@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}}, } @article{35751, author = {{Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}}, issn = {{0141-982X}}, journal = {{Teaching Statistics}}, keywords = {{Education, Statistics and Probability}}, number = {{S1}}, pages = {{S182--S189}}, publisher = {{Wiley}}, title = {{{A first introduction to data science education in secondary schools: Teaching and learning about data exploration withCODAPusing survey data}}}, doi = {{10.1111/test.12283}}, volume = {{43}}, 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}}, } @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}}, } @inbook{20840, author = {{Schulte, Carsten and Budde, Lea and Winkelnkemper, Felix}}, booktitle = {{Mobile Medien im Schulkontext}}, pages = {{215--240}}, publisher = {{Springer}}, title = {{{Programmieren - Lehren und Lernen mit und über Medien}}}, doi = {{10.1007/978-3-658-29039-9}}, year = {{2020}}, } @article{21267, author = {{Budde, Lea and Schulte, Carsten and Buhl, Heike M. and Muehling, Andreas}}, journal = {{Seventh International Conference on Learning and Teaching in Computing and Engineeringe}}, keywords = {{⛔ No DOI found}}, publisher = {{(IEEE)}}, title = {{{Understanding and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication Follows)}}}, year = {{2020}}, } @inproceedings{15332, abstract = {{Artificial intelligence (AI) has the potential for far-reaching – in our opinion – irreversible changes. They range from effects on the individual and society to new societal and social issues. The question arises as to how students can learn the basic functioning of AI systems, what areas of life and society are affected by these and – most important – how their own lives are affected by these changes. Therefore, we are developing and evaluating school materials for the German ”Science Year AI”. It can be used for students of all school types from the seventh grade upwards and will be distributed to about 2000 schools in autumn with the support of the Federal Ministry of Education and Research. The material deals with the following aspects of AI: Discussing everyday experiences with AI, how does machine learning work, historical development of AI concepts, difference between man and machine, future distribution of roles between man and machine, in which AI world do we want to live and how much AI would we like to have in our lives. Through an accompanying evaluation, high quality of the technical content and didactic preparation is achieved in order to guarantee the long-term applicability in the teaching context in the different age groups and school types. In this paper, we describe the current state of the material development, the challenges arising, and the results of tests with different classes to date. We also present first ideas for evaluating the results.}}, author = {{Schlichtig, Michael and Opel, Simone Anna and Budde, Lea and Schulte, Carsten}}, booktitle = {{ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings}}, editor = {{Jasutė, Eglė and Pozdniakov, Sergei}}, isbn = {{978-9925-553-27-3}}, keywords = {{Artificial Intelligence, Machine Learning, Teaching Material, Societal Aspects, Ethics. Social Aspects, Science Year, Simulation Game}}, location = {{Lanarca}}, pages = {{65 -- 73}}, title = {{{Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material}}}, volume = {{12}}, year = {{2019}}, } @inproceedings{15585, author = {{Bednarik, Roman and Schulte, Carsten and Budde, Lea and Heinemann, Birte and Vrzakova, Hana}}, booktitle = {{Proceedings of the 18th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 22-25, 2018}}, pages = {{2:1--2:8}}, title = {{{Eye-movement Modeling Examples in Source Code Comprehension: A Classroom Study}}}, doi = {{10.1145/3279720.3279722}}, year = {{2018}}, } @inproceedings{15647, author = {{Schulte, Carsten and Budde, Lea}}, booktitle = {{Koli Calling}}, pages = {{12:1--12:10}}, publisher = {{ACM}}, title = {{{A Framework for Computing Education: Hybrid Interaction System: The need for a bigger picture in computing education}}}, year = {{2018}}, } @inproceedings{15646, author = {{Heinemann, Birte and Opel, Simone Anna and Budde, Lea and Schulte, Carsten and Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Wassong, Thomas}}, booktitle = {{Koli Calling}}, pages = {{17:1--17:5}}, publisher = {{ACM}}, title = {{{Drafting a Data Science Curriculum for Secondary Schools}}}, year = {{2018}}, } @inproceedings{15589, author = {{Schulte, Carsten and Magenheim, Johannes and Müller, Kathrin and Budde, Lea}}, booktitle = {{2017 (IEEE) Global Engineering Education Conference, (EDUCON) 2017, Athens, Greece, April 25-28, 2017}}, pages = {{867--876}}, title = {{{The design and exploration cycle as research and development framework in computing education}}}, doi = {{10.1109/EDUCON.2017.7942950}}, year = {{2017}}, } @inproceedings{15592, author = {{Budde, Lea and Heinemann, Birte and Schulte, Carsten}}, booktitle = {{Proceedings of the 12th Workshop on Primary and Secondary Computing Education, WiPSCE 2017, Nijmegen, The Netherlands, November 8-10, 2017}}, pages = {{83--86}}, title = {{{A theory based tool set for analysing reading processes in the context of learning programming}}}, doi = {{10.1145/3137065.3137077}}, year = {{2017}}, }