This paper explores the significance of interoperabil-ity advancements in learning management systems (LMS) and the demand for customizable, flexible learning environments. We present a system that integrates learning resources from an LMS into a highly customizable frontend, including the embedded TaskAssessment, a programming task evaluating software. By incorporating standards such as Learning Tools Interoperability (LTI) and Experience API (xAPI), seamless interoperability across various systems is ensured. The goal is to contribute to the advancement of personalized learning experiences by learning element recommendation, automatic assessment and targeted feedback, while improving system interoperability.

Class diagram exercises are an important part in the development of software engineering students in higher computer science education. Generating textual exercises with sample solutions for such courses is time-consuming for educators, especially with multiple courses and different contexts. According to literature, the automatic generation of diagrams from structured text is possible. However, students often do not receive template based exercise texts but descriptions in natural language, which is still not a closed research topic. To address this problem, this paper discusses a model that analyses real exercise texts used for software engineering education, considers each individual sentences components and provides a class diagram. Due to the complexity of natural language, the model does not deliver perfect results so far, but is a great work in progress for the attempt to generate sample solutions for given exercise texts.

Creating class diagrams from given texts is an important skill for software engineering students in higher computer science education. Choosing the right diagram components and arranging them correctly regularly challenges students. Therefore, a thoughtful teaching approach is required from educators. Creating such exercises for different courses with different contexts is time-consuming for educators. In preparation for an upcoming exam, students are limited to few available exercise texts. To address these challenges, a deep learning model was trained to automatically generate textual exercises for software engineering education. To verify whether the model is suitable for educational purposes or not, a study with software engineering students has been conducted. The results show, that the texts are well understood according to grammar and sentence structure. Also, students found the created exercise useful and would like to use comparable exercises for exam preparation.

Learning how to create UML class diagrams from requirements specifications in textual format is one of the fundamental competences of students in Information Technologies. However, students seem to struggle creating those with all the requested elements. This process is not only challenging for students, but for teachers as well. Teachers, who correct the students solutions, have to take a deeper look at each created diagram to verify whether it is correct or not. Created diagrams can differ from each other or a given solution, but can nevertheless be correct. Also we observed, that the manner of creating class diagrams differ from student to student. Some create them using tools like the Enterprise Architect, others draw them by hand. To support students in the progress of learning how to create UML class diagrams and support teachers, we began realizing a prototype which can visually detect UML class diagram elements and compare them to a given solution. Visual recognition enables universal support no matter how a student created the diagram. Deep learning technologies have lead to major achievements in visual image processing in the recent years. Therefore this paper investigates that they are of use in UML element detection and syntactical analysis.

The article proposes to determine, discuss and qualify how the Framework Scrum Higher Education - based on the original Framework Scrum Version 2017 - supports teachers and students to recognize the difficulties and challenges related to the intended learning outcome and the missing motivation of students' learning process. The study aims to answer several research questions, e.g. what is the effect of a value-based framework and the intervention by a Scrum Master on students’ agile and critical performance in teamwork? The team performance was diagnosed by applying a set of tools to measure the capacity for teamwork. The evaluation confirms that agile and collaborative adaption of Scrum for Higher Education improves the self-learning process, self-motivation and self-emotion for the learner. Especially the event Sprint-Retrospective with the tailor-made framework for the Definition of Flow plays a key role and the Scrum Master gets a chance for solution-focused coaching in a convenient phase of reflection. The paper shows empirical results of a quantitative survey, which analyses quality criteria of teamwork during the sprints of the Scrum Framework. As an agile method of learning, students figured out their own learning and team working obstacles by using the solution-focused coaching.

This contribution discusses problems of existing gamified learning platforms as a result of an analysis and reveals a research gap that is addressed using a domain-specific modeling (DSM) approach. Foundations of the DSM approach are described and our vision to use it for improving the creation, adaptability, and extensibility of platforms as well as the exchange of promising gamified learning concepts. Early results are presented and steps ahead are shown.

Instructional tasks play a key role in higher education in several disciplines. The paper shows empirical results of a qualitative study which analyzes quality criteria of take-home tasks out of students' (N=160) perspective. Thereby not only the task structure is regarded, but also the introduction (e.g.: how can a task be presented to students?), the performance (e.g.: what is important to consider when students do the tasks?) and the discussion (e.g.: how can the discussion of the results and the feedback look like?). In total 1.275 mentions have been analyzed. It becomes clear that the question of quality can be seen very different. Nevertheless, there are some interesting insights into students' point of view. For instance, it turned out that the layout of a task-sheet can be motivating and that practical relevance of tasks or suitable learning material play a huge role for students. Thus, the paper both contributes to focus instructional tasks in higher education more intensively from a scientific perspective and provides findings to improve teaching quality.

In this paper we describe a proposed framework for Cooperative Adaptive Personalized Education for Life-long Learning and Activation (CAPELLA). CAPELLA comprises four models: A Knowledge Organization Model, a Learning Process Model, a Community Collaboration Model and a Gaming Model. The underlying pedagogical approach is based on the four pillars of learning: Learning to know, learning to do, learning to collaborate and learning to be. Based on these models and principles, CAPELLA provides a theoretical framework that may assist IT developers to develop state-of-the-art educational platforms and advanced learning applications. Using an example of a UML Diagramming Workshop we demonstrate how CAPELLA incorporates the principles of Adaptive Learning.

In this contribution a process and a way for a standardized documentation are proposed for the creation of gamified and competency-based learning activities. Furthermore the application of the process and its documentation is described by using an exemplary learning activity which was created, implemented and evaluated. The findings indicate, that the use of gamification design elements for learning a design pattern can be effective and successful and can lead to an increase in learning motivation.

Task-based Programming Learning (TBPL) is an approach which is based on ideas of Task-based Language Learning in second language acquisition. It can use output-prompting and input-providing tasks. This paper describes the theoretical background and methodical aspects of the input-providing TBPL variant and its implementation in higher education courses. The approach was implemented and evaluated in five different programming courses from both students (N=165) and lecturers (N=4). It became clear that the TBPL-approach has several positive aspects and that it can serve as a valuable instrument for learning and teaching programming in higher education.

In this research, we investigate the possibility of applying ranking task activity in teaching and learning software engineering courses. We introduce three types of ranking tasks, conceptual-, contextual- and sequential ranking questions, which cover most core topics such as requirement analysis, architecture design and quality validation in the course. We have also done experiments on a group of students to see if ranking tasks could increase their conceptual knowledge in specific areas. Assessments were given in order to evaluate the effectiveness of this activity, showing an obvious increase in complex conceptual understanding.

The task-based language learning (TBLL) approach is used in the context of foreign language pedagogy. Since a programming language is also a language by definition, this emerges the question whether the approach can also be used for learning programming. The paper presents fundamentals of the TBLL approach and illustrates how it can be adopted for learning an object-oriented programming language. It gives suggestions for concrete specifications of a task-based programming learning (TBPL) and shows their effects on an exemplary programming task.

Teaching design patterns in computer science introductory sequence is more difficult than learning it. We present a Just-in-Time-Teaching (JiTT) practice in Software Design Patterns course targeted to entry level students. We proposed a model that combines JiTT concepts with didactic considerations, preparation materials, in-class sessions and post-lecture assignments. We have effectively used this approach to teach two undergraduate classes. The paper also presents the results of a survey conducted to identify the effectiveness of the JiTT activities through warm-up questions, class-wide discussions, experiments and exercises.

In this contribution we present a game-based learning concept which is based on mobile devices. It focuses a joyful stabilization of knowledge and the engagement of students using the Gamification approach and its game mechanics. Previous findings how to promote students' motivation are adapted in the mobile context and discussed. Steps for the realization of the concept in a university are described.

Learning centered teaching becomes an important factor in a global perspective of learning software engineering. The Just-in-Time Teaching approach is used in a Chinese-German empirical case study. In a one year terminated project we will analyze the performance of our students in an active learning scenario with Just-in-Time Teaching and Peer Instruction. We will contribute an inter-cultural comparison of achieved competencies by student's self-assessment and teacher's observation.

Lack of motivation can cause a strong discrepancy between potential and success in learning with individuals. This explains why highly skilled students show poor performance under the same dispositions while one can find averagely gifted among the best of the group. It is hardly possible to attain good achievements without motivation. We put a strong focus at this question and try to clear the role of motivation for academic learning in software engineering and elaborate on the teachers' influence on increasing the success in student learning.

Software process models are fairly abstract tools for organizing large, complex software development projects. Since particularly undergraduate students commonly do not have any experience in being part of such a project, their understanding of the benefits and shortcomings of particular process models is very limited. Even more, frequently they are not aware of the need to follow a particular process model since their previous one-person software assignments were too small for requiring any such model at all.