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This paper presents an instance of a web-based stand-alone simulation game aimed at teaching electricity market subjects. The main objectives of this version of the electricity makets game (EmGA) platform are to introduce players/students to the short-term electricity market structure and to highlight the importance of forecasting tools in decision-making. A hypothetical situation has been carefully designed using historical data, where each player takes the role of a wind farm owner willing to participate in the day-ahead electricity market to maximize its economic profit. Players are asked to submit hourly energy bids which are then compared to the wind farm's actual energy production and mapped to revenue by basic market rules for price-taker participants. Preliminary student feedback reinforces the potential of the EmGA platform for improving the teaching of electricity market subjects, showing a general acceptance and a perception of improved knowledge reception of more than 77%.

Aufgaben sind elementare Bausteine von Lehr- und Lernvorgängen und rufen verschiedene Lernhandlungen hervor. In dieser Arbeit wird untersucht, welche Lernhandlungen durch Aufgaben ausgelöst werden und ob die intendierten Lernhandlungen auch ausgeführt wer-den. Dazu wird zuerst eine für den technischen Bereich geeignete Klassifizierung von Lernhandlungen und Aufgaben erstellt und dann mittels Befragungen und Videobeobachtungen mit "Lautem Denken", das versteckte Lernhandlungen sichtbar macht, ermittelt, welche Lernhandlungen beabsichtigt waren und welche ausgeführt wurden. Es zeigt sich, dass Lehrende die Art und Anzahl der Lernhandlungen, die durch ihre Prüfungsaufgaben hervorgerufen werden, ganz gut abschätzen können. Bei den ausführenden Lernhandlungen setzen Studierende meist etwas mehr und bei kontrollierenden Lernhandlungen etwas weniger Lernhandlungen als intendiert. Lehrende bevorzugen oft eine bestimmte Art von Aufgaben, was auch eine Häufung bestimmter Lernhandlungen nach sich zieht. Verschiedene Lehrenden bevorzugen verschiedene Aufgabentypen, die durch die unterschiedlichen Fächer des Curriculums wieder ein großes Repertoire an Aufgaben ergeben und entsprechend unterschiedliche Lernhandlungen nach sich ziehen. Beabsichtigte Lernhandlungen lassen sich durch eine bestimmte Facette der Aufgaben, die in der verwendeten Klassifikation als die "Art" der Aufgabe bezeichnet wird, erzielen. Neben diesen Schlussfolgerungen ergeben sich durch die Beobachtung der Aufgabenbearbeitung zusätzliche Hinweise. Bei einer Analyse von Aufgabenbearbeitungen kann man die Variationsbreite der Aufgaben, die Gegenüberstellung der beabsichtigten zur tatsächlichen Bearbeitungszeit und die Schwierigkeit von Aufgaben erkennen. Dies ermöglicht eine kritische Auseinandersetzung mit Aufgaben im Lern- und Lehrprozess., Tasks as elementary parts of learning and teaching processes provoke various learning activities. The aim of this thesis is to work out and analyze the corresponding aspects of tasks and learning activities and furthermore the correlation between intended and carried out activities. Intended activities are those teachers want to provoke and carried out activities are the ones students actually set while approaching the problem. As a first step developing a classification of tasks and learning activities adapted to the requirements of technical degree programs should help in systematization. Then interviews with teachers should provide a clearer and more detailed definition of the intended learning activities and additional aspects of the tasks. Videotaping students with the extra instruction of 'thinking aloud' while pro-cessing the tasks helps revealing hidden learning activities and further facets of task processing. Students typically set a little more acting activities and a little less correction activities than intended. It becomes apparent that teachers are quite good at foreseeing the type and number of learning activities. In the utilized classification a 'type' of a task is a facet of a task which can provoke a desired learning effect. As teachers tend to mostly only use one specific type of task the variations of learning activities seemed to be limited. You can compensate for this by having a wide range of teachers using their preferred types of tasks which contribute to good mix of tasks and learning activities in the curriculum. With the utilized method the variations of tasks and learning activities, the duration of task processing compared to the intended processing time and the complexity of tasks can be detected. These findings can be used to improve the implementation of tasks in teaching and learning., Christian Kollmitzer, Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers, Zsfassung in engl. Sprache, Klagenfurt, Alpen-Adria-Univ., Diss., 2014

Project and Problem Based Learning has become a standard method of teaching at Technikum Wien. In the course of Computer Science students used their own Laptop Computers for all lessons. If students could not afford a laptop, one was provided by the department. The over all results of this experiment have been very promising. It was possible to reduce the total costs of teaching, mainly because less support for the student laptops was needed. Even more important, most teaching obstacles previously caused by hardware/software problems disappeared completely. The majority of computer science students say, they prefer to use their own laptop and that it is very motivating to have all necessary prerequisites for the course on one computer system.

Today’s global transformation processes and sustainability issues, lead to challenges and modified competence requirements that the engineering sciences have to face. In addition to digitalization as a major influencing factor, graduates need to be prepared to develop complex and interdisciplinary solutions in teams. Engineering sciences have to take up the challenges to provide suitable engineering curricula for a divers and a broader target group (e.g. non-technical and female students); especially in light of the current shortage of qualified specialists. As a consequence, there is a need for evidence-based innovative curriculum design dealing with diversity and heterogeneous target groups and encouraging interdisciplinary approaches. This paper contributes threefold to that discourse on transformation processes and diversity aspects in Engineering Education: (1) by considering gender-specific data in Engineering Higher Education and Engineering Education Research (EER); (2) by presenting a qualitative study, which analyses gender-specific curriculum design requirements; and (3) by introducing a research-based bachelor’s program for a divers target group. Today’s global transformation processes and sustainability issues, lead to challenges and modified competence requirements that the engineering sciences have to face. In addition to digitalization as a major influencing factor, graduates need to be prepared to develop complex and interdisciplinary solutions in teams. Engineering sciences have to take up the challenges to provide suitable engineering curricula for a divers and a broader target group (e.g. non-technical and female students); especially in light of the current shortage of qualified specialists. As a consequence, there is a need for evidence-based innovative curriculum design dealing with diversity and heterogeneous target groups and encouraging interdisciplinary approaches. This paper contributes threefold to that discourse on transformation processes and diversity aspects in Engineering Education: (1) by considering gender-specific data in Engineering Higher Education and Engineering Education Research (EER); (2) by presenting a qualitative study, which analyses gender-specific curriculum design requirements; and (3) by introducing a research-based bachelor’s program for a divers target group.

Globally, the future of work is changing with organisations increasingly reliant on Science, Technology, Engineering and Mathematics (STEM) skills and related expertise. In developing countries such as Nigeria, professionals with these skills and expertise are also in high demand. With changes in healthcare, education, economic growth and sustainable development, there is an urgent need to increase the number of young people choosing to study and work in STEM, and particularly digital technologies and engineering. Previous research has identified that the traditional instructivist and theoretical approach to teaching often used in Nigeria and other developing countries can be a major barrier to young people, who can often regard STEM subjects and careers as not for `people like them' and/or have very narrow perspectives of opportunities in the STEM sector. It also means that young people are not equipped to take their place as digital citizens in today's global society. The DIGISTEM programme was commissioned by the Ekiti State Government in Nigeria and sponsored by the World Bank to provide a novel approach to address these challenges. This paper presents its overall vision. Using an action research approach, a set of carefully designed interactions were conducted with young people and their schools and teachers. The initial results from this are presented and demonstrate that there is an urgent need to transform educational practice in this and other similar regions to provide a more authentic and active learning experience that prepares young people to be career-ready global digital citizens.

There exists a significant gap between the requirements specified within higher education qualifications and the requirements sought by employers. The former, commonly expressed in terms of learning outcomes, provide a measure of capability, of what skills have been learnt (an input measure); the latter, commonly expressed in terms of role descriptions, provide a measure of competency, of what a learner has become skillful in (an output measure). Accreditation traditionally provides a way of translating and embedding industry-relevant content into education programmes but current approaches make fully addressing this requirements gap, referred to here as the Capability-Competency Chasm, very difficult. This paper explores current efforts to address this global challenge, primarily through STEM examples that apply within the United Kingdom and European Union, before proposing a way of bridging this chasm through the use of a 21st Century (C21) skills taxonomy. The concept of C21 Skills Hours as a new input measurement for learning within qualifications is introduced, and an illustrative example is presented to show the C21 skills taxonomy in action. The paper concludes with a discussion of how such a taxonomy can also be used to support a microcredentialing framework that aligns to existing competency frameworks, enabling formal, non-formal and informal learning to all be recognized. A C21 Skills taxonomy can therefore be used to bridge the gap between capability (input) and competency (output), providing a common language both for learning and demonstrating a skill. This approach has profound implications for addressing current and future skills gaps as well as for supporting a transition to more personalised learning within schools, colleges and universities and more lifelong learning both during and outside of employment.

In recent decades, the overpopulation on our planet has had an impact on environmental change. Addressing and understanding such changes in a reliable manner requires contemporary data-science knowledge and methodologies since the amount of information available online has been increasing at an exponential rate. Additionally, to draw meaningful conclusions and predict certain events in terms of environmental changes, one must be familiar with existing natural processes. Thus, combining data science with knowledge about global conditions in the world and how they impact Earth's biosphere, would highly benefit the understanding of possible consequences in the environment. Since our planet is a complex, dynamic system that is likely to change, one must be knowledgeable about the global climate system as a whole. As well, one must understand its processes and interactions with the environment to be able to understand and work on preventing the potential inevitable drastic circumstances for living. This paper addresses the issue of environmental changes and presents a solution in the form of academic education, which is currently in progress, and also related to the COVID-19 issues. As shown in the results section, this type of education aims to teach students about the basics of data science and how to interpret and visualize information related to current environmental changes.

The automotive industry is a dynamic industry that\ud is constantly evolving and changing with the advancements of\ud technology. As cars become more technology dependent, the\ud threat landscape and likelihood of a cyber-attack becomes greater\ud and inherently larger as issues arise. With the introduction\ud to automation and increased use of embedded systems and\ud infotainment systems, modern cars have become a pillar piece\ud of the Internet of Things network.\ud This research details an in-depth study into the vulnerabilities\ud and risks surrounding the current and future state of the automotive industry, highlights the most safety-critical components of\ud the modern car, providing a holistic threat landscape to improve\ud security awareness and posture regarding automotive security.\ud It also demonstrates the utilisation of this analysis with the\ud integration of an education package built on top of a hardware\ud module based on a Raspberry Pi, that emulates its own CAN\ud Bus network that individuals can interact with as if it was a\ud vehicle to provide education on CAN hacking. This device has\ud the potential to be attached to education ranges and labs which\ud can help educate individuals on different security skills to help\ud improve security awareness and knowledge.

In recent decades, the overpopulation on our planet has had an impact on environmental change. Addressing and understanding such changes in a reliable manner requires contemporary data-science knowledge and methodologies since the amount of information available online has been increasing at an exponential rate. Additionally, to draw meaningful conclusions and predict certain events in terms of environmental changes, one must be familiar with existing natural processes. Thus, combining data science with knowledge about global conditions in the world and how they impact Earth’s biosphere, would highly benefit the understanding of possible consequences in the environment. Since our planet is a complex, dynamic system that is likely to change, one must be knowledgeable about the global climate system as a whole. As well, one must understand its processes and interactions with the environment to be able to understand and work on preventing the potential inevitable drastic circumstances for living. This paper addresses the issue of environmental changes and presents a solution in the form of academic education, which is currently in progress, and also related to the COVID-19 issues. As shown in the results section, this type of education aims to teach students about the basics of data science and how to interpret and visualize information related to current environmental changes.