@inproceedings{RodriguezPerezGoldVeerkampAbkeetal.2015, author = {Rodriguez Perez, Sim{\´o}n and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai}, title = {A New Didactic Method for Programming in C for Freshmen Students Using Lego Mindstorms EV3}, series = {18th International Conference on Interactive Collaborative Learning, Proceedings}, volume = {2015}, booktitle = {18th International Conference on Interactive Collaborative Learning, Proceedings}, year = {2015}, abstract = {In this paper a new teaching-learning-method including the LEGO Mindstorms EV3 is presented. This computer sciences course is part of the studies of mechatronics in the first two semesters. The programming language being mediated is ANSI-C. Computer science is not the most popular subject in the interdisciplinary engineering field of mechatronics, therefore the EV3 should be included to increase motivation. For the new approach the former course - without the usage of EV3s - was evaluated and a competency profile was identified. On this basis a new didactical method was designed and implemented. The EV3 is programmed with the IDE Eclipse and with a self programmed plug-in.}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{RodriguezPerezAbkeGoldVeerkampetal.2015, author = {Rodriguez Perez, Sim{\´o}n and Abke, J{\"o}rg and Gold-Veerkamp, Carolin and Borgeest, Kai}, title = {Ein neues Lehr-/Lernarrangement als Einstieg in die C-Programmierung mittels LEGO Mindstorms EV3}, series = {Tagungsband zum 2. HDMINT Symposium 2015}, volume = {2015}, booktitle = {Tagungsband zum 2. HDMINT Symposium 2015}, address = {N{\"u}rnberg}, issn = {1612-4537}, pages = {272}, year = {2015}, abstract = {Ziel ist es, die Qualit{\"a}tsverbesserung des Lehr-/Lernprozesses in der C-Programmierung durch die Integration eines Roboters darzustellen. Dieses neue Konzept wurde bereits teilweise in der Informatikveranstaltung (Studiengang Mechatronik - erstes und zweites Semester mit 180 Minuten pro Woche) umgesetzt.}, subject = {LEGO MindStorms}, language = {de} } @inproceedings{ReuterHauserGoldVeerkampetal.2017, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education}, series = {EDULEARN17 Proceedings}, booktitle = {EDULEARN17 Proceedings}, isbn = {978-84-697-3777-4}, issn = {2340-1117}, pages = {10259 -- 10267}, year = {2017}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal.2018, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Stark, Theresa and Kis, Juliane and Mottok, J{\"u}rgen and Abke, J{\"o}rg and Meyer, Dany}, title = {Towards the Construction of a Questionnaire for the Identification of Learning Obstacles}, series = {2018 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {463 -- 472}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{GoldVeerkamp2018, author = {Gold-Veerkamp, Carolin}, title = {Using Grounded Theory Methodology to Discover Undergraduates' Preconceptions of Software Engineering}, publisher = {IEEE}, pages = {713 -- 717}, year = {2018}, subject = {Software Engineering}, language = {en} } @inproceedings{GoldVeerkampAbkeDiethelm2016, author = {Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Diethelm, Ira}, title = {Research Approach to Analyse and Foster Discipline-Specific Language Competency in Software Engineering Education}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {978-1-4673-8633-3}, doi = {10.1109/EDUCON.2016.7474619}, pages = {652 -- 659}, year = {2016}, abstract = {Language - spoken and written - is the medium for information and knowledge sharing; and it is almost always even a role of every subject in (higher) education. The language therefore plays an important part in teaching and learning. This is further underlined by the fact that "discipline-specific language" - which is "the uses of language in university discipline learning and teaching and in professional life in a particular discipline" - can be understood as a link between knowledge and generic/personal/interpersonal competencies; especially communication skills. In this paper a research proposal is outlined to enable an enhanced and conscious approach to the use of language and special terms in Software Engineering in higher education. This is done by a two-piece approach that considers terminology from a linguistic and a didactical point of view. All of this combined is intended to contribute toward the development of a terminology in Software Engineering and, in a wider context, to reach the top goal of this research agenda: To be able to obtain recommendations for action for teaching and learning methods to improve the quality and sustainability of teaching and learning in this discipline.}, subject = {Lehre}, language = {en} } @inproceedings{GoldVeerkampKaelbererKuhnetal.2016, author = {Gold-Veerkamp, Carolin and K{\"a}lberer, Nina and Kuhn, Martina and Abke, J{\"o}rg}, title = {A Validated Educational Format in Software Engineering Targeting Students' Collaboration Skills}, series = {Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016}, booktitle = {Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016}, editor = {Meiselwitz, Gabriele}, publisher = {Springer}, address = {Cham}, isbn = {978-3-319-39910-2}, doi = {10.1007/978-3-319-39910-2_31}, pages = {335 -- 346}, year = {2016}, abstract = {In the context of the Bologna process the "shift from teaching to learning" is postulated to meet two central goals: To increase the students' employability and to foster needed competencies. To be in a position to process methods and find solutions for highly complex, abstract, large, and multilayered problems, a Software Engineer has to have a lot of subject knowledge and technical competencies; but above all, he/she has to be able to work in - at least one - team. For the purpose of preparing the students with professional know-how and moreover with teamwork skills, the approach shown in this paper supplements an ex-cathedra teaching by a seminar and a project phase. This combination is dedicated to acquire theoretical knowledge in a collaborative and self-directed way. This is done in order to be able to deepen the learned matter, to share content through learning-by-teaching in groups and furthermore to apply the knowledge and skills in a simulated project, which constitutes a realistic situation and teamwork of an engineer as good as possible.}, subject = {Software Engineering}, language = {en} } @inproceedings{GoldVeerkampAbkeDiethelm2017, author = {Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Diethelm, Ira}, title = {What About Misconceptions in Software Engineering?}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {978-1-5090-5466-4}, pages = {704 -- 708}, year = {2017}, abstract = {In Software Engineering education didactical foundation is still at its beginnings. In recent years, this topic is put into stronger focus, as Software Engineering becomes more and more important in our everyday life. However, it is hard to teach and learn, because of diverse factors, e.g. the immateriality of the product. Therefore it is significant to improve the learning process on the one hand and to minimise obstacles to learning on the other hand. Other disciplines - with a long historical background in their "Fachdidaktik" (e.g., biology or chemistry) - have already dealt with one sort of learning barriers; so-called misconceptions. The hurdle that misconceptions create can and will be explained by the constructivist learning theory. This paper covers a research approach to identify, analyse, filter and Cluster misconceptions in Software Engineering.}, subject = {Software Engineering}, language = {en} } @inproceedings{KloppGoldVeerkampKuhnetal.2017, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Kuhn, Martina and Abke, J{\"o}rg}, title = {Can Pair Programming Address Multidimensional Issues in Higher Education?}, series = {International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {International Conference on Interactive Collaborative Learning (ICL)}, publisher = {Springer}, pages = {327 -- 334}, year = {2017}, abstract = {To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, a didactical method to teach and learn programming in non-major degree programs shall be found. Therefore, this paper covers strategies and the theoretical underpinning concerning these four challenges and gives solutions how to cope with them. Finally, Pair Programming is presented as a method that addresses the issues introduced here.}, subject = {Extreme programming}, language = {en} } @inproceedings{RueckerPancratzGoldVeerkampetal.2017, author = {R{\"u}cker, Michael T. and Pancratz, Nils and Gold-Veerkamp, Carolin and Pinkwart, Niels and Brinda, Torsten}, title = {Workshop zu Alltagsvorstellungen in der Informatik: Erhebungsmethodik und Implikationen f{\"u}r den Unterricht}, series = {Informatische Bildung zum Verstehen und Gestalten der digitalen Welt}, booktitle = {Informatische Bildung zum Verstehen und Gestalten der digitalen Welt}, editor = {Diethelm, Ira}, publisher = {K{\"o}llen Druck+Verlag GmbH}, address = {Bonn}, isbn = {978-3-88579-668-8}, pages = {393 -- 401}, year = {2017}, abstract = {Ein zentrales Konzept jeder konstruktivistisch gepr{\"a}gten Auffassung von Lernen ist, dass das Vorwissen, die Pr{\"a}konzepte und ggf. Fehlvorstellungen der Lernenden einen direkten Einfluss auf den Lernprozess haben: sowohl negativ als auch positiv. Speziell f{\"u}r die Informatik gilt, dass Lernende heutzutage von Beginn an in einer Welt aufwachsen, die von informatischen Artefakten und Systemen nahezu vollst{\"a}ndig durchdrungen ist. Sie beobachten sie, interagieren mit ihnen und formen so Vorstellungen {\"u}ber ihre Funktionsweisen und Eigenschaften. Sie bilden somit bereits im Alltag und vor dem Beginn jeglicher Schulbildung koh{\"a}rente Konzeptionen {\"u}ber zentrale Gegenst{\"a}nde und Inhalte der Informatik. Im Rahmen dieses Workshops werden zun{\"a}chst verschiedene methodische Ans{\"a}tze und erste Ergebnisse zu Erhebungen solcher Lernervorstellungen vorgestellt. Anschließend sollen diese anhand von drei Leitfragen verglichen und diskutiert werden: Welche St{\"a}rken und Schw{\"a}chen haben die jeweils verwendeten empirischen Methoden bei der Erhebung von Lernervorstellungen in der Informatik? Wie k{\"o}nnen sie sich ggf. sinnvoll erg{\"a}nzen? Welche Implikationen haben die erhobenen Vorstellungen f{\"u}r die Unterrichtspraxis?}, subject = {Forschungsmethode}, language = {de} }