the interplay between the improvement of predictive accuracy by uncovering latent cluster structure in data, and further addresses the validation of the estimated structure by measuring the accuracy of the resulting predictive model. In the application of filtering unsolicited emails, the emails in the training set are latently clustered into advertisement campaigns. Uncovering this latent structure allows filtering of future emails with very low false positive rates. In order to model the cluster structure, a Bayesian clustering model for dependent binary features is developed in this thesis. Knowing the clustering of emails into campaigns can also aid in uncovering which emails have been sent on behalf of the same network of captured hosts, so-called botnets. This association of emails to networks is another layer of latent clustering. Uncovering this latent structure allows service providers to further increase the accuracy of email filtering and to effectively defend against distributed denial-of-service attacks. To this end, a discriminative clustering model is derived in this thesis that is based on the graph of observed emails. The partitionings inferred using this model are evaluated through their capacity to predict the campaigns of new emails. Furthermore, when classifying the content of emails, statistical information about the sending server can be valuable. Learning a model that is able to make use of it requires training data that includes server statistics. In order to also use training data where the server statistics are missing, a model that is a mixture over potentially all substitutions thereof is developed. Another application is to predict the navigation behavior of the users of a website. Here, there is no a priori partitioning of the users into clusters, but to understand different usage scenarios and design different layouts for them, imposing a partitioning is necessary. The presented approach simultaneously optimizes the discriminative as well as the predictive power of the clusters. Each model is evaluated on real-world data and compared to baseline methods. The results show that explicitly modeling the assumptions about the latent cluster structure leads to improved predictions compared to the baselines. It is beneficial to incorporate a small number of hyperparameters that can be tuned to yield the best predictions in cases where the prediction accuracy can not be optimized directly.
This thesis presents novel ideas and research findings for the Web of Data – a global data space spanning many so-called Linked Open Data sources. Linked Open Data adheres to a set of simple principles to allow easy access and reuse for data published on the Web. Linked Open Data is by now an established concept and many (mostly academic) publishers adopted the principles building a powerful web of structured knowledge available to everybody. However, so far, Linked Open Data does not yet play a significant role among common web technologies that currently facilitate a high-standard Web experience. In this work, we thoroughly discuss the state-of-the-art for Linked Open Data and highlight several shortcomings – some of them we tackle in the main part of this work. First, we propose a novel type of data source meta-information, namely the topics of a dataset. This information could be published with dataset descriptions and support a variety of use cases, such as data source exploration and selection. For the topic retrieval, we present an approach coined Annotated Pattern Percolation (APP), which we evaluate with respect to topics extracted from Wikipedia portals. Second, we contribute to entity linking research by presenting an optimization model for joint entity linking, showing its hardness, and proposing three heuristics implemented in the LINked Data Alignment (LINDA) system. Our first solution can exploit multi-core machines, whereas the second and third approach are designed to run in a distributed shared-nothing environment. We discuss and evaluate the properties of our approaches leading to recommendations which algorithm to use in a specific scenario. The distributed algorithms are among the first of their kind, i.e., approaches for joint entity linking in a distributed fashion. Also, we illustrate that we can tackle the entity linking problem on the very large scale with data comprising more than 100 millions of entity representations from very many sources. Finally, we approach a sub-problem of entity linking, namely the alignment of concepts. We again target a method that looks at the data in its entirety and does not neglect existing relations. Also, this concept alignment method shall execute very fast to serve as a preprocessing for further computations. Our approach, called Holistic Concept Matching (HCM), achieves the required speed through grouping the input by comparing so-called knowledge representations. Within the groups, we perform complex similarity computations, relation conclusions, and detect semantic contradictions. The quality of our result is again evaluated on a large and heterogeneous dataset from the real Web. In summary, this work contributes a set of techniques for enhancing the current state of the Web of Data. All approaches have been tested on large and heterogeneous real-world input.
Cloud computing is a model for enabling on-demand access to a shared pool of computing resources. With virtually limitless on-demand resources, a cloud environment enables the hosted Internet application to quickly cope when there is an increase in the workload. However, the overhead of provisioning resources exposes the Internet application to periods of under-provisioning and performance degradation. Moreover, the performance interference, due to the consolidation in the cloud environment, complicates the performance management of the Internet applications. In this dissertation, we propose two approaches to mitigate the impact of the resources provisioning overhead. The first approach employs control theory to scale resources vertically and cope fast with workload. This approach assumes that the provider has knowledge and control over the platform running in the virtual machines (VMs), which limits it to Platform as a Service (PaaS) and Software as a Service (SaaS) providers. The second approach is a customer-side one that deals with the horizontal scalability in an Infrastructure as a Service (IaaS) model. It addresses the trade-off problem between cost and performance with a multi-goal optimization solution. This approach finds the scale thresholds that achieve the highest performance with the lowest increase in the cost. Moreover, the second approach employs a proposed time series forecasting algorithm to scale the application proactively and avoid under-utilization periods. Furthermore, to mitigate the interference impact on the Internet application performance, we developed a system which finds and eliminates the VMs suffering from performance interference. The developed system is a light-weight solution which does not imply provider involvement. To evaluate our approaches and the designed algorithms at large-scale level, we developed a simulator called (ScaleSim). In the simulator, we implemented scalability components acting as the scalability components of Amazon EC2. The current scalability implementation in Amazon EC2 is used as a reference point for evaluating the improvement in the scalable application performance. ScaleSim is fed with realistic models of the RUBiS benchmark extracted from the real environment. The workload is generated from the access logs of the 1998 world cup website. The results show that optimizing the scalability thresholds and adopting proactive scalability can mitigate 88% of the resources provisioning overhead impact with only a 9% increase in the cost.