Institut für Informatik und Computational Science
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Institute
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.
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.
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 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.
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.
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.
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.
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.
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.
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.
Der folgende Artikel beschreibt die Evaluation eines Lehrvideos zum informatischen Problemlösen, welches auf der Grundlage einer Vergleichsstudie mit starken und schwachen Problemlösern entwickelt wurde. Beispielhaft wird in dem Film ein Färbeproblem durch einen fiktiven Hochleister unter lautem Denken gelöst, die einzelnen Arbeitsschritte werden abschnittsweise kommentiert und erklärt. Ob dieses Lernkonzept von Studenten akzeptiert wird und sich durch Anschauen des Videos tatsächlich ein Lerneffekt einstellt, wurde durch eine Befragung und eine erste Vergleichsstudie untersucht.
Participants of this workshop will be confronted exemplarily
with a considerable inconsistency of global Informatics education at
lower secondary level. More importantly, they are invited to contribute
actively on this issue in form of short case studies of their countries.
Until now, very few countries have been successful in implementing
Informatics or Computing at primary and lower secondary level. The
spectrum from digital literacy to informatics, particularly as a discipline
in its own right, has not really achieved a breakthrough and seems to
be underrepresented for these age groups. The goal of this workshop
is not only to discuss the anamnesis and diagnosis of this fragmented
field, but also to discuss and suggest viable forms of therapy in form of
setting educational standards. Making visible good practices in some
countries and comparing successful approaches are rewarding tasks for
this workshop.
Discussing and defining common educational standards on a transcontinental
level for the age group of 14 to 15 years old students in a readable,
assessable and acceptable form should keep the participants of this
workshop active beyond the limited time at the workshop.
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.
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.
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.
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.
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.
Es wird ein Informatik-Wettbewerb für Schülerinnen und Schüler der Sekundarstufe II beschrieben, der über mehrere Wochen möglichst realitätsnah die Arbeitswelt eines Informatikers vorstellt. Im Wettbewerb erarbeiten die Schülerteams eine Android-App und organisieren ihre Entwicklung durch Projektmanagementmethoden, die sich an professionellen, agilen Prozessen orientieren. Im Beitrag werden der theoretische Hintergrund zu Wettbewerben, die organisatorischen und didaktischen Entscheidung, eine erste Evaluation sowie Reflexion und Ausblick dargestellt.
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.