Publikationen der DHBW Karlsruhe

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  • 2015

  • Berkling, Kay (2015) : Connecting Peer Reviews with Students’ Motivation - Onboarding, Motivation and Blended Learning In: CSEDU: International Conference on Computer Supported Education: 7th International Conference, CSEDU 2015: Lisbon, Portugal: May 23-25, 2015 (CSEDU), S. 24-33

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  • Berkling, Kay; Lenhard, Wolfgang (Hg.) (2015): Language Teaching, Learning and Technology. INTERSPEECH 2015. Dresden, Germany, September 6-10, 2015: International Speech Communication Association (ISCA) (Interspeech)

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  • Berkling, Kay; Zundel, Armin (2015): Change Management: Overcoming the Challenges of Introducing Self-Driven Learning. In: International Journal of Engineering Pedagogy 5 (4), S. 38-46

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  • Berkling, Kay; Lavalley, Rémi (2015) : WISE: A Web-Interface for Spelling Error Recognition Description and Evaluation of the Algorithm for German In: German Society for Computational Linguistics & Language Technology |: International Conference of the German Society for Computational Linguistics and Language Technology: 30th September - 2nd October 2015. University of Duisburg-Essen: Gesellschaft für Sprachtechnologie and Computerlinguists (GSCL), S. 87-96

    Abstract: This paper evaluates an automatic spelling error tagger that is available via web interface. After explaining the existing error tags in detail, the accuracy of the tool is validated against a publicly available database containing around 1700 written texts ranging from first grade to eighth grade. The precision of the tool ranges from 83% to 100%. Some basic statistics about spelling errors in the existing data set are given to demonstrate potential research areas. The site can be used to further explore this data. In addition, new data can be donated and explored. This process will be described in detail.

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  • Berkling, Kay; Lavalley, Rémi; Reichel, Uwe (2015) : Systematic Acquisition of Reading and Writing: An Exploration of Structure in Didactic Elementary Texts for German In: German Society for Computational Linguistics & Language Technology |: International Conference of the German Society for Computational Linguistics and Language Technology: 30th September - 2nd October 2015. University of Duisburg-Essen: Gesellschaft für Sprachtechnologie and Computerlinguists (GSCL), S. 87-96

    Abstract: The work presented here is part of a larger study that looks at the impact that struc-tured teaching materials have on improving orthographic skills. The first step is an analysis of the current status of linguistic structures in common primary readers (primers) since their key purpose is to lead children along a systematic learning path towards becoming proficient readers and writers. Using text processing tools detecting morphemes, syllables and sentence structures, several popular primers are automatically examined with respect to their systematic approach to language at the phonics/syllable, word and sentence levels. It can be shown that there is little apparent structure in today’s school texts at any of the examined levels when compared to some older schoolbooks (1877, 1904) that have a systematic and explicit progression at all examined levels.

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  • Berkling, Kay; Pflaumer, Nadine; Coyplove, Alexei (2015) : Phontasia - a game for training German orthography Communication Association, Dresden, Germany, September 6-10, 2015 In: International Speech Communication Association: International Conference of the International Speech Communication Association: Interspeech 2015: Dresden, Germany: September 6-10, 2015 (Interspeech), S. 1874-1875. Online verfügbar unter http://www.isca-speech.org/archive/interspeech_2015/i15_1874.html

     

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  • Berkling, Kay; Pflaumer, Nadine; Lavalley, Rémi (2015) : German phonics game using speech synthesis - a longitudinal study about the effect on orthography skills Education, SLaTE 2015, Leipzig, Germany, September 4-5, 2015 In: International Speech Communication Association: Workshop on Speech and Language Technology in Education, 6: SLaTE 2015 - Workshop on Speech and Language Technology in Education: Leipzig, Germany: September 4-5, 2015: ISCA(ISCA) International Speech Communication Association (SLaTE), S. 167-172. Online verfügbar unter @http://www.isca-speech.org/archive/slate_2015/sl15_167.html

     

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  • Bosch, Stefan; Spiesslb, Matthias; Muller, Michael; Lurz, Peter W.; Haalboom, Thomas (2015): Mechatronics meets biology: experiences and first results with a multipurpose small mammal monitoring unit used in red squirrel habitats. In: Hystrix, the Italian Journal of Mammalogy 2015, S. 169-172. DOI: 10.4404/hystrix-26.2-11475

    DOI: http://www.italian-journal-of-mammalogy.it/article/view/11475/pdf 

    Abstract: Monitoring is a fundamental aspect of species conservation and research. Technological advances, especially with respect to camera trap technologies, have allowed glimpses into unknown aspects of species behaviour and have the potential to greatly assist species distribution monitoring. Here we present the findings of a pilot study combining existing biological monitoring techniques with mechatronics to advance monitoring technologies and develop a multi-purpose, species specific, automated monitoring system. We developed a Small Mammal Monitoring Unit (SMMU) that integrates automated video, and sound recording, carries out body weight measurements and takes hairs samples with a bait station in a portable perspex box. The unit has the potential for use with a range of small mammal species, but has been field-tested here on red squirrels, Sciurus vulgaris, in Germany, Scotland and Switzerland. We successfully collected hair-samples, body mass data as well as video and sound recordings. Preliminary data analyses also revealed behavioural information. Heavier individuals first gained access to the feeder in the morning and have longer feeding bouts. Our prototype demonstrated that the collaboration between mechatronic and biology offers novel, integrated monitoring techniques for a range of research application. The development of units for other mammal species is planned. Future developments will explore the possibilities for wireless data transmission, built-in collection of weather data and collection of images from inside the unit for the recognition of individuals.

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  • Daniel, Manfred; Wingerter, Bernd (2015) : STACK – ein neuer Fragetyp in der Mathematik In: HD MINT: Tagungsband zum 2. HDMINT Symposium 2015: MINTTENDRIN Lehre im Dialog. Unter Mitarbeit von Georg Simon Ohm: 2. HDMINT-Symposium: Technische Hochschule Nürnberg: 24. / 25. September: DiNa-Sonderausgabe, S. 54-57. Online verfügbar unter https://www.optes.de/goto.php?target=file_5098_download&client_id=optes

     

    Abstract: Dieser Artikel stellt den neuen elektronischen Fragetyp STACK zur Formulierung von Mathematik-Aufgaben in elektronischen Tests und eKlausuren vor. Dieser steht als PlugIn für die Learning Management Systeme (LMS) moodle und ILIAS zur Verfügung. Mit diesem Fragetyp ist es möglich, Mathematische Ausdrücke wie Matrizen und Gleichungen als Lösung eingeben zu lassen und die Ergebnisse der Testteilnehmer auf mathematische Eigenschaften zu untersuchen. Bei der Auswertung findet kein Stringvergleich statt, sondern es wird das Computer-Algebra-System (CAS) Maxima, das als Open-Source-Projekt entwickelt wird, verwendet. Außerdem können Fragen randomisiert und differenziertes Feedback gegeben werden.

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2015) : Betreuungsangebote in einem Online Vorkurs Mathematik. Modularisierung als Antwort auf heterogene Studierendenschaft? In: Caluori, Franco; Linneweber-Lammerskitten, Helmut; Streit, Christine (Hg.): Beiträge zum Mathematikunterricht 2015: 49. Tagung für Didaktik der Mathematik: Basel: 09.02.-13.02.2015: Münster: WTM - Verlag für Wissenschaftliche Texte und Medien, S. 228-231. Online verfügbar unter http://www.zemath.dhbw-mannheim.de/fileadmin/ms-sonst/zemath/BzMU15_DERR_OnlineVorkurs.pdf

     

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2015) : Betreuungskonzepte für Online-Vorkurse in Mathematik. Fachliche und überfachliche Aspekte In: HD MINT: Tagungsband zum 2. HDMINT Symposium 2015: MINTTENDRIN Lehre im Dialog. Unter Mitarbeit von Georg Simon Ohm: 2. HDMINT-Symposium: Technische Hochschule Nürnberg: 24. / 25. September: DiNa-Sonderausgabe, S. 64-69. Online verfügbar unter https://www.hd-mint.de/wp-content/uploads/2014/10/ENDVERSION_HDMINT_2015_Tagungsband.pdf

     

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2015) : Betreuungskonzepte für Online-Vorkurse in Mathematik: Fachliche und überfachliche Aspekte In: HD MINT: Tagungsband zum 2. HDMINT Symposium 2015: MINTTENDRIN Lehre im Dialog. Unter Mitarbeit von Georg Simon Ohm: 2. HDMINT-Symposium: Technische Hochschule Nürnberg: 24. / 25. September: DiNa-Sonderausgabe, S. 64-69. Online verfügbar unter https://www.hd-mint.de/wp-content/uploads/2014/10/ENDVERSION_HDMINT_2015_Tagungsband.pdf

     

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  • Derr, Katja; Hübl, Reinhold; Ahmed, Mohammed Zaki (2015) : Using Test Data for Successive Refinement of an Online Pre-Course in Mathematics In: Jefferies, Amanda; Cubric, Marija (Hg.): Proceedings of the 14th European Conference on e-Learning: 14th European Conference on e-Learning (ECEL 2015): Hatfield, United Kingdom: 29 – 30 October 2015: Red Hook, NY: Curran Associates, Inc., Academic Conferences and Publishing International Ltd, S. 173-180. Online verfügbar unter http://www.zemath.dhbw-mannheim.de/fileadmin/ms-sonst/zemath/derr_ecel_2015.pdf

     

    Abstract: Prior knowledge in mathematics has repeatedly been found related to study success in engineering, making its lack a variable to identify “at risk” students. Not all secondary school graduates are equally prepared to meet the demands of an engineering programme; different school types and mathematics curricula lead to broad differences in basic knowledge. As a remedy, universities offer pre-courses or bridging courses in mathematics, more and more frequently employing e-learning or blended learning programmes. The paper describes the development of an online course for study preparation in mathematics. The design process is accompanied by a research project that analyses both quality of the learning material and performance of the participants. In a multiphase research design repeated evaluations of test results, questionnaire data and statistical information are used to revise and successively improve the programme. The overall goal is to build a pre-course that meets the demands of the group of prospective engineering students. The main research interest is to build a consistent data model that relates students’ personal and demographic backgrounds, prior knowledge in mathematics, and learning outcomes in the pre-course. In the first design phase, or pre-study, the most relevant issues that should be addressed in the further course of the project were identified, applying qualitative methods to question (or confirm) quantitative outcomes. Based on these results, learning material and quantitative tools were modified, and re-evaluated. The final data model for the main study is based on three quantitative sources: pre- and posttest performance, personal questionnaire, and evaluation questionnaire. The results so far reveal a highly heterogenic learner group regarding cognitive and metacognitive variables. While many students are able to close minor gaps via self-study, others lack the ability to self-regulate and need support structuring and monitoring the learning process. Thus different learning scenarios, from self-study to blended learning to online tutoring, were provided and evaluated in 2014. In the article examples for the use of learning analytics in the developmental design process and the latest version of the programme are given. The pre-posttest design’s reliability was increased based on statistical analyses of students’ test results. Test results then could be related to known predictors of mathematics performance, e.g. school grades, or attitude towards mathematics. Analytics were also made accessible for students by relating individual results to the peer group’s overall score. Finally, pretest results were used to cluster students with similar results and assign them to matching learner groups. In the further course of the project the data collected in the pre-course will be related to external datasets, like first year exams in mathematics, and overall study success. It will be investigated if and how these correlate with learning progress in the pre-course and predictive variables like prior knowledge, type of secondary school, or attitude towards mathematics. Findings are incorporated into a joint research project funded by the German Federal Ministry of Education and Research (www.optes.de).

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2015) : Betreuungsangebote in einem Online Vorkurs Mathematik: Modularisierung als Antwort auf heterogene Studierendenschaft? In: Caluori, Franco; Linneweber-Lammerskitten, Helmut; Streit, Christine (Hg.): Beiträge zum Mathematikunterricht 2015, 1: 2: Münster: WTM - Verlag für Wissenschaftliche Texte und Medien, S. 228-231. Online verfügbar unter http://www.zemath.dhbw-mannheim.de/fileadmin/ms-sonst/zemath/BzMU15_DERR_OnlineVorkurs.pdf

     

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2015) : Formative Evaluation und Datenanalysen als Basis zur schrittweisen Optimierung eines Online-Vorkurses Mathematik In: Nistor, Nicolae; Schirlitz, Sabine (Hg.): Digitale Medien und Interdisziplinarität: Münster; New York: Waxmann (Medien in der Wissenschaft), S. 186-196. Online verfügbar unter http://www.zemath.dhbw-mannheim.de/fileadmin/ms-sonst/zemath/GMW_2015_optes.pdf

     

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2015) : Zwischen Drill&Practice und Problemlösen: Gestaltung von Online-Aufgaben im Bereich Studienvorbereitung für technische Studiengänge In: Caluori, Franco; Linneweber-Lammerskitten, Helmut; Streit, Christine (Hg.): Beiträge zum Mathematikunterricht 2015, 2: 2: Münster: WTM - Verlag für Wissenschaftliche Texte und Medien, S. 1163-1166

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  • Derr, Katja; Podgayetskaya, Tatyana (2015): Zwischen Drill&Practice und Problemlösen: Gestaltung von Online-Aufgaben im Bereich Studienvorbereitung für technische Studiengänge. Basel, 2015

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  • Ehlers, Ulf-Daniel; Leisener, Friederike; Scheibach, Jana (2015): Qualitätsbericht der DHBW. Qualität in Studium & Lehre 2015. Ergebnisse aus der Evaluation 2015 für die Bachelor-Studiengänge der DHBW 2015. Online verfügbar unter http://wwwlehre.dhbw-stuttgart.de/~flaemig/ABL/2017-03/Anlagen/Q-Bericht%202015.pdf
  • Ehlers, Ulf-Daniel (2015): Digitale Lernwelten in der Hochschule. Von der Kontrolle zur Partizipation und Reflexion. In: Zeitschrift für Didaktik der Rechtswissenschaften 2 (3)

    Abstract: [UD Ehlers 2018] Zusammenfassung Digitalisierung in der Hochschule verändert das Gesicht von Studium und Lehre. Aber was macht das neue, innovative Element aus, welches teilweise mit Web 2.0 (Tim O'Reilly 2004, 2005) oder mit E-Learning 2.0 beschrieben wird-und derzeit nur noch unter "Digitalisierung" gefasst wird? Und vor allem: Hat diese Entwicklung Konsequenzen dafür, wie wir Qualität im E-Learning sichern, managen und entwickeln? Und wenn ja: Brauchen wir neue Methoden und Konzepte, um zukünftig die Qualität von E-Learning 2.0 zu gewährleisten und zu verbessern? Diese Fragen stehen am Anfang vieler Debatten, die rund um den Begriff E-Learning 2.0 geführt werden. Der vorliegende Beitrag geht diesen Fragen nach. In drei Schritten wird zu-nächst beschrieben, auf welchen Grundlagen Digitalisierung aufbaut und was sich verändert. In einem zweiten Schritt wird aufgezeigt, welche Konsequenzen sich für die Qualitätsentwicklung des E-Learning ergeben. Drittens werden exemplarisch einige Methoden beschrieben und praktische Anregungen dazu gegeben, wie sich Methoden zur Qualitätsentwicklung im E-Learning weiter-entwickeln sollten. In einem Ausblick wird diskutiert, ob eine neue Lernkultur auch zu einer neuen Qualitätskultur führt.

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  • Fischer, Martin; Huber, Kerstin; Sandal, Cüneyt; Schreiber, Anne (2015) : AiKomPass – Ein Instrument zur Sichtbarmachung und Dokumentation von informellen Kompetenzen In: Cramer, G.; Dietl, S.; Schmidt, H.; Wittwer, W. (Hg.): Ausbilder-Handbuch: Köln: Wolters Kluwer

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  • Fischer, Martin; Follner, Magdalene; Kramer, Kirsten; Schreiber, Anne (2015): „My Way! Finde deinen Weg“ - ein Brettspiel für die erweiterte Berufsorientierung an Realschulen, Werkrealschulen und beruflichen Schulen. In: Die berufsbildende Schule (BbSch) 67 (6), S. 222-226

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  • Fradet, Laetitia; Liefhold, Beate; Rettig, Oliver; Bruckner, Thomas; Akbar, Michael; Wolf, Sebastian I. (2015): Proposition of a protocol to evaluate upper-extremity functional deficits and compensation mechanisms: application to elbow contracture. In: Journal of orthopaedic science : official journal of the Japanese Orthopaedic Association 20 (2), S. 321-330. DOI: 10.1007/s00776-014-0679-z

    DOI: http://www.ncbi.nlm.nih.gov/pubmed/25595687 

    Abstract: Instrumented gait analysis is widely accepted as an objective assessment of lower-extremity function. Conversely, upper-extremity function suffers from lack of objective evaluation. The present paper aims at proposing a protocol to be used to clinically and objectively evaluate upper-extremity function whatever the pathological joint. Secondly, it aims at better understanding the consequences on upper-extremity function and the compensation mechanisms induced by elbow contracture. Elbow contracture was simulated in this study by using a brace. Twelve healthy subjects followed an instrumented 3D movement analysis while performing 11 daily life movements. The movements were performed with 3 different elbow contracture conditions, simulated by wearing an adjustable elbow brace. The proposed protocol was successful in creating a wide range of motion at all the upper-extremity joints. The activity-related range of motion and the mean range of motion computed on the whole set of daily life movements were effective in evaluating the severity of elbow contracture. The lack of elbow flexion was compensated by trunk flexion, hand flexion and radial deviation, and combined movement of shoulder flexion, abduction, and humeral internal rotation. Deficit in elbow extension was mainly compensated by the use of trunk flexion. A protocol could be proposed for the objective evaluation of upper-extremity function. Its application to elbow contracture suggests that loss of elbow flexion affects more movements than loss of elbow extension.

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  • Harms, Torsten (2015): Dimensionen der Servicekultur. In: Die Kundenmacher

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  • Ji, Lizhen; Weber, Andreas (2015): The L^p spectrum and heat dynamics of locally symmetric spaces of higher rank. In: Ergodic Theory Dyn. Syst. 35 (5), S. 1524-1545

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  • Jungmann, Walter; Schreiber, Anne (2015) : Die Öffnung der Hochschulen für Studierende mit beruflicher Qualifikation. Neue Herausforderungen für die akademische Lernkultur In: Langemeyer, Ines: Epistemic and learning cultures: Wohin sich Universitäten entwickeln: Weinheim; Basel: Beltz Juventa

     

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