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<export-example>
  <doc>
    <id>1189</id>
    <completedYear/>
    <publishedYear>2014</publishedYear>
    <thesisYearAccepted/>
    <language>eng</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="eng">Comparison of Frontal Lecture and Workshop Learning Arrangements in a Software Engineering Education Project</title>
    <abstract language="eng">The increase in complexity of software and its creation over the last decades requires an increase in the quality of the education of software engineering professionals. The number of Universities which answer this call by replacing or extending lectures with simulated software projects is constantly rising. However, the question how to best transfer new technological knowledge needed to be successful within this projects to the students remains open. Therefore this paper will present a comparison between the classical frontal lecture and a modern workshop learning arrangement used within these projects. By the use of workshops not only the knowledge transfer but also the acquisition of personal and social competences will be facilitated. Furthermore positive experiences with workshops at university level will support life-long learning.</abstract>
    <parentTitle language="eng">2014 IEEE Global Engineering Education Conference (EDUCON), Istanbul, Turkey</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2014.6826162</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Alexander Soska</author>
    <author>Michael Schumm</author>
    <author>Saskia Joseph</author>
    <author>Michael Reschke</author>
    <author>Jürgen Mottok</author>
    <author>Michael Niemetz</author>
    <author>Irmgard Schroll-Decker</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>1235</id>
    <completedYear/>
    <publishedYear>2014</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
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    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-06</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Implementation of Practical Exercises in Software Engineering Education to Improve the Acquirement of Functional and Non-Functional Competences</title>
    <abstract language="eng">Software Engineering is a very volatile profession that requires a variety of theoretical as well as practical skills. In addition to expertise technical knowledge, graduates have to have a variety of social, methodical and personal competences. The acquirement of these non-functional competences are getting more and more important for a successful software engineer. To fulfill these requirements, it is necessarily important to prepare future professionals already during their college course of education. This paper presents exercises for a software engineering lecture with the goal to strengthen the students' practical experiences and to support the development of their non-functional competences. The developed exercises impart technical knowledge and encourage the students to improve their self-organized and lifelong learning. Thereby they are facing practical issues in all steps of the software engineering process while working on an inter semester project.</abstract>
    <parentTitle language="eng">2014 International Conference on Interactive Collaborative Learning (ICL), 3-6 Dec. 2014, Dubai, UAE</parentTitle>
    <identifier type="doi">10.1109/ICL.2014.7017795</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Alexander Soska</author>
    <author>Irmgard Schroll-Decker</author>
    <author>Jürgen Mottok</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>software engineering education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>project-based learning</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>software engineering exercises</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>competences</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>1245</id>
    <completedYear/>
    <publishedYear>2015</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>314</pageFirst>
    <pageLast>317</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">Reconstructing students’ subjective theories on self-directed learning a qualitative research approach in Software Engineering education</title>
    <abstract language="eng">Considering the claim of furthering self-directed learning in higher education in general and in Software Engineering education in particular, this paper deals with a new approach on understanding and facilitating self-directed learning. This approach involves the concept of subjective theories, which are expected to influence students' self-directed learning. Therefore this paper presents the intended qualitative research design for reconstructing these subjective theories and for developing ways of integrating them in didactical situations in higher education and especially in Software Engineering education.</abstract>
    <parentTitle language="eng">2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2015.7095990</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <author>Susanne Knorl</author>
    <author>Alexander Soska</author>
    <author>Irmgard Schroll-Decker</author>
    <author>Jürgen Mottok</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>5234</id>
    <completedYear/>
    <publishedYear>2013</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1302</pageFirst>
    <pageLast>1305</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>article</type>
    <publisherName>IEEE</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teaching finite state machines with case method and role play</title>
    <abstract language="eng">The professional requirements in Software Engineering have become highly volatile due to the complexities of project development and rapid and innovative changes occurring in the field. Therefore, the development of inter-personal and social competences has gained central importance in the training of software developers. This paper will present a concept allowing to acquire competences by using Case Method and Role Play as instruments in several lectures of Software Engineering. By approaching the issue of competence acquisition on a technical as well as on an educational and social level, life-long learning is facilitated and supported.</abstract>
    <parentTitle language="eng">2014 IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014</parentTitle>
    <identifier type="doi">10.1109/EduCon.2013.6530275</identifier>
    <enrichment key="opus.import.date">2022-08-20T07:06:56+00:00</enrichment>
    <enrichment key="opus.source">sword</enrichment>
    <enrichment key="opus.import.user">importuser</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Saskia Joseph</author>
    <author>Michael Schumm</author>
    <author>Otmar Rummel</author>
    <author>Alexander Soska</author>
    <author>Michael Renschke</author>
    <author>Jürgen Mottok</author>
    <author>Michael Niemetz</author>
    <author>Irmgard Schroll-Decker</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Case Method</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>competences</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>learning arrangement</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>life-long learning</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Role Play</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="institutes" number="FakSoz">Fakultät Sozial- und Gesundheitswissenschaften</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Labor Datenkommunikation</collection>
  </doc>
  <doc>
    <id>799</id>
    <completedYear/>
    <publishedYear>2014</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>80</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>periodicalpart</type>
    <publisherName/>
    <publisherPlace>Regensburg</publisherPlace>
    <creatingCorporation>Ostbayerische Technische Hochschule Regensburg</creatingCorporation>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Forschungsbericht 2013</title>
    <identifier type="urn">urn:nbn:de:bvb:898-opus4-7990</identifier>
    <identifier type="doi">10.35096/othr/pub-799</identifier>
    <author>Josef Beimler</author>
    <author>Caroline Leißl</author>
    <author>Lena Ebner</author>
    <author>Michael Elsner</author>
    <author>Gerhard Mühlbauer</author>
    <author>Dieter Kohlert</author>
    <author>Martin J. W. Schubert</author>
    <author>Andreas P. Weiß</author>
    <author>Michael Sterner</author>
    <author>Thomas Raith</author>
    <author>Martin Afranseder</author>
    <author>Tobias Krapf</author>
    <author>Jürgen Mottok</author>
    <author>Christian Siemers</author>
    <author>Benjamin Großmann</author>
    <author>Johannes Höcherl</author>
    <author>Thomas Schlegl</author>
    <author>Ralph Schneider</author>
    <author>Johannes Milaev</author>
    <author>Christina Rampelt</author>
    <author>Christian Roduner</author>
    <author>Christoph Glowa</author>
    <author>Christoph Bachl</author>
    <author>Claus Schliekmann</author>
    <author>Alfons Gnan</author>
    <author>Martin Grill</author>
    <author>Karl Ruhland</author>
    <author>Thomas Piehler</author>
    <author>Daniel Friers</author>
    <author>Harald Wels</author>
    <author>Kenny Pflug</author>
    <author>Markus Kucera</author>
    <author>Thomas Waas</author>
    <author>Felix Schlachetzki</author>
    <author>Sandra Boy</author>
    <author>Josef Pemmerl</author>
    <author>Alexander Leis</author>
    <author>Andreas F.X. Welsch</author>
    <author>Franz Graf</author>
    <author>Gerhard Zenger</author>
    <author>Klaus Volbert</author>
    <author>Thomas Waas</author>
    <author>Stefanie Scherzinger</author>
    <author>Meike Klettke</author>
    <author>Uta Störl</author>
    <author>C. Heyl</author>
    <author>A. Boldenko</author>
    <author>Gareth J. Monkman</author>
    <author>Richard Kujat</author>
    <author>Ulrich Briem</author>
    <author>Stefan Hierl</author>
    <author>Sebastian Talbot</author>
    <author>Anton Schmailzl</author>
    <author>Robert Damian Ławrowski</author>
    <author>Christian Prommesberger</author>
    <author>Christoph Langer</author>
    <author>Florian Dams</author>
    <author>Rupert Schreiner</author>
    <author>Piergiorgio Valentino</author>
    <author>Marco Romano</author>
    <author>Ingo Ehrlich</author>
    <author>Franco Furgiuele</author>
    <author>Norbert Gebbeken</author>
    <author>Michael Eisenried</author>
    <author>Bastian Jungbauer</author>
    <author>Albert Hutterer</author>
    <author>Michael Bauhuber</author>
    <author>Andreas Mikrievskij</author>
    <author>Monika Argauer</author>
    <author>Helmut Hummel</author>
    <author>Alfred Lechner</author>
    <author>Thomas Liebetruth</author>
    <author>Michael Schumm</author>
    <author>Saskia Joseph</author>
    <author>Michael Reschke</author>
    <author>Alexander Soska</author>
    <author>Irmgard Schroll-Decker</author>
    <author>Michael Putzer</author>
    <author>John Rasmussen</author>
    <author>Sebastian Dendorfer</author>
    <author>Tim Weber</author>
    <author>Amir Andreas Al-Munajjed</author>
    <author>Gijsbertus Jacob Verkerke</author>
    <author>Tobias Renkawitz</author>
    <author>Sonja Haug</author>
    <author>Clarissa Rudolph</author>
    <author>Annika Zeitler</author>
    <author>Simon Schaubeck</author>
    <author>Oliver Steffens</author>
    <author>Christian Rechenauer</author>
    <author>Thekla Schulz-Brize</author>
    <author>Florian Fleischmann</author>
    <author>Wolfgang Kusterle</author>
    <author>Anne Beer</author>
    <author>Bernd Wagner</author>
    <author>Thomas Neidhart</author>
    <series>
      <title>Forschungsberichte der OTH Regensburg</title>
      <number>2013</number>
    </series>
    <collection role="institutes" number="HL">Hochschulleitung/Hochschulverwaltung</collection>
    <collection role="othpublikationsherkunft" number="">Von der OTH Regensburg herausgegeben</collection>
    <collection role="institutes" number="IAFW">Zentrum für Forschung und Transfer (ZFT ab 2024; vorher: IAFW)</collection>
    <collection role="persons" number="sternerfenes">Sterner, Michael (Prof. Dr.) - FENES / Forschungsgruppe Energiespeicher</collection>
    <thesisPublisher>Ostbayerische Technische Hochschule Regensburg</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-oth-regensburg/files/799/Forschungsbericht_2013.pdf</file>
  </doc>
</export-example>
