Matching Software and Context in Open Learning Scenarios

We describe the use of log file analysis to investigate whether the use of CSCL applications corresponds to its didactical purposes. Exemplarily we examine the use of the web-based system CommSy as software support for project-oriented university courses. We present two findings: (1) We suggest measures to shape the context of CSCL applications and support their initial and continuous use. (2) We show how log files can be used to analyze how, when and by whom a CSCL system is used and thus help to validate further empirical findings. However, log file analyses can only be interpreted reasonably when additional data concerning the context of use is available.

Towards an Open Source Framework for Collaborative Problem-Based Learning Environments

This paper presents our research works in the domain of Collaborative Environments centred on Problem Based Learning (PBL) and taking advantage of existing Electronic Documents. We first present the modelling and engineering problems that we want to address; then we discuss technological issues of such a research particularly the use of OpenUSS and of the Enterprise Java Open Source Architecture (EJOSA) to implement such collaborative PBL environments.

Lernmanagement-Plattformen revisited: Strategien für die organisatorische Verankerung von Evaluations- und Re-Evaluationsprozessen an der Universität Trier

Zentrale Lernmanagement-Plattformen sind mittlerweile an vielen Hochschulen Standard. Damit diese Plattformen nachhaltig genutzt werden, müssen bei der Bewertung die vielfältigen Interessen von Lehrenden, Studierenden, zentralen Einrichtungen bis hin zur Hochschulleitung berücksichtigt werden. Dies gilt sowohl für die Evaluationsprozesse zur Einführung von Lernplattformen, wie auch für Re-Evaluationsprozesse, die notwendig sind, um die Infrastruktur einer Hochschule den sich verändernden Bedürfnissen und Rahmenbedingungen anpassen zu können. An der Universität Trier wurde bzw. werden (Re-)Evaluationsverfahren durchgeführt, bei denen systematisch alle Stakeholder der Hochschule einbezogen werden. Grundlage dafür ist ein Netzwerk aller E-Learning-Support- und Entwicklungseinrichtungen der Universität, das im Rahmen eines Projektes zur E-Learning-Integration etabliert wurde. Der Artikel stellt als Fallstudie die Konzepte für die Evaluations- und Re-Evaluationsprozesse an der Universität Trier vor. Dabei wird weniger auf das Verfahren selbst hinsichtlich der Kriterienwahl und Bewertung sowie den Ergebnissen fokussiert, sondern vielmehr auf Rollen und Aufgaben der Akteure in diesen Entscheidungsprozessen.

Mathe-Üben in Studium und Abitur

Fehlende Grundkenntnisse in der Mathematik zählen zu den größten Hindernissen für einen erfolgreichen Start in ein Hochschulstudium. Studienanfänger in einem MINT-Studium bringen inzwischen deutlich unterschiedliche Vorrausetzungen mit: „Mathe-Angst“ gilt als typisches Phänomen und der Übergang in ein selbstbestimmtes Lernverhalten stellt eine große Herausforderung dar. Diese Fall-Studie beschreibt, wie mit Hilfe einer Mathe-App bereits zu Beginn des Studiums aktives Lernen unterstützt und selbstbestimmtes Lernen eingeübt werden kann. Das neue Kurskonzept mit App-Unterstützung stößt an der Hochschule Offenburg auf breite Akzeptanz. Der mobile BYOD-Ansatz ermöglicht Lern-Szenarien, die über PC- bzw.- Laptop-gebundene eLearning-Lösungen nicht realisierbar sind. Der Inhalt des MassMatics-Vorbereitungskurs orientiert sich am Mindestanforderungskatalog des cosh-Arbeitskreises für den Übergang Schule-Hochschule. In der Zwischenzeit wurde der App-gestützte Kurs mit seinen über 500 Aufgaben von mehr als 1000 Studierenden besucht.

ProFormA: An XML-based exchange format for programming tasks

Unterstützungssysteme für die Programmierausbildung sind weit verbreitet, doch gängige Standards für den Austausch von allgemeinen (Lern-) Inhalten und Tests erfüllen nicht die speziellen Anforderungen von Programmieraufgaben wie z. B. den Umgang mit komplexen Einreichungen aus mehreren Dateien oder die Kombination verschiedener (automatischer) Bewertungsverfahren. Dadurch können Aufgaben nicht zwischen Systemen ausgetauscht werden, was aufgrund des hohen Aufwands für die Entwicklung guter Aufgaben jedoch wünschenswert wäre. In diesem Beitrag wird ein erweiterbares XML-basiertes Format zum Austausch von Programmieraufgaben vorgestellt, das bereits von mehreren Systemen prototypisch genutzt wird. Die Spezifikation des Austauschformats ist online verfügbar [PFMA].

Mobile Games for Learning

Today, pupils at the age of 15 have spent their entire life surrounded by and interacting with diverse forms of computers. It is a routine part of their day-to-day life and by now computer-literacy is common at very early age. Over the past five years, technology for teens has become predominantly mobile and ubiquitous within every aspect of their lives. To them, being online is an implicitness. In Germany, 88% of youth aged between 12-19 years own a smartphone and about 20% use the Internet via tablets. Meanwhile, more and more young learners bring their devices into the classroom and pupils increasingly demand for innovative and motivating learning scenarios that strongly respond to their habits of using media. With this development, a shift of paradigm is slowly under way with regard to the use of mobile technology in education. By now, a large body of literature exists, that reports concepts, use-cases and practical studies for effectively using technology in education. Within this field, a steadily growing body of research has developed that especially examines the use of digital games as instructional strategy. The core concern of this thesis is the design of mobile games for learning. The conditions and requirements that are vital in order to make mobile games suitable and effective for learning environments are investigated. The base for exploration is the pattern approach as an established form of templates that provide solutions for recurrent problems. Building on this acknowledged form of exchanging and re-using knowledge, patterns for game design are used to classify the many gameplay rules and mechanisms in existence. This research draws upon pattern descriptions to analyze learning game concepts and to abstract possible relationships between gameplay patterns and learning outcomes. The linkages that surface are the starting bases for a series of game design concepts and their implementations are subsequently evaluated with regard to learning outcomes. The findings and resulting knowledge from this research is made accessible by way of implications and recommendations for future design decisions.

Digital Systems for Open Access to Formal and Informal Learning

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

New Trends in Networking, Computing, E-learning, Systems Sciences, and Engineering

This book provides the latest in a series of books growing out of the International Joint Conferences on Computer, Information and Systems Sciences and Engineering. It includes chapters in the most advanced areas of Computing, Informatics, Systems Sciences and Engineering. It has accessible to a wide range of readership, including professors, researchers, practitioners and students. This book includes a set of rigorously reviewed world-class manuscripts addressing and detailing state-of-the-art research projects in the areas of Computer Science, Informatics, and Systems Sciences, and Engineering. It includes selected papers form the conference proceedings of the Ninth International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering (CISSE 2013). Coverage includes topics in: Industrial Electronics, Technology & Automation, Telecommunications and Networking, Systems, Computing Sciences and Software Engineering, Engineering Education, Instructional Technology, Assessment, and E-learning.

Evaluation of the Hepa Wash® treatment in pigs with acute liver failure

BACKGROUND Mortality of patients with acute liver failure (ALF) is still unacceptably high. Available liver support systems are still of limited success at improving survival. A new type of albumin dialysis, the Hepa Wash® system, was newly introduced. We evaluated the new liver support system as well as the Molecular Adsorbent Recycling System (MARS) in an ischemic porcine model of ALF. METHODS In the first study animals were randomly allocated to control (n=5) and Hepa Wash (n=6) groups. In a further pilot study, two animals were treated with the MARS-system. All animals received the same medical and surgical procedures. An intraparenchymal intracranial pressure was inserted. Hemodynamic monitoring and goal-directed fluid therapy using the PiCCO system was done. Animals underwent functional end-to-side portacaval shunt and ligation of hepatic arteries. Treatment with albumin dialysis was started after fall of cerebral perfusion pressure to 45 mmHg and continued for 8 h. RESULTS All animals in the Hepa Wash group survived the 13-hour observation period, except for one that died after stopping treatment. Four of the control animals died within this period (p=0.03). Hepa Wash significantly reduced impairment of cerebral perfusion pressure (23±2 vs. 10±3 mmHg, p=0.006) and mean arterial pressure (37±1 vs. 24±2 mmHg, p=0.006) but had no effect on intracranial pressure (14±1 vs. 15±1 mmHg, p=0.72). Hepa Wash also enhanced cardiac index (4.94±0.32 vs. 3.36±0.25 l/min/m2, p=0.006) and renal function (urine production, 1850 ± 570 vs. 420 ± 180 ml, p=0.045) and eliminated water soluble (creatinine, 1.3±0.2 vs. 3.2±0.3 mg/dl, p=0.01; ammonia 562±124 vs. 1382±92 μg/dl, p=0.006) and protein-bound toxins (nitrate/nitrite 5.54±1.57 vs. 49.82±13.27 μmol/l, p=0.01). No adverse events that could be attributed to the Hepa Wash treatment were observed. CONCLUSIONS Hepa Wash was a safe procedure and improved multiorgan system failure in pigs with ALF. The survival benefit could be the result of ameliorating different organ functions in association with the detoxification capacity of water soluble and protein-bound toxins.

Survival effects of inferior vena cava filter in patients with acute symptomatic venous thromboembolism and a significant bleeding risk.

OBJECTIVES The purpose of this study was to investigate the survival effects of inferior vena cava filters in patients with venous thromboembolism (VTE) who had a significant bleeding risk. BACKGROUND The effectiveness of inferior vena cava filter use among patients with acute symptomatic VTE and known significant bleeding risk remains unclear. METHODS In this prospective cohort study of patients with acute VTE identified from the RIETE (Computerized Registry of Patients With Venous Thromboembolism), we assessed the association between inferior vena cava filter insertion for known significant bleeding risk and the outcomes of all-cause mortality, pulmonary embolism (PE)-related mortality, and VTE rates through 30 days after the initiation of VTE treatment. Propensity score matching was used to adjust for the likelihood of receiving a filter. RESULTS Of the 40,142 eligible patients who had acute symptomatic VTE, 371 underwent filter placement because of known significant bleeding risk. A total of 344 patients treated with a filter were matched with 344 patients treated without a filter. Propensity score-matched pairs showed a nonsignificant trend toward lower risk of all-cause death for filter insertion compared with no insertion (6.6% vs. 10.2%; p = 0.12). The risk-adjusted PE-related mortality rate was lower for filter insertion than no insertion (1.7% vs. 4.9%; p = 0.03). Risk-adjusted recurrent VTE rates were higher for filter insertion than for no insertion (6.1% vs. 0.6%; p < 0.001). CONCLUSIONS In patients presenting with VTE and with a significant bleeding risk, inferior vena cava filter insertion compared with anticoagulant therapy was associated with a lower risk of PE-related death and a higher risk of recurrent VTE. However, study design limitations do not imply a causal relationship between filter insertion and outcome.