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In the field of computer science, Continuous Practices enable companies to frequently and instantly provide new software and products to customers and stakeholders. With a growing interest in these practices, some secondary literature has been published within this research area. However, there are still open questions when it comes to teaching such practices to computer science students. With more and more companies demanding these skills from graduated students, educating them the required knowledge and skills is necessary. This systematic literature review follows the methodology of Kitchenham and analyses which of these practices are taught in higher computer science education. Along with the kind of courses that use them, it is reviewed how they are taught in higher computer science education and how these approaches differ from each other. The systematic literature review points out, that there are currently different teaching approaches described in literature. The review might help educators to gain new ideas of how to develop an own course to teach such practices or how to implement such contents into existing courses.

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 describes the Emendo toolchain which enables the effective creation and implementation of gamified learning arrangements for online learning settings based on the domain-specific modeling approach. The components of Emendo are a domain-specific modeling language, a generator which transforms models based on the language into source code as well as the embedding of the latter in a learning management system. Scenarios for the usage of Emendo for teaching and learning are presented with respect to the functionalities of the toolchain. In addition, a qualitative evaluation concerning Emendo’s goals, concept and insights on the results is given. The evaluation shows that Emendo reaches high acceptance for teaching purposes and can serve as a promising means for the digitisation of teaching and learning.

Although there are several empirical studies about active learning in higher education, there are some open research questions. Especially, it appears to be relevant to find out what type of activity (active, interactive and constructive) has a positive effect on the learning result of participants in task-based activities. In order to answer this question an experimental study was conducted with students in German higher education (N=50). The results do not show a significant difference between active, interactive and constructive activities on learning performance in task-based learning. But all groups have benefited from the classroom activities according to the test results.

[EN] From scientific research it is known that feedback from students to lecturers can positively influence teaching and learning in higher education. This involves both responses concerning the quality of teaching and to the own learning process. In lessons with a large number of students it appears to be challenging to realize such kind of interaction in oral way with all students in class. One possible way is to use online feedback-systems. Through this, all students have the opportunity to express their opinion, requests or problems concerning the lecture in anonymous way any time. Furthermore, it allows discussing the results together in class. The paper deals with the issue of student feedback in higher education and presents an online feedback-system and its integration into the teaching process. In addition, the paper shows some empirical based experiences made with the feedback-system in three courses in a German University of Applied Sciences. It becomes visible that feedback-systems have the potential to improve the quality of teaching and make learning more interactive and student-oriented., This work is part of the EVELIN project which is supported by the Bundesministerium für Bildung und Forschung with the project number 01PL12022C.

This paper describes ongoing research concerning the effective development of gamified learning arrangements. It shows the necessity for more standardization of the design of such arrangements and reveals potential ways in order to support this need with the use of a domain-specific modeling language. The latter is used by lecturers for designing and exchanging models of gamified learning arrangements and provides the possibility to automatically generate a working learning management system using a language specific generator. The generated learning management system can directly be used by learners and furthermore allows to track the individual learning process for both learners and lecturers.