Publikationen der DHBW Karlsruhe

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  • 2016

  • Samoila, Oliver; Büchter, Karin; Koch, Karola; Hartung, Marion : Synthese des Kompetenzbegriffs in optes. Online verfügbar unter https://www.optes.de/goto.php?target=file_5511_download&client_id=optes

     

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  • Samoila, Oliver; Büchter, Karin; Koch, Karola; Hartung, Marion : Synthese des Kompetenzbegriffs in optes: Version 1.6. Online verfügbar unter https://www.optes.de/goto.php?target=file_5511_download&client_id=optes

     

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  • Samoila, Oliver; Heubach, Melike; Mersch, André; Wrenger, Burkhard (2016) : Das ePortfolio und flankierende Maßnahmen des Verbundprojektes optes zur Unterstützung INT-Studierender in mathematischen Grundlagenveranstaltungen 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. 423-434

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  • Sangwin, Christopher J.; Köcher, Nadine (2016): Automation of mathematics examinations. In: Computers & Education 94, S. 215-227. DOI: 10.1016/j.compedu.2015.11.014

    DOI: https://www.optes.de/ilias.php?ref_id=117&page=Veröffentlichungen&wpg_id=158&cmd=downloadFile&cmdClass=ilwikipagegui&cmdNode=sa:sk:sp&baseClass=ilwikihandlergui&file_id=il__file_17702 

    Abstract: Assessment is a key component of all educational systems, and automatic online assessment is becoming increasingly common for formative work in mathematics. This paper reports an investigation of the extent to which contemporary automatic assessment software can automatically mark answers to questions from existing high-stakes mathematics examinations. The questions are taken from a corpus of publicly available core mathematics questions designed for high-achieving students aged approximately eighteen at the schooleuniversity interface. We focus on the extent to which objective properties of each final answer may be automatically established and the extent to which automatic marking reasoning by equivalence supports assessment of students' methodology. Our results show that transcribing existing paper-based mathematics examinations into an electronic format is now feasible for a significant proportion of the questions as currently assessed. The most significant barrier to using contemporary automatic assessment is the requirement from examiners that students provide evidence that they have used an appropriate method.

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  • Schäffer, Dennis; Osterhagen, Tanja : Lernmanagement-Systeme mit Konzept einsetzen – Lehrende und Studierende beim Online-Lernen begleiten. e-teaching.org. Online verfügbar unter https://www.e-teaching.org/etresources/pdf/erfahrungsbericht_2016_schaffer-osterhagen_lms-mit-konzept.pdf

     

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  • Schäffer, Dennis (2016) : Studierende begleiten Professor*innen - Ausbildungskonzept für studentische E-Learning-Berater*innen In: Ternes, Doris; Eller-Studzinsky, Bettina; To, Kieu-Anh (Hg.): TeachingXchange: Kalletal-Hohenhausen: Strangfeld Druck GmbH, S. 111-126. Online verfügbar unter http://www.pedocs.de/volltexte/2017/12737/pdf/Schaeffer_2016_Studierende_begleiten_Professor_innen.pdf

     

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  • Sreenivasa, Manish; Chamorro, Carlos Javier Gonzalez; Gonzalez-Alvarado, Daniel; Rettig, Oliver; Wolf, Sebastian I. (2016): Patient-specific bone geometry and segment inertia from MRI images for model-based analysis of pathological gait. In: Journal of biomechanics 49 (9), S. 1918-1925. DOI: 10.1016/j.jbiomech.2016.05.001

    DOI: https://doi.org/10.1016/j.jbiomech.2016.05.001 

    Abstract: Patient-specific modeling is a vital component in the translation of computational multibody dynamics into clinical practice. Recent research has focused on ways to derive such models from medical imaging, but the process is usually time consuming and sensitive to operator skill. Here, we present methods to derive kinematic and inertial properties of body segments from MRI images, and condense them into a dynamically consistent patient-specific multibody model (PSM). We develop a semi-automated tool chain to classify bone, muscle and fat in the lower body and use optimization and geometrical methods to derive personalized bone meshes and segment inertial properties. The tool chain is applied to investigate the gait of a 12-yr old female with bone deformities. The patient-specific results are compared to those arising from generic scaled models with parameters based on regression equations. We found several kinematic and inertial differences between the two models, and overall the PSM resulted in markedly smaller angular and force residuals. The PSM was able to capture vital aspects of this patient׳s gait in the transverse plane that were overlooked by the generic model. These results are relevant to the use of multibody dynamics in the planning of surgical interventions, and form the basis for developing efficient and automatic methods to create patient-specific models.

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  • 2015

  • Berkling, Kay (2015) : Connecting Peer Reviews with Students’ Motivation - Onboarding, Motivation and Blended Learning In: SciTePress: International Conference on Computer Supported Education (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 event)

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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: International Conference of the German Society for Computational Linguistics and Language Technology: 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: International Conference of the German Society for Computational Linguistics and Language Technology: 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: International Conference of the International Speech Communication Association: (ISCA) International Speech Communication Association (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: Workshop on Speech and Language Technology in Education, 6: 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: Diz, 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: Diz, 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: Diz, 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: Reading: Academic Conferences and Publishing International Limited, 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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