TY - CHAP A1 - Steindl, Michael A1 - Mottok, Jürgen T1 - Considering Schedule Requirements of Software Integration in Component based Embedded System T2 - International Conference on Applied Electronics, 2012, Pilsen, Czech Republic Y1 - 2012 ER - TY - CHAP A1 - Mottok, Jürgen T1 - Verbundprojekt EVELIN T2 - HDS.Forum Lernkulturen Y1 - 2012 ER - TY - CHAP A1 - Mottok, Jürgen T1 - Entdeckendes Lernen T2 - HDS.Forum Lernkulturen Y1 - 2012 ER - TY - CHAP A1 - Knorl, Susanne A1 - Soska, Alexander A1 - Schroll-Decker, Irmgard A1 - Mottok, Jürgen T1 - Reconstructing students’ subjective theories on self-directed learning a qualitative research approach in Software Engineering education T2 - 2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia N2 - 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. Y1 - 2015 U6 - https://doi.org/10.1109/EDUCON.2015.7095990 SP - 314 EP - 317 ER - TY - CHAP A1 - Soska, Alexander A1 - Mottok, Jürgen A1 - Wolff, Christian T1 - Playful learning in academic software engineering education T2 - 2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia N2 - Within this thesis, we present our suggestions why playful learning in software engineering education is useful to mediate generic competences in academic teaching. Therefor we identified competences which are addressed by playful learning and mapped them to demanded generic competences in software engineering. Due to the well compliance, we analyzed current implementations of playful learning and their design regarding the mediation of required soft skills. Based on the lack of effective implementation, we close our paper with an exemplary design for playful learning. Y1 - 2015 U6 - https://doi.org/10.1109/EDUCON.2015.7095992 SP - 324 EP - 332 ER - TY - CHAP A1 - Studt, Reimer A1 - Winterfeldt, Götz A1 - Mottok, Jürgen T1 - Measuring software engineering competencies T2 - 2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia N2 - Measuring competencies may serve as a feedback mechanism as well as a judgment device for a lecturer. As measuring every competency from a catalogue of competencies is not very viable, the to-be-measured competencies are grouped in competency profiles. Further, assessment practices are shown and applied to a course in a study program. A discussion of useful practices concludes this contribution. Y1 - 2015 U6 - https://doi.org/10.1109/EDUCON.2015.7096081 ER - TY - CHAP A1 - Beslmeisl, Magdalena A1 - Krekeler, T. A1 - Schroll-Decker, Irmgard A1 - Mottok, Jürgen T1 - Der begleitende Einsatz des Online Lerntagebuchs (OLTB) im Software Engineering; als Instrument zur individuellen Lernstandortbestimmung T2 - 2. HD MINT Symposium, 2015, Nürnberg Y1 - 2015 SP - 148 EP - 154 ER - TY - CHAP A1 - Ye Tao, A1 - Guozhu Liu, A1 - Mottok, Jürgen A1 - Hackenberg, Rudolf A1 - Hagel, Georg T1 - Just-in-Time-Teaching experience in a Software Design Pattern course T2 - 2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia Y1 - 2015 SP - 915 EP - 919 ER - TY - CHAP A1 - Martin, Felix A1 - Sailer, Andreas A1 - Deubzer, Michael A1 - Mottok, Jürgen T1 - Automatische Multicore-Echtzeitvalidierung – Ein Prozess für modellbasierte Softwareentwicklung T2 - Tagungsband 8th Embedded Software Engineering Kongress (ESE), 30.11. - 04.12.2015, Sindelfingen Y1 - 2015 ER - TY - CHAP A1 - Beslmeisl, Magdalena A1 - Schroll-Decker, Irmgard A1 - Mottok, Jürgen T1 - Turning to adaption through exploration in the education of Software Engineering T2 - Proceedings of the Exploring Teaching for Active Learning in Engineering Education (ETALEE), 11 - 12 November 2015, Copenhagen Y1 - 2015 ER - TY - CHAP A1 - Martin, Felix A1 - Sailer, Andreas A1 - Deubzer, Michael A1 - Mottok, Jürgen T1 - Automation of a Closed Loop Model-Based Development Process T2 - Applied Research Conference 2015 (ARC 2015), 3rd July 2015, Nürnberg Y1 - 2015 ER - TY - CHAP A1 - Beslmeisl, Magdalena A1 - Schroll-Decker, Irmgard A1 - Mottok, Jürgen T1 - Application of a Reflective Learning Approach in Software Engineering. Circularity as a relevant characteristic of a reflective teaching and learning approach T2 - European Conference of Software Engineering Education (ECSEE2016), 30 June and 1 July 2016 in Seeon Monastery, Germany N2 - The pedagogic motivation of this contribution is to develop, to adapt and to examine a specific tertiary teaching-learning situation and its changes due to a constant reflection. Within the scope of the BMBF fostered project " EVELIN " the learning teaching-Arrangement (TLA) " The Online Learning Journal (OLJ) – a tool complementing the software engineering lecture " is realized a second time at the OTH Regensburg. This further development is examined from a pedagogic perspective. This paper deals with issues concerning the conscious modification of specific teaching actions, therefore the changes of the teachers' attitude as well as the reaction of the students regarding this teaching actions. Two important findings are: (1) The teaching staff is able to adapt their teaching–actions on given conditions because of the awareness of their own teaching-attitude. (2) Due to a reflective teaching practice, there is a great potential for goal oriented learning in the context of higher education. Y1 - 2016 SP - 19 EP - 33 PB - Shaker CY - Aachen ER - TY - CHAP A1 - Soska, Alexander A1 - Mottok, Jürgen A1 - Wolff, Christian T1 - An experimental card game for software testing: Development, design and evaluation of a physical card game to deepen the knowledge of students in academic software testing education T2 - IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE N2 - Teaching software testing is a challenging task. Especially if you want to impart more in-depth and practical knowledge to the students. Therefore, most lectures still teach in a classic lecture format despite the fact that this way of instruction is in any case the optimal way of instruction for today's requirements anymore. In this paper we present our implementation of an active learning method to deepen the knowledge in academic software test education. We describe a card game for advanced learning that promotes students' collaboration and knowledge exchange in a playful and competitive manner. The design of the game is based on constructive and cooperative theories. A subsequent evaluation shows that the use of this card game for teaching software testing is a suitable method. KW - software testing KW - playful learning KW - game-based learning KW - card game Y1 - 2016 U6 - https://doi.org/10.1109/EDUCON.2016.7474609 SP - 576 EP - 584 ER - TY - CHAP A1 - Nivala, Markus A1 - Hauser, Florian A1 - Mottok, Jürgen A1 - Gruber, Hans T1 - Developing visual expertise in software engineering: An eye tracking study T2 - IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE N2 - Program comprehension and the ability to find program errors are key skills of software engineering. The aim of this pilot study was to examine the visual processes of novice and advanced programmers in authentic tasks. Fifteen novices and eight advanced programmers were given eight short pieces of code. Their task was to either identify an error or give the output of the code. Eye movements and keyboard activity were recorded. On average, the novices spent more time reading the code than composing the response, whereas the more advanced programmers started composing the response sooner and spent more time on it. In general, the advanced programmers had shorter fixations and saccades. The results suggest that the advanced programmers are quicker to grasp the essence of the code and able to see more details in it. The advanced programmers had shorter fixations and saccade lengths during the second phase which might indicate the process of chunking. KW - program comprehension KW - debugging KW - software engineering KW - visual expertise KW - eye tracking Y1 - 2016 U6 - https://doi.org/10.1109/EDUCON.2016.7474614 SP - 613 EP - 620 ER - TY - CHAP A1 - Soska, Alexander A1 - Mottok, Jürgen A1 - Wolff, Christian T1 - A Study on Cognitive Decits in Learning to Program T2 - European Conference of Software Engineering Education (ECSEE2016), 30 June and 1 July 2016 in Seeon Monastery, Germany N2 - For many students learning to program is a crucial task. In this research, we took a glance into the current literature and identified most ocurring cognitive deficits. Thereby we identified three elements that apear most significant throughout the study. We think that these deficits are fundamental basics for learning how to program. The stu-dents' education of cognitive abilities in programming needs revision and should receive far more training. In future research we want to establish a guideline for promoting these deficits through adequate teaching and learning arrangements in pre-programming education. Y1 - 2016 UR - https://www.researchgate.net/publication/304988534_A_Study_on_Cognitive_Deficits_in_Learning_to_Program SP - 209 EP - 214 PB - Shaker CY - Aachen ER - TY - CHAP A1 - Beslmeisl, Magdalena A1 - Reuter, Rebecca A1 - Mottok, Jürgen ED - Auer, M. ED - Guralnick, D. ED - Uhomoibhi, J. T1 - Importance of Writing in Software Engineering Education T2 - Interactive Collaborative Learning, ICL 2016, proceedings of the 19th ICL Conference, Volume 1 N2 - In this paper we present our first steps in defining the type, scope and relevance of writing in higher education of software engineering. We aim to identify lacks of scientific research and raise a new and necessary research interest to push research in this area. First we clarify the relevance of writing in higher education in general. In a second step we highlight the relevance of writing in the domain of software engineering in particular. Soft skills to be taught to students of engineering professions and especially to software engineering students are highly discussed. We discuss the skill of writing from a theoretical view as well as reasons for the high relevance of this skill for future engineers. An obligation of teaching writing in the higher education is formulated. Y1 - 2016 U6 - https://doi.org/10.1007/978-3-319-50337-0_29 SP - 315 EP - 321 ER - TY - CHAP A1 - Sailer, Andreas A1 - Deubzer, Michael A1 - Lüttgen, Gerald A1 - Mottok, Jürgen T1 - Comparing Trace Recordings of Automotive Realtime Software T2 - RTNS '17: Proceedings of the 25th International Conference on Real-Time Networks and Systems, Grenoble, France, IEEE N2 - The process of engineering models of existing real-time system components is often difficult and time consuming, especially when legacy code has to be re-used or information about the exact timing behaviour is needed. In order to tackle this reverse engineering problem, we have developed the tool CoreTAna. CoreTAna derives an AUTOSAR compliant model of a real-time system by conducting dynamic analysis using trace recordings. Motivated by the challenge of assessing the quality of reverse engineered models of real-time software, we present a novel mathematical measure for comparing trace recordings from embedded real-time systems regarding their temporal behaviour. We also introduce a benchmark framework based on this measure, for evaluating reverse engineering tools such as CoreTAna. This considers common system architectures and also includes randomly generated systems and three systems of industrial automotive projects. Finally, an industrial case study demonstrates other use cases of our measure, such as impact analysis. Y1 - 2017 U6 - https://doi.org/10.1145/3139258.3139265 SP - 118 EP - 127 ER - TY - CHAP A1 - Sailer, Andreas A1 - Deubzer, Michael A1 - Lüttgen, Gerald A1 - Mottok, Jürgen T1 - CoreTAna: A Trace Analyzer for Reverse Engineering Real-Time Software T2 - IEEE 23rd International Conference on Software Analysis, Evolution, and Reengineering (SANER), March 14 to March 18 2016, Suita, Osaka, Japan N2 - With the availability of the AUTOSAR standard, model-driven methodologies are becoming established in theautomotive domain. However, the process of creating models ofexisting system components is often difficult and time consuming, especially when legacy code has to be re-used or informationabout the exact timing behavior is needed. In order to tackle thisreverse engineering problem, we present CoreTAna, a novel toolthat derives an AUTOSAR compliant model of a real-time systemfrom a dynamic analysis of its trace recordings. This paper givesan overview of CoreTAna's current features and discusses itsbenefits for reverse engineering. KW - AUTOSAR KW - tracing KW - profiling KW - timing model KW - reverse engineering Y1 - 2016 U6 - https://doi.org/10.1109/SANER.2016.36 ER - TY - CHAP A1 - Haas, Kerstin A1 - Mottok, Jürgen T1 - Research oriented learning in a research association - Evaluated in a maturity model T2 - Teaching and Learning in a Digital World, Proceedings of the 20th International Conference on Interactive Collaborative Learning (ICL), September 27 to 29, 2017, in Budapest, Hungary - Volume 1 N2 - Research-oriented learning provides students the opportunity to develop their research competences by experiencing research practice, this often happens in the surrounding of research associations with different universities and companies. This paper introduces a two-step approach to evaluate the research-oriented learning within a research association. First we conduct the evaluation of the research environment with the instrument of the adapted Collaboration Maturity Model (Col-MM) to see whether the collaboration network and the management is able to support the students in their learning process. Additionally, we take into account the evaluation of the students’ research competence. This approach targets the assessment of the starting conditions of the students and to compare their performance level until the end of the research association project phase. These two evaluation phases provide the potential to create an ideal research environment and consequently enable the students to develop and improve their research competence. Y1 - 2017 U6 - https://doi.org/10.1007/978-3-319-73210-7_81 SP - 695 EP - 701 ER - TY - CHAP A1 - Waegemann, Tobias A1 - Langer, Tobias A1 - Mottok, Jürgen A1 - Osinski, Lukas A1 - Stappert, Friedhelm A1 - Tayakoli Kolagari, Ramin T1 - Models for Dependable Heterogenous Multi- and Many-Core System Software Design Revisited T2 - ARCS 2016, 29th International Conference on Architecture of Computing Systems, 4-7 April 2016, Nuremberg, Germany N2 - Modelling approaches have to satisfy certain criteria in order to sufficiently encompass the characteristics of dependable heterogenous multi- and many-core system architectures. This work-in-progress paper gives an overview of modern modelling approaches and their related research projects, particularly those regarding domain specific architecture description languages, as well as of the specific challenges of dependable systems and heterogenous multi- and many-core designs, i.e. scheduling techniques for real-time requirements and concerns regarding functional safety. Furthermore, an ongoing research effort in order to identify a set of criteria for evaluating the eligibility of modelling approaches for the task of adequately representing these systems and their specific characteristics is presented. Y1 - 2016 ER - TY - CHAP A1 - Mottok, Jürgen A1 - Merk, Josef A1 - Falter, Thomas T1 - A multi dimensional view of the Graves value systems model on teaching and learning leading to a students-centered learning: Graves model revisited T2 - IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE N2 - A cultural change at the university eco-system is possible with diverse learning approaches in faculties. Diverse learning offers will cope with the diversity of students regarding their value systems. Currently teaching at universities is dominated by "teacher-centered teaching", also there are approaches to use different methods to accelerate and intensify the teaching and learning process. Nevertheless these approaches do often not show the desired impact with all students. This paper is offering insights how that comes using the Graves value systems model and is proposing a set of methods which fits to different value systems of students. KW - Graves Value Systems Model KW - Teaching methods KW - Students-centered teaching KW - Inside-outside classroom learning , KW - Scaffolding KW - Cultural set up Y1 - 2016 U6 - https://doi.org/10.1109/EDUCON.2016.7474600 SP - 503 EP - 512 ER -