<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>1007</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>12</pageFirst>
    <pageLast>21</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Totally Different and yet so Alike: Three Concepts to Use Scrum in Higher Education</title>
    <abstract language="eng">Software process models are important in software projects in order to give the work of a project guidelines or a framework. However, teaching process models in higher education seems to be quite challenging. This has to do with the fact that undergraduates have no experience with projects in which process models are used. The theoretical mediation of process models is initially on a very abstract level. For this reason, we chose to combine two didactic approaches, namely problem-based learning and project work.&#13;
&#13;
Various traditional plan-driven process models have been expanded in courses in Software Engineering with agile process models. The Scrum Framework is the focus of consideration of this paper.&#13;
&#13;
Three Universities of Applied Sciences which cooperate in the EVELIN project focused on Scrum as a process model and integrated it into their teaching. Since the respective concepts of implementation differ, they should be presented and compared in this article to presents some practice approaches.&#13;
&#13;
The goal of this presentation of is a uniform evaluation in order to obtain insights from different perspectives. This comparison can draw conclusions for possible necessary improvements of the respective concepts.</abstract>
    <parentTitle language="eng">Proceedings of the 4th European Conference on Software Engineering Education (ECSEE '20): June 2020, Seeon/Bavaria, Germany</parentTitle>
    <identifier type="doi">10.1145/3396802.3396817</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Marco Klopp</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Jörg Abke</author>
    <author>Kai Borgeest</author>
    <author>Rebecca Reuter</author>
    <author>Sabrina Jahn</author>
    <author>Jürgen Mottok</author>
    <author>Yvonne Sedelmaier</author>
    <author>Alexander Lehmann</author>
    <author>Dieter Landes</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1016</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>592</pageFirst>
    <pageLast>600</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Insights in Students’ Problems during UML Modeling</title>
    <abstract language="eng">UML (Unified Modeling Language) is the current de facto as well as de jure standard (ISO/IEC 19505:2012) notation to visualize models in software development. UML provides essential guidelines and rules to visualize and understand complex software systems. This is the reason why it has become part of curricula for software engineering courses at many universities worldwide. It is well known, however, that UML is hard to grasp for novices, mainly due to its complexity. In order to tackle the problem of teaching UML to novice students appropriately, it is inevitable to understand their needs and problems much better than we do now. This paper presents empirical insights into students' problems when developing common UML diagrams. Identified problems are generalized, giving rise to a problem catalogue that is derived from our empirical findings, thus establishing a basis for addressing these problems through focused learning arrangements.</abstract>
    <parentTitle language="eng">2020 IEEE Global Engineering Education Conference (EDUCON): Proceedings</parentTitle>
    <identifier type="doi">10.1109/EDUCON45650.2020.9125110</identifier>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Rebecca Reuter</author>
    <author>Theresa Stark</author>
    <author>Yvonne Sedelmaier</author>
    <author>Dieter Landes</author>
    <author>Jürgen Mottok</author>
    <author>Christian Wolff</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>UML</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>UML problems</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>software engineering</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>higher education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>visual notation</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1079</id>
    <completedYear/>
    <publishedYear>2009</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>583</pageFirst>
    <pageLast>593</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-04</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Anwendung der Bloom´schen Taxonomie auf Lehrinhalte des Software-Engineerings</title>
    <parentTitle language="deu">Proceedings of the 2nd Embedded Software Engineering Congress, 8. bis 10. Dezember 2009, Sindelfingen</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <author>Reimer Studt</author>
    <author>Jürgen Mottok</author>
    <author>Matthias Utesch</author>
    <author>Dieter Landes</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1099</id>
    <completedYear/>
    <publishedYear>2010</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-05</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Software Engineering Lernen für die berufliche Praxis – Erfahrungen mit dem konstruktivistischen Methodenbaukasten</title>
    <parentTitle language="deu">Proceedings of the 3rd Embedded Software Engineering Congress, 7. bis 9. Dezember 2010, Sindelfingen</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <author>Georg Hagel</author>
    <author>Jürgen Mottok</author>
    <author>Matthias Utesch</author>
    <author>Dieter Landes</author>
    <author>Reimer Studt</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1228</id>
    <completedYear/>
    <publishedYear>2012</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-06</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Learning and teaching software process models</title>
    <abstract language="eng">Software process models are fairly abstract tools for organizing large, complex software development projects. Since particularly undergraduate students commonly do not have any experience in being part of such a project, their understanding of the benefits and shortcomings of particular process models is very limited. Even more, frequently they are not aware of the need to follow a particular process model since their previous one-person software assignments were too small for requiring any such model at all.</abstract>
    <parentTitle language="eng">Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2012, Marrakech, Morocco</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2012.6201191</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Dieter Landes</author>
    <author>Yvonne Sedelmaier</author>
    <author>Volkhard Pfeiffer</author>
    <author>Jürgen Mottok</author>
    <author>Georg Hagel</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1230</id>
    <completedYear/>
    <publishedYear>2012</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>653</pageFirst>
    <pageLast>658</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-06</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Evelin – ein Forschungsprojekt zur systematischen Verbesserung des Lernens von Software Engineering</title>
    <parentTitle language="deu">Tagungsband 5th Embedded Software Engineering Kongress, 3. bis 7. Dezember 2012, Sindelfingen</parentTitle>
    <identifier type="isbn">978-3-8343-2407-8</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Jörg Abke</author>
    <author>Philipp Brune</author>
    <author>Wolfram Haupt</author>
    <author>Georg Hagel</author>
    <author>Dieter Landes</author>
    <author>Jürgen Mottok</author>
    <author>Michael Niemetz</author>
    <author>Volkhard Pfeiffer</author>
    <author>Reimer Studt</author>
    <author>Irmgard Schroll-Decker</author>
    <author>Yvonne Sedelmaier</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Labor Datenkommunikation</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
</export-example>
