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Although many innovations exploiting web technologies have been suggested in distance higher education, very little original research exists investigating the impact of web-based learning environments on distance students' learning processes and outcomes. To close this gap, four sets of data have been collected in a distancelearning course: behaviour and usage data derived from the log files of an online learning environment; responses from a competence pre-and posttest that measures the competence gain of online and offline students; technology assessment data from the online students capturing their perception of the learning environment; and formal assessment data acquired from a written examination test. By analysing these data, insight into the effectiveness of online learning material compared with custom-designed textbooks for self-controlled distance study can be gained. Distance educators and open or distance universities may take the analysis results as a basis for the decision whether to migrate from textbooks to online learning materials. A video abstract of this article can be viewed at https://youtu.be/sLF6PNmAYpY IntroductionDistance education refers to educational processes in which teachers and students are separated in space and time and communicate with each other mainly asynchronously. Traditional teaching media of European open and distance universities have been and still are pre-packaged self-instructional correspondence courses. They take the form of custom-designed textbooks allowing students to study at the time and location of their choice in a self-controlled manner including the self-assessment of their study progress. Typical distance students are unable to regularly attend on-campus classes because of family or work commitments or because of personal limitations. To support the isolated study process, these students depend on institutional support, including complete distance-learning programmes, custom-trained tutors and a network of study centres.

This poster presents the methodology and the first results of the KUI-Project that aims to develop a competency model for teaching CS in schools. By means of qualitative content analysis we are developing a structured model for this purpose. We present first results of the investigation of German curricula for teacher education.

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Abstract. As a result of the OECD Program for International Student Assessment (PISA) the development and assessment of educational standards became a high level objective in the German educational system. Following this tendency the German Informatics Society (GI) in 2008 published educational standards of informatics for lower secondary education that describe minimal informatics requirements for high school students. Up until now, no coherent competence model for the standards exists, but it is essential as a basis for the development of measurement instruments to adequately assess learners' competences according to the standards.This paper describes the process and a first specific step to develop such a competence measurement tool for the informatics standards. In order to figure out if it is possible to use already existing competence measurement tools for those purposes we compare the MoKoM competence model with the informatics standards categories. In this project an empirically proofed competence model of Informatics with the target group of senior class students and related measurement tools were developed.As a result of this analytical comparison we identify concurrent competence components of both concepts. For those components already existing empirical items of the MoKoM model could be applied to measure students' respective competences of the informatics standards. On the other hand the analysis reveals competence structures according to the standards that still needs to be supplemented with operationalized empirical items. Keywords:Competence Modelling, Educational Standards of Informatics, Informatics System Application, Informatics System Comprehension, Informatics Modelling, Secondary Education. MotivationAs a result of the OECD Program for International Student Assessment (PISA) the development and assessment of educational standards became a high level objective in the German educational system [2,3]. For every educational system the development of competence models is a very important precondition to establish educational standards in a specific subject domain area. The presented paper relates the activities of two projects to each other in order to contribute to the development of appropriate assessment tools of informatics standards in secondary education in Germany.Since 2008 educational standards of informatics for high school students are published [1] 1 . An expert group of the German Informatics Society (GI) was brought together to develop educational standards for informatics science in lower secondary education (informatics standards, for short). In the course of several workshops many experts (teachers, informatics education experts, and scientists of informatics) contributed to the project. Thus, the informatics standards represent the results of a broad discussion between experts, mainly from the area of didactics of informatics and school practitioners. They describe minimal informatics requirements, which high school students of lower secondary education classes at least should...