TY - CHAP A1 - Abke, Jörg A1 - Brune, Philipp A1 - Haupt, Wolfram A1 - Hagel, Georg A1 - Landes, Dieter A1 - Mottok, Jürgen T1 - EVELIN – ein Forschungsprojekt zur systematischen Verbesserung des Lernens von Software Engineering T2 - Tagungsband Embedded Software Engineering-Kongress 2012 N2 - Software bestimmt unseren Alltag, ist aber abstrakt und physisch nicht greifbar. Wegen ihres hohen Stellenwerts ist eine gute Software-Engineering-Ausbildung von zentraler Bedeutung. Eine hohe Technologiekompetenz der Softwareentwickler ist allein kein Garant für qualitativ hochwertige Software, entscheidend sind auch Soft Skills wie Kommunikations- und Teamfähigkeit der beteiligten Ingenieure und Informatiker. Neben dem hohen Abstraktionsgrad stellen also auch weiche Faktoren die Ausbildung im Software Engineering vor große Herausforderungen. Didaktische Ansätze zur Vermittlung von Software Engineering müssen hinsichtlich beider Anforderungen systematisch weiterentwickelt werden. Die „klassische“ Ausbildung mit Elementen des Frontalunterrichts ist durch Methodenarrangements zu ergänzen, die die Prozesse des Lernens und Lehrens fokussieren. Im Forschungsprojekt EVELIN („Experimentelle Verbesserung des Lernens von Software Engineering“) arbeiten seit Anfang 2012 sechs Hochschulen an der systematischen kompetenzorientierten Weiterentwicklung der Software-Engineering- Ausbildung. Der Vortrag skizziert Ziele und den aktuellen Stand des Forschungsprojektes EVELIN. KW - Software Engineering KW - Forschungsprojekt Y1 - 2012 SP - 653 EP - 658 ER - TY - CHAP A1 - Abke, Jörg A1 - Schwirtlich, Vincent A1 - Sedelmaier, Yvonne ED - Forbrig, Peter ED - Rick, Detlef ED - Schmolitzky, Axel T1 - Kompetenzförderung im Software Engineering durch ein mehrstufiges Lehrkonzept im Studiengang Mechatronik T2 - HDI 2012 – Informatik für eine nachhaltige Zukunft N2 - Dieser Beitrag stellt das Lehr-Lern-Konzept zur Kompetenzförderung im Software Engineering im Studiengang Mechatronik der Hochschule Aschaffenburg dar. Dieses Konzept ist mehrstufig mit Vorlesungs-, Seminar- und Projektsequenzen. Dabei werden Herausforderungen und Verbesserungspotentiale identifiziert und dargestellt. Abschließend wird ein Überblick gegeben, wie im Rahmen eines gerade gestarteten Forschungsprojektes Lehr-Lernkonzepte weiterentwickelt werden können. KW - Software Engineering KW - Ingenieurstudium Y1 - 2012 SN - 978-3-86956-220-9 SN - 1868-0844 SP - 79 EP - 84 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Abke, Jörg A1 - Gold, Carolin A1 - Roznawski, Nina A1 - Schwirtlich, Vincent A1 - Sedelmaier, Yvonne T1 - A New Approach to Collaborative Learning in Software Engineering Focussed on Embedded Systems T2 - 2013 International Conference on Interactive Collaborative Learning (ICL) N2 - Software Engineering is a very complex and abstract process and therefore hard to learn and hard to teach. Especially in mechatronics software engineering is not the main focus of the university studies. Therefore students have little understanding and low motivation to spend time on it. In this paper, we share some experiences on how we tried to give students a deeper understanding for software engineering, its processes and the complexity of software engineering projects. To that end, we chose a new didactical approach consisting of direct instruction and activating learning styles in parallel. The classical lectures were supplemented by a seminar and a project phase to allow students to apply their theoretical learned knowledge without delay in realistic settings. We combined active and passive learning styles to give students the opportunity to consolidate factual knowledge, foster soft skills (e.g. presentation and communication skills), improve team work and gain a deeper understanding of software engineering processes. The experiences of our courses in summer semesters 2010 and 2012 lead to a further development of our didactical approach in 2013. As a consequence, we tried further methods to spread needed information across the student working groups by using a wiki-system, a market of knowledge or mixing the groups between seminar and project phase. At the end of the seminar phase quality gates were implemented and also awards at the end of the project phase. Systematically evaluations at the end of the seminar phase and at the end of the project work show the learning outcomes and possible further improvements of our didactical approach. KW - Software Engineering KW - Kooperatives Lernen Y1 - 2013 SN - 978-1-4799-0152-4 U6 - https://doi.org/10.1109/ICL.2013.6644663 SP - 610 EP - 616 PB - IEEE ER - TY - CHAP A1 - Rodriguez Perez, Simón A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Borgeest, Kai T1 - A New Didactic Method for Programming in C for Freshmen Students Using Lego Mindstorms EV3 T2 - 18th International Conference on Interactive Collaborative Learning, Proceedings N2 - 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. KW - EV3, Didaktik , Informatik KW - LEGO MindStorms KW - C Y1 - 2015 VL - 2015 ER - TY - CHAP A1 - Abke, Jörg A1 - Gold, Carolin A1 - Kälberer, Nina A1 - Kuhn, Martina T1 - Analyses and Evaluation of Educational Data Gained from a Learning Management System T2 - European Conference Software Engineering Education (ECSEE) 2014 N2 - Software Engineering is a very complex theme including abstract processes. Thus its university education is even more challenging; in particular in the course of study in mechatronics, in which various subjects are integrated and combined. Due to our experience the students are low motivated concerning the subject "Software Engineering", because of the mixture of technical and interdisciplinary competencies, therefore the subject matter is difficult to teach. In this paper, we share some experiences, as we have tried to activate students and therefore attempt to deepen their understanding of Software Engineering and its processes. As a central tool of the seminar phase, which is used to combine active and passive learning styles, a Wiki embedded in our learning management system Moodle was introduced. KW - Software Engineering Y1 - 2014 SN - 978-3-8440-3067-9 SP - 93 EP - 107 PB - Waxmann CY - Aachen ER - TY - CHAP A1 - Abke, Jörg A1 - Gold, Carolin A1 - Kälberer, Nina A1 - Kuhn, Martina T1 - Collaborative Knowledge Transfer via Wiki: A Project Based Learning Approach in Software Engineering T2 - 2014 International Conference on Interactive Collaborative Learning (ICL) N2 - Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course. The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged. The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester. KW - Software Engineering Y1 - 2014 SN - 978-1-4799-4438-5 U6 - https://doi.org/10.1109/ICL.2014.7017785 SP - 283 EP - 288 PB - IEEE ER - TY - CHAP A1 - Rodriguez Perez, Simón A1 - Abke, Jörg A1 - Gold-Veerkamp, Carolin A1 - Borgeest, Kai T1 - Ein neues Lehr-/Lernarrangement als Einstieg in die C-Programmierung mittels LEGO Mindstorms EV3 T2 - Tagungsband zum 2. HDMINT Symposium 2015 N2 - Ziel ist es, die Qualitätsverbesserung 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. KW - EV3, Didaktik , Informatik KW - LEGO MindStorms KW - Roboter KW - Programmierung Y1 - 2015 SN - 1612-4537 VL - 2015 SP - 272 CY - Nürnberg ER - TY - CHAP A1 - Abke, Jörg A1 - Sedelmaier, Yvonne A1 - Gold, Carolin T1 - A Retrospective Course Survey of Graduates to Analyse Competencies in Software Engineering T2 - IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014 N2 - University education in Software Engineering is a challenge for both lecturers and students. Software Engineering is a very complex theme requiring various technical and nontechnical skills. At the beginning of a research project we asked which competencies our graduates need in their everyday working life. In this paper the course survey of graduates is described to gain information about necessary expert and interdisciplinary competencies. First of all, the conceptual approach and the research goals are explained. In a second step the research design in detail will be illustrated. Afterwards analyses take place considering this survey in order to get information concerning competencies and to evaluate the course retrospectively considering this expertise. Furthermore it is required to determine whether improvements or deteriorations in chronological sequence through the semesters can be detected. The students' attitude towards this course is not that positive, so also the survey includes this bias. But, as the learning and teaching arrangement shall be designed more attractive for students as well, first their evaluation has to be analysed. The last chapter provides a summary and an outlook how the results of this survey will be used to improve the quality of teaching. All of this combined is intended to contribute towards the development of a Competency Profile and in a wider context to reach the top goal of the project, to obtain recommendations for teaching and learning methods to improve the quality of teaching. KW - Software Engineering KW - Beurteilung KW - Fähigkeit KW - Studium Y1 - 2014 SN - 978-1-4799-3190-3 U6 - https://doi.org/10.1109/EDUCON.2014.6826075 SP - 100 EP - 106 PB - IEEE CY - Piscataway, NJ ER - TY - CHAP A1 - Kuhn, Martina A1 - Kälberer, Nina A1 - Kraus, Christian A1 - Abke, Jörg A1 - Gold, Carolin T1 - Eine Wiki-Plattform als kollaboratives Kommunikations- und Lernmedium im Software Engineering: Einsatz und Evaluation T2 - Grundfragen Multimedialen Lehrens und Lernens: der Qualitätspakt E-Learning im Hochschulpakt 2020 ; Tagungsband GML 2 2014 [13. - 14. März] KW - Computerunterstütztes Lernen KW - Studium KW - Software Engineering Y1 - 2014 SN - 978-3-8309-3106-5 SP - 334 EP - 336 PB - Waxmann CY - Berlin ER - TY - CHAP A1 - Kuhn, Martina A1 - Abke, Jörg A1 - Gold, Carolin T1 - A New Problem Based Blended Learning Approach in Software Engineering T2 - IEEE Global Engineering Education Conference (EDUCON 2015) : Tallinn, Estonia, 18 - 20 March 2015 N2 - The development of competencies and also the usage of E-Learning and distance education in higher education are key aspects of the Bologna Process. Through the use of E-Learning, individual learning styles (e.g., different learning conditions, speeds and pathways) and competence orientation can be supported and promoted. The combination of traditional classroom teaching and self-study as well as the use of information and communication technologies promise a better quality of teaching. As a result a variety of projects were launched to develop new teaching and learning arrangements while optimizing existing approaches. KW - Integriertes Lernen KW - Studium KW - Software Engineering Y1 - 2015 SN - 978-1-4799-1908-6 U6 - https://doi.org/10.1109/EDUCON.2015.7096083 SP - 920 EP - 925 PB - IEEE CY - Piscataway, NJ ER - TY - CHAP A1 - Klopp, Marco A1 - Haak, Valentin A1 - Abke, Jörg T1 - The Influence of German School on Heterogeneity of Knowledge in Informatics in the Study T2 - 2018 IEEE Global Engineering Education Conference (EDUCON) KW - Hochschuldidaktik Y1 - 2018 SN - 2165-9567 SP - 497 EP - 502 PB - IEEE ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Stegmann, Patricia A1 - Abke, Jörg T1 - Using Competency-Oriented Instructional Tasks for Internal Differentiation in Informatics KW - Hochschuldidaktik Y1 - 2018 SP - 26 EP - 33 PB - ACM ER - TY - CHAP A1 - Haak, Valentin A1 - Abke, Jörg A1 - Borgeest, Kai T1 - Work-in-Progress: Development of a LEGO Mindstorms EV3 Simulation for Programming in C T2 - 21th International Conference on Interactive Collaborative Learning (ICL) KW - LEGO MindStorms Y1 - 2018 SP - 1870 EP - 1877 PB - Springer ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Klopp, Marco A1 - Stegmann, Patricia A1 - Abke, Jörg T1 - An Evaluation of Competency-Oriented Instructional Tasks for Internal Differentiation in Basics of Programming T2 - 21th International Conference on Interactive Collaborative Learning (ICL) KW - Hochschuldidaktik Y1 - 2018 SP - 865 EP - 874 PB - Springer ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Kuhn, Martina A1 - Abke, Jörg T1 - Can Pair Programming Address Multidimensional Issues in Higher Education? T2 - International Conference on Interactive Collaborative Learning (ICL) N2 - 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. KW - Extreme programming KW - Teamwork Y1 - 2017 UR - https://opus4.kobv.de/opus4-h-ab/frontdoor/index/index/docId/863 SP - 327 EP - 334 PB - Springer ER - TY - CHAP A1 - Rodriguez Perez, Simón A1 - Fatoum, Ahmad A1 - Abke, Jörg ED - IEEE, T1 - Development of an Eclipse Plugin for Using the LEGO Mindstorms EV3 in Education T2 - Global Engineering Education Conference (EDUCON) N2 - LEGO's new robot, the Mindstorms EV3, offers a range of new possibilities for education. Its most important innovation is building upon the Linux kernel for the programmable unit. LEGO has also open sourced the firmware, allowing an easy extension. Programming for a robot can give engineering students much more practical experience with technical problems and improve the learning motivation. This was the reason to include the EV3 at the university's computer science course in the studies for Mechatronics, which utilises ANSI C as the programming language. As there was - until now - no possibility to program the robot in ANSI C, an Application Programming Interface, an Eclipse plug-in and an uploader were developed. Main criteria was an easy handling of these tools. In this paper the plug-in and its integration into the computer science course is presented. KW - LEGO MindStorms KW - Lehre Y1 - 2016 SN - 978-1-4673-8633-3 U6 - https://doi.org/10.1109/EDUCON.2016.7474616 SP - 631 EP - 636 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Diethelm, Ira T1 - Research Approach to Analyse and Foster Discipline-Specific Language Competency in Software Engineering Education T2 - Global Engineering Education Conference (EDUCON) N2 - 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. KW - Lehre KW - Software Engineering KW - Terminologie Y1 - 2016 SN - 978-1-4673-8633-3 U6 - https://doi.org/10.1109/EDUCON.2016.7474619 SP - 652 EP - 659 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Kälberer, Nina A1 - Kuhn, Martina A1 - Abke, Jörg ED - Meiselwitz, Gabriele T1 - A Validated Educational Format in Software Engineering Targeting Students’ Collaboration Skills T2 - Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016 N2 - 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. KW - Software Engineering KW - Lehre Y1 - 2016 SN - 978-3-319-39910-2 U6 - https://doi.org/10.1007/978-3-319-39910-2_31 SP - 335 EP - 346 PB - Springer CY - Cham ER - TY - CHAP A1 - Rodriguez Perez, Simón A1 - Fatoum, Ahmad A1 - Abke, Jörg ED - Lucke, Ulrike T1 - Toolchain zur ANSI-C Programmierung des Lego Mindstorms EV3 in der Hochschullehre T2 - Die 14. E-Learning Fachtagung Informatik KW - LEGO MindStorms KW - ANSI C Y1 - 2016 SN - 978-3-88579-656-5 SP - 323 EP - 325 PB - Gesellschaft für Informatik CY - Bonn ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Diethelm, Ira T1 - What About Misconceptions in Software Engineering? T2 - Global Engineering Education Conference (EDUCON) N2 - 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. KW - Software Engineering Y1 - 2017 SN - 978-1-5090-5466-4 SP - 704 EP - 708 PB - IEEE ER - TY - CHAP A1 - Haak, Valentin A1 - Abke, Jörg A1 - Borgeest, Kai T1 - Conception of a LEGO Mindstorms EV3 Simulation for Programming in C in computer science courses T2 - 2018 IEEE Global Engineering Education Conference (EDUCON) KW - LEGO MindStorms Y1 - 2018 U6 - https://doi.org/10.1109/EDUCON.2018.8363269 SN - 2165-9567 SP - 478 EP - 483 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Klopp, Marco A1 - Abke, Jörg T1 - Pair Programming as a Didactical Approach in Higher Education and its Evaluation T2 - 2019 Global Engineering Education Conference (EDUCON) N2 - To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, Pair Programming seems to be a suitable didactical method to teach and learn programming. In this context, Pair Programming was used in programming lessons and its effectiveness was evaluated. This paper presents the results of the evaluations in order to derive whether Pair Programming is a suitable method to meet the mentioned challenges in a didactically meaningful way. KW - Softwareentwicklung KW - Teamwork Y1 - 2019 SP - 1090 EP - 1097 PB - IEEE ER - TY - CHAP A1 - Degener, Pascal A1 - Haak, Valentin A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg T1 - Towards the Vision of an LMS Integrated, Browser-Based Simulation to Program LEGO MindStorms EV3s in ANSI-C T2 - 2019 IEEE Global Engineering Education Conference (EDUCON) N2 - In the practical Computer Science lessons at our University of Applied Sciences the students (Bachelor of Engineering in Mechatronics as well as Electrical Engineering and Information Technology) learn the programming language ANSI-C during the curriculum. 2015 the LEGO MindStorms EV3 robots were integrated into this lessons. Looking at this teaching & learning arrangement, the evaluations showed, a higher level of undergraduates’ motivation, more fun, and more practical relevance, but also some challenges; for instance the problem that the robots are only available in the lab during opening hours. Therefore, a transformer was developed to run an existing EV3 simulation. The plan is now to use a plugin for integrating this option into the Integrated Development Environment Eclipse as an intermediate stage. In the long term, several developments shall be combined to build a browser-based development environment for programming EV3 robots as well as the self-developed EV3 simulation. Therefore, this paper covers the holistic concept of integration. KW - LEGO MindStorms KW - ANSI C Y1 - 2019 SP - 96 EP - 101 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Diethelm, Ira A1 - Abke, Jörg T1 - A Mixed Methods Research Agenda to Identify Undergraduate Misconceptions in Software Engineering, Lecturers' Handling, and Didactical Implications T2 - In Proceedings of the 2020 IEEE/ACM 42nd International Conference on Software Engineering (ICSE) KW - Hochschuldidaktik KW - Software Engineering Y1 - 2020 SN - ISBN 978-1-4503-7121-6 VL - 2020 SP - 256 EP - 257 ER - TY - CHAP A1 - Klopp, Marco A1 - Abke, Jörg T1 - ‘Learning 4.0‘ – A Conceptual Discussion T2 - International Conference on Teaching, Assessment and Learning for Engineering (TALE) KW - E-Learning KW - Digitalisierung Y1 - 2018 SP - 679 EP - 684 PB - IEEE ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Borgeest, Kai T1 - Teaching Generic Competences in Software Engineering via E-Learning – An Evaluation T2 - International Conference on Teaching, Assessment and Learning for Engineering (TALE) KW - E-Learning KW - Software Engineering Y1 - 2020 SP - 311 EP - 316 PB - IEEE ER - TY - JOUR A1 - Abke, Jörg ED - Zentrum für Hochschuldidaktik (DiZ), T1 - Vorausgesetzte Kompetenzen – Die explizite Formulierung als Planungshilfe einer Lehrveranstaltung JF - Didaktik-Nachrichten N2 - Die Formulierung von angestrebten Kompetenzen im Zuge der kompetenzorientierten Lehre ist anerkannte Praxis für die Lehrveranstaltungsplanung und -gestaltung an Hochschulen. Dabei wird immer in die Zukunft gedacht. Implizit wird vorausgesetzt, dass alle Studierenden hinsichtlich fachlicher und methodischer Kompetenzbereiche das gleiche Niveau mit in die Lehrveranstaltung bringen. Beobachtungen und Befragungen zeigen jedoch ein anderes Bild. Insbesondere für fachliche Gebiete wie Grundlagen der Informatik sind die Vorkenntnisse sehr heterogen. Diese Heterogenität anzugehen, war ein Grund, über die vorausgesetzten Kompetenzen nachzudenken und diese explizit zu formulieren. Nur so kann ein Abholen an vorhandenen Wissensbeständen aller Studierenden gelingen. Dies führt auch dazu, dass die Motivation der Studierenden in der Lehrveranstaltung hoch gehalten wird. Gleichzeitig erleichterte die Formulierung der vorausgesetzten Kompetenzen die Planung der Lehrmethoden in der Veranstaltung sehr deutlich. In diesem Beitrag sollen das Vorgehen, die Durchführung der Lehrveranstaltung und die Erfahrungen exemplarisch beschrieben wer-den, die im Rahmen der Teilnahme am Zertifikat Hochschullehre – Profistufe des DiZ für eine Lehrveranstaltungsplanung in Informatik I an der Hochschule Aschaffenburg gesammelt werden konnten. KW - Hochschuldidaktik KW - Hochschullehre KW - Kompetenzorientierung KW - Informatik KW - Lehre KW - Kompetenzorientierter Unterricht Y1 - 2018 UR - https://diz-bayern.de/DiNa/06_2018 VL - 2018 IS - 06 SP - 44 EP - 51 ER - TY - CHAP A1 - Valencia, Yeimy A1 - Normann, Marc A1 - Sapsai, Iryna A1 - Abke, Jörg A1 - Madsen, Anders L. A1 - Weidl, Galia T1 - Learning Style Classification by Using Bayesian Networks Based on the Index of Learning Style T2 - ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education, June 2023 KW - Lernstil KW - Fragebogen Y1 - 2023 U6 - https://doi.org/10.1145/3593663.3593685 SP - 73 EP - 82 ER - TY - CHAP A1 - Jahn, Sabrina A1 - Gold-Veerkamp, Carolin A1 - Reuter, Rebecca A1 - Mottok, Jürgen A1 - Abke, Jörg T1 - Secure Software Engineering in Academic Education: Students' Preconceptions of IT Security T2 - Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019 N2 - Over the last years, IT Security has slowly found its way into teaching in higher education. It is becoming increasingly important to integrate knowledge about the development of secure systems (secure software engineering) into academic teaching. However, teaching security and secure software engineering to non-computer-scientists is rare. Therefore, we focus our research on the integration of IT Security into software engineering education of non-computer scientists, particularly electrical engineers, by means of inductive teaching- and learning-arrangements. As a prerequisite for inductive teaching, our paper deals with engineering and computer science students’ preconceptions of the topics IT Security and secure software engineering to identify learning contents and corresponding teaching methods to improve academic learning and teaching in both areas in the future. To identify those preconceptions, we conducted guided interviews with freshmen of engineering and computer science studies from different German Universities of Applied Sciences, containing questions about what they have heard about the topic of IT Security. The interviews were coded according to the coding process of the Grounded Theory Method of Corbin and Strauss [1], with focus on open and axial coding. The goal was to derive a first catalogue of students’ preconceptions according to IT Security and secure software engineering. We present the first version of the catalogue in the paper. KW - Software Engineering KW - Computersicherheit Y1 - 2019 SN - 978-84-09-14755-7 SP - 6825 EP - 6834 ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Borgeest, Kai A1 - Reuter, Rebecca A1 - Jahn, Sabrina A1 - Mottok, Jürgen A1 - Sedelmaier, Yvonne A1 - Lehmann, Alexander A1 - Landes, Dieter T1 - Totally Different and yet so Alike – Three Concepts to Use Scrum in Higher Education T2 - ECSEE '20: European Conference on Software Engineering Education KW - Hochschuldidaktik KW - Software Engineering Y1 - 2020 SN - ISBN 78-1-4503-7752-2 VL - 2020 SP - 12 EP - 21 ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Gold-Veerkamp, Carolin A1 - Stark, Theresa A1 - Kis, Juliane A1 - Mottok, Jürgen A1 - Abke, Jörg A1 - Meyer, Dany T1 - Towards the Construction of a Questionnaire for the Identification of Learning Obstacles T2 - 2018 IEEE Global Engineering Education Conference (EDUCON) KW - Hochschuldidaktik KW - Fragebogen Y1 - 2018 SP - 463 EP - 472 PB - IEEE ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Gold-Veerkamp, Carolin A1 - Mottok, Jürgen A1 - Abke, Jörg T1 - Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education T2 - EDULEARN17 Proceedings KW - Hochschuldidaktik KW - Software Engineering Y1 - 2017 SN - 978-84-697-3777-4 SN - 2340-1117 SP - 10259 EP - 10267 ER - TY - CHAP A1 - Normann, Marc A1 - Haug, Jim A1 - Valencia, Yeimy A1 - Abke, Jörg A1 - Hagel, Georg ED - Mottock, Jürgen ED - Hagel, Georg T1 - Adaptive Learning Path Sequencing Based on Learning Styles within N-dimensional Spaces T2 - ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education N2 - Planning adaptive learning paths for students’ progress throughout a course can be a challenging task, although it can be helpful for their learning progress. Within the HASKI-System, students should be able to get their own, personalized learning paths. In this paper, we present an approach towards the learning path sequencing problem. This idea is based on a novel proposal for arranging learning objects in a multi-dimensional space, bringing the relationship and similarities of these objects into a new relationship. We show, that we can use both, the Ant Colony Optimization Algorithm and the Genetic Algorithm with the idea of the Traveling-Salesman-Problem and get results, that are comparable with a proposed literature-based adaption mechanism. Nevertheless, the learning paths are all personalized based on the Felder & Silverman Learning Style Model and the hyperspace model will allow us later on to include more dimensions for other influencing factors. KW - Learning Path Sequencing KW - Adaptive Learning Path KW - Ant Colony KW - Genetic Algorithm KW - Adaptive Learning Environment KW - Lernstil KW - Lernerfolg Y1 - 2023 UR - https://dl.acm.org/doi/abs/10.1145/3593663.3593676 U6 - https://doi.org/https://doi.org/10.1145/3593663.3593676 VL - 2023 SP - 56 EP - 64 ER - TY - JOUR A1 - Sapsai, Iryna A1 - Valencia, Yeimy A1 - Abke, Jörg T1 - Learning Analytics Dashboard for Educators: Proposed Project to Design with Pedagogical Background JF - ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education N2 - In this article, the authors describe a prototype of a Learning Analytics Dashboard (LAD) for educators. It is based on the analysis of pedagogical actions and taking into the process and learning style of students in an online environment based on learning analytics (LA). A description of the Dashboard structure, divided into levels and categories based on available learning analytics, will allow the educator to dive deeper into the online course themselves and explore more. It will also allow them to determine the level of student performance, identify gaps in learning materials, and research student data. The authors have identified further directions for the development of a LAD for a professor, including modeling algorithms for researching student behavior and learning style using Artificial Intelligence and presenting LA in a visualized form. This paper shows the stages of creating a professor's LAD prototype as a functional part of the adaptive learning system in the HASKI-System to analyze visual information obtained from LA and the possibilities to monitor the learning process, learning progress, student activity, and make decisions on careful intervention in the students’ learning process. KW - Lerntechnik KW - Computerunterstütztes Lernen Y1 - 2023 UR - https://dl.acm.org/doi/abs/10.1145/3593663.3593686 U6 - https://doi.org/https://doi.org/10.1145/3593663.3593686 VL - 2023 IS - ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education SP - 38 EP - 47 ER - TY - GEN A1 - Hochstetter, Marvin A1 - Abke, Jörg T1 - AdLer - Adaptive digitale Lernräume: Autorentool und 3D-Lernumgebung N2 - Die fortschreitende Digitalisierung im Bildungssektor ist gerade für die Berufliche Weiterbildung von zentraler Bedeutung. Bereits seit längerer Zeit sind in diesem Kontext zeit- und ortsunabhängige Lehr-Lern-Formate sehr wichtig. Allerdings bietet digitales Lernen auch großes Potential hinsichtlich dem Thema Motivationsförderung. Serious Games stellen ein vielversprechendes Beispiel von Game-based Learning (GBL) dar, um die Lernmotivation zu adressieren. Hierbei geht es darum, Mechaniken (digitaler) Spiele zu verwenden, um einen Wissenserwerb zu ermöglichen, der zeitgleich motivierend gestaltet ist. Das AdLer-Projekt hat zum Ziel ein frei verfügbares Instrument zu entwickeln, mit welchem Lehrende virtuelle 3D-Lernumgebungen erstellen und in ihrer Lehre in unterschiedlichen Formen einsetzen können. Mit Hilfe eines Autorentools werden Lehrende bei der Konzeption und Erstellung von 3D-Lernumgebungen unterstützt. Dadurch können Lehrende auf schnellem und einfachem Weg eigene digitale 3D-Lernumgebungen erstellen sowie nach ihren individuellen Vorstellungen hinsichtlich der eigenen Lernszenarien konfigurieren. In der 3D-Lernumgebung können Lernende nach den Prinzipien des GBL erkundungsorientiert und interaktiv lernen. Dazu können Lernende mit einem virtuellen Avatar die AdLer-3D-Lernumgebung betreten und verschiedene Handlungsmöglichkeiten wahrnehmen. Sie können sich frei in dieser Lernumgebung bewegen und unterschiedliche Lernangebote (z.B. die Bearbeitung von Lernelementen, wie H5P, Text und Video) durchführen. Im geplanten Poster-Pitch wird eine aktuelle Version der Software AdLer präsentiert und steht für die Konferenzteilnehmer zum Ausprobieren bereit. N2 - Poster KW - 3D-Lernumgebung Autorentool Game-Based-Learning KW - Lernspiel KW - Dreidimensionale Computergrafik Y1 - 2023 ER - TY - CHAP A1 - Klopp, Marco A1 - Dörringer, Antonia A1 - Eigler, Tobias A1 - Bartel, Paula A1 - Hochstetter, Marvin A1 - Weishaupt, Andreas A1 - Geirhos, Philipp A1 - Abke, Jörg A1 - Hagel, Georg A1 - Elsebach, Jens A1 - Rossmann, Raphael ED - Mottok, Jürgen T1 - Development of an Authoring Tool for the Creation of Individual 3D Game-Based Learning Environments T2 - ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education N2 - Game-based learning in general and serious games in particular have a promising potential in higher education. In this article we going to show the capability of serious games with regard to current challenges in higher education. The focus of this article is the presentation of the AdLer authoring tool, which offers lecturers the possibility to design and generate virtual 3D learning environments in which students can interact with learning content according to the principles of game-based learning. KW - 3D Learning Environment KW - Authoring Tool KW - Game-based Learning KW - Serious Games KW - Lernspiel KW - Dreidimensionale Computergrafik Y1 - 2023 UR - https://dl.acm.org/doi/proceedings/10.1145/3593663 SN - 978-1-4503-9956-2 VL - 2023 IS - 5. SP - 204 EP - 209 PB - Association for Computing Machinery (ACM) CY - New York, NY, United States ER - TY - CHAP A1 - Dörringer, Antonia A1 - Klopp, Marco A1 - Schaab, Lukas A1 - Hochstetter, Marvin A1 - Glaab, Daniel A1 - Bartel, Paula A1 - Abke, Jörg A1 - Elsebach, Jens A1 - Rossmann, Raphael A1 - Hagel, Georg ED - Röpke, René ED - Schroeder, Ulrike T1 - AdLer: 3D-Lernumgebung für Studierende T2 - 21. Fachtagung Bildungstechnologien (DELFI) KW - Serious Games KW - 3D-Lernumgebung KW - Game-based Learning KW - Lernspiel KW - Dreidimensionale Computergrafik Y1 - 2023 U6 - https://doi.org/10.18420/delfi2023-41 VL - 2023 SP - 251 EP - 252 ER -