TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - Using Grounded Theory Methodology to Discover Undergraduates’ Preconceptions of Software Engineering T2 - 2018 IEEE Global Engineering Education Conference (EDUCON) KW - Software Engineering Y1 - 2018 SP - 707 EP - 711 PB - IEEE ER - TY - CHAP A1 - Rücker, Michael T. A1 - Pancratz, Nils A1 - Gold-Veerkamp, Carolin A1 - Pinkwart, Niels A1 - Brinda, Torsten ED - Diethelm, Ira T1 - Workshop zu Alltagsvorstellungen in der Informatik: Erhebungsmethodik und Implikationen für den Unterricht T2 - Informatische Bildung zum Verstehen und Gestalten der digitalen Welt N2 - Ein zentrales Konzept jeder konstruktivistisch geprägten Auffassung von Lernen ist, dass das Vorwissen, die Präkonzepte und ggf. Fehlvorstellungen der Lernenden einen direkten Einfluss auf den Lernprozess haben: sowohl negativ als auch positiv. Speziell für die Informatik gilt, dass Lernende heutzutage von Beginn an in einer Welt aufwachsen, die von informatischen Artefakten und Systemen nahezu vollständig durchdrungen ist. Sie beobachten sie, interagieren mit ihnen und formen so Vorstellungen über ihre Funktionsweisen und Eigenschaften. Sie bilden somit bereits im Alltag und vor dem Beginn jeglicher Schulbildung kohärente Konzeptionen über zentrale Gegenstände und Inhalte der Informatik. Im Rahmen dieses Workshops werden zunächst verschiedene methodische Ansätze und erste Ergebnisse zu Erhebungen solcher Lernervorstellungen vorgestellt. Anschließend sollen diese anhand von drei Leitfragen verglichen und diskutiert werden: Welche Stärken und Schwächen haben die jeweils verwendeten empirischen Methoden bei der Erhebung von Lernervorstellungen in der Informatik? Wie können sie sich ggf. sinnvoll ergänzen? Welche Implikationen haben die erhobenen Vorstellungen für die Unterrichtspraxis? KW - Forschungsmethode KW - Konstruktivismus Y1 - 2017 UR - https://dl.gi.de/bitstream/handle/20.500.12116/4340/paper.pdf?sequence=1&isAllowed=y SN - 978-3-88579-668-8 SP - 393 EP - 401 PB - Köllen Druck+Verlag GmbH CY - Bonn ER - TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - Using Grounded Theory Methodology to Discover Undergraduates’ Preconceptions of Software Engineering KW - Software Engineering KW - Grounded theory Y1 - 2018 SP - 713 EP - 717 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - A Software Engineer's Competencies: Undergraduate Preconceptions in Contrast to Teach-ing Intentions T2 - Proceedings of the 52nd Hawaii International Conference on System Sciences 2019 N2 - Unlike numerous scientific disciplines, the field of engineering has rarely been subject to investigations of undergraduate pre-/misconceptions except for STEM subjects within engineering degrees. When it comes to Software Engineering, some special issues have to be taken into account (e.g. novelty of the discipline and immateriality of the product) that make this discipline hard to teach and learn. Additionally, it requires a wide range of different technical competencies as well as soft skills. As a consequence, the goal is to improve learning by using undergraduates’ “right” conceptions as “points of departure” and reduce learning obstacles by facing misconceptions. This paper is giving some first insights into a quantitative study conducted with undergraduates – before and after instruction – as well as two professors using a questionnaire to rate Software Engineering competencies to elicit preconceptions. KW - Software Engineering Y1 - 2019 SN - 978-0-9981331-2-6 SP - 7789 EP - 7797 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 - Gold-Veerkamp, Carolin A1 - Saray, Nermin T1 - A Systematic Literature Review on Misconceptions in Software Engineering T2 - Proceedings of the The Fifteenth International Conference on Software Engineering Advances (ICSEA) KW - Softwareentwicklung Y1 - 2020 UR - https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjQ2KCbh7rvAhWW7aQKHfgpBOEQFjACegQIBBAD&url=http%3A%2F%2Fns2.thinkmind.org%2Farticles%2Ficsea_2020_1_10_10003.pdf&usg=AOvVaw1jFCohv5FyoeiAFU9gFOX0 SN - 978-1-61208-827-3 SP - 1 EP - 8 ER - TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - Validated Undergraduates’ Misconceptions about Software Engineering T2 - Global Engineering Education Conference (EDUCON) KW - Software Engineering Y1 - 2021 PB - IEEE 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 - 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 - 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 -