Simone Opel

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• Dr. rer. nat. Dipl. Ing. (graduate engineer)
• Research Associate at University of Hagen

Die Covid-Pandemie hat den Einsatz etablierter digitaler Technologien in der Hochschullehre beschleunigt. Gegenwärtig stellen generative KI-Systeme, allen voran ChatGPT, eine weitere, diesmal technologische Zäsur dar. Die Beiträger*innen diskutieren innovative Ansätze, bewährte Praktiken, aber auch nicht weiter verfolgte Maßnahmen in der Entwicklun...

Zusammenfassung Aufbauend auf dem Positionspapier der Gesellschaft für Informatik zur Bedeutung von Künstlicher Intelligenz (KI) in der Bildung wird im Beitrag die Notwendigkeit diskutiert, Schüler*innen sowie Lehrkräfte auf die Chancen und Herausforderungen von KI vorzubereiten. Es werden verschiedene Ansätze zum Lehren und Lernen über und mit KI...

Generative AI (GenAI) is advancing rapidly, and the literature in computing education is expanding almost as quickly. Initial responses to GenAI tools were mixed between panic and utopian optimism. Many were fast to point out the opportunities and challenges of GenAI. Researchers reported that these new tools are capable of solving most introductor...

Generative AI (GenAI) is advancing rapidly, and the literature in computing education is expanding almost as quickly. Initial responses to GenAI tools were mixed between panic and utopian optimism. Many were fast to point out the opportunities and challenges of GenAI. Researchers reported that these new tools are capable of solving most introductor...

Generative AI (GenAI) has seen great advancements in the past two years and the conversation around adoption is increasing. Widely available GenAI tools are disrupting classroom practices as they can write and explain code with minimal student prompting. While most acknowledge that there is no way to stop students from using such tools, a consensus...

Most computing students enter the industry once they graduate. As future software engineers, they will be in powerful positions, making decisions that impact their personal lives, others, and society. Thus, preparing graduates for their careers is crucial by addressing ethical considerations, decision problems, and other concepts related to morals,...

Educational systems in most countries are differentiated by level and entail transitions between different school types. The different school types do not always support a transition without gaps or repetitions. For students, this can be very frustrating, demotivating and time-consuming. For example, many graduated IT specialists bring work experie...

Künstliche Intelligenz (KI) und Maschinelles Lernen (ML) finden nicht nur Eingang in den Alltag, sondern vermehrt auch in die schulische Bildung. Es gab bisher kaum Ansätze, die ein grundlegendes Verständnis von KI vermitteln und auch gesellschaftliche Folgen betrachten. Diese Lücke schließt das Material zu verschiedenen technischen, ethischen und...

Issues on Artificial Intelligence (AI) and Machine Learning (ML) are topics which are commonly discussed in public, science and politics. However, these important topics are hardly relevant in school up to now -- moreover, also teachers for computer science often have only little reliable knowledge about AI and its social impact on our future. For...

Data science as the art of generating information and knowledge from data is increasingly becoming an important part of most operational processes. But up to now, data science is hardly an issue in German computer science education at secondary schools. For this reason, we are developing a data science curriculum for German secondary schools, which...

Professions in computer science are constantly changing and developing. Nevertheless, some fundamental working processes remain despite of this process of change. These working processes include competencies and skills a computer specialist has to deal with. For further development of the profession and enhancement of its curriculum, these working...

Der Lehrplan für die Ausbildung zum/r Fachinformatiker/in ist wie in den meisten anderen Berufen der dualen Ausbildung kompetenzorientiert formuliert, wobei der Bereich der Fachkompetenz in diesem Bereich nicht theoretisch fundiert definiert ist. Die Umsetzung und Umsetzbarkeit des Lernfeldkonzepts auch in der Informatik wird immer wieder kontrover...

Competencies related to operating systems and computer security are usually taught systematically. In this paper we present a different approach, in which students have to remove virus-like behaviour on their respective computers, which has been induced by software developed for this purpose. They have to develop appropriate problem-solving strateg...

Vocational and general computer science education in Germany use different teaching approaches in some areas to educate their students. Despite all differences of the school types and their goals of education , there are concepts and ideas which have separately developed, but cover similar pedagogical, basic concepts. The concept of " Learning Fiel...

Vocational and general secondary computer science education in Germany pursue different aims – on the one hand, general secondary education targets to educate its students in order to attend either university or vocational education and training (with the consequence that also the learning content in computer science education should support genera...

Competencies related to operating systems and computer security are usually taught systematically. In this paper we present a different approach, in which students have to remove virus-like behaviour on their respective computers, which has been induced by software developed for this purpose. They have to develop appropriate problem-solving strateg...

One part of professional IT (information and communication technologies) and CS (computer science) education in Germany takes place in vocational schools. For deeper interlocking of theory and practice, the curriculum is oriented towards the concept of learning fields (“Lernfelder”) which are based on real-life working processes. As this concept di...

Professional IT education and training in Germany consists primarily of two parts: students attend part-time vocational school and work as apprentices and employees at their train-ing companies. To promote learning venue cooperation be-tween the partners of vocational education, the curricula in the fields of computer science (CS) and information a...

The German vocational education is based on cooperation between training companies and vocational schools. To consider the ever-expanding demand on professional action competency, the curriculum of vocational schools also defines so-called learning fields (" Lernfelder") for the profession of IT specialist. Learning fields describe didactically red...

Vocational IT education in Germany is characterised by cooperation between part time vocational school and vocational training company, called "Duale Berufsausbildung" (dual vo-cational education and training). During vocational education and training students attend school for one or two weeks, followed by two up to four weeks of training on the j...

Vocational schools in Germany are part of the compulsory school system, but they differ from other secondary school types. They combine theory and practice by using learning venue cooperation between schools and vocational training companies. Taking this into account the curricula in the field of computer science (CS) and information and communicat...

Vocational education in Germany is characterised by a learning venue cooperation between vocational schools and vocational training companies. For a better combination of theory and practice the curricula in the field of computer science (CS) and information and communication technologies (IT) are arranged in so-called "Lernfelder" (learning fields...