P356 - DELFI 2024 - Die 22. Fachtagung Bildungstechnologien

Permanent URI for this collectionhttps://dl.gi.de/handle/20.500.12116/44489

Authors with most Documents  

Schroeder, Ulrik
6
Strickroth, Sven
4
Görzen, Sergej
3
Harrer, Andreas
3
Schiffner, Daniel
3

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Author: search.filters.author.Strickroth, Sven

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  • Conference demo
    easyProtocol: Ein digitales Unterstützungstool für mündliche Prüfungen
    (Gesellschaft für Informatik e.V., 2024) Jebing, Zoe; Egetenmeier, Armin; Strickroth, Sven; Schulz, Sandra; Kiesler, Natalie
    Protokolle stellen eine notwendige Dokumentation für spezielle Prüfungsformate wie mündlichen Prüfungen dar. Das Protokoll erfüllt dabei primär die rechtlichen Anforderungen eines Nachweises des korrekten Ablaufs, wobei dessen Inhalte oft nicht weiter genutzt werden. In diesem Demo-Beitrag wird ein Prototyp eines Unterstützungstools für mündliche Prüfungen vorgestellt. Das Tool unterstützt zum einen den Protokollführenden, den Prüfungsablauf strukturiert zu dokumentieren und ein rechtskonformes Protokoll zu erstellen. Zum anderen werden die eingegebenen Daten aber auch analysiert, um z. B. die Bewertung der Prüfung durch eine übersichtliche Zusammenfassung zu unterstützen. Dadurch sollen u. a. die Prüfungsbewertungen transparenter und vergleichbarer werden.
  • Conference paper
    Supporting Constructive Alignment: Visualization of the Alignment of Teaching Goals and Developed Assignments
    (Gesellschaft für Informatik e.V., 2024) Azaiz, Imen; Strickroth, Sven; Schulz, Sandra; Kiesler, Natalie
    In higher education, aligning educators’ goals with students’ diverse needs is a major challenge, especially in large classes that make it difficult for educators to monitor students’ progress. This paper introduces a novel approach grounded in constructive alignment principles, enhancing the integration of learning objectives and competency models. By aligning teaching goals and developed assignments, our approach fosters deep insights, enabling adaptive teaching and promoting differentiated learning activities. It demonstrates whether assignments comprehensively cover the course’s learning objectives based on assignment annotations. This comprehensive alignment analysis provides a comprehensive overview, aiding educators in developing assignments that match the learning objectives and in planning targeted interventions to support students. The feasibility of the general approach was tested using data from an introductory computer science course.
  • Conference paper
    Challenges of Computer Science Tutors in Their Teaching: How can Educational Technology help?
    (Gesellschaft für Informatik e.V., 2024) Egetenmeier, Armin; Strickroth, Sven; Schulz, Sandra; Kiesler, Natalie
    Tutorial sessions led by student tutors are an essential part of teaching in large classes, e. g. in Computer Science (CS), to provide personal support and to guide learning. Although universities offer training and educators conduct regular meetings to assist tutors, the use of technology in their teaching practice is mostly unknown. This paper presents exploratory insights from focus group interviews with CS tutors to reveal tutors’ challenges, needs and current usage of educational technology in their teaching. The results show a lack of use of technology by tutors to improve their teaching or to gather useful information about their group in a structured way. The potential of educational technology to enhance tutorial sessions remains largely untapped. Possible technology-driven approaches and ideas proposed by tutors are discussed. Based on these initial results, the goal is to develop tailored technology-enhanced support and provide relevant information to tutors in the future.
  • Conference paper
    Towards Open Science at the DELFI Conference
    (Gesellschaft für Informatik e.V., 2024) Kiesler, Natalie; Röpke, René; Schiffner, Daniel; Schulz, Sandra; Strickroth, Sven; Ehlenz, Matthias; Heinemann, Birte; Wilhelm-Weidner, Arno; Schulz, Sandra; Kiesler, Natalie
    Despite the increasing awareness of Open Science within the educational technology community, conferences, such as DELFI, do not yet foster the publication of research data including software. To address this, we conducted a survey eliciting the community’s needs, perspectives, and publication preferences. The analysis of 24 valid responses reveals a variety of research data formats used, and several uncertainties, e. g., regarding data ownership. Associated barriers comprise legal concerns and lacking resources to publish data. Nonetheless, researchers seem open for new publication formats. Moreover, we analyzed author’s intentions to publish data related to their DELFI submissions in 2023 (n=66). Many researchers assume not to have data to share (n=28), or no intention to publish data in the future (n=16). Overall, the results imply a lack of awareness and recognition of data publications, so that further efforts and incentives are required to move toward Open Science practices in the DELFI community.
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