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In this contribution, we describe the activities and promotion programs installed at the Bonn-Rhein-Sieg University as an institution and at the Department of Computer Science respectively for increasing the total number of computer science students and in particular the female rate. We report about our experiences in addressing gender aspects in education and try to evaluate the outcome of our programs with respect to our equal rights for women strategy. We propose a closer look at mental self-theories enabled by E-portfolios to address also gender issues in Computer Science. Moreover, reasons are identified and discussed which may be responsible for the reduced interest in particular of female young adults to choose a computer science study program.
How Does Self-Perception Influence the Choice of Study? E-Portfolio and Gender Issues in Informatics
(2009)
Almost unnoticed by the e-learning community, the underlying technology of the WWW is undergoing massive technological changes on all levels these days. In this paper we draw the attention to the emerging game changer and discuss the consequences for online learning. In our e-learning project "Work & Study", funded by the German Federal Ministry of Education and Research, we have experimented with several new technological approaches such as Mobile First, Responsive Design, Mobile Apps, Web Components, Client-side Components, Progressive Web Apps, Course Apps, e-books, and web sockets for real time collaboration and report about the results and consequences for online learning practice. The modular web is emerging where e-learning units are composed from and delivered by universally embeddable web components.
Improving the study entry supports students in a decisive phase of their university education. Implementing improvements is a change process and can only be successful if the relevant stakeholders are addressed and convinced. In the described Teaching Quality Pact project evaluation data is used as a mean to discuss in the university the situation of the study programs. As these discussions were based on empirical data rather than on opinion, it was possible to achieve an open discussion about measures that are implemented. The open discussion is maintained during the project when results of the measures taken are analyzed.