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Conception of a LEGO Mindstorms EV3 Simulation for Programming in C in computer science courses
(2018)
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.
In the practical Computer Science lessons at our University of Applied Sciences the students (Bachelor of Engineering in Mechatronics as well as Electrical Engineering and Information Technology) learn the programming language ANSI-C during the curriculum. 2015 the LEGO MindStorms EV3 robots were integrated into this lessons. Looking at this teaching & learning arrangement, the evaluations showed, a higher level of undergraduates’ motivation, more fun, and more practical relevance, but also some challenges; for instance the problem that the robots are only available in the lab during opening hours. Therefore, a transformer was developed to run an existing EV3 simulation. The plan is now to use a plugin for integrating this option into the Integrated Development Environment Eclipse as an intermediate stage. In the long term, several developments shall be combined to build a browser-based development environment for programming EV3 robots as well as the self-developed EV3 simulation. Therefore, this paper covers the holistic concept of integration.
Vorausgesetzte Kompetenzen – Die explizite Formulierung als Planungshilfe einer Lehrveranstaltung
(2018)
Die Formulierung von angestrebten Kompetenzen im Zuge der kompetenzorientierten Lehre ist anerkannte Praxis für die Lehrveranstaltungsplanung und -gestaltung an Hochschulen. Dabei wird immer in die Zukunft gedacht. Implizit wird vorausgesetzt, dass alle Studierenden hinsichtlich fachlicher und methodischer Kompetenzbereiche das gleiche Niveau mit in die Lehrveranstaltung bringen. Beobachtungen und Befragungen zeigen jedoch ein anderes Bild. Insbesondere für fachliche Gebiete wie Grundlagen der Informatik sind die Vorkenntnisse sehr heterogen. Diese Heterogenität anzugehen, war ein Grund, über die vorausgesetzten Kompetenzen nachzudenken und diese explizit zu formulieren. Nur so kann ein Abholen an vorhandenen Wissensbeständen aller Studierenden gelingen. Dies führt auch dazu, dass die Motivation der Studierenden in der Lehrveranstaltung hoch gehalten wird. Gleichzeitig erleichterte die Formulierung der vorausgesetzten Kompetenzen die Planung der Lehrmethoden in der Veranstaltung sehr deutlich. In diesem Beitrag sollen das Vorgehen, die Durchführung der Lehrveranstaltung und die Erfahrungen exemplarisch beschrieben wer-den, die im Rahmen der Teilnahme am Zertifikat Hochschullehre – Profistufe des DiZ für eine Lehrveranstaltungsplanung in Informatik I an der Hochschule Aschaffenburg gesammelt werden konnten.
Learning Style Classification by Using Bayesian Networks Based on the Index of Learning Style
(2023)
Over the last years, IT Security has slowly found its way into teaching in higher education. It is becoming increasingly important to integrate knowledge about the development of secure systems (secure software engineering) into academic teaching. However, teaching security and secure software engineering to non-computer-scientists is rare. Therefore, we focus our research on the integration of IT Security into software engineering education of non-computer scientists, particularly electrical engineers, by means of inductive teaching- and learning-arrangements. As a prerequisite for inductive teaching, our paper deals with engineering and computer science students’ preconceptions of the topics IT Security and secure software engineering to identify learning contents and corresponding teaching methods to improve academic learning and teaching in both areas in the future. To identify those preconceptions, we conducted guided interviews with freshmen of engineering and computer science studies from different German Universities of Applied Sciences, containing questions about what they have heard about the topic of IT Security. The interviews were coded according to the coding process of the Grounded Theory Method of Corbin and Strauss [1], with focus on open and axial coding. The goal was to derive a first catalogue of students’ preconceptions according to IT Security and secure software engineering. We present the first version of the catalogue in the paper.
Planning adaptive learning paths for students’ progress throughout a course can be a challenging task, although it can be helpful for their learning progress. Within the HASKI-System, students should be able to get their own, personalized learning paths. In this paper, we present an approach towards the learning path sequencing problem. This idea is based on a novel proposal for arranging learning objects in a multi-dimensional space, bringing the relationship and similarities of these objects into a new relationship. We show, that we can use both, the Ant Colony Optimization Algorithm and the Genetic Algorithm with the idea of the Traveling-Salesman-Problem and get results, that are comparable with a proposed literature-based adaption mechanism. Nevertheless, the learning paths are all personalized based on the Felder & Silverman Learning Style Model and the hyperspace model will allow us later on to include more dimensions for other influencing factors.
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.
Die fortschreitende Digitalisierung im Bildungssektor ist gerade für die Berufliche Weiterbildung von zentraler Bedeutung. Bereits seit längerer Zeit sind in diesem Kontext zeit- und ortsunabhängige Lehr-Lern-Formate sehr wichtig. Allerdings bietet digitales Lernen auch großes Potential hinsichtlich dem Thema Motivationsförderung. Serious Games stellen ein vielversprechendes Beispiel von Game-based Learning (GBL) dar, um die Lernmotivation zu adressieren. Hierbei geht es darum, Mechaniken (digitaler) Spiele zu verwenden, um einen Wissenserwerb zu ermöglichen, der zeitgleich motivierend gestaltet ist.
Das AdLer-Projekt hat zum Ziel ein frei verfügbares Instrument zu entwickeln, mit welchem Lehrende virtuelle 3D-Lernumgebungen erstellen und in ihrer Lehre in unterschiedlichen Formen einsetzen können. Mit Hilfe eines Autorentools werden Lehrende bei der Konzeption und Erstellung von 3D-Lernumgebungen unterstützt. Dadurch können Lehrende auf schnellem und einfachem Weg eigene digitale 3D-Lernumgebungen erstellen sowie nach ihren individuellen Vorstellungen hinsichtlich der eigenen Lernszenarien konfigurieren.
In der 3D-Lernumgebung können Lernende nach den Prinzipien des GBL erkundungsorientiert und interaktiv lernen. Dazu können Lernende mit einem virtuellen Avatar die AdLer-3D-Lernumgebung betreten und verschiedene Handlungsmöglichkeiten wahrnehmen. Sie können sich frei in dieser Lernumgebung bewegen und unterschiedliche Lernangebote (z.B. die Bearbeitung von Lernelementen, wie H5P, Text und Video) durchführen.
Im geplanten Poster-Pitch wird eine aktuelle Version der Software AdLer präsentiert und steht für die Konferenzteilnehmer zum Ausprobieren bereit.
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.