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In education, finding the appropriate learning pace that fits to the members of a large group is a challenging task. This becomes especially evident when teaching multidisciplinary subjects such as epidemiology in medicine or computer science in most study programs, since lecturers have to face a very heterogeneous state of previous knowledge. Approaching this issue requires an individual supervision of each and every student, which is obviously bounded by the available resources. Moreover, when referring back to the second example, writing computer programs requires a complex installation and configuration of development tools. Many beginning programmers already become stuck at this entry stage. This paper introduces WHELP, a Web-based Holistic E-Learning Platform, which provides an integrated environment enabling the learning and teaching of computer science topics without the need to install any software. Moreover, WHELP includes an interactive feedback system for each programming exercise, where lecturers or tutors can supply comments, improvements, code assistance or tips helping the students to accomplish their tasks. Furthermore, WHELP offers a statistical analysis module as well as a real-time classroom polling system both promoting an overview of the state of knowledge of a course. In addition to that, WHELP enables collaborative working including code-sharing and peer-to-peer learning. This feature enables students to work on exercises simultaneously at distinct places. WHELP has been successfully deployed in the winter term 2013 at the Cologne University of Applied Sciences supporting the 120 students and 3 lecturers to learn and teach basic topics of computer science in an engineering study program.
This paper gives necessary foundations to understand the mechanism of warning processing and summarizes the state of the art in warning development. That includes a description of tools, researchers use to work in this scientific field. In detail these are models that describes the human way of processing warnings and mental models. Both are presented detailed with relevant examples. The paper tells how these tools are connected and how they are used to improve the effectiveness of warnings.
Despite the lack of standardisation for building REST-ful HTTP applications, the deployment of REST-based Web Services has attracted an increased interest. This gap causes, however, an ambiguous interpretation of REST and induces the design and implementation of REST-based systems following proprietary approaches instead of clear and agreed upon definitions. Issues arising from these shortcomings have an influence on service properties such as the loose coupling of REST-based services via a unitary service contract and the automatic generation of code. To overcome such limitations, at least two prerequisites are required: the availability of specifications for implementing REST-based services and auxiliaries for auditing the compliance of those services with such specifications. This paper introduces an approach for conformance testing of REST-based Web Services. This appears conflicting at the first glance, since there are no specifications available for implementing REST by, e.g., t he prevalent technology set HTTP/URI to test against. Still, by providing a conformance test tool and leaning it on the current practice, the exploration of service properties is enabled. Moreover, the real demand for standardisation gets explorable by such an approach. First investigations conducted with the developed conformance test system targeting major Cloud-based storage services expose inconsistencies in many respects which emphasizes the necessity for further research and standardisation.
Appropriating Digital Fabrication Technologies — A comparative study of two 3D Printing Communities
(2015)
Digital fabrication technologies have a great potential for empowering consumers to produce their own creations. However, despite the growing availability of digital fabrication technologies in shared machine shops such as FabLabs or University Labs, they are often perceived as difficult to use, especially by users with limited technological aptitude. Hence, it is not yet clear if the potentials of the technology can be made accessible to a broader public, or if they will remain limited to some form of “maker elite”. In this paper, we study the appropriation of digital fabrication on the example of the use of 3D printers in two different communities. In doing so, we analyze how users conceptualize their use of the 3D printers, what kind of contextual understanding is necessary to work with the machines, and how users document and share their knowledge. Based on our empirical findings, we identify the potentials that the machines offer to the communities, and what kind of challenges have to be overcome in their appropriation of the technology.
Despite the opportunities and benefits of OER, research and practice has shown how the OER repositories have a hard time in reaching an active user-base. The opportunities of experience exchange and simple feedback mechanisms of social software have been realized for improving the situation and many are basing or transforming their OER offerings towards socially powered environments. Research on social software has shown how knowledge-sharing barriers in online environments are highly culture and context-specific and require proper investigation. It is crucial to study what challenges might arise in such environments and how to overcome them, ensuring a successful uptake. A large-scale (N = 855) cross-European investigation was initiated in the school context to determine which barriers teachers and learners perceive as critical. The study highlights barriers on cultural distance, showing how those are predicted by nationality and age of the respondents. The paper concludes with recommendations for overcoming those barriers.
With a focus on Technology Enhanced Learning, this paper investigates if and to which extent a culture shift can be expected alongside with the adoption of currently emerging Web 3.0 technologies. Instead of just offering new opportunities for the field to improve education, such a culture shift could lead to unexpected general consequences not just for Technology Enhanced Learning but the whole educational sector. Understanding the dimension of expectable changes enables us to prevent conflicts and pointedly support culture-related change processes. After an introduction of the Revised Onion Model of Culture, which, later on, serves as theoretical foundation, expectable changes in the design of learning scenarios are analysed, distinguishing the stakeholder groups “learners” and “educators”. Eventually, the found changes are analysed to which extent a general culture shift is to be expected in order to understand the transferability and limitations of future research results in the field.
Quality Management in Education: Business Process Modelling in Interdisciplinary Environments
(2015)
The Whole Is More than the Sum of Its Parts - On Culture in Education and Educational Culture
(2015)
The Learning Culture Survey investigates learners’ expectations towards and perceptions of education on international level with the aim to make culture in the context of education better understandable and support educators to prevent and solve intercultural conflicts in education. So far, we found that culture-related expectations differ between educational settings, depend on the age of the learners, and that a nationally homogenous educational culture is rather an exception than the rule. The results of our recently completed longitudinal study provided evidence that educational culture on the institutional level actually is persistent, at least over a term of four years. After a brief introduction of the general background, we will subsume the steps taken during the past seven years and achieved general insights regarding educational culture. Last, we will introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to w hich people within a society accept deviations from the usual. We close with demonstrating the method’s functionality on examples from the Learning Culture Survey.
Managing the needs of learners is crucial in order to support their motivation and keep dropout rates on a low level. With the constantly growing level of internationalization in classrooms, the variety of different context-specific requirements from learners increase; without a profound understanding of the learners’ contexts, successfully maintaining a culture-sensitive and learner-focussed education is impossible. A solution to reach this understanding is the open exchange of experiences and knowledge amongst educators of the different contexts. In this paper, we will briefly introduce the two European projects “Open Discovery Space” (ODS) and “Inspiring Science Education” (ISE), which have the aim to foster the establishment and improvement of Open Educational Practices in the context of school education. The purpose of this paper is to attract and invite potential partners to affiliate with, contribute to, and profit from the projects.
Roughness by Residuals
(2015)
Rough set theory (RST) focuses on forming posets of equivalence relations to describe sets with increasing accuracy. The connection between modal logics and RST is well known and has been extensively studied in their relation algebraic (RA) formalisation. RST has also been interpreted as a variant of intuitionistic or multi-valued logics and has even been studied in the context of logic programming.