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Projects

 

 

PRiME: Professional Reflective Mobile Personal Learning Environments — in cooperation with DB Training, Learning & Consulting (BMBF)

The PRiME learning and knowledge management system integrates learning into the work processes and allows continuous, self-regulated learning in individualized learning environments. The access to context-based knowledge (also in areas of weak infrastructures) is assured by mobile applications. Moreover, network learning offers knowledge reflection on three different levels: in the personal learning environment, in the personal network and in the network of practice. Recording, exchange, discussion and enhancements of knowledge result in further appreciation inside the company as well as the creation of new work instructions, best practices or policies. Learning analytics methods conduce to personalization and prevent information overflow for the users.

PELE: Personal Exploratory Learning Environments — ETS-Project

 
The aim of this project is to create an open, student-centered and research-oriented learning environment, in which students can determine the content of teaching, the learning process and learning objectives themselves. The learning process of the students will be assisted by the lecturers in a moderating way. By this integrated approach of lecture, practical training and seminars and through the use of Web 2.0 technologies, students have the opportunity to learn self-paced, project-oriented and active in groups, in terms of student-centered blended learning.

Personalized learning of subject-specific principles and study techniques in preliminary courses — ETS-Project

Using the example of computer science a new approach for preliminary courses for students of all subject will be development during this project. The aim is to promote study skills and learning techniques integrated into the student-centred teaching while introducing to the blended learning infrastructure of the RWTH. Besides giving a subject-specific introduction, this approach aims at supporting the students in mastering the first organisational and emotional obstacles during the beginning of studies.

School Laboratory “InfoSphere“ – an extracurricular Place of Learning for Pupils of all Ages

 
The school laboratory for computer science InfoSphere opened in summer 2010 at RWTH Aachen University offers several ways to numerous facets and applications of computer science for children and teenagers who are not technology-friendly. There are offers lasting half a day, a full day, but also several days. The modules are very experimental and action-oriented. Some examples are “A journey into a computer”, “Android programming” and “Diffie-Hellman key exchange”.
The modules can be booked by teachers for their classes or courses for free. There is no previous knowledge for many of our modules developed for lower and middle grade pupils necessary. That is the reason why these courses fit for pupils of different types of schools. Other offers are especially suited for their integration in higher secondary computer science education. They can be used as an alternative course type or as an interesting continuation of the school topic with smooth transition to actual computer science research.
The main aim of InfoSphere is to strengthen pupils in the well-founded uses of technology and information in different fields of activity. The pupils should acquire skills in technical analysis and design to solve computational problems. Especially open questions, which allow different and creative solutions, should be processed. Teamwork is one of the most important factors in order to achieve a goal.
InfoSphere is the only school laboratory, which does not only deal with applications, but also with the root of computer science. The goal of the facility is to visualize aims, concepts, methods and tools of computer science which are not perceived by the public. Our school laboratory presents an ideal complement for classical computer science lessons and connects actual research topics with school lessons.
Concept
Our school laboratory is open for school classes, computer science projects or interested individuals. InfoSphere provides the opportunity to teach actual themes very attractively which cannot be taught in school because of their technical or temporal limits.
The themes of the modules are attached to the living environments of the pupils (for example mobile programming, GPS systems or social networks). The modules broaden their horizons to other fascinating contents of computer science as visual encryption or limits of computation.
To close the big gap between school and university InfoSphere provides the opportunity to bring the pupils closer to actual fields of research. Therefore pupils can come into contact with the university and can gain impressions of research in computer science, which will be an advantage for their further choice of university studies or work fields.

IGaDtools4MINT — Gender and Diversity Mainstreaming framework for computer science study programs

 
The project IGaDtools4MINT(external link) aims to persistently enhance the proportion of women in computer science and other STEM courses (science, technology, engineering and mathematics), since, despite numerous efforts, the proportion of women in these subjects stagnates at a low level.

In collaboration with the Computer Supported Learning Research Group(external link), the Integration Team – Human Resources, Gender and Diversity Management(external link) at the RWTH University and with the Technischen Universität Berlin(external link) we light up several national and international successful efforts and study their transferability to the computer science course at the RWTH University.

A central goal of this project is the development of a Gender and Diversity Toolkit as collection of successful efforts, which could be converted in other STEM courses and at other universities in future as well.

L²P(external link) — Lehr- und Lernportal der RWTH Aachen (CiL, Rz - Microsoft)

 
We develop the eLearning and teaching portal of RWTH Aachen university based on professional components. Specific characteristics are: very low threshold and complexity for novel users, seamless integration into RWTH processes of teaching and adminisration, no redundancy, intetgration with campus management software and identity management.

The Center for Innovative Learning Technologies (CiL)(external link), being responsible for the sustainable introduction of e-learning elements into the university’s study programs, designs the technological, instructional and administrative framework for blended learning at RWTH Aachen University. Main focus of 2008 activities were the further design, development, deployment and advancement of the central learning management system L²P in cooperation with the Computer and Communication Center. Besides several weekly upgrades new functionalities as for example an online supported exercise course, the possibility to request a copyright check for literature entries, and the visualization of LaTeX-formulas were successfully tested and introduced. Due to its operating expense the previously used assessment modules of CLIX were replaced by the e-testing features of Moodle. Furthermore, supportive measures such as an expanded, target-oriented e-learning training program and first level support for all questions concerning L²P were helpful for newcomers to the field of technology-supported teaching.
The L²P portal usage continues to be very successful with an increasing number of regular courses using the system (more than 1700 per term). Within the two and a half years since its launch L²P has been established as a stable and well-adopted eLearning platform. These numbers put RWTH Aachen University into the top universities in Germany concerning its adoption of a blended learning approach.

 

SAiL-M(external link) — Semi-automatic Analysis of individual Learning processes in mathematics (BMBF)

 
In university courses with hundreds of participants, it is impossible for the tutors to take extensive care of each student. On the other hand, completely automated learning environments often do not offer the feedback that weaker students require in order to catch up. Therefore, the goal of the project is to develop concepts and tools that allow for a semi-automated analysis of individual learning processes in mathematics and other disciplines.
In the last year, we have developed interactive tools that support the user in mathematical exercises, such as proving geometric theorems or transforming terms in set algebra. In cooperation with our partners in Schwäbisch Gmünd, we have integrated interactive visualizations based on the Cinderella Dynamic Geometry System. A Jacareto module makes it possible to evaluate the student’s learning process. The geometry tool, dubbed TwoCol, has been introduced at PH Ludwigsburg during the summer term 2009.
The project is funded by the Federal Ministry of Education and Research within its program for empirical research in education.

 

Jacareto — Recording interaction in learning programs

 
Jacareto is a framework that implements capturing user-program interaction on graphical user interfaces written in Java. You can capture actions on applications and replay them later on (like macros). It has been successfully used

  • to realize executable specifications of interactive systems using GUI -prototypes;
  • to integrate self-explanatory tutorials in help systems of software;
  • to implement instructional scenarios focusing on the learning process;
  • to realize usability studies of interactive systems.

 
Jacareto can be used in combination with Protoreto, a prototyping tool that can be used to create functional GUI prototypes even without programming skills.

More information...

 

go4IT!(external link) — Förderung des MINT-Nachwuchs (Sponsors, RWTH University Excellence in Research Program)

 


Since January 2009 our team offers regional schools free robot workshops for girls to awaken interest in STEM-subject and especially in Computer Science. Content of the workshop is the internationally proven didactic approach on robots. The workshops are offered for girls of the 6th until 8th grade to increase the interest of the pupils in school at a high stage and making the decision for a technical study easier. The innovations in “go4IT!” are an offer of continuative workshops in 8th and 9th form that aim at a sustainable change in the attitudes of participants towards STEM and are integrated into the computer science teacher training at the RWTH Aachen. The “go4IT!” project provides students in teacher training the opportunity to get practical experience in teaching successful gender and diversity lessons. Due to a successful sponsor acquisition at least 40 workshops are arranged and will be held in 2009. Thus, up to 400 girls will attend the workshops this year.

Results: 97% of the participants had fun at the workshop; 87% of the participants have implemented their own ideas; after the course, over 55% can imagine to be a computer expert; 71% refused to study computer science, after the course, it was 15% less.

 

Gender & Diversity Projects(external link) — Supported by the Excellence Initiative

 
A key objective of RWTH Aachen University is to create equal opportunities for all lecturers and students and to establish a successful diversity management. In addition to other factors, 'diversity sensitivity' provides a crucial basis for excellent teaching and research. Currently, three PhD projects at i9 focus on gender and diversity research questions. They contribute to findings concerning this matter and strive for achieving sustained success both in computer science and in other STEM subjects (Science, Technology, Engineering, and Mathematics). If you have questions about our gender and diversity projects, please contact the respective doctoral researchers.

 

Learning process oriented eAssessment and intelligent feedback

 
Presenting information does not suffice to ensure successful learning. Rather, the learner must deal with the material actively. For this purpose, exercises are offered among other things. To increase the number and frequency of the exercises offered to the learner, computers have been used for automatically correcting objective tests for a long time. These are such that the correct solution must be known in advance, and that the answers given by the learner are evaluable by a simple test procedure (e.g. single/multiple choice). These simple procedures allow using such objective tests in a variety of fields. To really benefit from such tests, the learner should receive evaluated feedback concerning both his solution and his approach to reach the solution. However, the type and scope of feedback to objective and automatically evaluable tests often do not exceed a justification of either correctness or faultiness, and they mostly report only success or failure (correct/false). Determining the reason of failure is seldom possible and depends on the design of the test.

Special skills, such as programming, drawing a diagram or writing an essay, cannot be evaluated by such tests. Therefore, there were soon first approaches of eAssessment systems, with a focus on specific domains, which tried to at least semi-automatically correct exercises specific to these domains. In these systems, specialized correction procedures where implemented to identify typical errors and thus to give better feedback.

In addition to correcting a learner’s solution and giving feedback, it is also reasonable to support him in the process of reaching the solution. To achieve this, the learner may solve exercises in teams, with the additional help of tools supporting collaborative work. Moreover, one can use tools that allow to monitor the learner’s progress while solving an exercise, and that allow to give hints when the learner gets stuck or is heading in the wrong direction.

In this project, we aim for a workflow-based framework that will allow to createcreating arbitrary, domain independent exercises together with their respective correction procedures. The framework should also allow manual correction phases at specific points in the correction procedure, which are referred to as “tutor-in-the-loop” steps. Furthermore, we develop specific tools that give feedback and hints to a learner solving an exercise.


Created by System Administrator. Last Modification: Thursday, 14. November 2013 15:59:00 by greven.