Literature Wird in der Veranstaltung bekannt gegeben. Reinhard Kirchner Computer Science 89 Prof. Skills to analyze the performance of computers. Basic knowledge of the functionality of single processor computers. Contents Propositional logic operators, normal forms, Boolean algebra, etc. Implementation of propositional logic by combinatorial circuits Logic minimization Finite state machines FSMs Implementation of FSMs by sequential circuits Coding numbers, symbols, etc. Computer arithmetic fixed point, floating point, logic operations Data path and controller Instruction set architecture v.
Hennessy, D. Meinel and T. Mueller and W. Paul, Computer Architecture: Complexity and Correctness, Springer Verlag, further literature: to be announced in the lecture Last modification Version 47 sub-modules No submodules assigned. Knowledge of managing processes by the operating system. Usage of synchronization primitives. Contents Pipelining principle, conflicts, forwarding and other implementation techniques Memory hierarchy, organization of caches Bus hierarchy Assembler programming incl.
DMA Working memory management virtual memory File management Protection mechanisms Forms of examination prerequisites for final ex. Tanenbaum, Moderne Betriebssysteme, Hanser-Verlag, 2. Es sind transaktionsverarbeitende Systeme, d. Elmasri, R. Database Management Systems. Mcgraw-Hill Publ. Christopher D.
Introduction to Information Retrieval. Cambridge University Press, Design alternatives, for example connection-oriented vs. Quantitative understanding of communication systems Contents Overview on communication systems: terminology, structure, architecture, market Application layer principles and mechanisms with examples like http, email, ftp, DNS Transport layer principles and mechanisms with examples like TCP and UDP Network layer principles and mechanisms with examples like IPv4 addressing, OSPF, BGP Link layer principles and mechanisms with examples like Ethernet, MPLS Physical layer principles as for example Nyquist's and Shannon's theorems Forms of examination prerequisites for final ex.
Kurose and K. Pearson, 2nd Edition, Computer Networks. Prentice Hall, 4th edition, Peterson and B. Computer Networks — A Systems Approach. Morgan Kaufmann, Lernsteuerung: was kann ich schon? Was gelingt mir noch nicht? Wissenschaftliches Arbeiten: wie plane, steuere, realisiere ich eine Hausarbeit u. Oder: Wer kann ich werden und wenn ja wie?
Schneider Verlag Hohengehren GmbH: Beltz Verlag, Huber: Schneider Verlag Hohengehren Klinkhardt Der Weg zum Erfolg. Herder: Hogrefe Verlag: Gabal-Verlag GmbH: A Systems View. Wadsworth Publishing: Auflage, VS Verlag, Gabal-Verlag GmbH Pro Semester kann nur ein Seminar besucht werden. Semester besucht werden. Verpflichtende Teilnahme an allen 3 Seminaren. The tasks are based on the study modules Software Development 1, 2, and 3, whose contents will be applied in a realistic project context.
In the project, a choice of the development of several applications from different domains e. They can develop and implement a large application, perform software tests, realize a whole design cycle and work in a team. Contents The setting of project tasks covers design, implementation, and testing of software systems. During the design phase, students will use application-specific techniques as MATlab, Statecharts, Modellica, statistic test techniques, etc.
Remarks Will be organized together with SW development project. Educational objectives Mit erfolgreichem Abschluss des Moduls werden die Studierenden in der Lage sein,. Weitere Literatur wird in der Vorlesung bekannt gegeben. Die Vorlesung Web 2. Basis hierzu bilden neben theoretischen Grundlagen zahlreiche Beispiele aus Wissenschaft und Industrie. Themenschwerpunkte sind:. Literatur zur Vorlesung Web 2.
Thees Web 2. Educational objectives Capability to prepare a special topic from computer science based on a given set of literature. Capability to present a special topic from computer science using electonic media Capability for sientific discussion Contents Depends on the topic of the seminar. Literature Depends on the topic of the seminar. Remarks Choice of one of the related seminars sub modules. Educational objectives Ability to apply engineering methods and techniques in practice for systematic development of applications: Ability to apply knowledge and technique learned in teh lectures.
Ability to design and implement an application. Ability to specify and execute software tests Team work. Contents Depends on the topic of the project. Literature Depends on the topic of the project. Remarks Choice of one of the related projects sub modules. Zweig Network analysis Bachelor project 4P 8 Prof. Lecturers No lucturers assigned yet.
Contents Themen aus dem Bereich "Informatik und Gesellschaft", z. Educational objectives Capability to prepare a special topic from computer science and its relations to other topics based on the literature. Educational objectives Capability to prepare a special topic from socioinformatics and its relations to other topics based on the literature.
Remarks It has to be confirmed by the program coordinator that a socioinformatics topic has been chosen. Educational objectives Competence to apply engineering methods and techniques in practice for systematic development of applications: Competence to apply knowledge and technique learned in teh lectures. Competence to design and implement an application. Competence to specify and execute software tests Team work. Educational objectives Competence to apply socioinformatics methods and techniques in practice: Competence to apply knowledge and technique learned in the lectures.
Competence to analyze an application. Team work. Remarks The socioinformatics topic of the project has to be confirmed by the program coordinator. The students know basic algorithms and data structures search methods, sorting methods, balanced search trees, hashing and are able to,. In the exercises they have worked out a safe, precise and independent handling of the terms, statements and methods from the lecture.
Golub, J. Academic Press, 1st edition, Up-to-date graphical devices allow not only video games but may be used for scientific computations. They are heavily used in deep learning and artificial intelligence. With their superior performance it is not surprising that many of the fastest computers in the world contain these cards. This course offers basic knowledges on high performance computing on graphical devices. In tutorials based on the open-source CFD code SU2, the students will get hands on the derived methods for optimization and control in fluid mechanics.
Instructors often view it as impossible due to barriers inherent in the online format—students envision chaos, frustration and even more work than individual projects entail. Research supports the premise that students, in well designed learning environments experience meaningful learning, develop higher order thinking, and learn to evaluate and acknowledge multiple viewpoints. Academic settings are an important venue for information about group processes to be disseminated and for students to be provided with opportunities to practice and gain skills in effective group work Ilera, ; Smith, Successful group processes include the ability to problem-solve, work effectively with others, communicate orally and in writing, and manage resources including time and responsibility to project outcomes.
Though we know the benefits and acknowledge its value, the question becomes—how can educators create an experience that facilitates this kind of learning in a virtual space? The face-to-face experience provides an opportunity for groups to build trust and cohesiveness through verbal cues, facial expressions, and physical presence. Considering the elements that make up a strong online learning community is necessary when shifting to online teaching. Such elements include creating social presence, a safe learning environment, and a commitment to a learning team.
Therefore, collaboration often remains shallow due to the lack of affective group support. Below I list five foundational elements that are critical to effective student collaboration and knowledge sharing and creating.
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Not all elements are within the control of the instructor, though an awareness contributes to instructor effectiveness. CoI is a theoretical model that outlines a process for creating deep and meaningful learning experiences [online] through the development of three interdependent dimensions — social, cognitive and teaching presence.
Establishing social presence helps students to establish themselves as a community member and contributor to the course, necessary for successful online learning that leverages group knowledge building and sharing. Social Presence : For students to be successful in online learning environments, introducing themselves, making connections with classmates and establishing themselves in the learning community is critical. Student anonymity in learning spaces is a barrier to establishing trust and building learning community. Presence of a Leader : This refers to two aspects, 1 the leadership of the instructor where he or she supports group work, ie.
A leader of the group can be assigned by the instructor recommended or selected within the group. The group leader also acts as the liaison between the group and the instructor. They are more likely to engage and commit to a group project when it is aligned closely with the learning objective of the course and is meaningful. The instructor should provide skill development resources for group interaction including specific guidelines for communicating [netiquette rules, for example NO CAPITAL LETTERS when communicating via text, and using emoticons : , steps to solve group problems or disagreements, including an option that involves the instructor as a resource.
Stepping in as a mediator may be required at times, where the instructor can walk students through problem solving steps via a group meeting using Skype, or other synchronous medium. Technology is very often cited as a barrier by students, minimizing the barriers is within the instructors control, if not the institution. Ideally online communication should be seamless. I know readers benefit greatly from this sharing. This post reviews three stellar tools available online for free that help students [online and face-to-face] study individually or in groups, organize course notes and materials, focus on key content areas—learn more efficiently, and effectively.
Easy to use—links to Google Drive, can be private or shared with other students. Simple —sign into the platform with Google email [if you are already logged into Google simply click on the sign-in button], a window opens up, copy the URL from the video, whether YouTube or from a MOOC platform such as Coursera, Udacity, etc, and get started taking notes.
Notes synch to the video. This is brilliant. I designate a notebook for each course image above , with notes, images and files pertaining to the course within each. The notes created within Evernote include features allowing one to add audio notes just click the microphone icon record and save, the file is embedded in the note , add links, insert images and screen shots with ease drag-and-drop and add tags so I can easily find common themes at a later date.
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The camera feature is another excellent tool; I take pictures of handwritten notes, add them as a document file. There is a sharing feature; I can share specific notes with other classmates, either by email, Twitter, Facebook or LinkedIn. I have written about Google docs in previous posts—but I will again highlight the value for students, as it is no doubt one of the best online collaboration tools available for documents, presentations and spreadsheets. For groups projects, it is an essential tool that allows seamless collaboration.
For example, with a group project whether for an online class or face-to-face, a Word doc in Google drive is easy to set up. To start working with a collaborative document, one person creates the document, gives it a title and clicks the share button. Team members can work asynchronously on the document or in real-time.
Working in real-time on a Google Docs is dynamic; there is a chat function that facilitates discussions during the collaboration, one can see who is editing what, and each team member is identified by name, and a coloured icon. Please share with other readers by posting a comment. Stay tuned for a follow-up post on the top online tools for educators. Is learning scientific or organic? A scientific perspective suggests that learning is explained by how the brain works, is rationalized by scientific study. Organic learning on the other hand occurs through the culture in which one lives—where learning is derived from, or characteristic of culture and society.
Prof. Dr. Christian Scheideler
Considering these two factors, is there a disconnect in the practices and methods implemented at education institutions today? MOOCs were discussed briefly at the end of the presentation.
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Interested in learning, he laid the foundation for learning as science through his research on testing and exam procedures in industrial settings, and behavior studies that used animals as test subjects. Subsequent theories, behaviorism, cognitivsm and constructivism followed, all built on the similar premise that learning is biological, or mechanistic; the brain acts as a center for processing, storing, recalling and directing responses to stimuli.
Over the last hundred years education institutions built practices, methods and policies around the principles of the theories. Teaching is a reflection of this scientific perspective; methods of instruction, assessment and testing embrace the theoretical principles. Common terms used to describe learning and the brain include storing, processing, retrieving, short-term memory, etc.
To that end, knowledge is taught in schools with the goal of maximum efficiency, technology often used as a method to increase efficiency, ie. There is no shortage of examples that reinforce the point that education builds on this scientific approach:. Learning is Organic Friesen challenges the scientific viewpoint with a slide introducing culture as the driver of learning:. What if we were to say.. However, Friesen emphasizes that Bruner states that learning changes in fundamental ways based upon culture, example of technology.
The same science is behind the methods used, ie. Learning is pulled by the learner, and not pushed. Who better to get advice from than faculty or instructors that have developed at least one MOOC and have-been-there-done-that?
This should help readers determine which clips are worth watching. One clip is in German, from a professor teaching a course on the iVersity platform.
It focuses on video production techniques specific to a math focused class, and is very worthwhile to watch given the techniques demonstrated. A video production team can support execution of diverse formats: green screen, whiteboard and demonstrations with white background. Will the groups be assigned or will students choose their group members? How will students get to know each other and develop trust? How will students be graded? In the online learning space demonstrating leadership takes a variety of forms including: 1.