<?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>1373</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>6825</pageFirst>
    <pageLast>6834</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-08</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Secure Software Engineering in academic education: students’ sreconceptions of it security</title>
    <parentTitle language="eng">12th International Conference of Education, Research and Innovation (ICERI2019), 11-13 November 2019, Seville, Spain</parentTitle>
    <identifier type="doi">10.21125/iceri.2019.1624</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Sabrina Jahn</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Rebecca Reuter</author>
    <author>Jürgen Mottok</author>
    <author>Jörg Abke</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16315">Information und Kommunikation</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>
  <doc>
    <id>1279</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>10259</pageFirst>
    <pageLast>10267</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education</title>
    <parentTitle language="eng">EDULEARN17 Proceedings, 9th International Conference on Education and New Learning Technologies, 3-5 July, 2017, Barcelona, Spain</parentTitle>
    <identifier type="issn">2340-1117</identifier>
    <identifier type="isbn">978-84-697-3777-4</identifier>
    <identifier type="doi">10.21125/edulearn.2017.0943</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Jürgen Mottok</author>
    <author>Jörg Abke</author>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Hochschuldidaktik</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Software Engineering</value>
    </subject>
    <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>1306</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>457</pageFirst>
    <pageLast>466</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Towards the construction of a questionnaire for the identification of learning obstacles</title>
    <abstract language="eng">This paper deals with the identification of learning ob-stacles using the questionnaire method. Therefore, two iterations were proceeded: The first one was part of a survey that was carried out at four lo-cations at universities of applied sciences. We asked students about obstructive facts in general providing items for five learning ob-stacle dimensions that were set up before; emotional/motivational, epistemological/cognitive,  didactical,  resource-related  and  meta-cognitive learning obstacle dimensions.  After the general part, we asked them to answer the same question, but in relation to the  – in their opinion – most difficult learning content. With this question, we aim to get indications regarding to epistemological obstacles. In a second step, we used the “Motivated Strategies for Learning Questionnaire”, which was developed by Pintrich [1] as a basis to develop  a  questionnaire  that  extracts  learning  obstacles.  In  its original version, the “Motivated Strategies for Learning Question-naire” was intended to measure students’ learning strategies, but, as  the  obstacle  dimensions  were  partly  derived  from  learning strategy  classification,  we  chose  this  already  validated  question-naire  [2].  Within  this  iteration,  we  could  confirm  a  five-factor structure of the questionnaire that could be mapped to the five be-fore set learning obstacle dimensions.</abstract>
    <parentTitle language="eng">2018 IEEE Global Engineering Education Conference (EDUCON 2018), 17-20 April, 2018, Santa Cruz de Tenerife, Spain</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2018.8363266</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Theresa Stark</author>
    <author>Juliane Kis</author>
    <author>Jürgen Mottok</author>
    <author>Jörg Abke</author>
    <author>Dany Meyer</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>
</export-example>
