@article{29708, author = {{Gerstenberger, Dietrich Karl-Heinz and Winkelnkemper, Felix and Schulte, Carsten}}, journal = {{9. Fachtagung Hochschuldidaktik Informatik (HDI)}}, pages = {{49}}, title = {{{Nutzung der Personas-Methode zum Umgang mit der Heterogenität von Informatik-Studierenden}}}, year = {{2021}}, } @phdthesis{27499, author = {{Budde, Lea}}, publisher = {{University of Paderborn, Germany}}, title = {{{Entwicklung und Rekonstruktion einer interaktionsgeprägten Sichtweise auf das komplementäre Mensch-Maschine-Verhältnis}}}, year = {{2021}}, } @inbook{29720, author = {{Passey, Don and Brinda, Torsten and Cornu, Bernard and Holvikivi, Jaana and Lewin, Cathy and Magenheim, Johannes and Morel, Raymond and Osorio, Javier and Tatnall, Arthur and Thompson, Barrie and Webb, Mary}}, booktitle = {{Advancing Research in Information and Communication Technology}}, editor = {{Goedicke, Michael and Neuhold, Erich and Rannenberg, Kai}}, isbn = {{978-3-030-81700-8}}, issn = {{1868-422X}}, keywords = {{Educational technologies, Education and technologies, Digital technologies and education, Information technologies, Communication technologies, Educational technologies and research, Educational technologies and pedagogical practices, Educational technologies and policy, Educational management and technologies, Professional development and educational technologies}}, pages = {{129--152}}, publisher = {{Springer, Cham}}, title = {{{Computers and Education – Recognising Opportunities and Managing Challenges}}}, doi = {{10.1007/978-3-030-81701-5_5}}, volume = {{AICT-600}}, year = {{2021}}, } @article{24456, abstract = {{One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently.}}, author = {{Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and Horwath, Ilona and Hüllermeier, Eyke and Kern, Friederike and Kopp, Stefan and Thommes, Kirsten and Ngonga Ngomo, Axel-Cyrille and Schulte, Carsten and Wachsmuth, Henning and Wagner, Petra and Wrede, Britta}}, issn = {{2379-8920}}, journal = {{IEEE Transactions on Cognitive and Developmental Systems}}, keywords = {{Explainability, process ofexplaining andunderstanding, explainable artificial systems}}, number = {{3}}, pages = {{717--728}}, title = {{{Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}}}, doi = {{10.1109/tcds.2020.3044366}}, volume = {{13}}, year = {{2021}}, } @article{29702, author = {{Höper, Lukas and Hüsing, Sven and Malatyali, Hülya and Schulte, Carsten and Budde, Lea}}, journal = {{LOG IN}}, number = {{1}}, pages = {{31--38}}, publisher = {{LOG IN Verlag}}, title = {{{Methodik für Datenprojekte im Informatikunterricht}}}, volume = {{41}}, year = {{2021}}, } @article{29710, author = {{Podworny, Susanne and Höper, Lukas and Fleischer, Yannik and Hüsing, Sven and Schulte, Carsten}}, journal = {{INFOS 2021–19. GI-Fachtagung Informatik und Schule}}, publisher = {{Gesellschaft für Informatik, Bonn}}, title = {{{Data Science ab Klasse 5–Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein}}}, year = {{2021}}, } @article{29712, author = {{Höper, Lukas and Podworny, Susanne and Hüsing, Sven and Schulte, Carsten and Fleischer, Yannik and Biehler, Rolf and Frischemeier, Daniel and Malatyali, Hülya}}, journal = {{INFOS 2021–19. GI-Fachtagung Informatik und Schule}}, publisher = {{Gesellschaft für Informatik, Bonn}}, title = {{{Zur neuen Bedeutung von Daten in Data Science und künstlicher Intelligenz}}}, year = {{2021}}, } @article{40512, author = {{Hüsing, Sven and Weiser, Niklas and Biehler, Rolf}}, journal = {{mathematik lehren}}, number = {{228}}, pages = {{23–27}}, publisher = {{Friedrich Verlag}}, title = {{{Faszination 3D-Film: Entwicklung einer 3D-Konstruktion}}}, volume = {{2021}}, year = {{2021}}, } @inproceedings{29706, author = {{Höper, Lukas and Schulte, Carsten}}, booktitle = {{51. Jahrestagung der Gesellschaft für Informatik, INFORMATIK 2021 - Computer Science & Sustainability, Berlin, Germany, 27. September - 1. Oktober, 2021}}, isbn = {{978-3-88579-708-1}}, location = {{Bonn}}, pages = {{1623--1632}}, publisher = {{Gesellschaft für Informatik}}, title = {{{Datenbewusstsein im Kontext digitaler Kompetenzen für einen selbstbestimmten Umgang mit datengetriebenen digitalen Artefakten}}}, doi = {{10.18420/informatik2021-136}}, year = {{2021}}, } @inproceedings{27491, abstract = {{ Students often have a lack of understanding and awareness of where, how, and why personal data about them is collected and processed. Especially, when interacting with data-driven digital artifacts, an appropriate perception of the data collection and processing is necessary for self-determination. This dissertation deals with the development and evaluation of a concept called data awareness which aims to foster students’ self-determination interacting with data-driven digital artifacts.}}, author = {{Höper, Lukas}}, booktitle = {{21st Koli Calling International Conference on Computing Education Research}}, isbn = {{9781450384889}}, keywords = {{data awareness, machine learning, data science education, data-driven digital artifacts, artificial intelligence}}, publisher = {{Association for Computing Machinery}}, title = {{{Developing and Evaluating the Concept Data Awareness for K12 Computing Education}}}, doi = {{10.1145/3488042.3490509}}, year = {{2021}}, } @inproceedings{25520, author = {{Höper, Lukas and Podworny, Susanne and Hüsing, Sven and Schulte, Carsten and Fleischer, Yannik and Biehler, Rolf and Frischemeier, Daniel and Malatyali, Hülya}}, booktitle = {{19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021}}, editor = {{Humbert, Ludger}}, isbn = {{978-3-88579-707-4}}, pages = {{345}}, publisher = {{Gesellschaft für Informatik, Bonn}}, title = {{{Zur neuen Bedeutung von Daten in Data Science und künstlicher Intelligenz}}}, doi = {{10.18420/infos2021\_a230}}, volume = {{P-313}}, year = {{2021}}, } @inproceedings{25523, author = {{Podworny, Susanne and Höper, Lukas and Fleischer, Yannik and Hüsing, Sven and Schulte, Carsten}}, booktitle = {{19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021}}, editor = {{Humbert, Ludger}}, pages = {{327}}, publisher = {{Gesellschaft für Informatik, Bonn}}, title = {{{Data Science ab Klasse 5 - Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein}}}, doi = {{10.18420/infos2021\_w278}}, volume = {{{P-313}}, year = {{2021}}, } @inproceedings{27493, author = {{Podworny, Susanne and Fleischer, Yannik and Hüsing, Sven and Biehler, Rolf and Frischemeier, Daniel and Höper, Lukas and Schulte, Carsten}}, booktitle = {{Koli Calling '21: 21st Koli Calling International Conference on Computing Education Research, Joensuu, Finland, November 18 - 21, 2021}}, editor = {{Seppälä, Otto and Petersen, Andrew}}, pages = {{39:1--39:3}}, publisher = {{ACM}}, title = {{{Using data cards for teaching data based decision trees in middle school}}}, doi = {{10.1145/3488042.3489966}}, year = {{2021}}, } @inproceedings{25524, author = {{Höper, Lukas and Schulte, Carsten}}, booktitle = {{19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021}}, editor = {{Humbert, Ludger}}, pages = {{73--82}}, publisher = {{Gesellschaft für Informatik, Bonn}}, title = {{{Datenbewusstsein: Aufmerksamkeit für die eigenen Daten}}}, doi = {{10.18420/infos2021\_f235}}, volume = {{P-313}}, year = {{2021}}, } @inbook{21268, author = {{Huhmann, Tobias and Eilterts, Katja and Schulte, Carsten and Winkelnkemper, Felix}}, booktitle = {{Digitales Lernen in der Grundschule II: Aktuelle Trends in Forschung und Praxis}}, publisher = {{Waxmann Verlag}}, title = {{{Der Darstellungsflüchtigkeit im Geometrieunterricht durch digitale Unterstützung entgegenwirken}}}, year = {{2020}}, } @inproceedings{20335, author = {{Winkelnkemper, Felix and Schulte, Carsten and Eilerts, Katja and Bechinie, Dominik and Huhmann, Tobias}}, booktitle = {{EdMedia+ Innovate Learning}}, pages = {{522--529}}, title = {{{The Interdisciplinary Development of an Educational Game for Primary School Children--Lessons Learned}}}, year = {{2020}}, } @inproceedings{20452, abstract = {{In this paper, we present a novel approach to design teaching interventions for computing education, elaborated using an example of cybersecurity education. Cybersecurity education, similar to other computing education domains, often focuses on one aspect and separate themselves from the other approach. In other words, they focus on one of the two different aspects: a) either teaching how to use and to behave, or b) how technology works. Here we suggest another point of focal awareness for teaching – interaction – that allows the recombination of both approaches in a novel way, leading to a reconstruction of the teaching and learning content in a way that – as we hope – supports an understanding on a higher level and thus gives the chance to better develop agency. For this didactic reconstruction of teaching content, we use an approach called the hybrid interaction system framework. In cybersecurity training, teaching interventions oftentimes are in a way successful but seem to not lead to long-lasting changes towards secure behavior. Using simply password security as an example, we show how this new approach recombines the two different priory mentioned teaching approaches in a novel way. Within this short paper, we present our current research progress, discuss potentials and values of the approach in general, and by way of example. Our intention of this submission and early disclosure is to spark discussion and generate further insights especially regarding the following question: What implications does the hybrid interaction system approach have on learning scenarios?}}, author = {{Terfloth, Lutz and Budde, Lea and Schulte, Carsten}}, isbn = {{9781450389211}}, publisher = {{Association for Computing Machinery}}, title = {{{Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example}}}, doi = {{10.1145/3428029.3428052}}, year = {{2020}}, } @article{20834, author = {{Webb, Mary E and Fluck, Andrew and Magenheim, Johannes and Malyn-Smith, Joyce and Waters, Juliet and Deschênes , Michelle and Zagami, Jason}}, journal = {{Educational Technology Research and Development}}, pages = {{1--22}}, publisher = {{Springer}}, title = {{{Machine learning for human learners: opportunities, issues, tensions and threats}}}, doi = {{10.1007/s11423-020-09858-2}}, year = {{2020}}, } @article{20835, author = {{Magenheim, Johannes}}, journal = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}}, pages = {{139--163}}, title = {{{< Big Data> aus der Perspektive von Informatischer Bildung und Medienpädagogik}}}, doi = {{10.21240/mpaed/37/2020.07.08.X}}, volume = {{37}}, year = {{2020}}, } @article{20836, author = {{Magenheim, Johannes and Schulte, Carsten}}, journal = {{Encyclopedia of Education and Information Technologies. Cham: Springer}}, title = {{{Data science education}}}, doi = {{10.1007/978-3-030-10576-1_253}}, year = {{2020}}, }