Refine
Department, Institute
Document Type
- Conference Object (7)
- Book (2)
- Part of a Book (1)
Keywords
- project-based learning (2)
- Algorithmik (1)
- Algorithmus (1)
- Exergame (1)
- Graphentheorie (1)
- Kollektiventscheidung (1)
- Komplexitätstheorie (1)
- Lehrbuch (1)
- MOOC (1)
- Social-Choice-Theorie (1)
This Research to Practice Work in Progress Paper describes an outcome-based evaluation performed over three consecutive courses taught to electrical engineering students. The courses are delivered in the study entry phase: Computer Science 1 and 2 in the first and second semester and Digital Design in the third semester. The outcome-based evaluation was introduced to evaluate the progress made by students during the courses. Covering three semesters taught by two different lecturers, it gives a long-term view of the learning process in the study entry phase. The “outcome-based evaluation” methodology is proposed in literature and was introduced at our university at the end of 2016. Particular attention needs to be paid to formulating the questionnaire. The lecturers therefore cooperate with an evaluation officer from the university.
In this paper we present a new initiative to promote collaborative learning through industry partnered, interdisciplinary, student and user centred projects. This was achieved through the development of rehabilitation devices augmented with gamified software. Today development of software systems often requires people from different specialities who can work in multidisciplinary teams to achieve a common objective. A key challenge, therefore, is producing graduates with an understanding of a number of disparate skills across many discipline boundaries. Undergraduates may be knowledgeable in one specific discipline but will not be aware of the issues brought to bear by other relevant disciplines. In an effort to overcome this limitation, a cross-discipline course “Serious Games and Welfare Technology” was developed that allows students from different disciplines to work together to produce innovative, technology- supported health solutions. The course, an EU funded Erasmus+ initiative, was supported by a MOOC and enabled multi- disciplined and multinational teams to produce solutions for leading Health technology companies in the areas of rehabilitation and aging support. Following the first year of offering the course with a cohort of students from 5 countries, we report on the experiences and outcomes achieved from a number of viewpoints.
At the last Educon conference three practices were shared about how to handle large classrooms full of students as a short paper: Pingo with concept test questions, workshop-kind-of interactions to do peer-reviews and presenting at the first lecture of the semester only problems of the subject to be taught announcing that all those problems can be solved with the knowledge of the course. This paper will introduce two more methods newly applied in the winter and summer term 2015/16: using videos for very complicated parts of the subject matter and mixing instructing and explaining sections with exercising phases. The methods will be described and personal experiences will be reported.
Work in progress: Starter-project for first semester students to survey their engineering studies
(2015)
To give students studying Electrical or Mechanical Engineering at the Bonn-Rhein-Sieg University of Applied Sciences a smoother beginning, three weeks in the first semester are used for project-based learning and self-learning exercises. The project-based learning part is used to do short-term projects (1 to 3 days) to motivate all the different subjects (mathematics, computer sciences, microcontrollers, principles of electrical engineering, measurement engineering and others) engineering students have to study during their time at the university and show the connection between these subjects. Short-term projects allow an insight into the real world of engineering, improve the student motivation, and enable students to develop soft skills. If projects like this are done in the beginning of the study it also helps them tremendously to connect to their fellow students. Further, there is the intention to prepare a situation where students “feel like engineers”. This paper presents a three full-day (organised on three days with four weeks gaps in between) course in the winter term 2014 using LEGO Mindstorm robot kits to give students an easy access to programming, algorithms, sensor technology, robotics and much more.
Collecting experiences in project-based learning environments is very important for students of almost all subjects. Especially, for engineering students who mostly work in teams later on. The department of Electrical Engineering, Mechanical Engineering and Technical Journalism of the Bonn-Rhine-Sieg University of Applied Sciences (HBRS) in Germany provides a project-based learning environment in the so called "project weeks".
To handle large classrooms of students is a every-"lecture"-challenge that requires the lecturer to constantly apply new ideas and new practices so as to keep the students focused and to stay in touch with them. Furthermore, these ideas have to be adjusted from lecture to lecture. The purpose of this paper is to share experiences with some new, recently popular and with some older practices, such as classroom interactions via smartphone response, workshop-like interactions and starting the first lecture each term by presenting only problems within the subject to teach. All methods are supposed to increase the concentration level of the students and to enable an effective lecturer-students interaction. Briefly these methods/practices are described and also the way in which they were used, prepared and organized, how they worked out, how the students reacted and how the lecturer felt about it and experienced the various methods during large classroom lectures. All described methods were used while teaching programming (a two-semester computer science course) to electrical and mechanical engineering first year students at the Department of Electrical Engineering, Mechanical Engineering and Technical Journalism at Bonn-Rhein-Sieg University of Applied Sciences in the last couple of years.
Noncooperative Game Theory
(2016)
Playing is something profoundly human, and the ability to play is tightly tied to the intelligence of human beings, to their capability of thinking foresightedly and strategically, of choosing a particularly profitable move among all possible moves, of anticipating possible response moves by their adversaries, and thus to their capability of maximizing their own profit. By playing a game we here mean, in general, an interaction under preassigned rules, amongst several players each interested in maximizing their gains and acting strategically to this end. Games are encountered everywhere, be it as a party game, a card game, a computer game, or a game of hazard, be it as an individual or team sport such as chess, foil fencing, soccer, or ice hockey, be it companies organizing their strategies in a market economy, or states and other global players deciding on their geopolitical strategies.
Dieses Buch befasst sich mit schweren Problemen auf Graphen, für die es vermutlich keine effizienten Algorithmen gibt, und stellt verschiedene Methoden vor, wie man mit der algorithmischen Härte solcher Probleme umgehen kann. Einerseits kann man effiziente Algorithmen entwerfen, die sich eine geeignete Baumstruktur der Graphen zunutze machen; andererseits erlauben Fest-Parameter-Algorithmen eine effiziente Lösung, wenn gewisse Graphenparameter klein sind.
Using an Embroidery Machine to Achieve a Deeper Understanding of Electromechanical Applications
(2013)
Understanding the functionality of real-world machines and thinking about their improvements is a method to deepen the acquired knowledge of electrical and mechanical engineering students. The Department of Electrical Engineering, Mechanical Engineering and Technical Journalism of the Bonn-Rhine-Sieg University of Applied Sciences in Germany provides a project-based learning environment in the so-called “project weeks”. Three weeks of a term are available to do some real-world projects besides the regular courses [1]. This provides a “project-based” learning environment that enables the students to connect theory and practice and to apply knowledge and skills to solve practical problems. In the winter term 2012/13 an unusual open-defined project was offered for the first time to third-semester students showing high potentials. The students were presented with an unknown embroidery machine and their task was to improve it, depending on their knowledge and abilities. This article describes a project in which an embroidery machine was used as a basis for developing better understanding of many aspects of electrical and mechanical engineering.
