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Der Zusammenhang, die Neugründung als "Technische Universität Berlin" 1946 und der Wiederaufbau
(1999)
Ziel des Beitrages ist es, das Potential von handschriftlichen Passworten für die Erhö- hung der Sicherheit beim Zugang zu Systemen zu untersuchen. Wir schlagen eine Mo- bilgerät-Server-Lösung mit verteilter Vorverarbeitung vor.
Untersucht werden die Erfolgsraten der korrekten Schreibererkennung bei der Verwen- dung nur eines Wortes, des Passwortes, der Reduktion der Anzahl der Passworte, die zum Trainieren des Klassifikationsalgorithmus verwendet werden, und der Reduktion der Parameter. Der implementierte Prototyp führt die Segmentierung auf dem Mobilgerät aus. Merkmalsextraktion und Klassifikation laufen als Server-Applikationen. Das Tool WEKA wird für die Ermittlung des geeignetsten Algorithmus für die Erkennung des Schreibers des Passwortes verwendet. Die Analysen werden mit 280 handschriftlichen Passworten durchgeführt. Davon sind 176 Originale und 104 Fälschungen. Als Mobilge- räte wurden ein HTC Desire mit Android 2.2 und ein Samsung Galaxy Ace mit Android 2.3.3 verwendet. Das vorgeschlagene System erkennt mit der Wahrscheinlichkeit von 96,87% den Schreiber des Passwortes, die False Acceptance Rate beträgt 12,5%, wenn acht Passworte jedes Schreibers für das Klassifikationsmodell verwendet werden.
Programming is not complicated and yet many students do not pass the first hurdles. Software is logical, follows clear rules and mathematical laws. Any healthy person with basic literacy, numeracy and writing skills can learn it. Writing a book, painting pictures or other creative challenges are much harder. And yet many fail at
comparable competences. Teaching programming skills by listening and reading is not enough. Students need the process of trial and error in order to acquire the skills needed and should be able to learn by them. However, students should be able to work independently on a computer. The problem that the beginners are overwhelmed and the advanced are bored. This is the case especially in computer science. Despite the use of a comfortable Learning Management System (LMS), many tasks have been submitted to paper and PDF at our university so
far. Since the available question-types could not cover all possible complex tasks, it was difficult to inspire the lecturers for a complete digitization of their tasks. To be able to automatically evaluate even tasks in mathematics, computer science and related scientific disciplines two modules have been successfully evaluated
at our university. This paper presents the use of these Moodle modules STACK and VPL in selected courses in mathematics and computer science and how to randomize tasks. In these modules complex tasks are prepared in such a way that they are still solvable for the students and automatically evaluated by the system, thus could considerably facilitate the work of the lecturers and academic staff. On concrete examples possible solutions are shown.
Interactive media are increasingly used more often than conventional print media at universities. This also causes a change in classical mathematics education. Therefore, interactive learning media, such as online memory games, video assesments and spoken answers are used at Brandenburg University of Technology Cottbus-Senftenberg (BTU). These materials present new requirements for teachers, students as well as technical infrastructure. In this article, the didactic added value is shown. At the same time, error sources and possible solutions are shown.
An der Brandenburgisch Technischen Universität Cottbus-Senftenberg
(BTU) werden verschiedenste Formen erprobt, den Übergang vom sekundären Bildungsbereich hin zum akademischen Tertiärbereich zu gestalten. In der Präsenzphase sind beispielsweise das „Zentrum für Studierendengewinnung und Studienvorbereitung — College“ und das Projekt Brücke zum Studium (Internationale Studierende) der BTU zu nennen. Dieser Aufsatz befasst sich allerdings mit digitalen Unterstützungsmedien aus dem Bereich der Mathematikdidaktik, welche im Rahmen des BMBF geförderten Projektes „Anfangshürden erkennen und überwinden: Blended Learning zur Unterstützung der fachspezifischen Studienvorbereitung und des Lernerfolges im ersten Studienjahr“ entwickelt und erprobt wurden. Im Folgenden wird zwischen
Maßnahmen an Schulen und der Studieneingangsphase differenziert.
An der BTU werden Studierenden im Bereich der Ingenieurswissenschaften im Studienfach Mathematik mit digitalen Lehrmaterialien begleitet. Hierzu zählen auch Memory Spiele. In diesen sollen die Studierenden die korrekte mathematische Ausdrucksweise erlenen. Innerhalb der Mathematiklehrveranstaltung an der BTU ist das Verständnis von grundlegenden mathematischen Ausdrücken bei einigen Studierenden gering. Die Verständnisdefizite erstrecken sich, trotz der Behandlung in der Präsenzlehre, von den
Symbolen aus Mengenlehre, über Quantoren bis hin zu Konstanten wie der eulerschen Zahl „e“. In der Präsenzlehre kann aufgrund zeitlicher Restriktionen nur bedingt auf die individuellen Studierendenbedürfnisse eingegangen werden um diese Mängel auszugleichen. Bei den digitalen Memory Spielen werden daher Kartenpaare aus mathematischen Symbolen mit den ausformulierten Ausdrücken gebildet. Hierbei handelt es sich um einen spielerischen Ansatz das Faktenwissen von den Studierenden zu verbessern.
The limits of digital teaching in the academic education and training are today in times of MOOCs, not only set to the own university. At the BTU Cottbus-Senftenberg in the project “ECO-Campus” different digitization concepts were
developed. The Project is supported by the Federal Ministry for Economic Cooperation and Development (BMZ). The
goal of the project is to share university content on sustainability with international partner universities and to establish the subject especially in the curricula of courses which traditionally pay little attention to sustainability concepts. The Eco Campus platform forms the link between the students and these materials. Due to the high number of international students, who use the newly created and customized Moodle instance, there is a high degree of heterogeneity. At the same time at each partner university lecturers from different disciplines and cultural backgrounds are teaching, so that the materials for the envisaged Flipped Classroom concept must be provided flexibly. The portfolio of digital tools
within the learning platform is diverse. The instance includes different scenarios for synchronous and asynchronous communication and collaboration. In addition, various formative and video-based assessments, gamification approaches and various Video formats are used. The methods follow at the macro level (total of all courses) Bruner's approach of the spiral curriculum and in the micro-level (a course) Kolb's experiential learning cycle.
An der BTU wurden bisher vorrangig Apps für Mathematik in der Studieneingangsphase entwickelt, mit (angehenden) Studierenden über mehrere Semester erfolgreich getestet und in zahlreichen Publikationen vorgestellt. Inzwischen wurde das Konzept der an der BTU seit 2012 entwickelten Mathematik App weitergedacht. Dabei standen folgende grundlegende Fragen im Raum:
Warum nicht eine App für alle Fachgebiete der Studieneingangsphase?
Warum nicht eine App die völlig geräteunabhängig ist?
Warum nicht eine App deren Inhalte auch von nicht Informatikern eingepflegt werden können?
Aus diesen Fragestellungen und den darauffolgenden Überlegungen kamen wir zum Schluss eine Universelle Lern App als mobiles (online) Assessment für die Studieneingangsphase zu entwickeln.
In the ESF project "StudiPortal Brandenburg", eight Brandenburg universities, colleges and the Brandenburg Study Orientation Network are working together on the development of a portal for study orientation, preparation and support. An important part of the project is to store questions from different systems in a question exchange database and make it accessible for all project partners. Since there is currently no well-functioning option for this, we decided to develop an extension for integration into our question exchange platform. For this purpose, a new Moodle plugin was developed at BTU Cottbus - Senftenberg that converts questions from the QTI 2.1 standard into Moodle XML and vice versa. The aim was to convert as many question types as possible free of loss. For this purpose, questions from various systems that work with the QTI standard were made available and tested for the possibility of lossless conversion. The result is the prototype of a plugin that can convert eight different question types. In this article we present the first prototype of the plugin.
One of the biometric methods in authentication systems is the writer verification/identification using password handwriting. The main objective of this paper is to present a robust writer verification system by using cursive texts as well as block letter words. To evaluate the system, two datasets have been used. One of them is called Secure Password DB 150, which is composed of 150 users with 18 samples of single character words per user. Another dataset is public and called IAM online handwriting database, and it is composed of 220 users of cursive text samples. Each sample has been defined by a set of features, composed of 67 geometrical, statistical, and temporal features. In order to get more discriminative information, two feature reduction methods have been applied, Fisher Score and Info Gain Attribute Evaluation. Finally, the classification system has been implemented by hold-out cross validation and k-folds cross validation strategies for three different classifiers, K-NN, Naïve Bayes and Bayes Net classifiers. Besides, it has been applied for verification and identification approaches. The best results of 95.38% correct classification are achieved by using the k-nearest neighbor classifier for single character DB. A feature reduction by Info Gain Attribute Evaluation improves the results for Naïve Bayes Classifier to 98.34% for IAM online handwriting DB. It is concluded that the set of features and its reduction are a strong selection for the based-password handwritten writer identification in comparison with the state-of-the-art.
In the European Social Fund (ESF)project "Profilgebundene-Wissenschecks 2.0", seven Brandenburg Universities and Colleges are working together on the implementation and further development of online tools for study orientation, study preparation and support. The work packages include the development of online subject quizzes(online self-assessments), in order to support prospective students to compare their individual knowledge levels with the knowledge required at the beginning of their studies. Depending on the results achieved, e-learning units are provided with the necessary subject-related knowledge.These unitscan be refreshed independently and the attendance of preliminary courses is recommended. The basis for the online assessments is a cross-university question exchange platform on which the affiliated universities sharethe developed questions and thereby establish a nationwide quality standard for self-assessments. The project partners at Brandenburg University of TechnologyCottbus -Senftenberg (BTU)are responsible fordeveloping the question exchange platform and for making the platform available to all partner universities. For this purpose, a concept was developed, whereinMoodle Learning Management Systems (LMS)is used as a basis and expandedto include functions for storing questions with associated metadata and search functions to search for questions with specific metadata. The concept of the cross-university question exchange platform is presented in this paper.
Portal for generating cross university didactic self-assessment apps without programming skills
(2021)
Based on the didactic concept of a school mathematics app, a portal for the automatic creation of interdisciplinary learning apps without programming knowledge is being developed at the Brandenburg University of Technology Cottbus – Senftenberg (BTU). The aim was to develop the conception and implementation of a portal for the creation of universal learning apps as a mobile (online) assessment for the study entry phase on the one hand and the publication of the apps on the other. This article presents the basic concept of the app portal, the structure of the app portal, and initial tests of the prototype with faculty and students at BTU.