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Classical short-time Fourier constructions lead to a signal decomposition with a fixed time-frequency resolution. However, having signals with varying features, such time-frequency decompositions are very restrictive. A more flexible and adaptive sampling of the time-frequency plane is achieved by the nonstationary Gabor transform. Here, the resolution can evolve over time or frequency, respectively, by using different windows for the different sampling positions in the time or frequency domain (Multiwindow-frames). This adaptivity in the time-frequency plane leads to a sparser signal representation.
In terms of audio inpainting, i.e., filling in blanks of a depleted audio signal, sparsity in some representation space profoundly influences the quality of the reconstructed signal. We will compare this quality using different nonstationary Gabor transforms and the regular Gabor transform with different types of audio signals.
Ever since the introduction of frames in 1952 [4], the connection between frame theory and decompositions of certain operators, particularly the identity operator, into rank-ones began to be elaborated. Abandoning the idea of restricting to tight frame-like expansions, with respect to systems arising from a single template function, one is led to the concept of resolutions of the identity, with respect to more general systems than the usual rank-one expansions of the identity.
In this study, we will investigate various notions of possible generalizations of optimality criterions for rank-M frames and corresponding multipliers. Explicitly, we will lay stress on continuous M-frames, arising from irreducible group representations of locally compact groups, have a look at its connection to time-frequency analysis and comment on adequate notions of optimality.
Collaborative Knowledge Transfer via Wiki: A Project Based Learning Approach in Software Engineering
(2014)
Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course.
The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged.
The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester.
Software Engineering is a very complex theme including abstract processes. Thus its university education is even more challenging; in particular in the course of study in mechatronics, in which various subjects are integrated and combined. Due to our experience the students are low motivated concerning the subject "Software Engineering", because of the mixture of technical and interdisciplinary competencies, therefore the subject matter is difficult to teach.
In this paper, we share some experiences, as we have tried to activate students and therefore attempt to deepen their understanding of Software Engineering and its processes. As a central tool of the seminar phase, which is used to combine active and passive learning styles, a Wiki embedded in our learning management system Moodle was introduced.
Im Februar 2013 ist „GovData – Das Datenportal für Deutschland“, das von
Fraunhofer Institut FOKUS (Berlin) im Auftrag des Bundesministeriums des
Inneren (BMI) entwickelt wurde, als Beta-Version in Betrieb gegangen. Im
Sommersemester 2013 untersuchte eine studentische Arbeitsgruppe am Information
Management Institut (IMI) der Hochschule Aschaffenburg in Kooperation mit Fraunhofer FOKUS, die Rezeption dieses Portals.
Ziel dieser Studie war es, auf Grundlage von Internetrecherchen und Experteninterviews, sowohl Kritiker und Kritikpunkte, als auch deren Adressaten zu ermitteln. Weiter wurden auf Grundlage dieser Ergebnisse Handlungsempfehlungen zur Erhöhung der Akzeptanz gegeben.
Thin film ablation with pulsed nanosecond lasers can benefit from the use of beam shaping optics to transform the Gaussian beam profile with a circular footprint into a Top-Hat beam profile with a rectangular footprint. In general, the quality of the transformed beam profile depends strongly on the beam alignment of the entire laser system. In particular, the adjustment of the beam shaping element is of upmost importance. For an appropriate alignment of the beam shaper, it is generally necessary to observe the intensity distribution near the focal position of the applied focusing optics. Systems with a low numerical aperture (NA) can commonly be qualified by means of laser beam profilers, such as a charge-coupled device (CCD) camera. However, laser systems for micromachining typically employ focus lenses with a high NA, which generate focal spot sizes of only several microns in diameter. This turns out to be a challenge for common beam profiling measurement systems and complicates the adjustment of the beam shaper strongly. In this contribution, we evaluate the quality of a Top-Hat beam profiling element and its alignment in the working area based on the ablated geometry of single pulse ablation of thin transparent conductive oxides. To determine the best achievable adjustment, we develop a quality index for rectangular laser ablation spots and investigate the influences of different alignment parameters, which can affect the intensity distribution of a Top-Hat laser beam profile.
In allen Projektphasen von der Spezifikation bis zum Test hilft die Verfügbarkeit einer simulierten Steuergeräteumgebung. Diese kann modellbasiert, softwarebasiert oder eine Hardwareumgebung sein. Bei der Hardware gibt es einfache Signalgeneratoren und Ersatzlasten als billigste Lösung. Die aufwändigste Lösung ist ein digitaler HiL-Simulator (Hardware in the Loop). Der Beitrag zeigt eine Lösung, die preislich und in der Benutzerfreundlichkeit einen Kompromiss zwischen diesen Extremen darstellt sowie aufgrund ihrer Modularität leicht anpassbar ist.
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.
EVELIN – ein Forschungsprojekt zur systematischen Verbesserung des Lernens von Software Engineering
(2012)
Software bestimmt unseren Alltag, ist aber abstrakt und physisch nicht greifbar.
Wegen ihres hohen Stellenwerts ist eine gute Software-Engineering-Ausbildung von
zentraler Bedeutung.
Eine hohe Technologiekompetenz der Softwareentwickler ist allein kein Garant für
qualitativ hochwertige Software, entscheidend sind auch Soft Skills wie
Kommunikations- und Teamfähigkeit der beteiligten Ingenieure und Informatiker.
Neben dem hohen Abstraktionsgrad stellen also auch weiche Faktoren die
Ausbildung im Software Engineering vor große Herausforderungen.
Didaktische Ansätze zur Vermittlung von Software Engineering müssen hinsichtlich
beider Anforderungen systematisch weiterentwickelt werden. Die „klassische“
Ausbildung mit Elementen des Frontalunterrichts ist durch Methodenarrangements
zu ergänzen, die die Prozesse des Lernens und Lehrens fokussieren.
Im Forschungsprojekt EVELIN („Experimentelle Verbesserung des Lernens von
Software Engineering“) arbeiten seit Anfang 2012 sechs Hochschulen an der
systematischen kompetenzorientierten Weiterentwicklung der Software-Engineering-
Ausbildung. Der Vortrag skizziert Ziele und den aktuellen Stand des
Forschungsprojektes EVELIN.
A New Approach to Collaborative Learning in Software Engineering Focussed on Embedded Systems
(2013)
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.