There is a dearth of measures which evaluate reading comprehension in people with traumatic brain injuries returning to secondary level education. Existing standardized assessments do not accurately measure constructs of high level reading comprehension. Correct information unit (CIU) analysis can be a valuable tool for measuring reading comprehension in these more demanding contexts. However, the measure requires a significant amount of time to administer and score, leading practicing clinicians to use other measures. This exploratory project sought to fill the gap by increasing the clinical feasibility of CIU analysis. Researchers implemented a human-in-the-loop automation of CIU scoring. A within rater comparison across three raters design was utilized to evaluate if the automation provided an increase in efficiency versus by hand scoring. Findings indicate a trend of increased efficiency across raters which was not statistically significant. This thesis supports further studies to continue development of the automated application of CIU analysis.

La producción in vitro (PIV) de embriones caprinos mediante técnicas de maduración, fecundación y cultivo embrionario in vitro (MIV-FIV-CIV) proporciona un elevado número de embriones utilizables a nivel científico y/o comercial. El objetivo del este estudio ha sido seleccionar ovocitos de cabra prepuber y sistemas de maduración in vitro para mejorar la producción in vitro de embriones. Los ovocitos se maduraron en medio TCM199 + piruvato sódico + L-glutamina + gentamicina + 10% suero bovino de macho castrado (SS) + 10 mg/ml LH + 10 mg/ml o-FSH + 1 mg/ml 17b-estradiol. Tras 27 h de MIV, los ovocitos se inseminaron con semen fresco (3.5x106 espermatozoides/ml) en medio TALP suplementado con 1 mg/ml de hipotaurina. A las 24 h post-inseminación, se cultivaron en medio SOFm y se mantuvieron 7 días en cultivo. En el Estudio 1, se evaluó la utilidad del test de Azul de Cresol Brillante (BCB) para seleccionar los ovocitos de cabras prepúberes. Los ovocitos BCB+ (ovocitos con citoplasma coloreado de azul, crecimiento finalizado) presentaron un mayor diámetro (136.6 ¡À 6.3 mm; P<0.001) y mayores tasas de maduración nuclear (81.4%; P<0.05), fecundación normal (23.5%; P<0.0001) y desarrollo más allá del estadio de 8 células (41.3%; P<0.001) y de mórulas más blastocistos (12.0%; P<0.05) que los ovocitos no coloreados de azul.En el Estudio 2, se utilizó el Factor de Crecimiento Epid¨¦rmico (EGF), para la maduración in vitro. Para ello, se comparó un medio suplementado con hormonas (LH, FSH y 17b-estradiol) y suero (SS o FCS) con un medio suplementado con 10 ng de EGF en ausencia de suero y hormonas. El porcentaje de ovocitos fecundados de forma normal fue inferior (P<0.05) cuando se empleó EGF (17.3%) que SS (SS: 27.2%; FCS: 29.0%). Las tasas de embriones totales (71.5%) y de embriones que superaron el estadio de 8 células (26.2%) fueron superiores (P<0.05) al emplear SS y hormonas en el medio de maduración.En el Estudio 3, se analizó el efecto de la adición de compuestos tiol (100 ¦ÌM de cisteamina, 100 ¦ÌM de b-mercaptoetanol, 0.57 mM de cisteína y 0.57 mM de cistina) al medio de MIV. Los ovocitos madurados en presencia de cisteamina y b-mercaptoetanol mostraron mayor capacidad (P<0.01) para formar el pronúcleo masculino tras la penetración espermítica (88.0% y 97.1%) y para ser fecundados (P<0.01) de forma normal (72.0% y 77.1%) comparados con el grupo control (62.2% y 37.8%, respectivamente). Asimismo, la adición de cisteamina al medio de MIV mejoró (P<0.05) el porcentaje de embriones que alcanzaron los estadios de mórula y blastocisto (22.2%) y la tasa de blastocistos expandidos (13.0%) respecto al grupo control (6.4% y 2.6%, respectivamente). La concentración de GSH intracelular (pmol/ovocito) fue superior en los ovocitos MIV que en los ovocitos inmaduros.En el Estudio 4 se evaluó el efecto de la adición de cisteamina al medio de maduración de ovocitos de cabra prepúber seleccionados mediante el test de Azul de Cresol Brillante (BCB) sobre la maduración nuclear, fecundación y desarrollo embrionario in vitro. En presencia de cisteamina, el porcentaje de ovocitos BCB+ y madirados con cisteamina mejoraron la maduración nuclear, los fecundados normales, la formación del pronucleo masculino y el porcentage de embriones a las 8 celulas, comparados con el control y BCB-. En presencia de cisteamina, la formación de mórulas y blastocistos fue superior (P<0.001) en los ovocitos BCB+ (23.8%). En conclusión, la selección ovocitaria mediante el test de BCB y la MIV en presencia de cisteamina permiten una mayor capacidad de desarrollo tras MIV-FIV-CIV. Sin embargo, a pesar de obtener resultados aceptables en los parámetros de maduración nuclear y de fecundación in vitro, el desarrollo embrionario continúa siendo reducido. / In vitro production (IVP) of caprine embryos using techniques of in vitro maturation, fertilization and embryo culture (IVM-IVF-IVC) provide a high number of embryos.The aim of the present studies has been the establishment of a system of selection and in vitro maturation of oocytes adequate for competence to develop until blastocyst after in vitro fertilization and embryo culture. For this, oocytes were matured in TCM199 + sodium pyruvate + L-glutamine + gentamicine + 10% steer serum (SS) + 10 mg/ml LH + 10 mg/ml o-FSH + 1 mg/ml 17b-estradiol. After 27 h of IVM, the oocytes were inseminated with fresh sperm (3.5x106 sperm/ml) in TALP medium supplemented with 1 mg/ml hypotaurine. A t 24 h post-insemination, the presuntive zygotes were cultued in SOFm medium and were maintained 7 days in culture. In Study 1, the utility of the Brilliant Cresyl Blue (BCB) test was evaluated . The BCB+ oocytes (oocytes with blue coloured cytoplasm, fully-grown oocytes) presented a bigger diameter(136.6 ¡À 6.3 mm; P<0.001) and higher rates of nuclear maturation (81.4%; P<0.05), normal fertilization (23.5%; P<0.0001), development beyond the 8-cell stage (41.3%; P<0.001) and morulae plus blastocyts (12.0%; P<0.05) .In Study 2, the use of an chemically defined medium, based in Epidermal Growth Factor (EGF) for the in vitro maturation of prepubertal goat oocytes was investigated. A medium supplemented with hormones and serum (SS or FCS) was compared with a medium with 10 ng EGF. The percentage of normally fertilized oocytes was lower when EGF (17.3%) was employed (SS: 27.2%; FCS: 29.0%). The rate of total embryos (71.5%) and embryos that developed beyond the 8-cell stage (26.2%) were higher (P<0.05) when SS and hormones was used. In Study 3, the effect of the addition of thiol compounds (100 ¦ÌM cysteamine, 100 ¦ÌM b-mercaptoethanol, 0.57 mM cysteine and 0.57 mM cystine) to the IVM medium was analyzed. The oocytes matured in the presence of cysteamine and b-mercaptoethanol showed a better ability to form the MPN and to be normally fertilized (P<0.01; 72.0% y 77.1%) compared to the control group. The addition of cysteamine to the IVM medium improved the percentage of embryos that reached the m¨®rula plus blastocyst stage (22.2%) and the expanded blastocyst formation rate (13.0%) related to the control group. The intracellular GSH concentration (pmol/oocyte), was higher in the oocytes tIVM than immature oocytes. In Study 4, the addition of cysteamine to the IVM medium of oocytes selected by the Brilliant Cresyl Blue (BCB) was studied. The control group oocytes, no exposed to the BCB test, were matured in the same medium, but without cysteamine. In the presence of cyteamine, the percentage of oocytes that matured nuclearly was of BCB+ oocytes (89.5%)., while this rate was higher in the presence of cysteamine (77.8%). 97.0% of the penetrated oocytes exhibited ability to form MPN and a 69.7% were able to develop the 2 pronuclei, being these percentages significantly higher. The exposed oocytes to the BCB with cysteamine showed a lower percentage of non-decondensed heads (3.0%) than the control group (25.6%). Embryos developed beyond the 8-cell stage was higher in the BCB+ (68.3%). Likewise, in the presence of cysteamine, the morule plus blastocysts formation rate was higher (P<0.001) in the BCB+ oocytes (23.8%) related to the BCB- oocytes (5.1%). In conclusion, oocytes selection using the BCB test and the IVM in the presence of cysteamine allow a better development ability after IVM-IVF-IVC. In the present studies, we have been able to confirm an improvement in the oocytes development in relation with the initial IVM system, acting on growing and final maturation phases.

Separatism movements are widespread across the world; however, the European continentcontains several regions who wish to become independent sovereign states. The autonomousregion of Catalonia is one of Europe's many separatist regions, where a separatism movementis present. This study analyses the active separatism of Catalonia, with an emphasis onregional Catalan as well as national Spanish political organization’s attitude towards aCatalan independent state, and also which argument they have regarding an independentCatalonia. The purpose is to describe the regional Catalan as well as the national Spanishpolitical organization’s position within the debate regarding a Catalan separation from Spain.The utilized method for this study is a describing analysis of ideas, in order to analyze andunderstand the empirical material.This essay implements, based on the essay's theoretical framework, two analytical tools inorder to analyze the empirical material of the political organization’s which are two idealtypes of the phenomena nationalism and separatism.The study concludes that the regional Catalan political organizations, CiU and ERC, havemore tendencies of separatism in their pro-independence rhetoric’s, and they have movedaway from their former nationalistic political platforms because of failed dialogs with theSpanish national government. Regarding the national Spanish political organizations, on theother hand, the study concludes that both PSOE and PP have strong tendencies of nationalismin their rhetoric against Catalan independence, much in due to their alignment to the Spanishconstitution and their political goal of a more united Spain.

Approved for public release, distribution is unlimited / This research involves the development of a human-body motion tracking system constructed with the use of commercial off-the-shelf (COTS) components. The main component of the system investigated in this thesis is the Control Interface Unit (CIU). The CIU is a component designed to receive data from the magnetic, angular rate, and gravity (MARG) sensors and prepare them to be transmitted through a wireless configuration. A simple and effective algorithm is used to filter the sensor data without singularities, providing the measured attitude in the quaternion form for each human limb. Initial calibration of the MARG sensors is also performed with the use of linear calibrating algorithms. The testing and evaluation of the whole system is performed by MATLABʼ and SIMULINKʼ simulations, and by the realtime visualization using a human avatar designed with the X3D graphics specifications. Through this research, it is discovered that the MARG sensors had to be redesigned to overcome an erratum on the Honeywell magnetometer HMC1051Z data sheet. With the redesigned MARG sensors, the testing results showed that the CIU was performing extremely well. The overall motion tracking system is capable of tracking human body limb motions in real time. / Lieutenant Junior Grade, Hellenic Navy

Approved for public release, distribution is unlimited / This research involves the development of a human-body motion tracking system constructed with the use of commercial off-the-shelf (COTS) compo-nents. The problem to be solved is that the data from the motion tracking sensors must be transmitted wirelessly in real time from a microcontroller to a server computer. Due to the fact that the microcontroller does not support a standard OS, widely used PCMCIA cards or USB wireless modules cannot be used. The wireless communication module chosen for this purpose is the DPAC airborne, a highly integrated 802.11b module that can be easily integrated with the microcon-troller. The evaluation of the module was completed in four stages. The first part was to initiate communication with the DPAC module. The second part was to establish communication between the DPAC module and a TCP server. The third part was to establish communication between the microcontroller and the DPAC module. The fourth part was to increase the baud-rate to the desired high value of 230,400 bps. The evaluation result indicates that the DPAC airborne module meets the wireless communication requirements of the motion tracking system. / Lieutenant, Hellenic Navy

La tesi estudia els conflictes entre Convergència Democràtica de Catalunya i Unió Democràtica de Catalunya. Des de la teoria del conflicte i utilitzant la metodologia de l'anàlisi de contingut, s'hi analitzen els articles de quatre diaris publicats a Barcelona (La Vanguardia, El Periódico, El País i Avui) durant tres moments d'especial confrontació entre CDC i UDC (1996-97, 2001 i 2006). La investigació se centra sobre les característiques del conflicte publicat i el paper dels diaris en relació amb el conflicte mateix i els seus dos actors principals. Les conclusions indiquen que es tracta d'un conflicte estructural, per quotes de poder a CiU, la tensió del qual és proporcional a la progressió en la preparació i execució de la successió de Jordi Pujol. La premsa hi intervé decisivament en el seu desenvolupament, com a tercer involucrat, però no com a part principal. La Vanguardia segueix l'interès d'UDC, enfoca el conflicte des d'UDC i és pro UDC. El Periódico se situa a l'oposició política, enfoca el conflicte des de CDC i s'hi posiciona contra UDC. El País adopta una oposició ideològica, des de fora i contra CDC. L'Avui hi interpreta l'interès de CiU, des de dins i a favor de CDC. / La tesis estudia los conflictos entre Convergència Democràtica de Catalunya y Unió Democràtica de Catalunya. Desde la teoría del conflicto y utilizando la metología del análisis de contenido, se analizan los artículos de cuatro diarios publicados en Barcelona (La Vanguardia, El Periódico, El País i Avui) durante tres momentos de especial confrontación entre CDC y UDC (1996-97, 2001 i 2006). La investigación se centra en las características del conflicto publicado y el papel de los diarios en relación con el conflicto mismo y sus dos actores principales. Las conclusiones indican que se trata de un conflicto estructural, por cuotas de poder en CiU, cuya tensión es proporcional a la progresión en la preparación y ejecución de la sucesión de Jordi Pujol. La prensa interviene decisivamente en su desarrollo, como tercero involucrado, pero no parte principal. La Vanguardia sigue el interés de UDC, enfoca el conflicte desde UDC y es pro UDC. El Periódico se sitúa en la oposición política, enfoca el conflicto desde CDC y se posiciona contra UDC. El País adopta una oposición ideológica, desde fuera y contra CDC. L'Avui interpreta el interés de CiU, desde dentro y a favor de CDC. / The thesis studies the conflicts between CDC and UDC as portrayed by some Barcelona newspapers. From the startpoint of the conflict theory and using the methodology of content analysis, articles published by four dailies (La Vanguardia, El Periódico, El País i Avui) during three moments of particular tension between CDC and UDC (1996-97, 2001 i 2006) are analysed. The research is focused on the characteristics of the conflict, as it was published, and on the role that the newspapers had relating to the development of the conflict itself and to its two protagonists. The conclusions from the study indicate that it is a structural conflict, motivated by a power struggle within CiU. The tension increases as the succession to Jordi Pujol's leadership approaches and it is implemented. The press, as a third party, albeit with a secundary role, has a decisive intervention in the conflict development. La Vanguardia follows the interests of UDC, looks at the conflict from UDC's viewpoint and it is pro-UDC. El Periódico adopts a political opposition, viewing the conflict from the stadtpoint of CDC and against UDC. El País adopts an ideological opposition looking at the conflict from the outside and against CDC. Avui follows the interests of CiU, acting from within and favouring CDC.

An increasing number of university freshmen has been observable in absolute number as well as percentage of population over the last decade. However, at the same time the drop-out rate has increased significantly. While a drop in attendance could be observed at the same time, statistics show that young professionals consider only roughly thirty percent of their qualification to originate in their university education. Taking this into consideration with the before mentioned, one conclusion could be that students fail to see the importance of fundamental classes and choose to seek knowledge elsewhere, for example in free online courses. However, the so acquired knowledge is a non-attributable qualification. One solution to this problem must be to make on-site activities more attractive. A promising approach for raised attractiveness would be to support students in self-regulated learning processes, making them experience importance and value of own decisions based on realistic self-assessment and self-evaluation. At the same time, strict ex-cathedra teaching should be replaced by interactive forms of education, ideally activating on a meta-cognitive level. Particularly, as many students bring mobile communication devices into classes, this promising approach could be extended by utilising these mobile devices as second screens. That way, enhanced learning experiences can be provided. The basic idea is simple, namely to contribute to psychological concepts with the means of computer science. An example for this idea are audience response systems. There has been numerous research into these and related approaches for university readings, but other forms of education have not been sufficiently considered, for example tutorials. This technological aspect can be combined with recent didactics research and concepts like peer instruction or visible learning. Therefore, this dissertation presents an experimental approach at providing existing IT solutions for on-site tutorials, specifically tools for audience responses, evaluations, learning demand assessments, peer discussion, and virtual interactive whiteboards. These tools are provided under observation of anonymity and cognisant incidental utilisation. They provide insight into students\' motivation to attend classes, their motivation to utilise tools, and into their tool utilisation itself. Experimental findings are combined into an extensible system concept consisting of three major tool classes: anonymous peer discussion means, anonymous control facilities, and learning demand assessment. With the exception of the latter, promising findings in context of tutorials are presented, for example the reduction of audience response systems to an emergency brake, the versatility of (peer) discussion systems, or a demand for retroactive deanonymisation of contributions. The overall positive impact of tool utilisation on motivation to attend and perceived value of tutorials is discussed and supplemented by a positive impact on the final exams\' outcomes. / Über die vergangene Dekade ist eine zunehmende Zahl Studienanfänger beobachtbar, sowohl in der absoluten Anzahl, als auch im Bevölkerungsanteil. Demgegenüber steht aber eine überproportional hohe Steigerung der Abbruchquote. Während gleichzeitig die Anwesenheit in universitären Lehrveranstaltungen sinkt, zeigen Statistiken, dass nur etwa ein Drittel der Berufseinsteiger die Grundlagen ihrer Qualifikation im Studium sieht. Daraus könnte man ableiten, dass Studierende den Wert und die Bedeutung universitärer Ausbildung unterschätzen und stattdessen Wissen in anderen Quellen suchen, beispielsweise unentgeltlichen Online-Angeboten. Das auf diese Art angeeignete Wissen stellt aber eine formell nicht nachweise Qualifikation dar. Ein Weg aus diesem Dilemma muss die Steigerung der Attraktivität der universitären Lehrveranstaltungen sein. Ein vielversprechender Ansatz ist die Unterstützung der Studierenden im selbst-regulierten Lernen, wodurch sie die Wichtigkeit und den Wert eigener Entscheidung(sfindungsprozesse) auf Basis realistischer Selbsteinschätzung und Selbstevaluation erlernen. Gleichzeitig sollte Frontalunterricht durch interaktive Lehrformen ersetzt werden, idealerweise durch Aktivierung auf meta-kognitiver Ebene. Dies ist vielversprechend insbesondere, weil viele Studierende ihre eigenen mobilen Endgeräte in Lehrveranstaltungen bringen. Diese Geräte können als Second Screen für die neuen Lehrkonzepte verwendet werden. Auf diese Art kann dann eine verbesserte Lernerfahrung vermittelt werden. Die Grundidee ist simpel, nämlich in der Psychologie bewährte Didaktik-Konzepte durch die Mittel der Informatik zu unterstützen. Ein Beispiel dafür sind Audience Response Systeme, die hinlänglich im Rahmen von Vorlesungen untersucht worden sind. Andere Lehrformen wurden dabei jedoch unzureichend berücksichtigt, beispielsweise Tutorien. Ähnliche Überlegungen gelten natürlich auch für bewährte didaktische Konzepte wie Peer Instruction oder Betrachtungen in Form von Visible Learning. Deshalb präsentiert diese Dissertation einen experimentellen Ansatz, informationstechnische Lösungen für vor-Ort-Übungen anzubieten, nämlich Werkzeuge für Audience Response Systeme, Evaluationen, Lernbedarfsermittlung, Peer Discussion, sowie virtuelle interaktive Whiteboards. Die genannten Werkzeuge wurden unter Beachtung von Anonymitäts- und Beiläufigkeitsaspekten bereitgestellt. Sie erlauben einen Einblick in die Motivation der Studierenden Tutorien zu besuchen und die Werkzeuge zu nutzen, sowie ihr Nutzungsverhalten selbst. Die experimentellen Ergebnisse werden in ein erweiterbares Systemkonzept kombiniert, das drei Werkzeugklassen unterstützt: anonyme Peer Discussion, anonyme Kontrollwerkzeuge und Lernbedarfsermittlung. Für die ersten beiden Klassen liegen vielversprechende Ergebnisse vor, beispielsweise die notwendige Reduktion des Audience Response Systems auf eine Art Notbremse, die Vielseitigkeit von (Peer-)Discussion-Systemen, oder aber auch der Bedarf für eine retroaktive Deanonymisierung von initial anonymen Beiträgen. Der allgemein positive Einfluss der Werkzeugnutzung auf die Motivation an Tutorien teilzunehmen sowie den wahrgenommenen Wert der Tutorien werden abschließend diskutiert und durch verbesserte Abschlussklausurergebnisse untermauert.

An increasing number of university freshmen has been observable in absolute number as well as percentage of population over the last decade. However, at the same time the drop-out rate has increased significantly. While a drop in attendance could be observed at the same time, statistics show that young professionals consider only roughly thirty percent of their qualification to originate in their university education. Taking this into consideration with the before mentioned, one conclusion could be that students fail to see the importance of fundamental classes and choose to seek knowledge elsewhere, for example in free online courses. However, the so acquired knowledge is a non-attributable qualification. One solution to this problem must be to make on-site activities more attractive. A promising approach for raised attractiveness would be to support students in self-regulated learning processes, making them experience importance and value of own decisions based on realistic self-assessment and self-evaluation. At the same time, strict ex-cathedra teaching should be replaced by interactive forms of education, ideally activating on a meta-cognitive level. Particularly, as many students bring mobile communication devices into classes, this promising approach could be extended by utilising these mobile devices as second screens. That way, enhanced learning experiences can be provided. The basic idea is simple, namely to contribute to psychological concepts with the means of computer science. An example for this idea are audience response systems. There has been numerous research into these and related approaches for university readings, but other forms of education have not been sufficiently considered, for example tutorials. This technological aspect can be combined with recent didactics research and concepts like peer instruction or visible learning. Therefore, this dissertation presents an experimental approach at providing existing IT solutions for on-site tutorials, specifically tools for audience responses, evaluations, learning demand assessments, peer discussion, and virtual interactive whiteboards. These tools are provided under observation of anonymity and cognisant incidental utilisation. They provide insight into students\' motivation to attend classes, their motivation to utilise tools, and into their tool utilisation itself. Experimental findings are combined into an extensible system concept consisting of three major tool classes: anonymous peer discussion means, anonymous control facilities, and learning demand assessment. With the exception of the latter, promising findings in context of tutorials are presented, for example the reduction of audience response systems to an emergency brake, the versatility of (peer) discussion systems, or a demand for retroactive deanonymisation of contributions. The overall positive impact of tool utilisation on motivation to attend and perceived value of tutorials is discussed and supplemented by a positive impact on the final exams\' outcomes.:List of Definitions, Theorems and Proofs List of Figures List of Tables Introduction and Motivation Part I: Propaedeutics 1 Working Theses 1.1 Definitions 1.2 Context of Working Theses and Definitions 2 Existing Concepts 2.1 Psychology 2.1.1 Self-Regulation and self-regulated Learning 2.1.2 Peer Instruction, Peer Discussion 2.1.3 Learning Process Supervision: Learning Demand Assessment 2.1.4 Cognitive Activation 2.1.5 Note on Gamification 2.1.6 Note on Blended Learning 2.2 Computer Science 2.2.1 Learning Platforms 2.2.2 Audience Response Systems (ARS) 2.2.3 Virtual Interactive Whiteboard Systems (V-IWB) 2.2.4 Cognisant Incidential Utilisation (CIU) 2.3 Appraisal 3 Related Work 3.1 Visible Learning 3.2 auditorium 3.3 Auditorium Mobile Classroom Service 3.4 ARSnova and other Audience Response Systems 3.5 Google Classroom 3.6 StackOverflow 3.7 AwwApp Part II: Proceedings 4 Global Picture and Prototype 4.1 Global Picture 4.2 System Architecture 4.2.1 Anonymous Discussion Means 4.2.2 Anonymous Control Facilities 4.3 Implementation 4.3.1 The Prototype 5 Investigated Tools 5.1 Note on Methodology 5.2 Anonymity 5.2.1 Methodology 5.2.2 Visible Learning Effects 5.2.3 Assertion 5.2.4 Experiments 5.2.5 Results 5.2.6 Conclusions 5.3 Learning Demand Assessment 5.3.1 Methodology 5.3.2 Visible Learning Effects 5.3.3 Tool Description 5.3.4 Assertion 5.3.5 Experiments 5.3.6 Results 5.3.7 Conclusions 5.4 Peer Discussion System 5.4.1 Methodology 5.4.2 Visible Learning Effects 5.4.3 Tool Description 5.4.4 Assertion 5.4.5 Experiments 5.4.6 Results 5.4.7 Conclusions 5.5 Virtual Interactive Whiteboard 5.5.1 Methodology 5.5.2 Visible Learning Effects 5.5.3 Tool Description 5.5.4 Assertion 5.5.5 Experiments 5.5.6 Results 5.5.7 Conclusions 5.6 Audience Response System and Emergency Brake 5.6.1 Methodology 5.6.2 Visible Learning Effects 5.6.3 Tool Description 5.6.4 Assertion 5.6.5 Experiments 5.6.6 Results 5.6.7 Conclusions 5.7 Evaluation System 5.7.1 Methodology 5.7.2 Visible Learning Effects 5.7.3 Tool Description 5.7.4 Assertion 5.7.5 Experiments 5.7.6 Results and Conclusion 6 Exam Outcome 7 Utilisation and Motivation 7.1 Prototype Utilisation 7.2 Motivational Aspects Part III: Appraisal 8 Lessons learned 9 Discussion 9.1 Working Theses’ Validity 9.2 Research Community: Impact and Outlook 9.2.1 Significance to Learning Psychology 9.3 Possible Extension of existing Solutions 10 Conclusion 10.1 Summary of scientific Contributions 10.2 Future Work Part IV: Appendix A Experimental Arrangement B Questionnaires B.1 Platform Feedback Sheet B.1.1 Original PFS in 2014 B.1.2 Original PFS in 2015 B.2 Minute Paper B.3 Motivation and Utilisation Questionnaires B.3.1 Motivation 2013 and 2014 B.3.2 Motivation 2015 B.3.3 Utilisation 2014 B.3.4 Utilisation 2015, Rev. I B.3.5 Utilisation 2015, Rev. II C References C.1 Auxiliary Means D Publications D.1 Original Research Contributions D.2 Student Theses E Glossary F Index G Milestones Acknowledgements / Über die vergangene Dekade ist eine zunehmende Zahl Studienanfänger beobachtbar, sowohl in der absoluten Anzahl, als auch im Bevölkerungsanteil. Demgegenüber steht aber eine überproportional hohe Steigerung der Abbruchquote. Während gleichzeitig die Anwesenheit in universitären Lehrveranstaltungen sinkt, zeigen Statistiken, dass nur etwa ein Drittel der Berufseinsteiger die Grundlagen ihrer Qualifikation im Studium sieht. Daraus könnte man ableiten, dass Studierende den Wert und die Bedeutung universitärer Ausbildung unterschätzen und stattdessen Wissen in anderen Quellen suchen, beispielsweise unentgeltlichen Online-Angeboten. Das auf diese Art angeeignete Wissen stellt aber eine formell nicht nachweise Qualifikation dar. Ein Weg aus diesem Dilemma muss die Steigerung der Attraktivität der universitären Lehrveranstaltungen sein. Ein vielversprechender Ansatz ist die Unterstützung der Studierenden im selbst-regulierten Lernen, wodurch sie die Wichtigkeit und den Wert eigener Entscheidung(sfindungsprozesse) auf Basis realistischer Selbsteinschätzung und Selbstevaluation erlernen. Gleichzeitig sollte Frontalunterricht durch interaktive Lehrformen ersetzt werden, idealerweise durch Aktivierung auf meta-kognitiver Ebene. Dies ist vielversprechend insbesondere, weil viele Studierende ihre eigenen mobilen Endgeräte in Lehrveranstaltungen bringen. Diese Geräte können als Second Screen für die neuen Lehrkonzepte verwendet werden. Auf diese Art kann dann eine verbesserte Lernerfahrung vermittelt werden. Die Grundidee ist simpel, nämlich in der Psychologie bewährte Didaktik-Konzepte durch die Mittel der Informatik zu unterstützen. Ein Beispiel dafür sind Audience Response Systeme, die hinlänglich im Rahmen von Vorlesungen untersucht worden sind. Andere Lehrformen wurden dabei jedoch unzureichend berücksichtigt, beispielsweise Tutorien. Ähnliche Überlegungen gelten natürlich auch für bewährte didaktische Konzepte wie Peer Instruction oder Betrachtungen in Form von Visible Learning. Deshalb präsentiert diese Dissertation einen experimentellen Ansatz, informationstechnische Lösungen für vor-Ort-Übungen anzubieten, nämlich Werkzeuge für Audience Response Systeme, Evaluationen, Lernbedarfsermittlung, Peer Discussion, sowie virtuelle interaktive Whiteboards. Die genannten Werkzeuge wurden unter Beachtung von Anonymitäts- und Beiläufigkeitsaspekten bereitgestellt. Sie erlauben einen Einblick in die Motivation der Studierenden Tutorien zu besuchen und die Werkzeuge zu nutzen, sowie ihr Nutzungsverhalten selbst. Die experimentellen Ergebnisse werden in ein erweiterbares Systemkonzept kombiniert, das drei Werkzeugklassen unterstützt: anonyme Peer Discussion, anonyme Kontrollwerkzeuge und Lernbedarfsermittlung. Für die ersten beiden Klassen liegen vielversprechende Ergebnisse vor, beispielsweise die notwendige Reduktion des Audience Response Systems auf eine Art Notbremse, die Vielseitigkeit von (Peer-)Discussion-Systemen, oder aber auch der Bedarf für eine retroaktive Deanonymisierung von initial anonymen Beiträgen. Der allgemein positive Einfluss der Werkzeugnutzung auf die Motivation an Tutorien teilzunehmen sowie den wahrgenommenen Wert der Tutorien werden abschließend diskutiert und durch verbesserte Abschlussklausurergebnisse untermauert.:List of Definitions, Theorems and Proofs List of Figures List of Tables Introduction and Motivation Part I: Propaedeutics 1 Working Theses 1.1 Definitions 1.2 Context of Working Theses and Definitions 2 Existing Concepts 2.1 Psychology 2.1.1 Self-Regulation and self-regulated Learning 2.1.2 Peer Instruction, Peer Discussion 2.1.3 Learning Process Supervision: Learning Demand Assessment 2.1.4 Cognitive Activation 2.1.5 Note on Gamification 2.1.6 Note on Blended Learning 2.2 Computer Science 2.2.1 Learning Platforms 2.2.2 Audience Response Systems (ARS) 2.2.3 Virtual Interactive Whiteboard Systems (V-IWB) 2.2.4 Cognisant Incidential Utilisation (CIU) 2.3 Appraisal 3 Related Work 3.1 Visible Learning 3.2 auditorium 3.3 Auditorium Mobile Classroom Service 3.4 ARSnova and other Audience Response Systems 3.5 Google Classroom 3.6 StackOverflow 3.7 AwwApp Part II: Proceedings 4 Global Picture and Prototype 4.1 Global Picture 4.2 System Architecture 4.2.1 Anonymous Discussion Means 4.2.2 Anonymous Control Facilities 4.3 Implementation 4.3.1 The Prototype 5 Investigated Tools 5.1 Note on Methodology 5.2 Anonymity 5.2.1 Methodology 5.2.2 Visible Learning Effects 5.2.3 Assertion 5.2.4 Experiments 5.2.5 Results 5.2.6 Conclusions 5.3 Learning Demand Assessment 5.3.1 Methodology 5.3.2 Visible Learning Effects 5.3.3 Tool Description 5.3.4 Assertion 5.3.5 Experiments 5.3.6 Results 5.3.7 Conclusions 5.4 Peer Discussion System 5.4.1 Methodology 5.4.2 Visible Learning Effects 5.4.3 Tool Description 5.4.4 Assertion 5.4.5 Experiments 5.4.6 Results 5.4.7 Conclusions 5.5 Virtual Interactive Whiteboard 5.5.1 Methodology 5.5.2 Visible Learning Effects 5.5.3 Tool Description 5.5.4 Assertion 5.5.5 Experiments 5.5.6 Results 5.5.7 Conclusions 5.6 Audience Response System and Emergency Brake 5.6.1 Methodology 5.6.2 Visible Learning Effects 5.6.3 Tool Description 5.6.4 Assertion 5.6.5 Experiments 5.6.6 Results 5.6.7 Conclusions 5.7 Evaluation System 5.7.1 Methodology 5.7.2 Visible Learning Effects 5.7.3 Tool Description 5.7.4 Assertion 5.7.5 Experiments 5.7.6 Results and Conclusion 6 Exam Outcome 7 Utilisation and Motivation 7.1 Prototype Utilisation 7.2 Motivational Aspects Part III: Appraisal 8 Lessons learned 9 Discussion 9.1 Working Theses’ Validity 9.2 Research Community: Impact and Outlook 9.2.1 Significance to Learning Psychology 9.3 Possible Extension of existing Solutions 10 Conclusion 10.1 Summary of scientific Contributions 10.2 Future Work Part IV: Appendix A Experimental Arrangement B Questionnaires B.1 Platform Feedback Sheet B.1.1 Original PFS in 2014 B.1.2 Original PFS in 2015 B.2 Minute Paper B.3 Motivation and Utilisation Questionnaires B.3.1 Motivation 2013 and 2014 B.3.2 Motivation 2015 B.3.3 Utilisation 2014 B.3.4 Utilisation 2015, Rev. I B.3.5 Utilisation 2015, Rev. II C References C.1 Auxiliary Means D Publications D.1 Original Research Contributions D.2 Student Theses E Glossary F Index G Milestones Acknowledgements