Lebenswissenschaften und Ethik
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The problem description comes to the fore when the wide-ranging subject area of electrical engineering is combined and analyzed with different types of schools. It is becoming increasingly rare for elementary school children to come to grips with technology in the sense of recognizing functional interrelationships and understanding modes of action in the context of technical-practical confrontation. The picture at secondary schools is also rather sobering. Here, a strong focus on facts and knowledge and too little emphasis on modeling, application and problem solving lead to insufficient results in the cognitive area. In addition, a massive
shortage of engineers and specialists with a technical and scientific orientation has been predicted for years and is being increasingly observed. The motivation of students in traditional lectures is decreasing and in general there is a decline of university students in technical subjects. These problems are not only known throughout Germany, but also internationally. Especially in developing countries,
additional problems make technical education more difficult, regardless of the type of school. Therefore, this master thesis is evaluated in South Africa in order to consider as many influencing factors as possible.
"Learning is experience. Everything else is simply information." - Methods and concepts developed in the thesis build upon this quote of Albert Einstein. Teaching methods are elaborated and applied for three different age groups and school types, depending on known influencing factors. The aim of this thesis is not to produce further findings in the sense of basic research, but to show ways
in which the current situation can be steered in a different direction.
It has been shown that technology lessons in elementary/secondary schools inspire interest in technical professions in the field of electrical engineering. Furthermore, the combination of frontal teaching, for a necessary theoretical background, together with student-active, action-oriented teaching shows advantages in terms of learning efficiency and an increase in performance levels for all three
age groups. However, it could also be observed that factors such as social background, family influence and gender have partial effects on the promotion and education in the field of electrical engineering.
This study investigates the impact of eye movement modeling examples in Software Engineering education. Software Engineering is a highly visual domain. The daily tasks of a software engineer (e.g., formulating requirements, creating UML diagrams, or conducting a code review) require in many cases the use of certain visual strategies. Although these strategies can be found for experts, it has been observed in different eye tracking studies that students have difficulties in learning and applying them. To familiarize students with these visual strategies and to provide them with a better understanding for the cognitive processes involved, a total of seven eye movement modeling examples was created. The seven eye movement modeling examples cover relevant parts of an introductory Software Engineering lecture; they are focused on typical situations in which visual strategies are applied. The results of a questionnaire-based evaluation shows that students consider the eye movement modeling examples as useful, feel supported in their learning process, and would like to see more use of them in the Software Engineering lecture. Furthermore, the students suggested that eye movement modeling examples should also be used in other lectures.
The world is changing rapidly, mainly due to the digitalization of all areas of living. A huge amount of information is accessible via the Internet, and since it is no longer possible for individual humans to keep track of it, artificial intelligence (AI) is analyzing this data. In this rapidly changing world, students have to be educated for a successful career during their whole working life. These boundary conditions lead to completely new challenges for the education of students that are unprecedented in this form. Digitalization in education can help to cope with these challenges but can only be a means, not a goal. Personal interaction with students remains the most important task in education to address individual weaknesses and further develop strengths and talents. With the increasing amount of openly available information and the consequently increasing diversity of experiences within the group of students, differentiation is advancing to become the key to successful education. Digitization can help with this challenging task and support communication between students and their experienced instructors. But computers cannot replace human interaction and attempts to improve teaching efficiency by replacing this communication with electronic means endangers the learning success for complex concepts. This article analyzes education demands and possibilities for digitally supported teaching and learning.
Due to the various demands for lecturers, there is only a limited time to prepare lectures and lab courses. Therefore, it is necessary to invest the time target-oriented for optimal student learning success. A theoretic model is developed to structure course preparation work regarding scientific content, didactic preparation, and course presentation. Model parameters have to be chosen for each course depending on topic complexity, the lecturer’s prior knowledge, and the already available preparation from the prior semesters. With these parameters, a course preparation model for a complete semester is developed. Analytic models for different optimization strategies are introduced according to the overall goal of the lecturer. Numerical optimization is done to find the appropriate course preparation times to reach an optimal course preparation for high student learning success. It is seen that due to the different optimization strategies, the preparation time results vary and no single truth is given. But this optimization system gives hints on how to invest preparation time target-oriented for high student learning success.
The paper presents a penetration testing framework for automotive IT security education and evaluates its realization. The automotive sector is changing due to automated driving functions, connected vehicles, and electric vehicles. This development also creates new and more critical vulnerabilities. This paper addresses a possible countermeasure, automotive IT security education. Some existing solutions are evaluated and compared with the created Automotive Penetration Testing Education Platform (APTEP) framework. In addition, the APTEP architecture is described. It consists of three layers representing different attack points of a vehicle. The realization of the APTEP is a hardware case and a virtual platform referred to as the Automotive Network Security Case (ANSKo). The hardware case contains emulated control units and different communication protocols. The virtual platform uses Docker containers to provide a similar experience over the internet. Both offer two kinds of challenges.
The first introduces users to a specific interface, while the second combines multiple interfaces, to a complex and realistic challenge. This concept is based on modern didactic theories, such as constructivism and problem-based/challenge-based learning.
Computer Science students from the Ostbayerische Technische Hochschule (OTH) Regensburg experienced the challenges as part of a elective subject. In an online survey evaluated in this paper, they gave positive feedback. Also, a part of the evaluation is the mapping of the ANSKo and the maturity levels in the Software Assurance Maturity Model (SAMM) practice Education & Guidance as well as the SAMM practice Security Testing. The scientific contribution of this paper is to present an APTEP, a corresponding learning concept and an evaluation method.
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.
Project Based Learning (PBL) has become a popular method for lab courses to teach practical topics. Most of the student projects are tailored in their complexity and need a defined time for a student team within one semester. With this defined and often reduced complexity of the projects the practical relevance is doubtful. In this here shown approach for a PBL lab an industry project with the original complexity is used and structured into several parts. These are sequentially dependent and have to be solved in a defined order by student groups. Each group has to develop one component and has the responsibility for a working result at the end of their subproject. Each group interacts with other groups during the same semester to develop a working system. Student groups in the following semesters take the results from previous semesters and develop the entire project further on. With this type of PBL an own dynamic of the student work is evolving which is not possible with small complexity tailored projects.
Im Beitrag wird das Konzept für einen 6 SWS Grundkurs der Regelungstechnik an der Fakultät Elektro- und Informationstechnik der OTH Regensburg vorgestellt. Ein wesentliches Merkmal des Konzeptes ist die konsequente und durchgehende Anwendung der Idee des constructive alignment auch für die Konzipierung einer kompetenzorientierten Prüfung. Ausgangspunkt der Entwicklung des neuen Konzepts war die Definition von Lernzielen für das gesamte Modul, die dann für jede einzelne Lehrveranstaltung detailliert wurden. Im Ergebnis gibt es einen genauen Plan für die Abfolge der einzelnen Lehrveranstaltungen zur Theorievermittlung, der Übungen und der Praktika sowie der jeweils zu erreichenden Lernziele. Basierend auf der Definition von Lernzielen wurde ein Drittel der Lehrveranstaltungen zur Theorievermittlung mit einem Blended learning Ansatz konzipiert. Für diesen müssen die Studierenden vor der eigentlichen Lehrveranstaltung einen spezifischen Lehrtext lesen und Fragen dazu beantworten. Sie haben außerdem die Möglichkeit, selbst Fragen an die Dozentin zu stellen. Basierend auf diesem Rücklauf kann die Dozentin den Inhalt der Präsenzphase auf die jeweilige Studierendengruppe anpassen und dadurch spezifisch auf die Anforderungen dieser Gruppe reagieren. Durch diese Just-in-Time Teaching (JiTT) Methode oder auch inverted classroom Methode wird auch den unterschiedlichen Vorkenntnissen der Studierenden Rechnung getragen. Die übrigen Lehrveranstaltungen zur Theorievermittlung werden als klassische Lehrveranstaltungen durchgeführt. Auch in diesen werden aktivierende Lehrmethoden wie die Peer Instruction oder Clicker Befragungen eingesetzt. Peer Instruction stellt nach eine ideale Ergänzung zu JiTT dar. Die Übungseinheiten und Praktika dienen dem weiteren Kompetenzerwerb im Sinne der komplexeren Lernziele. Insbesondere die Praktika fokussieren jeweils auf einen spezifischen Effekt, der gezielt gefestigt werden soll. Zusätzlich wurde als weitere Innovation eine sogenannte Landkarte der Regelungstechnik – also eine Visualisierung der Themengebiete der Regelungstechnik – erstellt. Diese dient regelmäßig in den Lehrveranstaltungen zur Unterstützung zusammenfassender Darstellungen und soll außerdem den Studierenden helfen, mehr Überblick über die Themengebiete und ihren Zusammenhang zu geben. Zum Abschluss des Beitrags werden einige Erfahrungen aus der Umstellungsphase vorgestellt – Ergebnisse aus diversen Befragungen und Rückmeldungen wie auch Auswertungen von Fragebögen.