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In this paper a new teaching-learning-method including
the LEGO Mindstorms EV3 is presented. This computer
sciences course is part of the studies of mechatronics in the first
two semesters. The programming language being mediated is
ANSI-C. Computer science is not the most popular subject in
the interdisciplinary engineering field of mechatronics, therefore
the EV3 should be included to increase motivation. For the new
approach the former course – without the usage of EV3s – was
evaluated and a competency profile was identified. On this basis
a new didactical method was designed and implemented.
The EV3 is programmed with the IDE Eclipse and with a self
programmed plug-in.
Ein neues Lehr-/Lernarrangement als Einstieg in die C-Programmierung mittels LEGO Mindstorms EV3
(2015)
Ziel ist es, die Qualitätsverbesserung des Lehr-/Lernprozesses in der C-Programmierung
durch die Integration eines Roboters darzustellen. Dieses neue Konzept wurde bereits
teilweise in der Informatikveranstaltung (Studiengang Mechatronik – erstes und zweites
Semester mit 180 Minuten pro Woche) umgesetzt.
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.
Language - spoken and written - is the medium for information and knowledge sharing; and it is almost always even a role of every subject in (higher) education. The language therefore plays an important part in teaching and learning. This is further underlined by the fact that "discipline-specific language" - which is "the uses of language in university discipline learning and teaching and in professional life in a particular discipline" - can be understood as a link between knowledge and generic/personal/interpersonal competencies; especially communication skills. In this paper a research proposal is outlined to enable an enhanced and conscious approach to the use of language and special terms in Software Engineering in higher education. This is done by a two-piece approach that considers terminology from a linguistic and a didactical point of view. All of this combined is intended to contribute toward the development of a terminology in Software Engineering and, in a wider context, to reach the top goal of this research agenda: To be able to obtain recommendations for action for teaching and learning methods to improve the quality and sustainability of teaching and learning in this discipline.
A Validated Educational Format in Software Engineering Targeting Students’ Collaboration Skills
(2016)
In the context of the Bologna process the “shift from teaching to learning” is postulated to meet two central goals: To increase the students’ employability and to foster needed competencies.
To be in a position to process methods and find solutions for highly complex, abstract, large, and multilayered problems, a Software Engineer has to have a lot of subject knowledge and technical competencies; but above all, he/she has to be able to work in – at least one – team.
For the purpose of preparing the students with professional know-how and moreover with teamwork skills, the approach shown in this paper supplements an ex-cathedra teaching by a seminar and a project phase. This combination is dedicated to acquire theoretical knowledge in a collaborative and self-directed way. This is done in order to be able to deepen the learned matter, to share content through learning-by-teaching in groups and furthermore to apply the knowledge and skills in a simulated project, which constitutes a realistic situation and teamwork of an engineer as good as possible.
In Software Engineering education didactical foundation is still at its beginnings. In recent years, this topic is put into stronger focus, as Software Engineering becomes more and more important in our everyday life. However, it is hard to teach and learn, because of diverse factors, e.g. the immateriality of the product. Therefore it is significant to improve the learning process on the one hand and to minimise obstacles to learning on the other hand. Other disciplines – with a long historical background in their ”Fachdidaktik” (e.g., biology or chemistry) – have already dealt with one sort of learning barriers; so-called misconceptions. The hurdle that misconceptions create can and will be explained by the constructivist learning theory. This paper covers a research approach to identify, analyse, filter and Cluster misconceptions in Software Engineering.