@misc{BroserFalterŁawrowskietal., author = {Broser, Christian and Falter, Thomas and Ławrowski, Robert Damian and Altenbuchner, Amelie and V{\"o}gele, Daniel and Koss, Claus and Schlampp, Matthias and Dunnweber, Jan and Steffens, Oliver and Heckner, Markus and Jaritz, Sabine and Schiegl, Thomas and Corsten, Sabine and Lauer, Norina and Guertler, Katherine and Koenig, Eric and Haug, Sonja and Huber, Dominik and Birkenmaier, Clemens and Krenkel, Lars and Wagner, Thomas and Justus, Xenia and Saßmannshausen, Sean Patrick and Kleine, Nadine and Weber, Karsten and Braun, Carina N. and Giacoppo, Giuliano and Heinrich, Michael and Just, Tobias and Schreck, Thomas and Schnabl, Andreas and Gilmore, Amador T{\´e}ran and Roeslin, Samuel and Schmid, Sandra and Wellnitz, Felix and Malz, Sebastian and Maurial, Andreas and Hauser, Florian and Mottok, J{\"u}rgen and Klettke, Meike and Scherzinger, Stefanie and St{\"o}rl, Uta and Heckner, Markus and Bazo, Alexander and Wolff, Christian and Kopper, Andreas and Westner, Markus and Pongratz, Christian and Ehrlich, Ingo and Briem, Ulrich and Hederer, Sebastian and Wagner, Marcus and Schillinger, Moritz and G{\"o}rlach, Julien and Hierl, Stefan and Siegl, Marco and Langer, Christoph and Hausladen, Matthias and Schreiner, Rupert and Haslbeck, Matthias and Kreuzer, Reinhard and Br{\"u}ckl, Oliver and Dawoud, Belal and Rabl, Hans-Peter and Gamisch, Bernd and Schmidt, Ottfried and Heberl, Michael and G{\"a}nsbauer, Bianca and Bick, Werner and Ellermeier, Andreas and Monkman, Gareth J. and Prem, Nina and Sindersberger, Dirk and Tschurtschenthaler, Karl and Aurbach, Maximilian and Dendorfer, Sebastian and Betz, Michael A. and Szecsey, Tamara and Mauerer, Wolfgang and Murr, Florian}, title = {Forschung 2018}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-9818209-5-9}, doi = {10.35096/othr/pub-1382}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-13826}, pages = {98}, subject = {Forschung}, language = {de} } @inproceedings{HecknerFuchsRaabetal., author = {Heckner, Markus and Fuchs, Markus and Raab, F. and Wolff, C.}, title = {Monitoring students' mobile app coding behavior data analysis based on IDE and browser interaction logs}, series = {IEEE Global Engineering Education Conference, EDUCON, 03-05 April 2014, Istanbul, Turkey}, booktitle = {IEEE Global Engineering Education Conference, EDUCON, 03-05 April 2014, Istanbul, Turkey}, publisher = {IEEE}, doi = {10.1109/EDUCON.2014.6826202}, pages = {892 -- 899}, abstract = {This paper describes a case study of assessing student's coding behavior and skills in a realistic development setting. Students had to solve typical programming problems in the context of app development for the Android platform using the Eclipse IDE. Data was analyzed using IDE as well as browser interaction logs. In addition, screen recordings of the students' interaction with the IDE provide further insight. In this paper we present the first results of our ongoing work.}, language = {en} } @article{HecknerMuehlbacherWolff, author = {Heckner, Markus and M{\"u}hlbacher, Susanne and Wolff, Christian}, title = {Tagging tagging. Analysing user keywords in scientific bibliography management systems}, series = {Journal of Digital Information}, volume = {9}, journal = {Journal of Digital Information}, number = {2}, publisher = {Multimedia Research Group}, pages = {19}, abstract = {In this paper, an empirical study of tagging behaviour in web-based bibliographic annotation systems is presented. Starting from an initial category finding phase in which tags attributed to selected articles from Connotea were classified we have set up a category model for linguistic and functional aspects of tag usage as well as for the relationship between tags and document full text. In a second phase this model is applied to approx. 500 tagged articles from the information and computer technology domain randomly selected from Connotea. Our findings show significant differences to other tagging research which was primarily conducted using popular (non-scientific) tagging platforms like Flickr or Delicious. We observe a great overlap of tag material and document text and rather few non-content related tags. The comparison of user tags with author keywords shows that users tend to use less and more general tags. Finally, system functionality seems to play a role for users' tagging behaviour.}, language = {en} } @article{HecknerNeubauerWolff, author = {Heckner, Markus and Neubauer, Tanja and Wolff, Christian}, title = {Tree, funny, to-read, google: What are tags supposed to achieve?: A comparative analysis of user keywords for different digital resource types}, series = {Proceedings of the 2008 ACM workshop on Search in social media (SSM '08), Napa Valley California, USA, 30 October 2008}, journal = {Proceedings of the 2008 ACM workshop on Search in social media (SSM '08), Napa Valley California, USA, 30 October 2008}, publisher = {ACM}, doi = {10.1145/1458583.1458589}, pages = {3 -- 10}, abstract = {Social tagging systems have become increasingly popular over the past years. Users' tagging practices have been little studied and understood so far. However, understanding tagging behaviour can contribute towards a thorough understanding of the tagging phenomenon from multiple perspectives. In the present paper, results of a comparative analysis of tag characteristics on the tagging platforms connotea.org (scientific articles), del.icio.us (bookmarks), flickr.com (photos), and youtube.com (videos) are presented. Results show that differences in tagging behaviour can be observed for different digital resource types. Finally, a short discussion of the possible implications of the results for the design of future tagging systems is presented.}, language = {en} } @article{HecknerSchworm, author = {Heckner, Markus and Schworm, Silke}, title = {The tagblog: Exploring social web user contribution to encourage students to actively engage in learning content}, series = {International Journal of Web Based Communities}, volume = {5}, journal = {International Journal of Web Based Communities}, number = {4}, publisher = {Inderscience Enterprises}, address = {Olney}, issn = {1741-8216}, doi = {10.1504/IJWBC.2009.028088}, pages = {528 -- 542}, abstract = {After leaving the lecture hall, students hardly reflect about the lesson's contents. To foster learning, the lesson content should be reorganised, elaborated and critically reflected. Tagging and blogging offer the opportunity to actively engage students in follow-up course work. This paper presents the results of a case study exploring the use of a social web application to encourage student contributions within the context of an undergraduate university seminar. The tagblog combines blogging, tagging and rating as three forms of online user contribution on Web 2.0 to develop a shared, emergent group knowledge repository. Blog posts, tags and comments are analysed to examine how user contributions reflect the active processing of learning content.}, language = {en} } @article{HecknerWolff, author = {Heckner, Markus and Wolff, Christian}, title = {Wissensmanagement mit Social Software [Editorial]}, series = {Information - Wissenschaft und Praxis : IWP}, volume = {60}, journal = {Information - Wissenschaft und Praxis : IWP}, number = {4}, publisher = {DGI ; De Gruyter}, address = {Frankfurt, Main ; Berlin ; New York}, organization = {Deutsche Gesellschaft f{\"u}r Information und Wissen e.V. (DGI)}, issn = {1619-4292}, pages = {185 -- 187}, language = {de} } @inproceedings{HecknerBazoWolffetal., author = {Heckner, Markus and Bazo, Alexander and Wolff, Christian and Scherzinger, Stefanie}, title = {Karel relearns c: teaching good software engineering practices in cs1 with karel the robot}, series = {2018 IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2018, Santa Cruz de Tenerife, Spain}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2018, Santa Cruz de Tenerife, Spain}, publisher = {IEEE}, doi = {10.1109/EDUCON.2018.8363402}, pages = {1447 -- 1454}, abstract = {This paper describes our implementation, teaching philosophy, and experiences with our C-based version of the widely known Karel the Robot introductory programming micro-language. Karel enables students to programmatically solve problems, using the C language, in a graphical two-dimensional world by moving the robot around while checking and manipulating its surroundings. We use Karel to solve the dilemma of either demanding too much or not enough from students during the first weeks of an introductory CS course, as interesting problems can be solved with limited input from lectures. Karel enables problem solving from day one of CS1, and encourages good software engineering practices such as top-down design from the beginning. We outline typical problems in the first weeks of CS1. We present a short overview of existing Karel implementations in various programming languages and our rationale for re-implementing Karel. We present our teaching philosophy and use of Karel in the classroom. We demonstrate how Karel is being used from a student perspective, along with a typical programming task. We discuss preliminary results of a survey and interviews with students from a first course in which Karel was used.}, language = {en} }