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To handle heterogeneity within students, to foster needed generic
competencies, to motivate them, and to increase their employability, a didactical method to teach and learn programming in non-major degree programs shall be found. Therefore, this paper covers strategies and the theoretical underpinning concerning these four challenges and gives solutions how to cope with them. Finally, Pair Programming is presented as a method that addresses the issues introduced here.
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.
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 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.