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Auflistung nach Schlagwort "higher education"

1 - 6 von 6
  • Conference paper
    Analyzing Chat Protocols of Novice Programmers Solving Introductory Programming Tasks with ChatGPT
    (Proceedings of DELFI 2024, 2024) Scholl, Andreas; Schiffner, Daniel; Kiesler, Natalie
    Large Language Models (LLMs) have taken the world by storm, and students are assumed to use related tools at a great scale. In this research paper we aim to gain an understanding of how introductory programming students chat with LLMs and related tools, e.g., ChatGPT-3.5. To address this goal, computing students at a large German university were motivated to solve programming exercises with the assistance of ChatGPT as part of their weekly introductory course exercises. Then students (n=213) submitted their chat protocols (with 2335 prompts in sum) as data basis for this analysis. The data was analyzed w.r.t. the prompts, frequencies, the chats’ progress, contents, and other use pattern, which revealed a great variety of interactions, both potentially supportive and concerning. Learning about students’ interactions with ChatGPT will help inform and align teaching practices and instructions for future introductory programming courses in higher education.
  • Textdokument
    Applying COBIT 2019 to IT Governance in Higher Education
    (INFORMATIK 2020, 2021) Gerl, Armin; von der Heyde, Markus; Groß, Rainer; Seck, Rainer; Watkowski, Laura
    The Bavarian higher education environment is aiming to renew its IT strategy. The overall objective is to find an organisational solution which allows both local independence and collaborative solutions in those areas which are either commodities or which are too complex or costly to be solved several times in parallel. All Bavarian CIOs are engaged in the development of a model which respects local governance to be included into the overarching IT strategy of Bavaria, potentially Germany and Europe. As a common framework, COBIT was chosen to structure the process and guarantee completeness. The application of COBIT was started by the agreement to a common model. Further, the description of the respective responsibilities and competencies for all stakeholders was defined. We share this current state of the discussion with the broader community of higher education to promote further discussions about methods and objectives.
  • Konferenzbeitrag
    Automated Extraction of Icon-based Tables
    (INFORMATIK 2024, 2024) Thome, Boris; Hertweck, Friederike; Jonas, Lukas; Yasar, Serife; Conrad, Stefan
    This paper introduces a novel algorithm specifically designed to address the unique complexities of icon-based tables in digital documents. Our algorithm leverages a combination of computer vision techniques to accurately detect table grids, identify symbols, and insert them into their relative positions.
  • Konferenzbeitrag
    Developing OERs for Teaching Database Systems
    (BTW 2023, 2023) Rakow, Thomas C.; Kless, André; Hasler, Charlotte; Knolle, Harm; Faeskorn-Woyke, Heide; Saatz, Inga Marina; Lambert, Jens; Focken, Mareike
    In the project EILD.nrw, Open Educational Resources (OER) have been developed for teaching databases. Lecturers can use the tools and courses in a variety of learning scenarios. Students of computer science and application subjects can learn the complete life cycle of databases. For this purpose, quizzes, interactive tools, instructional videos, and courses for learning management systems are developed and published under a Creative Commons license. We give an overview of the developed OERs according to subject, description, teaching form, and format. Following, we describe how licencing, sustainability, accessibility, contextualization, content description, and technical adaptability are implemented. The feedback of students in ongoing classes are evaluated.
  • Textdokument
    Digital Transformation in Higher Education – The Role of Enterprise Architectures and Portals
    (Digital Enterprise Computing (DEC 2017), 2017) Sandkuhl, Kurt; Lehmann, Holger
    Digital transformation is considered as one of the mega-trends in industry and the public sector. One of the sectors with potential for digital transformation is higher education in universities and university colleges. Many universities and schools developed digitization strategies and new kinds of offerings for their traditional target groups and for new, non-traditional target groups. However, digitization and digital strategies often are limited to digitizing the content of lectures and to opening access to education modules by offering them online. We argue that digitization strategies should include a wider focus and propose that enterprise architecture management could provide an important contribution in structuring digitization efforts and that enterprise or knowledge portals could play a role for implementing the strategies.
  • Konferenzbeitrag
    Understanding the Adoption of ChatGPT in Higher Education: A Comparative Study with Insights from STEM and Business Students
    (Proceedings of Mensch und Computer 2024, 2024) Kubullek, Ann-Kathrin; Kumaç, Nadire; Dogangün, Aysegül
    Since ChatGPT’s introduction, generative artificial intelligence (AI) has significantly influenced the media, technological innovation, and educational discourse. Its increasing importance, especially in academia, necessitates a detailed examination of the impact of AI on higher education, particularly on how it changes teaching and learning processes. This study therefore looks at the factors affecting students’ attitudes towards AI technologies in the university setting, with a particular focus on the differences between business and STEM programmes. Using a mixed methods approach, the study combines surveys and interviews to collect data on students’ perceptions, attitudes and experiences with generative AI technology in academia. The data collected is analysed both quantitatively and qualitatively to reveal significant trends and insights into the adoption and use of generative AI tools in the university environment. The main objective of the study is to shed light on the determinants that determine the varying degrees of AI adoption in different academic disciplines. The findings have the potential to inform the implementation of educational technology and assist in the development of strategies for the effective integration of generative AI tools to meet the different needs and preferences of students in a range of academic contexts.