Publikationen der DHBW Karlsruhe

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  • 2017

  • Spohn, Leon; Bergen, Marcus; Benz, Nicolai; Vonscheidt, Denis; Haubner, Hans-Jörg; Strand, Marcus (2017) : I Believe I Can Fly—Gesture-Driven Quadrotor Control Based on a Fuzzy Control System In: Chen, Weidong; Hosoda, Koh; Menegatti, Emanuele; Shimizu, Masahiro; Wang, Hesheng (Hg.): Intelligent Autonomous Systems 14: Proceedings of the 14th International Conference IAS-14, 531: Cham: Springer International Publishing (Advances in Intelligent Systems and Computing), S. 177-184

    DOI: https://doi.org/10.1007/978-3-319-48036-7_13 

    Abstract: Conventionally, drones and robots are controlled using joysticks and remote controls. Here is a new idea: to approximate the feeling of “being the bird”, we introduce 3D fly-gestures and add VR-technology to stimulate our eyes. We chose a quadrotor and the combination of a Kinect, Virtual Reality Glasses and a Fuzzy-Controller as interface for processing instructions.

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  • Üpping, Johannes; Schäffer, Dennis (2017) : Learning with Impact – ein Ansatz für problem- und projektorientierte Praktika im Studium In: Bartel, Yvonne-Christin; Kerber, Ulrike; Eller-Studzinsky, Bettina; Schäffer, Dennis; To, Kieu-Anh (Hg.): TeachingXchange: Lemgo: Institut für Wissenschaftsdialog der Hochschule Ostwestfalen-Lippe, S. 60-72

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  • 2016

  • Adler, Frederic; Schreiber, Anne; Schmidt, Christian (2016): Vielfältige Online-Angebote zum MINT-Studium: Verbundprojekt optes geht in die zweite Runde und wird optes+ (Kolleg-Bote). Online verfügbar unter https://www.universitaetskolleg.uni-hamburg.de/publikationen/kolleg-bote-058.pdf, zuletzt geprüft am 22.07.2020

     

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  • Berkling, Kay (2016) : Corpus for Children’s Writing with Enhanced Output for Specific SpellingPatterns (2nd and 3rd Grade) In: Calzolari, Nicoletta; Choukri, Khalid; Declerck, Thierry; Goggi, Sara; Grobelnik, Marko; Maegaard, Bente; Mariani, Joseph; Mazo, Hélène; Moreno, Asunción; Odijk, Jan; Piperidis, Stelios (Hg.): Proceedings: LREC 2016, Tenth International Conference on Language Resources and Evaluation: Portorož, Slovenia: May 23-28, 2016. European Language Resources Association (LREC)

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  • Berkling, Kay (2016) : Gamification Behind the Scenes - Designing a Software Engineering Course In: Computer Supported Education: Revised Selected Papers, 583: 7th International Conference: Lisbon, Portugal: May 23-25, 2015: Springer (Communications in computer and information science), S. 274-292. Online verfügbar unter http://dx.doi.org/10.1007/978-3-319-29585-5_16

     

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  • Berkling, Kay (2016) : Gamification Behind the Scenes - Designing a Software Engineering Course 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers In: Zvacek, Susan; Restivo, Maria Teresa; Uhomoibhi, J. O.; Helfert, Markus (Hg.): Computer Supported Education - 7th International Conference, CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers, 583: Springer (Communications in computer and information science), S. 274-292. Online verfügbar unter http://dx.doi.org/10.1007/978-3-319-29585-5_16

     

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  • Berkling, Kay (2016) : Item Presentation in Primers - An Analysis Based on Acquisition Research In: KONVENS.org: Proceedings of the 13th Conference on Natural Language Processing (KONVENS 2016), 13: Konferenz zur Verarbeitung Natürlicher Sprache (KONVENS 2016): Bochum, Germany: September 19–21, 2016: Bochumer Linguistische Arbeitsberichte (BLA)

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  • Berkling, Kay; El-Husseny, Abdullrahman; Latt, Denis; Petrov, Christian; Waigand, Andreas; Walther, Jochen (2016) : GamES MOOC: Conceptual Ideas and First Steps Towards Implementation of a MOOC for Children In: CSEDU: International Conference on Computer Supported Education: 8th International Conference, CSEDU 2016: Rome, Italy: April 21-23, 2016 (CSEDU)

    Abstract: This paper presents conceptual ideas and a first prototype towards establishing a GamES (GAM)ified (E)lementary (S)chool MOOC for children who do not have access to schools. The project is being developed across several Bachelor student projects in collaboration between Cooperative State University, Karlsruhe and the German University of Cairo. A hybrid architecture is designed to support children on mobile devices with intermittent Internet access. Upon access, current learning status and new content are updated. The content consists of leveled games addressing skills defined by the US common core standards for K-5 in subjects Mathematics and English (that can be adapted to other languages). The children’s MOOC combines ideas of adaptive user interface, off-line personalized learning, common core standards, and game-based learning. The child’s user interface is gamified and after initial registration designed to be manageable for K-5 graders. A second interface addresses the community of game developers who are interested in donating games for certain core skills. In a next step, assessment and government certification of achievements will be tackled. The MOOC software is intended as open source to allow for community development.

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  • Berkling, Kay; Reichel, Uwe (2016) : Progression in Materials for Learning to Read and Write - a Cross-Language and Cross-Century Comparison of Readers In: Princeton University: Workshop on Child 2016: Fragile Families Summer Data Workshop: Columbia University in New York City: June 15-17, 2016, S. 1-9

    Abstract: This work is part of a larger effort about understanding the effects of didactic materials on acquisition of reading and writing in German. In this paper, the focus is on progression in primers (beginner readers). Texts in various languages are analyzed in terms of complexity, as measured by entropy between letters and phonemes, from the point of view of reading or writing that text. The assumption is that a good teaching text would start low and increase gradually in complexity. At the same time, languages have different requirements on progression depending on their orthographic depth. The goal of this work is to compare German primers to various other languages for the beginning stages of reading skill acquisition. We show that there are difference across languages and a large span of approaches in primers of presenting material to the learner.

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  • Berkling, Kay; Reichel, Uwe (2016) : Wortstruktur, Orthographie und Didaktik:Die Relevanz der Vokallänge In: Mesch, Birgit; Noack, Christina (Hg.): System, Norm und Gebrauch - drei Seiten einer Medaille?: Orthographische Kompetenz und Performanz im Spannungsfeld zwischen System, Norm und Empirie, 22: Hohengehren: Baltmannsweiler Schneider Verlag Hohengehren GmbH (Thema Sprache: Wissenschaft für den Unterricht), S. 201-229

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  • Blum, Karl; Marschall, Tanja; Hoffmann, Marcus (2016): Physician Assistant - ein neues Berufsbild etabliert sich. In: das Krankenhaus Jahrgang 2016 2016 (05), S. 393-397

    Abstract: Der Physician Assistant (PA) etabliert sich als neues Berufsbild im deutschen Gesundheitswesen. Ziel ist die regelhafte Delegation bestimmter bisher ärztlicher Tätigkeiten an besonders qualifiziertes nicht-ärztliches Personal. In Deutschland bietet als einzige Hochschule die staatliche Duale Hochschule Baden-Württemberg ein Studium an, welches erfolgreichen Absolventen neben dem akademischen Abschluss (B.Sc.) zusätzlich auch die Weiterbildungsbezeichnung Staatlich anerkannter Arztassistent/Physician Assistant> verleiht. Die Evaluation durch das Deutsche Krankenhausinstitut (DKI) belegt eine hohe Praxisbewährung von Studium und anschließender beruflicher Tätigkeit. Die Physician Assistants führen auf Delegation hin überwiegend traditionell ärztliche und arztentlastende Aufgaben aus. Sie werden in sehr hohem Maße fachadäquat eingesetzt und haben ein genuines Tätigkeits- und Einsatzprofil. Von den ärztlichen Kollegen im Krankenhaus wird die Qualität der PA-Tätigkeiten positiv bewertet. Vieles spricht dafür, dass sich das im angloamerikanischen und benachbarten europäischen Raum bereits seit Jahrzehnten anerkannte Berufsbild mittel- bis langfristig auch in Deutschland etablieren wird.

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  • Bosch, Stefan; Haalboom, Thomas; Lurz, Peter W. (2016): Exploring the secrets of nest boxes: Opportunities and limits of video surveillance of nest cavities. In: Vogelwarte 54 (2), S. 125-136

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  • Bosch, Stefan; Haalboom, Thomas; Lurz, Peter W. (2016): Wärmeemissionen von Nistkastenkameras beeinflussen das Mikroklima des Nistkastens und das Verhalten übernachtender Vögel. In: Ornithologische Mitteilungen 68 (11/12)

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2016) : Formatives eAssessment in Online-Brückenkursen. Potentiale und Grenzen und die Rolle des Feedback In: Institut für Mathematik und Informatik der Pädagogischen Hochschule Heidelberg: Vorträge auf der 50. Tagung für Didaktik der Mathematik in Heidelberg: 50. Tagung für Didaktik der Mathematik: Heidelberg: 07.03-11.03.2016: Münster: Gesellschaft für Didaktik der Mathematik, S. 1145-1148. Online verfügbar unter http://www.zemath.dhbw-mannheim.de/fileadmin/ms-sonst/zemath/GDM_16_DERR_eAssessment.pdf

     

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  • Derr, Katja; Jeremias, Xenia Valeska; Schäfer, Michael (2016) : Optimierung von (E-)Brückenkursen Mathematik: Beispiele von drei Hochschulen In: Hoppenbrock, Axel; Biehler, Rolf; Hochmuth, Reinhard; Rück, Hans-Georg (Hg.): Lehren und Lernen von Mathematik in der Studieneingangsphase: Wiesbaden: Springer Spektrum (Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik), S. 115-129
  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2016): Studienvorbereitung Mathematik DHBW Mannheim, Fakultät Technik. TP 3 Formatives eAssessment. Online verfügbar unter https://www.optes.de/ilias.php?ref_id=6099&page=%C3%9Cbersicht&wpg_id=988&cmd=downloadFile&cmdClass=ilwikipagegui&cmdNode=sa:sk:sp&baseClass=ilwikihandlergui&file_id=il__file_20835

     

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2016): Studienvorbereitung Mathematik DHBW Mannheim, Fakultät Technik: TP 3 Formatives eAssessment. Online verfügbar unter https://www.optes.de/ilias.php?ref_id=6099&page=%C3%9Cbersicht&wpg_id=988&cmd=downloadFile&cmdClass=ilwikipagegui&cmdNode=sa:sk:sp&baseClass=ilwikihandlergui&file_id=il__file_20835

     

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  • Derr, Katja; Hübl, Reinhold; Podgayetskaya, Tatyana (2016) : Formatives eAssessment in Online-Brückenkursen: Potentiale und Grenzen und die Rolle des Feedback In: Institut für Mathematik und Informatik der Pädagogischen Hochschule Heidelberg: Beiträge zum Mathematikunterricht 2016: 3: Münster: Gesellschaft für Didaktik der Mathematik, S. 1145-1148. Online verfügbar unter http://www.zemath.dhbw-mannheim.de/fileadmin/ms-sonst/zemath/GDM_16_DERR_eAssessment.pdf

     

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  • Derr, Katja; Jeremias, Xenia Valeska; Schäfer, Michael (2016) : Optimierung von (E-)Brückenkursen Mathematik: Beispiele von drei Hochschulen In: Hoppenbrock, Axel; Biehler, Rolf; Hochmuth, Reinhard; Rück, Hans-Georg (Hg.): Lehren und Lernen von Mathematik in der Studieneingangsphase: 1. Aufl. 2016: Wiesbaden: Springer Spektrum (Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik), S. 115-129
  • Derr, Katja; Podgayetskaya, Tatyana (2016): Zusammenhang zwischen (Mathematik-) Vorkenntnissen, Vorkursteilnahme und Studienerfolg in den Ingenieurwissenschaften: Ergebnisse aus vier Jahren Evaluation. Münster, 2016

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  • Ehlers, Ulf-Daniel (2016) : Towards a theory for quality in education – An attempt on a fundamental concept In: European Distance and E-Learning Network: Forging new pathways of research and innovation in open and distance learning: 9th EDEN Research Workshop: Oldenburg: 4. - 6. Oktober

    Abstract: [UD Ehlers 2018:] Ten years after “The Learner’s quality model” there is a need for a fundamental concept of quality in education. In the public discourse of recent years, the term quality has gained an importance which is almost equalling the concept of equality or science orientation in the educational debate of the 1970s (Terhart 2000: 809). Such concepts usually do not appear in form of a precise operationalised empirical terminonlogy but rather as a pattern of arguments, objectives, convictions and suggestions. In that sense quality has advanced to become a slogan in education and pedagogy whichis characterized through its positive connotations rather than through its conceptual precision [4]. The theme of quality today is of high relevance to ghe national and European debate in education policy and practice, in schools, as well as in the tertiary sector. It is progressively finding its way into research in education, however needs a better theoretical foundation. The importance quality has gained within the debate in the education sector represents a fairly new and clearly shaped perspective on education which can be characterised through five aspects (Helmke et al. 2000, Fend 2001): • Quality advancement through more resources (Expansion) is replaced by the question of efficiency of the used resources. • The general believe that educational institutions are meeting gtheir selfdefined objectives is replaced by the question of actual effects, impact and criteria for efficiency and effectiveness. • The idea of an open and in parts controversial discourse on “good” pedagogical work is replaced through claims fro measurable and comparable indicators. • The general request to practitioners to care in a self-critical manner about constant improvement of their work is replaced by the expectations that strength and weaknesses shall be made visible through evaluation and quality management is taking on responsibility for onstant imporvements. • For some of the parts of the education system for which the state owns a monopoly the question is raised how these services can be organised in a more efficient way with a better quality through the free market.

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  • Ehlers, Ulf-Daniel : Qualitätsbrief der Dualen Hochschule Baden-Württemberg 2014/2015 (1-13)

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  • Ehlers, Ulf-Daniel (2016): Unterwegs - Die ganze Welt der Offenheit - ein (Welt-)Reisebericht. In: Synergie - Fachmagazin für Digitalisierung der Lehre (2), S. 84-88. Online verfügbar unter https://www.synergie.uni-hamburg.de/de/media/ausgabe02/synergie02-beitrag09-unterwegs.pdf

     

    Attachment: f09335d2-db21-4f0d-ae45-79f6cebaa76e.pdf

    Abstract: Fachmagazin für Digitalisierung in der Lehre #02

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  • Ehlers, Ulf-Daniel (2016) : Monitoring Progress on Open Education in Germany In: European Distance and E-Learning Network: Forging new pathways of research and innovation in open and distance learning: 9th EDEN Research Workshop: Oldenburg: 4. - 6. Oktober, S. 186-199. Online verfügbar unter http://www.eden-online.org/wp-content/uploads/2016/10/RW_2016_Oldenburg_Proceedings.pdf

     

    Abstract: [UD Ehlers 2018:] The paper summarises the situation of OER in Germany. An analysis of the scope of acceptance, use and implementation of the concept in educational institutions and policy, as well as an overview of the major actors and initiatives in the field of OER is presented. In addition, considerations about the concept of Open Educational Practices (OEP) and possible benefits for educational institutions are suggested.

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  • Ehlers, Ulf-Daniel (2016) : Open Educational Resources in Germany In: Miao; Fengchun; Mishra, Sanjaya; McGreal, Rory (Hg.): Open Educational Resources: Policy, Costs and Transformation, 6, S. 87-98. Online verfügbar unter https://www.researchgate.net/publication/327395458_Open_Educational_Resources_in_Germany_Open_Educational_Resources_Policy_Costs_and_Transformation_Open_Educational_Resources_Policy_Costs_and_Transformation

     

    Abstract: [UD Ehlers 2018:] Germany was the only country that, in its response to an OECD questionnaire in 2011, reported that Open Educational Resources (OER) are not expected to become a policy priority in the near future. It also stated that there is enough learning material in digital format. However, OER projects are being implemented in the country and there is a growing interest in making education open and educational materials made available freely on the Internet to students, teachers and schools. Open access is widely used in educational institutions in Germany, and the copyright law allows publicly funded research works to be self-archived in institutional repositories. This is not the same with educational materials, where publishers play a predominant role. With a growing interest in OER in Germany, several projects are emerging from the civil society. In educational institutions, there is a move to think beyond OER and promote Open Educational Practices (OEP) that support the effective use of OER.

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