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Auflistung nach Schlagwort "Teaching"

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  • Zeitschriftenartikel
    Agiles Studieren – ein Modell für hybride Präsenz‑/Onlinelehre
    (HMD Praxis der Wirtschaftsinformatik: Vol. 58, No. 6, 2021) Stern, Detlef
    Mit der Pandemiesituation ist es auch für Hochschulen notwendig geworden, flexiblere Lehrformen als die vorherrschende Präsenzlehre anzubieten. Der Umstellungsaufwand hin zu einer reinen digitalen Onlinelehre ist aber erheblich. Auch Studierende sind von diesen gravierenden Umständen betroffen und müssen ihre etablierten, teilweise sehr persönlichen Lernformen anpassen. Häufige Wechsel zwischen Präsenz- und Onlinelehre, zum Beispiel motiviert durch Änderungen der Pandemiesituation, erscheinen für alle Beteiligten nicht einfach. Ziel dieses Beitrags ist es, mit Agiles Studieren ein Lehr- und Lernformat vorzustellen, das digitales Lehren und Lernen in Präsenz- und Onlinelehre integriert. Der Beitrag gibt einen Überblick zu Prinzipien und Abläufe, wie auch zu Erfahrungen vor und während der Pandemiesituation, insbesondere zu Umstellungsaufwänden und Auswirkungen auf Lernergebnisse. Seit dem Wintersemester 2013/14 zunächst in der Präsenzlehre eingesetzt, konnte Agiles Studieren seine Leistungsfähigkeit auch in der Pandemiesituation unter Beweis stellen. Geringe Umstellungsaufwände, wie auch gleichbleibende Lernergebnisse trotz gravierender Änderungen im Umfeld, sind zentrale Ergebnisse. The pandemic situation has made it necessary for universities to offer more flexible forms of teaching than the predominant face-to-face teaching. However, the effort required to switch to digital online teaching is considerable. Additionally, students are affected by these serious circumstances and have to adapt their established learning methods. Frequent changes between face-to-face and online teaching, for example motivated by changes in the pandemic situation, are thus not easy to manage. The aim of this paper is to present Studying Agile (Agiles Studieren) , a teaching and learning format that integrates digital teaching and learning with face-to-face and online teaching. This article provides an overview of principles and processes, as well as of experiences before and during the pandemic situation, in particular of conversion efforts and effects on learning outcomes. Initially used in face-to-face teaching since winter semester 2013/14, Studying Agile was able to prove its efficiency also in the pandemic situation. Low conversion costs to initiate Studying Agile and consistent learning outcomes despite serious changes in the environment are some key results.
  • Textdokument
    Enable students to acquire new hands-on software experience using the modular teaching assistance system
    (INFORMATIK 2021, 2021) Dmitriyev, Viktor; Janßen, Christian; Solsbach, Andreas
    As long as learning management systems (LMS) are offering a predefined set of functionalities and could be not flexible enough for changes and improvements. Especially, it could be difficult to enable usage of a new software tool, which is required only by a special teaching curriculum and when change requests are relevant only for a particular course of study. Thus, incorporating innovative technologies into existing learning platforms could be a very challenging task. However, this Problem can be addressed through the latest IT technologies in combination with innovative teaching methodologies. In this work, students are supported in acquiring better hands-on experience using real software in real scenarios. It is done in a way that such scenarios and tools are directly embedded into a teaching curriculum. The introduced modular teaching assistance system helps to simplify installation, configure, and data wrangling phases and enables students to focus on primary tasks, which is solving scenario problems, rather than spend valuable time and deal with software as such. On one hand, the system takes care of various problems with installation and configuration for students, on the other hand, the system is modular and enables adaptation of an innovative teaching experience by being flexible and extensible by design.
  • Konferenzbeitrag
    JPTest - Grading Data Science Exercises in Jupyter Made Short, Fast and Scalable
    (BTW 2023, 2023) Tröbs, Eric; Hagedorn, Stefan; Sattler, Kai-Uwe
    Jupyter Notebook is not only a popular tool for publishing data science results, but canalso be used for the interactive explanation of teaching content as well as the supervised work onexercises. In order to give students feedback on their solutions, it is necessary to check and evaluatethe submitted work. To exploit the possibilities of remote learning as well as to reduce the workneeded to evaluate submissions, we present a flexible and efficient framework. It enables automatedchecking of notebooks for completeness and syntactic correctness as well as fine-grained evaluationof submitted tasks. The framework comes with a high level of parallelization, isolation and a shortand efficient API.
  • Konferenzbeitrag
    Message from the Modellierung’22 Workshop Chairs
    (Modellierung 2022 Satellite Events, 2022) Michael, Judith; Pfeiffer ,Jérôme; Wortmann, Andreas
    Preface of the Modellierung’22 Workshop, Tools und Demos Proceedings
  • Workshopbeitrag
    Preliminary experiences teaching ethical reasoning methods for ICT
    (Modellierung 2024 Satellite Events, 2024) Mao, Xinyu; España, Sergio 
    Students currently graduating from programmes on information and computing sciences face a challenging professional landscape. Society is increasingly aware of the social and environmental dilemmas and trade-offs that ICT development and usage entail. Ethical reasoning methods for ICT allow applying moral principles and frameworks to evaluate and guide the development and use of technology in a morally responsible and socially beneficial manner. We have been teaching some of these methods to master students for several years. In this paper, we describe how we do that, reflect on our experience, and deliver some advice to improve the learning experience. In the short term, we intend to facilitate the inclusion of ethical reasoning methods for ICT in information and computing science curricula. In the long term, we hope this will increase the industrial adoption of such methods, resulting on beneficial effects in society and the environment.
  • Konferenzbeitrag
    TEEM: A CPU Emulator for Teaching Transient Execution Attacks
    (Sicherheit 2024, 2024) Swierzy, Ben; Hoffmann, Melina; Boes, Felix; Betke, Felix; Hein, Lennart; Shevchishin, Maxim; Sohn, Jan-Niklas; Meier, Michael
    Side channel attacks have been an active field of attacker research for decades. The Spectre, Meltdown and Load Value Injection publications established a new type of attacks, known as transient execution attacks, which utilize that architectural rollbacks leave traces in microarchitectural caches and buffers. These can serve as covert channels, resulting in practically relevant but hard to prevent attack scenarios. The associated weaknesses are complex, which makes it hard for security researchers to detect them and even harder for developers to prevent them. To achieve advancements in this field it is important to teach students about the underlying concepts. However, the documentation of modern CPUs is neither complete nor correct, which increases difficulties in obtaining practical experience. As a result, there is a need for a CPU emulator that facilitates practical learning with options for looking inside the box. We contribute TEEM, a Transient Execution EMulator of a RISC-V CPU supporting several microarchitectural features relevant for teaching transient execution attacks. Our empirical teaching experiences clearly indicate an improvement in the student’s understanding of Meltdown and Spectre.