@misc{42995,
  author       = {{Al Mamoun, Mohamed and Neukötter, Moritz}},
  title        = {{{Evaluation of self-built low-budget particle sensors (Study Project)}}},
  year         = {{2023}},
}

@inproceedings{57201,
  abstract     = {{The mei-friend editor aims to address the challenges faced in the "last mile" of preparing MEI encodings, specifically the conversion and correction of the encodings through a user-friendly interface that allows users to manipulate the MEI encoding through an interactive rendering display. To complement these functions, various tools for enriching encodings with annotations and markup are currently under further development, allowing for the creation of high-quality digital resources and digital music editions. The goal is to increase the users’ abilities to manipulate the encoding based on selections within the visual rendering of the score. However, the complexity of adding support for editorial markup in MEI requires careful consideration of technical possibilities and project needs. This paper explores the needs of music editors based on user-centred approaches to understand the challenges of UI design and bridge the gap between user goals and technological systems. By considering the people, activities, contexts, and technologies involved in digital music editing, the aim is to develop a tool that enhances the creation of digital music editions while accommodating the complexities and requirements of the musicological research community. Interviews conducted with music editors as prospective users provided valuable insights into their work, informing the development process.}},
  author       = {{Plaksin, Anna Viktoria Katrin}},
  booktitle    = {{Proceedings of the 10th International Conference on Digital Libraries for Musicology}},
  location     = {{Milan}},
  publisher    = {{ACM}},
  title        = {{{Understanding the needs of music editors in a digital world. Adding support for editorial markup to the mei-friend editor}}},
  doi          = {{10.1145/3625135.3625149}},
  year         = {{2023}},
}

@article{32335,
  abstract     = {{Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.}},
  author       = {{PODWORNY, SUSANNE and Hüsing, Sven and SCHULTE, CARSTEN}},
  issn         = {{1570-1824}},
  journal      = {{STATISTICS EDUCATION RESEARCH JOURNAL}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}}},
  doi          = {{10.52041/serj.v21i2.46}},
  volume       = {{21}},
  year         = {{2022}},
}

@inproceedings{29302,
  abstract     = {{This paper introduces the project Scale4Edge. The project is focused on enabling an effective RISC-V ecosystem for optimization of edge applications. We describe the basic components of this ecosystem and introduce the envisioned
demonstrators, which will be used in their evaluation.}},
  author       = {{Ecker, Wolfgang and Adelt, Peer and Müller, Wolfgang and Heckmann, Reinhold and Krstic, Milos and Herdt, Vladimir and Drechsler, Rolf and Angst, Gerhard and Wimmer, Ralf and Mauderer, Andreas and Stahl, Rafael and Emrich, Karsten and Mueller-Gritschneder, Daniel and Becker, Bernd and Scholl, Philipp and Jentzsch, Eyck and Schlamelcher, Jan and Grüttner, Kim and Bernardo, Paul Palomero and Brinkmann, Oliver and Damian, Mihaela and Oppermann, Julian and Koch, Andreas and Bormann, Jörg and Partzsch, Johannes and Mayr, Christian and Kunz, Wolfgang}},
  booktitle    = {{In Proceedings of the Design Automation and Test Conference and Exhibition (DATE 2022)}},
  title        = {{{The Scale4Edge RISC-V Ecosystem}}},
  year         = {{2022}},
}

@article{33692,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>An individual’s relation to time may be an important driver of pro-environmental behaviour. We studied whether young individual’s gender and time-orientation are associated with pro-environmental behaviour. In a controlled laboratory environment with students in Germany, participants earned money by performing a real-effort task and were then offered the opportunity to invest their money into an environmental project that supports climate protection. Afterwards, we controlled for their time-orientation. In this consequential behavioural setting, we find that males who scored higher on <jats:italic>future-negative</jats:italic> orientation showed significantly more pro-environmental behaviour compared to females who scored higher on <jats:italic>future-negative</jats:italic> orientation and males who scored lower on <jats:italic>future-negative</jats:italic> orientation. Interestingly, our results are completely reversed when it comes to <jats:italic>past-positive</jats:italic> orientation. These findings have practical implications regarding the most appropriate way to address individuals in order to achieve more pro-environmental behaviour.</jats:p>}},
  author       = {{Hoffmann, Christin and Hoppe, Julia Amelie and Ziemann, Niklas}},
  issn         = {{1748-9326}},
  journal      = {{Environmental Research Letters}},
  keywords     = {{Public Health, Environmental and Occupational Health, General Environmental Science, Renewable Energy, Sustainability and the Environment}},
  number       = {{10}},
  publisher    = {{IOP Publishing}},
  title        = {{{Who has the future in mind? Gender, time perspectives, and pro-environmental behaviour}}},
  doi          = {{10.1088/1748-9326/ac9296}},
  volume       = {{17}},
  year         = {{2022}},
}

@article{48108,
  abstract     = {{<jats:p>Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.</jats:p>}},
  author       = {{PODWORNY, SUSANNE and HÜSING, SVEN and SCHULTE, CARSTEN}},
  issn         = {{1570-1824}},
  journal      = {{STATISTICS EDUCATION RESEARCH JOURNAL}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}}},
  doi          = {{10.52041/serj.v21i2.46}},
  volume       = {{21}},
  year         = {{2022}},
}

@misc{48252,
  author       = {{Schneider, Jennifer Nicole}},
  title        = {{{EU-CERT. First Transnational Project Meeting. Presentation at the EU-CERT Meeting: Financial, Marketing and Dissemination.}}},
  year         = {{2022}},
}

@phdthesis{31363,
  abstract     = {{Vorgestellt wird ein Entwicklungsforschungsprojekt zur Konzeption und Durchführung einer Veranstaltung "Geometrie für Lehramtsstudierende". Die Schwerpunkte des Projekts sind zum einen die inhaltliche Gestaltung der Veranstaltung und zum anderen die Umsetzung von Professionsorientierung. Bezogen auf den inhaltlichen Aufbau wird das auf metrischen Räumen aufbauende Axiomensystem der "Saccheri-Ebene" vorgestellt und mit alternativen axiomatischen Zugängen zur ebenen Geometrie verglichen. Die Frage nach der Umsetzung von Professionsorientierung in Fachveranstaltungen ist eng mit der Problematik der zweiten Diskontinuität verbunden. In der Arbeit wird dieses Problem auf Grundlage der Synthese von theoretischen Hintergründen zur Bedeutung von mathematischem Wissen und Können für professionelle Handlungskompetenz von Mathematiklehrkräften diskutiert und darauf aufbauend werden theoriebasierte Entwurfsprinzipien für professionsorientierte Fachveranstaltungen entworfen. Zentrale Elemente der methodischen Gestaltung sind die sogenannten "Schnittstellenwochen" zu den Themen Kongruenz und Symmetrie sowie das begleitende Schnittstellen-ePortfolio. Das zentrale Ergebnis der Arbeit ist ein theoretisch fundiertes und empirisch evaluiertes ganzheitliches Veranstaltungskonzept für eine professionsorientierte Geometrie-Veranstaltung für Lehramtsstudierende, dessen Konzeption auf andere Fachveranstaltungen übertragbar ist. Darüber hinaus ergeben sich im Rahmen der durchgeführten Entwicklungsforschung verschiedene neue Beiträge zur Geometriedidaktik in Schule- und Hochschule.}},
  author       = {{Hoffmann, Max}},
  pages        = {{410}},
  title        = {{{Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende}}},
  doi          = {{10.17619/UNIPB/1-1313}},
  year         = {{2022}},
}

@misc{48241,
  author       = {{Beutner, Marc and Schneider, Jennifer Nicole}},
  title        = {{{European Certificates and Accreditation for European Projects. The EU-CERT-Project – Insight into PR1: EU-CERT - Research on Quality Criteria, Accreditation and Certificate Structures}}},
  year         = {{2022}},
}

@misc{48242,
  author       = {{Beutner, Marc and Schneider, Jennifer Nicole}},
  title        = {{{EU-CERT - European Certificates and Accreditation for European Projects. The EU-CERT-Project - Insight into PR2: EU-CERT - Concept Design for Accreditation and Certification Processes}}},
  year         = {{2022}},
}

@misc{48245,
  author       = {{Beutner, Marc and Schneider, Jennifer Nicole}},
  title        = {{{EU-CERT - European Certificates and Accreditation for European Projects. The EU-CERT-Project - Insight into PR4: EU-CERT - Accreditation Handbook}}},
  year         = {{2022}},
}

@misc{48254,
  author       = {{Schneider, Jennifer Nicole}},
  title        = {{{EU-CERT. Second Transnational Project Meeting.Presentation about accreditation and certificate structures}}},
  year         = {{2022}},
}

@book{47983,
  editor       = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer Nicole}},
  publisher    = {{IK-Verlag}},
  title        = {{{E-Learning, Digitisation and Units for Learning at VET schools Creating Online Learning Environments in Technical Education for European metal industry. New Opportunities and Challenges for European VET schools in metal industry. Insights in the EDU VET Project}}},
  year         = {{2022}},
}

@misc{48248,
  author       = {{Schneider, Jennifer Nicole}},
  title        = {{{EU-CERT - European Certificates and Accreditation for European Projects. The EU-CERT – Accreditation Conference. Current Status of the EU-CERT project}}},
  year         = {{2022}},
}

@misc{48244,
  author       = {{Beutner, Marc and Schneider, Jennifer Nicole}},
  title        = {{{EU-CERT - European Certificates and Accreditation for European Projects. The EU-CERT-Project - Dissemination and Exploitation}}},
  year         = {{2022}},
}

@article{44689,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>}},
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{S1}},
  pages        = {{215--236}},
  publisher    = {{Springer}},
  title        = {{{Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}}},
  doi          = {{10.1007/s10763-022-10309-y}},
  volume       = {{20}},
  year         = {{2022}},
}

@phdthesis{34174,
  abstract     = {{Anforderungsänderungen sind ein wesentlicher Grund für Ineffizienzen und Projektfehlschläge in der Entwicklung komplexer technischer Systeme. Proaktives Management von Anforderungsänderungen hat das Potenzial, den Umgang mit Anforderungsänderungen effizienter zu gestalten. Dafür ist ein systematischer Ansatz erforderlich, der eine ganzheitliche Bewertung und Handhabung des Änderungsrisikos im industriellen Entwicklungskontext ermöglicht. Im Rahmen dieser Dissertation wird mit der ProMaRC-Methodik ein neuartiger Ansatz für das proaktive Management von Anforderungsänderungen vorgestellt. Die Methodik wurde in enger Zusammenarbeit mit Industrieanwender:innen aus der Automobilindustrie entwickelt und anhand von fünf Fallstudien validiert. Mittels automatisierter Abhängigkeitsanalyse auf Grundlage künstlicher Intelligenz wird der Anwendungsaufwand gegenüber bestehenden Ansätzen reduziert. Die teilautomatisierte Bewertung und Handhabung der Änderungswahrscheinlichkeit und -auswirkung erfolgt anhand eines modifizierten PageRank-Algorithmus und umfasst erstmalig alle für die Risikoanalyse relevanten Einflussfaktoren. Die Validierung belegt, dass durch die ProMaRC-Methodik eine überzeugende Kombination aus praxistauglichem Anwendungsaufwand und Vollständigkeit der Analyse erzielt wird. Damit erschließt diese Dissertation das bisher kaum beachtete Forschungsfeld des proaktiven Managements von Anforderungsänderungen und fördert eine effizientere Produktentwicklung.}},
  author       = {{Oleff, Christian}},
  publisher    = {{LibreCat University}},
  title        = {{{Proaktives Management von Anforderungsänderungen in der Entwicklung komplexer technischer Systeme}}},
  doi          = {{10.17619/UNIPB/1-1600}},
  volume       = {{406}},
  year         = {{2022}},
}

@inproceedings{55834,
  abstract     = {{Performance of music in the home was the means by which most works were received before the advent of audio recordings and broadcasts, yet the notation sources that form our primary record of this culture have not been the subject of comprehensive or methodical study. Choices made by arrangers adapting music for domestic consumption – of instrumentation, abbreviation, or simplification – reflect the musical life of the 19th century, and can inform our understanding alongside contemporary accounts such as newspapers, adverts, and diaries. This position paper gives the background, motivation, and proposed approach of research currently being undertaken within the Beethoven in the House project. This will include a study of Steiner editions of Beethoven’s 7th and 8th Symphonies and Wellingtons Sieg, making a detailed comparison between arrangements, systematically identifying a core common to multiple versions, and asking if this reflects the stated values of the publisher. A second survey will look for patterns across a larger sample of lesser-known and poorly catalogued scores, collating emergent indicators of arrangers’ motivations within a narrative of the domestic market – the music industry of its day. Both studies will innovate digital methods which characterise arrangements as music encodings, including ‘sparse’ approaches to notation and annotation.}},
  author       = {{Page, Kevin R. and Kepper, Johannes and Siegert, Christine and Hankinson, Andrew and Lewis, David}},
  booktitle    = {{Music Encoding Conference Proceedings 2021}},
  editor       = {{Münnich, Stefan and Rizo, David}},
  isbn         = {{978-84-13-02173-7}},
  keywords     = {{BitH, mec-proceedings, mec-proceedings-2021}},
  pages        = {{117–123}},
  publisher    = {{Humanities Commons}},
  title        = {{{Beethoven in the House: Digital Studies of Domestic Music Arrangements}}},
  doi          = {{10.17613/389b-xx73}},
  year         = {{2022}},
}

@article{37441,
  abstract     = {{<jats:p>The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile &lt;15) and high reading skills (29 students, percentile &gt; 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts.&#x0D;
The analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched.&#x0D;
The study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.</jats:p>}},
  author       = {{Paleczek, Lisa and Ender, Daniela and Kogler, Andrea and Seifert, Susanne}},
  issn         = {{2048-8645}},
  journal      = {{European Conference on e-Learning}},
  number       = {{1}},
  pages        = {{338--347}},
  publisher    = {{Academic Conferences International Ltd}},
  title        = {{{Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials}}},
  doi          = {{10.34190/ecel.21.1.680}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{32174,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Increasing system complexity can be controlled by using systems engineering processes. INCOSE defines processes with inputs and outputs (artifacts) for this purpose. Specific SE roles are used to organize the tasks of the processes within the company. In this work, the responsibilities for artifacts are evaluated by means of the RACI scheme and examined by a cluster analysis and discussed for a SE transformation project with a German automotive OEM. As a result of the study, the optimal composition for systems engineering teams is identified and the systems engineering roles are prioritized.</jats:p>}},
  author       = {{Gräßler, Iris and Thiele, Henrik and Grewe, Benedikt and Hieb, Michael}},
  issn         = {{2732-527X}},
  journal      = {{Proceedings of the Design Society}},
  keywords     = {{systems engineering (SE), project management, model-based systems engineering (MBSE)}},
  location     = {{Dubrovnik}},
  pages        = {{1875--1884}},
  publisher    = {{Cambridge University Press (CUP)}},
  title        = {{{Responsibility Assignment in Systems Engineering}}},
  doi          = {{10.1017/pds.2022.190}},
  volume       = {{2}},
  year         = {{2022}},
}