Profil

A Pilot Study to Identify Evidence-based Technology-enhanced Teaching Patterns in Pre-service Teacher Education

Schlomske-Bodenstein, N. & Standl, B. (2022). A Pilot Study to Identify Evidence-based Technology-enhanced Teaching Patterns in Pre-service Teacher Education. In: Proceedings of the Society for Information Technology & Teacher Education International Conference (SITE 2022) (S. 661-666). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE).

• Linklearntechlib.org/p/...
• ISBN978-1-939797-61-2

Development of a Vignette-based Instrument to Assess Students’ Perception of the Teacher's Empathy during Collaborative Algorithmic Problem-solving Tasks

Standl, B. & Schlomske-Bodenstein, N. (2022). Development of a Vignette-based Instrument to Assess Students’ Perception of the Teacher's Empathy during Collaborative Algorithmic Problem-solving Tasks. In: Proceedings of 2022 IEEE Global Engineering Education Conference (EDUCON) (S. 1153-1159). Tunis, Tunisia: IEEE.

• DOIhttps://doi.org/10.1109/EDUCON52537.2022.9766745

Exploring Pre-service Computer Science Teachers’ Perception of Collaborative Learning in Online Teaching from a TPK Perspective

Standl, B. & Schlomske-Bodenstein, N. (2022). Exploring Pre-service Computer Science Teachers’ Perception of Collaborative Learning in Online Teaching from a TPK Perspective. In: Mobility for Smart Cities and Regional Development - Challenges for Higher Education (S. 107-113) (Band 389). Cham: Springer.

• DOIhttps://doi.org/10.1007/978-3-030-93904-5_11

MUSE4Anything - Ontologiebasierte Generierung von Werkzeugen Zur Strukturierten Erfassung von Daten

Bühler, F., Barzen, J., Leymann, F., Standl, B. & Schlomske-Bodenstein, N. (2022). MUSE4Anything - Ontologiebasierte Generierung von Werkzeugen Zur Strukturierten Erfassung von Daten. In: 8. Tagung des Verbands Digital Humanities im deutschsprachigen Raum, DHd 2022. Potsdam: Dhd.

Promoting Computational Thinking in Teacher Education - Combining Semantic Waves and Algorithmic Thinking

Ritter, F. & Standl, B. (2022). Promoting Computational Thinking in Teacher Education - Combining Semantic Waves and Algorithmic Thinking. In: ACM Conference on International Computing Education Research (ICER) (S. 48-49). Lugano and Virtual Event, Switzerland: Association for Computing Machinery (ACM).

• DOI10.1145/3501709.3544285

First experiences of integrating computational thinking into a blended learning in-service training program for STEM teachers

Knie, L., Standl, B. & Schwarzer, S. (2022). First experiences of integrating computational thinking into a blended learning in-service training program for STEM teachers. Computer Applications in Engineering Education, 2022.

• Linkonlinelibrary.wiley.com/doi/...
• DOIhttps://doi.org/10.1002/cae.22529

Identification of pupils’ preferences of patterners and dramatists in secondary school computer science education

Bentz, A. & Standl, B. (2022). Identification of pupils’ preferences of patterners and dramatists in secondary school computer science education. Discover Education, 2022(11).

• DOIhttps://doi.org/10.1007/s44217-022-00011-0

Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking

Ritter, F. & Standl, B. (2022). Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking. Informatics in Education, 2022.

• DOIhttps://doi.org/10.15388/infedu.2023.07

Graphenbasierte Reflexion der eigenen Lehrqualität

Schlomske-Bodenstein, N. & Standl, B. (2021). Graphenbasierte Reflexion der eigenen Lehrqualität. Sektionstagung empirische Bildungsforschung.

• Linkzsbh.uni-mainz.de/sektionstagung-2021

Identifying and Implementing Digital Teaching-Learning-Scenarios in Pre-Service Teacher Education

Schlomske-Bodenstein, N. & Standl, B. (2021). Identifying and Implementing Digital Teaching-Learning-Scenarios in Pre-Service Teacher Education. EARLI Online.

• Linkearli.org

Konzeptuelle Modellierung von TPACK zur Erfassung von Lehr-Lern-Szenarien

Standl, B. & Schlomske-Bodenstein, N. (2021). Konzeptuelle Modellierung von TPACK zur Erfassung von Lehr-Lern-Szenarien. QLB Tagung Frankfurt.

• Linkqualitaetsoffensive-lehrerbildung.de/de/...

Towards Conceptualizing Pre-Service-Teacher's Perception of an online-course in Mathematics

Schlomske-Bodenstein, N. & Standl, B. (2021). Towards Conceptualizing Pre-Service-Teacher's Perception of an online-course in Mathematics. ECER Tagung (Online).

• Linkeera-ecer.de/ecer-2021-geneva

Exploring Indicators to Promote Pre-service Teachers’ Self-Efficacy in Programming Tasks

Standl, B. & Schlomske-Bodenstein, N. (2021). Exploring Indicators to Promote Pre-service Teachers’ Self-Efficacy in Programming Tasks. In: 21st Koli Calling International Conference on Computing Education Research (S. 1-3). Koli: ACM.

• DOIhttps://doi.org/10.1145/3488042.3489965

Investigating Teacher’s Empathy and Its Impact on Pre-Service Teachers’ Self-Efficacy in Programming Tasks

Standl, B. & Schlomske-Bodenstein, N. (2021). Investigating Teacher’s Empathy and Its Impact on Pre-Service Teachers’ Self-Efficacy in Programming Tasks. In: Proceedings of the 16th Workshop in Primary and Secondary Computing Education (WiPSCE '21). Online: ACM.

• DOIhttps://doi.org/10.1145/3481312.3481332

Work in Progress: Creative Coding and Computer Science Education – From Approach to Concept

Fragapane, V. & Standl, B. (2021). Work in Progress: Creative Coding and Computer Science Education – From Approach to Concept. In: 2021 IEEE Global Engineering Education Conference (EDUCON) (S. 1233-1236). Vienna: IEEE.

• DOI10.1109/EDUCON46332.2021.9453951

A Pattern Mining Method for Teaching Practices

Standl, B. & Schlomske-Bodenstein, N. (2021). A Pattern Mining Method for Teaching Practices. A Pattern Mining Method for Teaching Practices, 13(5).

• Linkmdpi.com/1999-5903/...
• DOIhttps://doi.org/10.3390/fi13050106

COVID‐19 information fatigue? A case study of a German university website during two waves of the pandemic

Skulmowski, A. & Standl, B. (2021). COVID‐19 information fatigue? A case study of a German university website during two waves of the pandemic. Human Behavior and Emerging Technologies, 2021, 1-7.

• DOIhttps://doi.org/10.1002/hbe2.260

Student-Collaboration in Online Computer Science Courses – An Explorative Case Study

Standl, B., Kühn, T. & Schlomske-Bodenstein, N. (2021). Student-Collaboration in Online Computer Science Courses – An Explorative Case Study. International Journal of Engineering Pedagogy (IJEP), 11(5), 87-104.

• DOIhttps://doi.org/10.3991/ijep.v11i5.22413
• ISSN2192-4880

(How) Do They Bring Computer Science to Everyone? Pre-Service Computer Science Teacher Programs in Germany and in the USA

Standl, B., Rosato, J., Leftwich, A. & Fragapane, V. (2020). (How) Do They Bring Computer Science to Everyone? Pre-Service Computer Science Teacher Programs in Germany and in the USA. In: Proceedings of Society for Information Technology & Teacher Education International Conference (S. 631-637). Chesapeake, VA: AACE.

Design- and Evaluation-Concept for Teaching and Learning Laboratories in Informatics Teacher Education

Standl, B., Ulbrich, M., Bentz, A., Vielsack, A. & Wagner, I. (2020). Design- and Evaluation-Concept for Teaching and Learning Laboratories in Informatics Teacher Education. In: Informatics in Schools. Engaging Learners in Computational Thinking (S. 133-145) (Band 12518). Cham: Springer.

• DOIhttps://doi.org/10.1007/978-3-030-63212-0_11

Preliminary Experiences Towards an Inclusion of Dramatists - Teach Logic with Language

Bentz, A. & Standl, B. (2020). Preliminary Experiences Towards an Inclusion of Dramatists - Teach Logic with Language. In: ISSEP (CEURWS Volume) 2020 (S. 171-175) (Band 2755). Tallinn, Estonia: CEURWS.

• Linkceur-ws.org/Vol-2755/...

Transforming a Pedagogical Theory to Classroom Teaching Patterns with Compiler Transformations from Computer Science

Standl, B. (2019). Transforming a Pedagogical Theory to Classroom Teaching Patterns with Compiler Transformations from Computer Science. In: Proceedings of EdMedia Innovate Learning 2019 (S. 868-874). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE), Waynesville, NC.

• ISBN978-1-939797-42-1

Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities.

Waite, J., Standl, B. & Csizmadia, A. (2019). Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities. Informatics in Education, 18(1), 41-67.

• DOIhttps://doi.org/10.15388/infedu.2019.03

A Creative Learning Sequence in an Introductory Programming MOOC

Wetzinger, E., Futschek, G. & Standl, B. (2018). A Creative Learning Sequence in an Introductory Programming MOOC. In: Dagiene, V. & Jasute, E. (Hrsg.), Constructionism 2018 (S. 678-684). Vilnius: Vilnius University.

Developing a MOOC on Introductory Programming as Additional Preparation Course for CS Freshmen

Wetzinger, E., Standl, B. & Futschek, G. (2018). Developing a MOOC on Introductory Programming as Additional Preparation Course for CS Freshmen. In: Bastiaens, T. & et al. (Hrsg.), Proceedings of EdMedia: World Conference on Educational Media and Technology (S. 1663-1672). Amsterdam: Association for the Advancement of Computing in Education (AACE).

First-Year Computer Science Students Perception of Lectures in Relation to Type of High-School Education

Standl, B., Wetzinger, E., Futschek, G. & Guenther, E. A. (2018). First-Year Computer Science Students Perception of Lectures in Relation to Type of High-School Education. In: 2018 IEEE Global Engineering Education Conference (EDUCON), Santa Cruz de Tenerife, Canary Islands, Spain. Red Hook: Curran Associates, Inc.

• DOI10.1109/EDUCON.2018.8363391
• ISBN978-1-5386-2957-4

Solving Everyday Challenges in a Computational Way of Thinking

Standl, B. (2017). Solving Everyday Challenges in a Computational Way of Thinking. In: Dagiene, V. & Hellas, A. (Hrsg.), Informatics in Schools: Focus on Learning Programming. 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki (S. 180-191). Cham: Springer International Publishing.

• DOI10.1007/978-3-319-71483-7_15

Student Retention: Towards defining measures for improved quality of teaching and learning in the first year of computer science studies

Standl, B., Wetzinger, E. & Futschek, G. (2017). Student Retention: Towards defining measures for improved quality of teaching and learning in the first year of computer science studies. In: Tatnall, A. & Webb, M. (Hrsg.), Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing (S. 640-647). Basel: Springer International Publishing.

Uniting Computational Thinking Problem Solving Strategies with MIT Inventor. 9th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP)

Standl, B. (2016). Uniting Computational Thinking Problem Solving Strategies with MIT Inventor. 9th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP). Münster.

A case study on cooperative problem solving processes in small 9th grade student groups

Standl, B. (2016). A case study on cooperative problem solving processes in small 9th grade student groups. In: IEEE Global Engineering Education Conference (EDUCON), Abu Dhabi. Red Hook: Curran Associates, Inc.

Towards Combining Conceptual Lesson Patterns with Austrian K12 Computer Science Standard Curriculum in the Context of Pedagogical Content Knowledge. 7th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP)

Standl, B. & Grossmann, W. (2014). Towards Combining Conceptual Lesson Patterns with Austrian K12 Computer Science Standard Curriculum in the Context of Pedagogical Content Knowledge. 7th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP). Istanbul.

A Web-Application for building Common Cartridge Learning Objects

Standl, B. (2013). A Web-Application for building Common Cartridge Learning Objects. In: Herrington, J., Couros, A. & Irvine, V. (Hrsg.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (S. 1461-1466). Victoria: Association for the Advancement of Computing in Education.

• ISBN978-1-939797-03-2

Conceptual patterns for student-centered computer science education at secondary school level

Standl, B. (2013). Conceptual patterns for student-centered computer science education at secondary school level. In: WiPSE '13 Proceedings of the 8th Workshop in Primary and Secondary Computing Education (S. 45-46). New York: ACM.

• DOI10.1145/2532748.2532776

Integrating School Practice in Austrian Computer Science Teacher Education

Planteu, L., Standl, B., Neuwirth, E. & Grossmann, W. (2013). Integrating School Practice in Austrian Computer Science Teacher Education. In: Diethelm, I., Arndt, J., Dünnebier, M. & Syrbe, J. (Hrsg.), Commentarii informaticae didacticae (S. 151-152). Potsdam: Universitätsverlag Potsdam.

Modelle der Integration von Schulpraxis in die Informatik LehrerInnenbildung Modelle der Integration von Schulpraxis in die Informatik LehrerInnenbildung

Planteu, L., Standl, B. & Grossmann, W. (2013). Modelle der Integration von Schulpraxis in die Informatik LehrerInnenbildung Modelle der Integration von Schulpraxis in die Informatik LehrerInnenbildung. In: Micheuz, P., Reiter, A., Brandhofer, G., Ebner, M. & Sabitzer, B. (Hrsg.), Digitale Schule Österreich: Eine analoge Standortbestimmung anlässlich der eEducation Sommertagung 2013 (S. 381-389). Wien: Oesterreichische Computer Gesellschaft.

Computers in Human Behavior

Motsching-Pitrik, R. & Standl, B. (2013). Computers in Human Behavior. Person-centered technology enhanced learning: Dimensions of added value, 29(2), 401-409.

Case study on Person-Centered Assessment in Computer Science and its Support by the VLE Moodle

Standl, B., Motsching-Pitrik, R. & Haselberger, D. (2012). Case study on Person-Centered Assessment in Computer Science and its Support by the VLE Moodle. In: Amiel, T. & Wilson, B. (Hrsg.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (S. 2343-2351). Denver: Association for the Advancement of Computing in Education (AACE).

• ISBN978-1-880094-95-2

Person -centred technology enhanced learning in ICT at secondary level. 6th Plymouth e-Learning Conference

Standl, B. (2011). Person -centred technology enhanced learning in ICT at secondary level. 6th Plymouth e-Learning Conference. Plymouth.

Towards person-centered technology enhanced learning in ICT at secondary level. International Conference on Education and New Learning Technologies

Standl, B. (2010). Towards person-centered technology enhanced learning in ICT at secondary level. International Conference on Education and New Learning Technologies. Barcelona.

Person-centered technology enhanced learning at secondary level

Standl, B. (2010). Person-centered technology enhanced learning at secondary level. In: Conference of Information and Communication Technology in Education. Roznov-pod-Radhostem: University of Ostrava.

Preparation of secondary ICT teachers - Duo cum faciunt idem, non est idem

Standl, B., Rydlo, L. & Pitner, T. (2010). Preparation of secondary ICT teachers - Duo cum faciunt idem, non est idem. In: Conference of Information and Communication Technology in Education. Roznov-pod-Radhostem: University of Ostrava.

Schülerzentrierter Unterricht

Standl, B. (2010). Schülerzentrierter Unterricht. In: Brandhofer, G., Futschek, G., Micheuz, P., Reiter, A. & Schoder, K. (Hrsg.), 25 Jahre Schulinformatik (S. 321-324). Wien: Österreichische Computer Gesellschaft.