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Learner Models: A Systematic Literature Research in Norms and Standards

Böck, Felix; Landes, Dieter; Sedelmaier, Yvonne (2024)

(2), S. 187-196.
DOI: 10.5220/0012556100003693


Peer Reviewed
 

Learners in higher education tend to become an increasingly heterogeneous group. Paying proper attention to individual differences is a challenge that may be leveraged by individualized automated recommendations of learning elements. This presupposes some knowledge of the learners’ profiles which can be captured in so-called learner models. Yet, so far, there is no comprehensive overview of existing standards and their contribution related to learner models. This paper presents the results of a systematic literature research devoted to norms and standards in the area of learner models. As it turns out, 16 norms or standards have some relationship to learner models, 3 of them present their versions of a learner model. None of the standards and norms offers a comprehensive learner model, but in their entirety these models provide hints on reasonable contents and structure of learner models.

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Verbesserte Clear-Sky-Erkennung durch hybrides Maschinelles Lernen

Schönau, Maximilian; Daume, Darwin; Panhuysen, Markus; Schulze, Achim...

7. Regenerative Energietechnik Konferenz in Nordhausen (RET.Con) 7. RET.Con, 2024 (7), S. 145-152.


 

Die präzise Erkennung von Clear-Sky-Momenten ist für die Überwachung und Effizienzana-lyse von Photovoltaikanlagen von zentraler Bedeutung, da zu diesen Zeitpunkten definierte und model-lierbare Einstrahlungsverhältnisse herrschen. Es wird ein hybrides Modell zur verbesserten Erkennung von Clear-Sky-Momenten auf Basis von Einstrahlungsdaten vorgestellt. Hierfür wurden zunächst ma-nuell, dann mithilfe eines CNNs Merkmale aus den Einstrahlungsdaten gebildet. Eine Falls tudie mit Referenzdaten belegt, dass durch die Kombination dieser wissens-und datengetriebenen Methoden Clear-Sky-Momente zuverlässiger identifiziert werden können. Dadurch können Analysemethoden schneller und zuverlässiger Aussagen über die untersuchten PV-Anlagen treffen.

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Enhancing Media Literacy in Higher Education

Sedelmaier, Yvonne; Erculei, E.; Landes, Dieter (2023)

Learning in the Age of Digital and Green Transition. Lecture Notes in Networks and Systems 633, S. 390-399.
DOI: 10.1007/978-3-031-26876-2_36


Peer Reviewed
 

Digitalisation affects all areas of our private and professional lives, posing new requirements to cope with new technologies and the possibilities they offer. New competences are needed formastering these challenges. Consequently, digital transition affects learning substantially. One of the competences that gain increasing importance through digital transition is media literacy. This paper tries to answer the question of how we can devise learning settings that foster media literacy in higher education. It does so by analyzing media literacy itself on the one hand, and learning settings in higher education which addressmedia literacy on the other hand. Key findings are that media literacy is not precisely characterized yet and that learning settings often do not addressmedia literacy as a main competence goal. To that end, recommendations for developing suitable competence-oriented learning settings in media literacy education at universities are given.

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Steps towards Enabling Health Professionals through Future Skills

Sedelmaier, Y.; Landes, Dieter (2023)

Proc. 9th International Conference on Higher Education Advances (HEAd’23) 2023, S. 701-708.
DOI: 10.4995/HEAd23.2023.16345


Open Access Peer Reviewed
 

Education in healthcare must enable professionals to work in the health sector for as long and as fulfilled as possible. Yet, new requirements are constantly
arising in the health sector, which continuously change the required competences, e.g. due to new technological possibilities and increasing
interdisciplinarity. Several challenges arise: education in healthcare needs awareness of required competences and their rapid change. At the same time,
addressing them in education presupposes an in-depth understanding of what they actually are.
To tackle these issues, a teaching concept was developed that builds on selfreflection of to-be professionals in healthcare. This concept includes characterizing typical professional situations and deducing required (future) competences for mastering these situations.
Beyond rising awareness to future skills, applying this teaching concept also yields data that support a better understanding of required competences and their importance across professions. A case study resulted in initial competence profiles for several professions in healthcare.

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Future Skills in Software Engineering and Health Care – Similar but Different

Sedelmaier, Y.; Landes, Dieter (2023)

Proc. 26th International Conference on Interactive Collaborative Learning / 52nd Int. Conf. on Engineering Pedagogy (ICL2023) 2023, S. 1025-1036.


Peer Reviewed
 

In order to cope with current disruptive technical and societal transfor-mations, e.g. through digitalization or AI, new competences, commonly called future skills, are indispensable for everyday as well as for professional life. Many organizations, large and small, work on defining a set of future skills. This might imply that future skills are generic and identical across all professions. In contrast, it is a consensus in pedagogical research that generic competences are spe-cifically shaped by the professional environment. Clearly, these two positions contradict each other. But what does this contradiction mean for future skills?
This research rests on the assumption that these context-sensitive generic competences including future skills are developed differently for each occupational field. In order to be able to offer target- and competence-oriented teaching, target competences must be known in the first place, taking into account the specific professional characteristics, currently and in the future.
This paper provides evidence that the initial assumption of context-specific competences is true by collecting and comparing qualitative research data. To do so, qualitative data was collected for different occupations, in particular software engineering and health care.
Our research shows that in fact each profession expresses competences specifically, and this applies to technical as well as non-technical competences.
The details of relevant competences need to be identified and characterized as a prerequisite for being able to devise and offer competence-oriented learning approaches.


Tackling Learning Obstacles in Learning Videos by Thematic Ad-hoc Recom-mendations

Lehmann, Alexander; Landes, Dieter (2023)

Proc. 26th International Conference on Interactive Collaborative Learning / 52nd Int. Conf. on Engineering Pedagogy (ICL2023), S. 1499-1506.


Peer Reviewed
 

Learning videos enjoy great popularity in a digitalized world, especially since their use is usually possible regardless of time and location. Learners use this advantage mainly in self-study. Supervision, as for example in classroom teaching, is rather difficult and learners are usually left to their own devices when learning obstacles arise. However, not treating learning obstacles can have serious consequences, ranging from a gradual loss of the learners’ motivation to the termination of the learning project. Consequently, learning obstacles must be identified and treated in order to support an efficient learning process. Fortunately, a digital learning environment opens up many opportunities to support learners automatically. This paper explains an approach to identify potential learning obstacles in video learning based on indirect feedback. The first part of the approach to removing learning obstacles in learning videos is based on an analysis of learners' click interaction within a video to identify potential problem areas. Building on this, the second part provides first thematically relevant ad hoc video recommendations for the potentially identified learning obstacle. In order to verify whether there is actually a learning obstacle, the third part explicitly induces learners to give indirect or direct feedback on whether the recommendations have helped them and, consequently, whether they have removed an actual learning obstacle.


Improving IV Curve Classification by Machine Learning Methods Using Deep Autoencoders

Schönau, Maximilian; Hüttl, Bernd; Landes, Dieter (2023)

Proceedings of 40th European Photovoltaic Solar Energy Conference 2023.


 

On-site current-voltage (IV) measurements will play an essential role in the online monitoring of PV systems. However, challenging measurement conditions like inconsistent irradiance levels on PV arrays (e.g., due to local shading) can distort IV curves, leading to inaccurate characterizations. By accurately detecting deformed IV curves, the reliability of both on-site and remote IV measurements is significantly enhanced. For this purpose, several classifiers were evaluated using 4104 manually labeled IV measurements on a mc-Si-PV array. Machine learning tech-niques perform much better than a traditional rule-based filter, with accuracy above 99 %. A deep Autoencoder was employed to reduce IV measurements into a set of 7 features, which encoded the shape of the curves into a low dimen-sionality. The IV-Autoencoder improved the classification of IV curves, yielding better results than a feature reduction with Principal Component Analysis. The proposed classifiers are able to sort out on-site IV measurements under un-satisfactory environmental conditions, benefiting the online monitoring of PV systems. It may also be used as an indi-cator for faulty PV strings.

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Improving Learning Motivation for Out-of-Favour Subjects

Böck, Felix; Landes, Dieter; Sedelmaier, Yvonne (2023)

15th International Conference on Computer Supported Education, CSEDU 2023; Prague; Czech Republic; 21 April 2023 through 23 April 2023; Code 188800 1, S. 190-200.
DOI: 10.5220/0011841400003470


Peer Reviewed
 

Many curricula encompass subjects that are deemed less interesting or not important by a large share of students since they cannot perceive their true significance. It is an open question how students can be compelled to get involved with these subjects after all. This paper presents a novel concept how this can be accomplished. In particular, the paper argues that four important requirements must be met, namely that learning can also be accomplished in a less formal environment than regular lectures, learning may happen independent of physical presence at the university and whenever students see themselves fit, learning is based on small units, and students enjoy getting involved in the matter. As a proof-of-concept, this approach has been used in programming education for students of electrical engineering, based on sending short summaries via WhatsApp and adding playful elements. such as quizzes. An evaluation of the proof-of-concept over two terms provides indication of the viabi lity and usefulness of the approach, but also highlights several opportunities for extensions and refinements.

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Enhancing Media Literacy in Higher Education

Sedelmaier, Yvonne; Erculei, E.; Landes, Dieter (2022)

Proc. 25th International Conference on Interactive Collaborative Learning / 51st Int. Conf. on Engineering Pedagogy (ICL2022) 2022, S. 1145-1154.


Peer Reviewed
 

Digitalisation affects all areas of our private and professional lives, posing new requirements to cope with new technologies and the possibilities they offer. New competences are needed for mastering these challenges. Consequently, digital transition affects learning substantially. One of the competences that gain increasing importance through digital transition is media literacy. This paper tries to answer the question of how we can devise learning settings that foster media literacy in higher education. It does so by analyzing media literacy itself on the one hand, and learning settings in higher education which address media literacy on the other hand. Key findings are that media literacy is not precisely
characterized yet and that learning settings often do not address media literacy as a main competence goal. To that end, recommendations for developing suitable competence-oriented learning settings in media literacy education at universities are given.


One Size Fits All? Future Skills in Higher Education – Lessons Learned

Sedelmaier, Yvonne; Erculei, E.; Landes, Dieter (2022)

Proc. 14th International Conference on Education and New Learning Technologies (EDULEARN 22) 2022, S. 6793-6803.


Peer Reviewed
 

This paper will focus on future skills and outline the needs of universities to adapt their learning concepts to new requirements. It discusses challenges for universities during this adaption process, lessons learned concerning the integration of future skills in study programs, and proposes some solutions to overcome these deficiencies.


Malware Detection on Windows Audit Logs Using LSTMs

Ring, M.; Schlör, S.; Wunderlich , D.; Landes, Dieter; Hotho, A. (2021)

Computers and Security 109, S. 1-12.
DOI: 10.1016/j.cose.2021.102389


Peer Reviewed
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How to design a competence-oriented study program for data scientists?

Sedelmaier, Y.; Landes, Dieter; Erculei, E. (2021)

IEEE Global Engineering Education Conference (EDUCON 2021), S. 1582-1586.
DOI: 10.1109/EDUCON46332.2021.9453949


Open Access Peer Reviewed
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Totally Different and yet so Alike: Three Concepts to Use Scrum in Higher Education

Klopp, M.; Gold-Veerkamp, C.; Abke, J.; Borgeest, K.; Reuter, R.; Jahn, S.; Mottok, J....

Proceedings for the 4th European Conference on Software Engineering Education (ECSEE 2020) / New York, USA 2020, S. 12–21.
DOI: 10.1145/3396802.3396817


Peer Reviewed
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Insights in Students’ Problems during UML Modelling.

Reuter, R.; Stark, T.; Sedelmaier, Y.; Landes, Dieter; Mottok, J.; Wolff, C. (2020)

Proceedings of the IEEE Global Engineering Education Conference (EDUCON 2020) 2020, S. 592–600.
DOI: 10.1109/EDUCON45650.2020.9125110


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About the Effectiveness of Different Game Design Elements for an Introductory Programming Course.

Schwarzmann, Andreas; Landes, Dieter; Sedelmaier, Y. (2020)

49th International Conference on Engineering Pedagogy / 23rd International Conference on Interactive Collaborative Learning (ICL). 2020, S. 552–562.


Peer Reviewed

Analyzing Challenges in Software Engineering Capstone Projects

Sedelmaier, Y.; Landes, Dieter (2020)

ICSEA 2020 The Fifteenth International Conference on Software Engineering Advances 2020, S. 135–140.


Peer Reviewed
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Neun Jahre EVELIN – Erkenntnisse und Perspektiven.

Sedelmaier, Y.; Landes, Dieter (2020)

Didaktik-Nachrichten (DiNa) 2020 12, S. 32–39.


Peer Reviewed
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Using Learning Styles to Accommodate for Heterogeneous Groups of Learners in Software Engineering

Waibel, Nico; Sedelmaier, Y.; Landes, Dieter (2020)

In Proc. 11th IEEE Global Engineering Education Conference (EDUCON 2020), Porto, Portugal 2020, S. 819–826.
DOI: 10.1109/EDUCON45650.2020.9125233


Peer Reviewed
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Impact of Generative Adversarial Networks on NetFlow-Based Traffic Classification

Wolf, Maximilian; Ring, M.; Landes, Dieter (2020)

13th International Conference on Computational Intelligence in Security for Information Systems (CISIS 2020) / Cham 2020 (1267), S. 393–404.


Peer Reviewed

The Impact of Different System Call Representations on Intrusion Detection

Wunderlich, Sarah; Ring, M.; Landes, Dieter; Hotho, A. (2020)

Logic Journal of the IGPL 2020.
DOI: 10.1093/jigpal/jzaa058


Peer Reviewed
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Prof. Dr. Dieter Landes


Hochschule Coburg

Fakultät Elektrotechnik und Informatik (FEI)
Friedrich-Streib-Str. 2
96450 Coburg

T 09561317177
dieter.landes[at]hs-coburg.de

ORCID iD: 0000-0002-0741-3540