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Paper ID #26289
Digital Teaching and Learning Projects in Engineering Education at Technis-
che Universit¨
at Berlin
Mr. Florian Schmidt, TU Berlin
Florian Schmidt is a research associate at the chair Complex and Distributed IT-Systems from the TU
Berlin, Germany. He finished his M. Sc. Computer Science at TU Berlin in 2015 and his B. Sc. Computer
Science at the Leibniz Universit¨
at Hannover in 2012. His main research focus is anomaly detection algo-
rithms for high-frequent data streams. More details: http://www.user.tu-berlin.de/flohannes/florianschmidt
Dr. Franz-Josef Schmitt, Technische Universit¨
at Berlin
Dr. Schmitt is research assistant at the Institute of Physical Chemistry, TU Berlin. He finished his doc-
toral thesis in physics in 2011. Dr. Schmitt holds a series of scientific awards, the Chorafas award for
extraordinary scientific results (2009), the Stifterverband Fellowship for excellence in teaching (2015)
and the award for excellent teaching at TU Berlin (2018). 80 research papers, 2 patents, 1 book and 200
partially invited talks on international conferences summarize his results in photosynthesis research, en-
vironmental spectroscopy, and didactic research. Dr. Schmitt educates students for more than 16 years.
From 2002-2005 he was tutor in the project laboratory of physics, from 2005-2010 he supervised the
advanced internships in physics, especially optics, 2011-2018 he was teaching mathematics for chemists,
supervised the practical courses in physical chemistry and is currently head of the project laboratory in
chemistry (OPLChem) and the tuproject ”iGEM-Synthetic biology” since 2015. He was coordinating
editor of DeGruyter open access journal ”optofluidics and biological materials”. He is chairman of the
extended academic senate of TU Berlin. Since July 2018 Schmitt is head of public relations of the recently
approved Cluster of Excellence ”Unifying Systems in Catalysis”.
Ms. Laura Boeger, TU Berlin
Arno Wilhelm-Weidner
Dr. Nicole Torjus
Dr. Nicole Torjus is project coordinator of the subproject tu wimi plus at the Technische Universitaet
Berlin.
Curriculum Vitae: Study of Psychology at the Free University of Berlin. Several years of teaching expe-
rience as a research assistant and freelance lecturer with a focus on economic and organizational psychol-
ogy and doctoral studies in the topic of leadership at the FU Berlin. Certified trainer for self-management,
leadership, communication as well as coach with a focus on health and stress management.
c
American Society for Engineering Education, 2019
Digital Teaching and Learning Projects in Engineering Education
at Technische Universität Berlin
Florian Schmidt, Franz-Josef Schmitt, Laura Böger, Arno
Wilhelm-Weidner, Nicole Torjus
Technische Universität Berlin, Germany
Abstract
With more than 33,000 students primarily in engineering and architecture, mathematics and
natural sciences, the Technische Universität Berlin is one of the largest technical universities in
Germany. The teaching staff comprises only about 350 full-time professors, about 30 junior
professors, few full-time and part-time lecturers, but nearly 2,700 scientific research and
teaching assistants.
This leads to challenges in its engineering education – particularly in the highly frequented
STEM-courses during the freshman year. Current challenges for teaching and learning are
caused by recent structural and curricular changes of the undergraduate and graduate programs.
This contradicts with partly traditional learning environments, in particular big classes with
1,000 or more students in introductory STEM-lectures. Therefore, the quality of teaching with
large student numbers is one of the top priorities of the Technische Universität Berlin. An
university-wide study reform program aims to improve study conditions and to foster the quality
of teaching and learning.
Therefore, a series of teaching projects focussing on digital teaching is currently funded at our
university in the framework of a special project line. Digitalization not only drives Industry 4.0,
but is also excessively integrated within educational processes. The new technological
opportunities allow individuals to study more flexible, realise different multifaceted content for
complex topics and to provide and get individual feedback on the learning process.
This paper provides information, progress and first results on different teaching projects, which
are integrated within different courses at our university. This publication is based on research
funded by the German Federal Ministry of Education and Research (BMBF) under the project
number 01PL 17024.
1. Introduction
In this paper we present several projects of an initiative for innovation and improvement in
teaching at the Technische Universität Berlin. This initiative is financed by the by the German
Federal Ministry of Education and Research (BMBF) as part of the German Higher Education
Pact 2020. The largest part of the initiative is called tu wimi
plus
, consisting of 10 projects funded
for 4 years from 2017 - 2020, focussing on improving the educational process in large courses in
the beginning phases of the undergraduate studies by implementing novel tools and evaluating
didactic methods. With these and other projects, innovation is brought specifically to courses and
areas, where improved teaching methods are desired, for example to reduce the failure rates or
lack of motivation of the students, in large courses and graduation programs with high drop out
rates.
First, a selection of the teaching projects, their approaches and first results on these projects are
presented. Afterwards, commonalities and differences are being discussed with an outlook on
subsequent steps.
2. Targeted Inversion in the Online Project Laboratory in Chemistry and the project
SynTUBio
One approach to implement new technologies into curricula is done by "flipping" of the
distribution of homework and presence teaching in the classroom [1], [2]. The flipped classroom
represents more interactive teaching, leaving more time for new forms of student centered
learning like Research Based Learning (RBL) [2], [3], [4], [5]. The basic idea of
flippedclassroom is not restricted to theoretical subjects, but it transforms the perception of
instructive elements from the classroom to the preparation time at home. In such sense the time
of the classroom presence is better used for real performance instead of perception of instruction.
The implementation of instructional teaching videos into general higher educational teaching is
understood as blended learning or online teaching [6]. According to Schultz et al. [7], flipped
class chemistry students performed better and even had a favorable perception of this approach.
Such positive effects were shown in a broad series of studies in very different subjects ([8], [9],
[10]) and in many fields such as mathematics [11], [12] but also special lectures like synthetic
biology or practical courses in physical chemistry and project laboratories [11], [13], [14].
However, there are also critical voices claiming that introducing digital teaching might lead to
reduced students’ attention or distract students from the difficult learning materials to digital
tools with less impact on a successful competence development [15]. We believe, that this can be
avoided by targeted inversion of selected classroom topics where a steady formative evaluation
of digital teaching and subsequent adaptation improves the applied elements with focus on
flipping just a part of a lecture or practical courses. This approach called targeted inversion can
be used in lectures with arbitrary large student numbers when parts of the lecture, possibly highly
repetitive topics, additional instructions or further examples are offered as additional content to
the lecture [13]. However, it turned out that also small groups of students working in internships
or on their own projects strongly profit from targeted inversion. In our practical courses of
physical chemistry large advantages were gained from available online videos and online pretests
for selected topics. Such online pretests and preparation videos were mandatory to start over with
the experiments [13]. In the internships of physical chemistry such offered online pretests with
selected video support improved the quality of the students protocols significantly and it was
clearly visible that the students were more competent in conducting the experiments [13].
We therefore decided in 2013 to apply the approach of targeted inversion to the Online Project
Laboratory in Chemistry (OPLChem) [14]. In the internships of physical and organic chemistry,
the students were offered a series of teaching videos as supporting online materials. However, in
the OPLChem they were additionally involved into the generation of online blogs and online
videos as a form of documentation of their experiments. One idea of the targeted inversion is to
extract the optimal and/or most advantageous approach from the concept of blended learning and
to leave disadvantageous elements of online teaching behind [14], [16]. As the students of the
OPLChem profit strongly from preparing a video documentation of their own experiments, it
turned out that the implementation of video production is a more useful concept than the pure
perception of online videos. Additionally, the students produce clips that introduce their projects
with small “teasers” to students of the following classes. Such teasers are suitable to transfer the
information of the experiments as their main aim is to support the idea of student centered
projects rather than helping the students to understand such topics in detail. For such deep
understanding of other groups’ projects there is basically no need in the OPLChem as each
student group has to conduct their own newly defined project but it turned out that there is a
strong need for qualitative best practice examples and ideas at the beginning of the semester to
help the students quickly define their own project topics [11], [14].
In the OPLChem the students conduct their own projects and plan their own experiments in the
framework of RBL. The topics are often related to contemporary research topics in ecology,
sustainability or social and intercultural debates and therefore of high societal interest. It was
reported in literature that free-choose learning and research promotes environmentally
sustainable attitudes and behaviour [14], [17], [18], [19]. In recent years about ⅔ of our students
chose projects directly related to sustainability research such as the quantification of heavy
metals in drinking water, in nutrition supplements, in food and soil; the production and decay of
biodegradable plastics, electricity from bacteria, fuel cells, hydrogen from bacteria,
photosynthesis research and alternatives for industrial fertilizers. The concept of the OPLChem
to produce online-videos and publish blogs in the internet further motivates the students to
decide for projects related to sustainability research by giving them the opportunity to present
their results to the public. OPLChem starts with best practice examples introduced by students
from former semesters (as part of their presentation) motivating the new students’ research
questions followed by the investigation period for studying existing literature and collecting
information and the conception period combining ideas to an experimental concept, defining
methods and considering the setup. Then the students conduct their research in the laboratory
during the experimental period in groups of 2-4 participants. At the end of the course the
students have to present a written protocol and produce either a video or a blog where the
conducted experiment and the results are described. Usually the video and blog are hosted at
YouTube® or Wordpress®, respectively, and therefore public. Their presentations are impulse
talks for the next group of students. The OPLChem takes place every year and is now
continuously offered in the framework of the orientation study program MINTgrün of TU Berlin.
The outcome of the students efforts can be found and directly viewed on a central Wordpress®
platform where all student blogs and videos are linked (www.oplchem.wordpress.com).
In the currently running project “SynTUBio” started 2017 we now transfer the concept of
targeted inversion by teaching videos, to producing more general videos covering a broader view
ranging from basic teaching content (like mathematics) or applications in practical courses
(mainly in physical chemistry, organic chemistry and synthetic biology) to research during the
PhD or during laboratory work as a scientist who is employed in a research department of a
company.The materials therefore give a broad view on background, motivation, applications and
job perspectives which are related to certain topics in basic chemistry courses. We believe that
such approaches highly relevant for orientation studies and especially the student beginners in all
STEM courses to allow students not only to experience the different approaches of the different
graduation programs, but also the reality they are facing during the whole program and after
graduation. This enables them to judge early if such working conditions are compatible with
their expectations and helps to conduct the right choices early in their studies.
3. The Computer System Simulator SysprogInteract
SysprogInteract describes a simulation framework aiming to improve the digital content for an
undergraduate computer science course, computer system programming, at the Technische
Universität Berlin. In the field of computer system programming, complex dependencies
between hardware and software solutions exist, which are in focus of the study. Theoretical
developed algorithms are applied in order to interact with hardware components. Even though,
this topic is highly practical, as it covers the theoretical concepts of any modern machine like
computers and smartphones, it is still difficult to provide easy access to any practical experience
as the gap between current hardware solutions and basic implementation of operating system
processes is too large for undergraduate students. Additionally, the number of students attending
this course increases constantly, such that currently more than 800 students visit our course, we
are not able to provide individual feedback to every person. Thus, we aim to create an interactive
simulation framework (SysprogInteract), which can be easily integrated into the education
process and fulfill the student's expectations on a modern, digitized education. In such sense
SysprogInteract delivers the opportunity to involve a large student number into practical
computer system programming as automated feedback is delivered in a standardized way.
Rieber [20] has shown, how animation can be beneficently integrated into the educational
process, providing recommendations for several different disciplines and Lawrence et al. [21]
showed the effectiveness of animating algorithms for teaching. In the field of system
programming, there also exist work for animating different parts of an operating system, e.g. by
Jones and Newman [22], Suranauwarat [23], Kotainy and Spinczyk [24], and Zareie and
Najaf-Zadeh [25]. They all provide animations for the different computer system components,
visualizing the algorithmic behaviour, but lack on providing the dynamic relationships between
these components.
Within this project, we therefore develop an extensive simulation framework providing
visualizations for key computer system parts (Processor Unit, Random Access Memory and Hard
Disk Memory), with the possibility for enabling the chance to test several different algorithms.
We use modern visualization frameworks like D3js, in order to provide aesthetic simulations,
which motivate students to interact with the application and create modular code blocks for easy
adaption in order to including further algorithms. Through continuous user studies, we iteratively
develop the application and where able to show SysprogInteract provides good usability and
motivates students.
SysprogInteract can be used within lectures in order to demonstrate complex algorithms, while
giving the chance to pause the animation and providing navigation opportunities going single
steps back in the animation. As the solution provides visualizations for interdependencies of
system components, different chapters of the course can be visually connected and may give
further motivation, why specific algorithms are selected for demonstration. Additionally,
SysprogInteract provides the possibility to save and load configurations, such that tasks can be
created and the results analyzed with the simulation. Such exercises can be used for tests or
interactive sessions within small group exercises. As the tool is developed as web application,
students use the simulate also from home for learning.
In future, we also want to integrate the possibility to edit algorithms by students themself, in
order to provide more practical usage of simulation by creating or adapting teached algorithms.
The developed solution is published as open source project (add link here) in order to give access
to the simulation to any education facility. Furthermore, we produce videos in order to show the
setup and usage of SysprogInteract.
4. E-Learning as a supplement for Theoretical Computer Science education
In basic courses on Theoretical Computer Science, there is often a high amount of frustration and
failure rates are usually high as well. [26], [27] The heterogeneous groups of students in such
courses can be supported using E-Learning solutions.
Our approach uses the learning management system Moodle to supplement courses on
Theoretical Computer Science with E-Learning elements. These courses are a beginners’ course
on Formal Languages and Automata and a more advanced course on the modelling of Reactive
Systems. These so-called learning units are created based on design recommendations of
learning theories, mainly the Cognitive Load Theory by Sweller [28].
We chose four weeks of course content for each of the two courses and created explanatory
material. The material is in the form of text as well as in the form of video. The students are able
to switch between these presentation forms. Additionally, exercises were created to allow
students to test their knowledge individually and get direct feedback on their answers. Students
can not only choose the presentation form but use learning paths as well to choose if they want to
see introductory examples on the next content part first or start with the explanation right away.
If they perform very good on the exercises (75 percent of the points or more), the students can
unlock bonus pages with open questions or ideas for the usage of additional tools like theorem
provers in relation to the course content.
With the main question how the usage of these learning units affects learning motivation and the
acquired competencies, the learning units are currently being evaluated using studies in a
repeated measures design at several university locations, inter alia at the TU Berlin. The students
of the courses are divided in balanced groups with one group using the learning unit for two
weeks additionally to the course and the other group just using the course material.
Questionnaires are used to determine if motivation and competencies change differently for these
groups. After these two weeks the roles of the groups change and the procedure is repeated for
the next two weeks with the corresponding learning unit. This quantitative evaluation is
complemented by structured interviews, to find out more on the advantages and disadvantages of
these units. Up to now, no significant advantage of using the learning unit can be shown, but the
feedback of the students is highly positive.
An important advantage of this approach is, that it can be adapted for other university locations
with similar courses on Theoretical Computer Science. Additionally, the approach can be
adapted as well for other courses inside and outside the area of Theoretical Computer Science.
Evaluation results for six studies in five different universities are currently analysed. The
learning units are now already provided without restrictions in courses at the TU Berlin and the
University Duisburg-Essen.
5. Didactic diversity to improve learning and teaching quality for Computing in Civil
Engineering
Computers are essential tools for civil engineers. As a consequence, basic skills in computer
science are necessary for each person working as a civil engineer. Most of the course programs
in civil engineering in Germany offer lectures in this field. The difficulty in teaching is that
computing is much more than a skill to be learned [29]; the application to civil engineering
problems is an additional challenge. Teaching computing in architecture, engineering and
construction (AEC) must focus on more aspects than the use of commercial tools [30]. With this
in mind, it becomes crucial to teach students basic skills that help them to adopt problems and
create their own solutions based on computer science technologies.
Own evaluations show that the acceptance of courses in applied computer science is relatively
low as it is not seen by all as a necessary skill for a civil engineer. Based on this knowledge,
existing courses have been scrutinized. The chair for Computing in Civil Engineering at the
Technische Universität Berlin gives two compulsory undergraduate courses. 100 to 150 students
participate in each of these courses. Both include homework assignments and one or two written
examinations. The students must work on own implementations as part of the homework; and the
students must know the theoretical background which is checked in written examinations. Goals
of the redesign of the courses are improvements in the acceptance and a better understanding.
For this purpose, several modifications took place. The basic idea was the introduction of
didactic diversity addressing every student in a way that motivates him or her for contents of the
courses. Four concepts were developed and are partially used in the two courses. The amount of
concepts is consciously restricted to four not offering an unnecessary diversity.
The first concept includes homework assignments build on one another. Therefore, a useful
program is stepwise implemented by each student to have a higher practical orientation. Students
get the opportunity to create solutions for given problems and to improve them with the next
homework. On the one hand this serves as a motivation and on the other hand, it deepens their
understanding of the content of the courses. Individual feedback is given to support effectively
and to create a better understanding for mistakes and how to avoid them.
The second concept is the flipped classroom. It has already been described in Section 2 for the
Online Laboratory in Chemistry. As an introduction to programming a video and a few easy task
were created that introduce the integrated development environment (IDE) eclipse and Java
programming. The students are invited to try it at home and to ask questions the following week
in open sessions offered for this purpose. The tutorials of the course base on the knowledge of
the video so the students get the opportunity to do and retake the exercise whenever they like in a
specific period.
The third concept are homework assignments that are developed as a direct preparation for the
following tests. The processing of the homework reduces the preparation time that is needed for
the respective test and combines the calculation made by hand with an implementation in Java.
The last concept contains audit questions from students for other students. As a part of their
homework assignments they are invited to create own exam questions of the covered topic. This
is a feedback for the lecturer as well, because excellent questions can only be created by a
student who really comprehend the content or at least most parts of it. Sensible questions are
revised and altered in order to expand the pool for possible questions for written examinations.
Through the last year, own evaluations were conducted, which prove that the presented concepts
increase the acceptance and motivation of the treated subjects. A short evaluation in every
weekly tutorial with not more than 20 students was made to get a better insight of the struggles
of the students to the different topics. Only two questions were asked, one for the difficulty of
the topic and the other to the pace of the tutorial. Lectures and exercises in the lecture room are
evaluated once during the execution of a course. Results can be summarized as that the courses
are still seen as difficult but also as manageable. The described concepts are integrated
successively and current evaluations show that the acceptance of students towards computing
increases.
6. Discussion and Outlook
The projects presented in this paper originate from quite different areas like Chemistry,
Computer Science and Civil Engineering. Commonalities can be found here, although the course
sizes and the reasons for the innovations are quite different, like the improved usage of
classroom time, further motivation, engaging the students or the possibility to add practical
elements. The approaches presented in Sections 2 and 5 improve usage of classroom time and
student engagement by various didactic elements, e.g. variants of the flipped classroom model.
The idea of these approaches can be transferred as a didactic model to many course situations
where engagement should be enhanced. Especially, it turned out that the specific elements that
are digitalized and the final tools used for should be strictly evaluated and adapted. In such sense
the targeted inversion and concomitant establishment of digital teaching can be further improved
to enhance quality and avoid its disadvantages. Implementation of augmented reality and
simulations can help to further help for understanding complex setups or complex mathematics
as in the practical courses of chemistry (Section 2). This also accounts for complex simulations
as presented in Section 3.The approaches presented in Sections 3 and 4 both deal with large
course sizes and use tools for their specific situation to improve teaching possibilities. These
tools can be transferred to similar courses as well as the underlying didactic ideas. Through
monthly meetings, all project partners share their progress, problems and discuss overlapping
challenges to be tackled. The initiative enforces the transfer into further courses within the TU
Berlin, but also to other university, providing for some tools e.g. open access to code or further
media.
Therefore, it is believed that Digital Teaching has the potential in significantly contributing to
improved teaching and learning scenarios if it is done in such way that elements developed in the
modules presented here for a long time period of several years with subsequent formative
evaluations and adaption to match students demand are taken over into the regular curricula,
disseminated and continuously monitored. Besides individual project related evaluation, the
central controlling team collects reports in order to determine the overall impact of the initiative.
So, the selective decision for specially designed digital elements is the key factor for improved
teaching leaving behind negative impacts of digital teaching. We therefore recommend to
incorporate continuous digital development into the curricula with specially qualified positions
in such field instead of the recent approach of project based financing and random initiatives that
arise on the engagement of single persons.
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