Over the last years the author developed several learning tools like quizzes, interactive notebooks, and a learning app together with students. This paper gives insights into the collaboration models with the students. Several challenges in this context are discussed and conclusions are drawn.

This paper presents steps for the digitization of a lecture. The criteria for the selection of the course and the planning of the digitized parts like screen casts and a learning app are discussed at the beginning. Then the implementation is described in detail. This includes the effort of digitizing different parts and the presentation and discussion of evaluation results. The evaluation focusses on the students’ preferences - a setup with digitized parts vs. classical lectures. The paper closes with lessons learned based on preparing and running the course and an outlook to aspects that might be changed in the future.

Nowadays many praxis-oriented courses like projects are included in program curricula. They prepare the students to work in real-world projects. The setup of project courses shall offer an environment similar to real-world projects, such that the students can gain experience. This paper presents a concept consisting of several variable aspects in the setup of project courses in computer science education. Different implementation alternatives for the aspects are shown. Their benefits and drawbacks are discussed in detail as well as their dependencies. The aspects can be adapted to the requirements for the project course like the students' work load. Proven adaptations for setting up project courses of high practical relevance are outlined from the author's perspective.

We consider a generalization of the Dyck language. We have a set of opening and a set of closing brackets and a relation that gives the pairs of brackets that can be used in the generalized Dyck language. This Dyck language is a handy coding for several classes of labeled trees. We present an algorithm that generates all words of length 2n of the generalized Dyck language lexicographically. Thereby, each word is computed from its predecessor according to the lexicographical order without any knowledge about the words generated before. Additionally, we introduce a condition on the relation for the generalized Dyck language to be simply generated, which means that an algorithm needs to read only the suffix to be changed in order to compute the successor of a word according to the lexicographical order. We present an algorithm that checks whether a Dyck language is simply generated or not. For an arbitrary relation, we compute the sth moments of the random variable describing the length of the suffix to be changed in the computation of the successor of a Dyck word. In particular, the mean value and the variance are constant.