Embedded Systems
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Dokumenttyp
Development of an Authoring Tool for the Creation of Individual 3D Game-Based Learning Environments
(2023)
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.
Learning Analytics Dashboard for Educators: Proposed Project to Design with Pedagogical Background
(2023)
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.
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.
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.
A Software Engineer's Competencies: Undergraduate Preconceptions in Contrast to Teach-ing Intentions
(2019)
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.
Using Grounded Theory Methodology to Discover Undergraduates’ Preconceptions of Software Engineering
(2018)
Using Grounded Theory Methodology to Discover Undergraduates’ Preconceptions of Software Engineering
(2018)
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?