Teaching Conceptual Modeling in Online Courses: Coping with the Need for Individual Feedback to Modeling Exercises

Daun, Marian; Brings, Jennifer; Aluko, Patricia; Pohl, Klaus; Moser, Steffen; Schumacher, Hermann; RieB, Marcel

doi:10.1109/cseet.2017.30

Cited by 9 publications

(3 citation statements)

References 39 publications

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“…Online courses come with distinct additional requirements and challengers [48], also particularly for conceptual modeling (cf. [49]). We plan to integrate all learning material including lecture slides, practical exercises, video tutorials among others within the Open Models Laboratory (OMiLAB, www.omilab.org).…”

Section: Resultsmentioning

confidence: 99%

A Framework for Teaching Conceptual Modeling and Metamodeling Based on Bloom’s Revised Taxonomy of Educational Objectives

Bork

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Conceptual modeling and metamodeling are vital parts in computer and information science study programs at tertiary institutions. Currently, teachers are struggling in ensuring that their teaching approach is comprehensive and in identifying application domains that motivate students, and show that the value of models exceeds pure representative means. This paper uses Bloom's revised taxonomy of educational objectives as a foundation to define a framework for comprehensive teaching of conceptual modeling and metamodeling. The introduced framework is used to evaluate the comprehensiveness of a Smart City teaching case which has been taught at the Next-generation Enterprise: Modeling in the Digital Age Summer School. The contribution of this paper is threefold: First, a generic framework for comprehensive teaching of conceptual modeling and metamodeling is proposed; Second, a Smart City teaching case is reported; Third, the evaluation of the teaching case leads to a discussion on how to improve teaching of conceptual modeling and metamodeling in the future.

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Section: Resultsmentioning

confidence: 99%

A Framework for Teaching Conceptual Modeling and Metamodeling Based on Bloom’s Revised Taxonomy of Educational Objectives

Bork

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…In particular, we will discuss our goals in teaching model-based requirements engineering and the instructed material. For a detailed discussion about the course setup and the teaching approach used please refer to [17], where we present the course design and provide initial results from the application in a university setting.…”

Section: Course Designmentioning

confidence: 99%

Teaching Model-Based Requirements Engineering to Industry Professionals: An Experience Report

Daun

Brings

Goger

et al. 2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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The use of conceptual models to foster requirements engineering has been proposed and evaluated as beneficial for several decades. For instance, goal-oriented requirements engineering or the specification of scenarios are commonly done using conceptual models. Bringing such model-based requirements engineering approaches into industrial practice typically requires industrial training. In this paper, we report lessons learned from a training program for teaching industry professionals modelbased requirements engineering. Particularly, we as educators and learners report experiences from designing the training program, conducting the actual training, and applying the instructed material in our day-to-day work. From these findings we provide guidelines for educators designing requirements engineering courses for industry professionals. Index Terms-conceptual modeling, requirements engineering, industrial training'This research is part of the SPEDiT project https://spedit.informatik. tu-muenchen.de. Which aims at transferring research results from its predecessor projects SPES and SPES XT http://spes2020.informatik.tu-muenchen.de into industrial practice.

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“…Daun et al integrate conceptional modeling into their MOOC [38] by using ambiguous exercises and sketching multiple solutions in brief whiteboard-style videos. They state that it enables the students to assess their own solutions and fulfills their educational needs.…”

Section: Related Workmentioning

confidence: 99%

Increasing the Interactivity in Software Engineering MOOCs - A Case Study

Krusche¹,

Seitz²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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MOOCs differ from traditional university courses: instructors do not know the learners who have a diverse background and cannot talk to them in person due to the worldwide distribution. This has a decisive influence on the interactivity of teaching and the learning success in online courses. While typical online exercises such as multiple choice quizzes are interactive, they only stimulate basic cognitive skills and do not reflect software engineering working practices such as programming or testing. However, the application of knowledge in practical and realistic exercises is especially important in software engineering education. In this paper, we present an approach to increase the interactivity in software engineering MOOCs. Our interactive learning approach focuses on a variety of practical and realistic exercises, such as analyzing, designing, modeling, programming, testing, and delivering software stimulating all cognitive skills. Semi-automatic feedback provides guidance and allows reflection on the learned theory. We applied this approach in the MOOC software engineering essentials SEECx on the edX platform. Since the beginning of the course, more than 15,000 learners from more than 160 countries have enrolled. We describe the design of the course and explain how its interactivity affects the learning success.

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Teaching Conceptual Modeling in Online Courses: Coping with the Need for Individual Feedback to Modeling Exercises

Cited by 9 publications

References 39 publications

A Framework for Teaching Conceptual Modeling and Metamodeling Based on Bloom’s Revised Taxonomy of Educational Objectives

A Framework for Teaching Conceptual Modeling and Metamodeling Based on Bloom’s Revised Taxonomy of Educational Objectives

Teaching Model-Based Requirements Engineering to Industry Professionals: An Experience Report

Increasing the Interactivity in Software Engineering MOOCs - A Case Study

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