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 - 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 - 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 - 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 - 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 - Klopp, Marco T1 - Teaching Generic Competences in Software Engineering via E-Learning T2 - International Conference on Teaching, Assessment and Learning for Engineering (TALE) N2 - The discipline ‘Software Engineering’ is difficult to represent in higher education, because of the complexity of software development projects and the variety of skills required. In addition to specialist skills (professional competences), generic competences are increasingly becoming the focus of education. This paper deals with the training of generic competences in the software engineering module. For this purpose, an existing didactic concept was enhanced by E-Learning with the help of a Moodle course. KW - E-Learning KW - Software Engineering Y1 - 2019 SP - 758 EP - 765 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 - Klopp, Marco T1 - Work-in-Progress: Learning Culture of Generation Z in Informatics N2 - A new generation of students is entering the university - Generation Z. This generation is characterized mainly by the existing digitization, since they grew up entirely in it. With regard to different generations, the relationship of the different ages and the associated large cohort difference in the interaction between lecturers and learners should be taken into account and analysed. It’s important because, according to the Hattie study, the most important influencing factor for the learning success of learners are the teachers. This means that excellence in teaching (according to the characteristics of the learners) is the most important single factor for the learning outcome. In order to draw the link to Informatics, the consideration of the subject-related culture and the connected learning culture is of central importance. It is obvious to recognize learning cultures in their cultural context, in their reasons and with their consequences for lecturers and students. Frames are therefore not static, but socially constructed and therefore changeable. Learning cultures are created in a communicative negotiation process by all actors in a learning situation. Subject-related culture research also deals with the question of whether and to what extent university teaching differs and which different behaviors can be found among its members. The aim is to classify the Informatics subject-related culture and to describe the ideas and expectations of lecturers and students in the learning environment and in the various social contexts of Informatics, and to reconstruct implicit, practical knowledge for the improvement of learning in Informatics. KW - Generation Geschichte 1995-2010 KW - Lernerfolg KW - Informatikstudium Y1 - 2020 SP - 1589 EP - 1593 PB - IEEE 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 - CHAP A1 - Klopp, Marco A1 - Haug, Jim A1 - Dörringer, Antonia T1 - Work-in-Progress: Input Support for the Formulation of Learning Outcomes in STEM T2 - Proceedings IEEE Educon N2 - The heightened emphasis on student-centered learning in STEM degree programs highlights the importance of precise formulation of learning outcomes. The “AdLer Input Support for the Formulation of Learning Outcomes” offers a valuable solution to meet this challenge. KW - learning outcomes, input support, taxonomy of learning, student-centered learning, constructive alignment KW - Lerntechnik KW - Wissenschaftliches Arbeiten KW - MINT-Fächer Y1 - 2024 UR - https://ieeexplore.ieee.org/document/10578568 U6 - https://doi.org/10.1109/EDUCON60312.2024.10578568 SN - 2165-9567 VL - 2024 PB - IEEE ER - TY - CHAP A1 - Klopp, Marco T1 - An Empirical Survey of Students’ and Professors’ Perspectives on Computer Science University Teaching T2 - Proceedings IEEE TALE N2 - This paper presents a study which examines the pedagogical-interactional dimensions in computer science education at universities of applied sciences, focusing on the expectations and perceptions of students and professors. Data were collected using a modified version of the Learning Culture Inventory (LCI) questionnaire and analyzed both descriptively and inferentially. The descriptive statistics reveal differences in the mean values between the ideal and real states of educational conditions as perceived by students and professors. Inferential statistical analyses using t-tests identified significant differences between the perceptions of the two groups. The effect size Cohen’s d was also calculated to determine the strength of the existing difference. The analyses show that there are significant differences in many dimensions of the LCI between the perspectives of students and professors. These differences are often associated with high effect sizes. The results therefore indicate that the students' expectations and perceptions deviate (considerably) from the professors’ perspectives. KW - Computer science university teaching, Students’ perspectives, Professors’ perspectives, Learning culture KW - Informatikstudium KW - Hochschule KW - Lehre Y1 - 2025 UR - https://ieeexplore.ieee.org/document/10834372 SN - 979-8-3503-7623-4 U6 - https://doi.org/doi.org/10.1109/TALE62452.2024.10834372 VL - 2024 PB - IEEE 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 -