Computer-based recording of live presentations has become a widespread method of producing learning materials in both higher education and companies. The success of such contents depends on their acceptance by the end-users working with the materials. From their point of view, the support of certain features and, thus, the choice of formats used for network delivery and replay are crucial issues. We present a list of key factors from the end-user's perspective and report on a user study carried out to evaluate a number of formats used for delivering recorded presentations to learners.

Peer assessment is one form of innovative assessment which aims to integrate learning and assessment. Peer assessment can also be seen as a special type of collaborative learning, where the task can be specified by using so called collaboration scripts. This implies the application of a more or less rigid schema (collaboration script) for structuring the task. Although peer assessment has positive effects on knowledge acquirement there is a lack of web-based collaborative peer assessment systems. Thus we have implemented a peer assessment application for review and discussion of artifacts. In our approach it is new that students use presentation recording tools to create personal presentations. It is possible to use these continuous documents for peer assessment. With this approach we lift restrictions to submit only static documents for peer review.Index Terms -collaborative learning, lecture recording, peer assessment.

Students' understanding of algorithms and data structures can be assessed with the help of construction tasks where students have to build their own visualizations. It has been claimed that active construction of visualizations results in better learning outcomes than passive viewing or merely changing the input of a visualized algorithm. This paper presents a system for the generation, execution, and evaluation of construction tasks. Its key feature is the flexibility in all three stages, ranging from fully automated to fully manual generation and evaluation as well as several different types of automatic feedback during the execution phase. Besides its use in daily teaching, the system can serve as a test bed for evaluations regarding the effectiveness of visualizations in the learning process.

Agile Business Intelligence -Definition, Maßnahmen und HerausforderungenAgile Business Intelligence hat sich als einer der Trends innerhalb der Business Intelligence (BI) etabliert. Eine hohe BI-Agilität lässt sich durch die Kombination verschiedener Maßnahmen aus den Bereichen Prinzipien, Vorgehensmodelle, Entwicklungsmethoden und Technologie verwirklichen. Diese sind je nach Unternehmensziel unternehmensindividuell auszuwählen und anzupassen. Offene Fragestellungen sind u.a., wie der Grad an BI-Agilität gemessen werden kann und welche Auswirkungen ein hoher Grad an BI-Agilität auf die Geschäftsprozesse und die IT-Architektur eines Unternehmens hat.

Peer assessment is one form of innovative assessment, which aims to integrate learning and assessment. Peer assessment can also be seen as a special type of collaborative learning, where the task, can be spceitied by using so called collaboration scripts. This implies the application of a more or less rigid schema (collaboration script) for structuring the task. Although peer assessment has positive effects on knowledge acquirement there i s a lack of web-based collaborative peer assessment systems. Thus we har,e implemented a peer assessment application for review and discussion of artifacts. In our approach it is new, that students use presentation recording tools to create personal presentations. It is possible to use these continuous documents for peer assessment. With this approach we lift rrstrietions to submit only static documents for peer renew.