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 -