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 -