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 - 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 - 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 -