Refine
Year of publication
Document Type
- Conference Proceeding (1184) (remove)
Conference Type
- Konferenzartikel (945)
- Konferenz-Abstract (156)
- Sonstiges (42)
- Konferenz-Poster (32)
- Konferenzband (13)
Language
- English (926)
- German (256)
- Multiple languages (1)
- Russian (1)
Is part of the Bibliography
- yes (1184) (remove)
Keywords
- RoboCup (32)
- Gamification (12)
- Machine Learning (12)
- injury (10)
- Biomechanik (9)
- Kommunikation (9)
- Assistive Technology (8)
- Finite-Elemente-Methode (8)
- Produktion (8)
- TRIZ (8)
Institute
- Fakultät Elektrotechnik und Informationstechnik (E+I) (bis 03/2019) (394)
- Fakultät Maschinenbau und Verfahrenstechnik (M+V) (286)
- Fakultät Elektrotechnik, Medizintechnik und Informatik (EMI) (ab 04/2019) (211)
- Fakultät Wirtschaft (W) (164)
- Fakultät Medien und Informationswesen (M+I) (bis 21.04.2021) (117)
- ivESK - Institut für verlässliche Embedded Systems und Kommunikationselektronik (112)
- INES - Institut für nachhaltige Energiesysteme (59)
- IMLA - Institute for Machine Learning and Analytics (46)
- ACI - Affective and Cognitive Institute (40)
- Fakultät Medien (M) (ab 22.04.2021) (33)
Open Access
- Open Access (497)
- Closed Access (456)
- Closed (217)
- Bronze (154)
- Diamond (29)
- Grün (13)
- Gold (6)
- Hybrid (6)
In the course of the last few years, our students are becoming increasingly unhappy. Sometimes they stop attending lectures and even seem not to know how to behave correctly. It feels like they are getting on strike. Consequently, drop-out rates are sky-rocketing. The lecturers/professors are not happy either, adopting an “I-don’t-care” attitude.
An interdisciplinary, international team set in to find out: (1) What are the students unhappy about? Why is it becoming so difficult for them to cope? (2) What does the “I-don’t-care” attitude of professors actually mean? What do they care or not care about? (3) How far do the views of the parties correlate? Could some kind of mutual understanding be achieved?
The findings indicate that, at least at our universities, there is rather a long way to go from “Engineering versus Pedagogy” to “Engineering Pedagogy”.
The development of secure software systems is of ever-increasing importance. While software companies often invest large amounts of resources into the upkeeping and general security properties of large-scale applications when in production, they appear to neglect utilizing threat modeling in the earlier stages of the software development lifecycle. When applied during the design phase of development, and continuously throughout development iterations, threat modeling can help to establish a "Secure by Design" approach. This approach allows issues relating to IT security to be found early during development, reducing the need for later improvement – and thus saving resources in the long term. In this paper the current state of threat modeling is investigated. This investigation drove the derivation of requirements for the development of a new threat modelling framework and tool, called OVVL. OVVL utilizes concepts of established threat modeling methodologies, as well as functionality not available in existing solutions.
The Division Industrial Chemistry of the Swiss Chemical Society organizes periodically a two-day event for the post-graduate education of its members. This event is known as the Freiburger Symposium. This year it focussed on sustainable chemical production. The twelve talks covered the following aspects: ethical needs for sustainability standards, the required, attained, and yet to be attained sustainability goals in chemical industry. Diverse case studies showed the highly developed awareness about the sustainability issue within the chemical community.
First year Business Administration students tend to regard themselves as “non-computer scientists” and often have a lack of motivation about taking IT courses in general, either because they perceive them as too technical, too difficult or somewhat irrelevant. In an attempt to counteract this perception and increase the levels of engagement and willing attendance to class, we decided to flip the traditional lecture model and develop a new teaching and learning approach for the IT Fundamentals course using an open source Enterprise Resource Planning (ERP) system as the platform from which to draw the various underlying IT concepts and through which the relevant competences can be acquired.
This paper describes the implementation process of this new contextualized learning framework “IT via ERP” and the changes in the didactical methods to support it.