Beiträge hinzugefügt, Examensarbeit hinzugefügt, Diagramme hinzugefügt.
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Beiträge/BFK/Installationsanleitung.nsd
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Beiträge/BFK/Installationsanleitung.nsd
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<?xml version="1.0" encoding="UTF-8"?>
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<root xmlns:nsd="http://structorizer.fisch.lu/" text=""Installationsanleitung"" comment="""" color="ffffff" type="program" style="nice">
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<children>
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<instruction text=""Installiere die App ""QPython"" aus dem Playstore."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Installiere die App ""X-Plore Filemanager"" aus dem Playstore."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Starte die App QPython."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Drücke auf das QPython-Logo."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Drücke auf ""Get script from QRCode""."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Scanne den QR-Code auf diesem Blatt."" comment="" color="ffffff" rotated="0"></instruction>
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<alternative text=""Scannen erfolgreich?"" comment="" color="ffffff">
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<qTrue>
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</qTrue>
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<qFalse>
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<instruction text=""Öffne in deiner Webbrowser-App die Webseite ""http://edu.spittank.net/downloads/mobile/velamentum/""."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Lade dort das Skript ""setup.py"" herunter."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Kopiere das Skript mit ""X-Plore Filemanager"" nach ""/sdcard/com.hipipal.qpyplus/scripts"""" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Öffne das Menü von QPython."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Drücke auf ""My QPython""."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Wähle das Skript ""setup.py"" aus."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Drücke auf ""Open""."" comment="""" color="ffffff" rotated="0"></instruction>
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<instruction text=""Drücke auf das ""Starten""-Symbol (Dreieck) des Editors."" comment="" color="ffffff" rotated="0"></instruction>
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<while text=""Solange das Skript noch läuft"" comment="" color="ffffff">
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<instruction text=""Warte."" comment="" color="ffffff" rotated="0"></instruction>
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</qWhile>
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</while>
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<instruction text=""Wechsle zurück ins Menü von QPython."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Drücke auf ""My QPython""."" comment="" color="ffffff" rotated="0"></instruction>
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<instruction text=""Wähle das Verzeichnis ""Beispiele"" aus."" comment="""" color="ffffff" rotated="0"></instruction>
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<instruction text=""Wähle das Verzeichnis ""Sprachtest"" aus."" comment="""" color="ffffff" rotated="0"></instruction>
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<instruction text=""Wähle das Skript ""Sprachtest.py"" aus."" comment="""" color="ffffff" rotated="0"></instruction>
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<qFalse>
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<instruction text=""Hole das Informationsblatt mit der erweiterten Anleitung."" comment="""" color="ffffff" rotated="0"></instruction>
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Beiträge/BFK/Installationsanleitung.pdf
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Beiträge/BFK/Installationsanleitung.pdf
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Beiträge/BFK/Installationsanleitung.tex
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Beiträge/BFK/Installationsanleitung.tex
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\documentclass[a4paper,10pt]{article}
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\usepackage{struktex}
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\usepackage{german}
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\title{Structorizer StrukTeX Export}
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\author{Structorizer 3.22-17}
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\begin{document}
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\begin{struktogramm}(254,330)[Installationsanleitung]
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\assign{\(Installiere\ die\ App\ QPython\ aus\ dem\ Playstore.\)}
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\assign{\(Installiere\ die\ App\ X-Plore\ Filemanager\ aus\ dem\ Playstore.\)}
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\assign{\(Starte\ die\ App\ QPython.\)}
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\assign{\(Dr"ucke\ auf\ das\ QPython-Logo.\)}
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\assign{\(Dr"ucke\ auf\ das\ Starten-Symbol\ (Dreieck)\ des\ Editors.\)}
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\change
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\assign{\("Offne\ in\ deiner\ Webbrowser-App\ die\ Webseite\ http://edu.spittank.net/downloads/mobile/velamentum/.\)}
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\assign{\(Lade\ dort\ das\ Skript\ setup.py\ herunter.\)}
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\assign{\(Kopiere\ das\ Skript\ mit\ X-Plore\ Filemanager\ nach\ /sdcard/com.hipipal.qpyplus/scripts\)}
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\assign{\("Offne\ das\ Men"u\ von\ QPython.\)}
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\assign{\(Dr"ucke\ auf\ My\ QPython.\)}
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\assign{\(W"ahle\ das\ Skript\ setup.py\ aus.\)}
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\assign{\(Dr"ucke\ auf\ Run.\)}
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\ifend
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\while{\(Solange\ das\ Skript\ noch\ l"auft\)}
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\assign{\(Warte.\)}
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\whileend
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\assign{\(Wechsle\ zur"uck\ ins\ Men"u\ von\ QPython.\)}
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\assign{\(Dr"ucke\ auf\ My\ QPython.\)}
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\assign{\(W"ahle\ das\ Verzeichnis\ Beispiele\ aus.\)}
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\assign{\(W"ahle\ das\ Verzeichnis\ Sprachtest\ aus.\)}
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\assign{\(W"ahle\ das\ Skript\ Sprachtest.py\ aus.\)}
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\assign{\(Dr"ucke\ auf\ Run.\)}
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\ifthenelse{6}{6}{\(Erscheint\ ein\ Dialog\ zum\ Sprachtest?\)}{W}{F}
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\assign{\(Du\ bist\ fertig.\ Hole\ dir\ das\ neue\ Aufgabenblatt.\)}
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\change
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\assign{\(Hole\ das\ Informationsblatt\ mit\ der\ erweiterten\ Anleitung.\)}
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\ifend
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\end{struktogramm}
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\end{document}
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Beiträge/BFK/Mobile.bcf
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Beiträge/BFK/Mobile.bcf
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Beiträge/BFK/Mobile.pdf
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Beiträge/BFK/Mobile.run.xml
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Beiträge/BFK/Mobile.run.xml
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
<!ATTLIST provides
|
||||
type (static | dynamic | editable) #REQUIRED
|
||||
>
|
||||
<!ATTLIST requires
|
||||
type (static | dynamic | editable) #REQUIRED
|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
<internal package="biblatex" priority="9" active="0">
|
||||
<generic>latex</generic>
|
||||
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|
||||
<file>Mobile.bcf</file>
|
||||
</provides>
|
||||
<requires type="dynamic">
|
||||
<file>Mobile.bbl</file>
|
||||
</requires>
|
||||
<requires type="static">
|
||||
<file>blx-dm.def</file>
|
||||
<file>blx-compat.def</file>
|
||||
<file>biblatex.def</file>
|
||||
<file>blx-natbib.def</file>
|
||||
<file>authoryear.bbx</file>
|
||||
<file>standard.bbx</file>
|
||||
<file>authoryear.cbx</file>
|
||||
<file>biblatex.cfg</file>
|
||||
<file>ngerman.lbx</file>
|
||||
<file>german.lbx</file>
|
||||
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|
||||
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|
||||
<external package="biblatex" priority="5" active="0">
|
||||
<generic>biber</generic>
|
||||
<cmdline>
|
||||
<binary>biber</binary>
|
||||
<infile>Mobile</infile>
|
||||
</cmdline>
|
||||
<input>
|
||||
<file>Mobile.bcf</file>
|
||||
</input>
|
||||
<output>
|
||||
<file>Mobile.bbl</file>
|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
0
Beiträge/BFK/Mobile.snm
Normal file
0
Beiträge/BFK/Mobile.snm
Normal file
506
Beiträge/BFK/Mobile.tex
Normal file
506
Beiträge/BFK/Mobile.tex
Normal file
|
|
@ -0,0 +1,506 @@
|
|||
% (C)opyright D. Spittank
|
||||
% diese Datei: Mobile.tex
|
||||
%
|
||||
% Dieses Dokument steht unter der Creative Commons by-nc-sa-Lizenz.
|
||||
% Folglich darf es beliebig kopiert und bearbeitet werden,
|
||||
% sofern das Folgeprodukt wiederum unter dieser Lizenz vertrieben wird.
|
||||
% Eine kommerzielle Nutzung ist nicht erlaubt.
|
||||
%
|
||||
% Die detaillierten Lizenzbedingungen finden sich auf der Seite
|
||||
% http://creativecommons.org/licenses/by-nc-sa/3.0/deed.de
|
||||
|
||||
|
||||
\documentclass[10pt,ngerman]{beamer}
|
||||
|
||||
\usepackage[T1]{fontenc}
|
||||
\usepackage[ngerman]{babel}
|
||||
\usepackage[utf8]{inputenc}
|
||||
\usepackage{graphicx}
|
||||
\usepackage{rotating}
|
||||
\usepackage{multicol}
|
||||
\usepackage{tikz}
|
||||
|
||||
\usetheme{Luebeck}
|
||||
\usecolortheme{crane}
|
||||
%\usetheme{progressbar}
|
||||
%\progressbaroptions{imagename=img/screen,frametitle=picture-subsection}
|
||||
\addtobeamertemplate{navigation symbols}{}{%
|
||||
\usebeamerfont{footline}%
|
||||
\usebeamercolor[fg]{footline}%
|
||||
\hspace{1em}%
|
||||
\insertframenumber/\inserttotalframenumber
|
||||
}
|
||||
|
||||
|
||||
% Darstellung noch nicht angezeigter Elemente
|
||||
%\setbeamercovered{transparent=10}
|
||||
|
||||
\title{Mobile Informatiksysteme im Unterricht}
|
||||
\author{Daniel Spittank}
|
||||
\institute{}
|
||||
\date{Donnerstag, 26. Juni 2014}
|
||||
|
||||
\usepackage{xmpincl}
|
||||
%\includexmp{lizenz}
|
||||
|
||||
\usepackage[natbib=true, bibstyle=authoryear, citestyle=authoryear, backend=biber, hyperref=true]{biblatex}
|
||||
\addbibresource{mobile.bib}
|
||||
|
||||
% Quelltexte
|
||||
% Quelltexte
|
||||
\RequirePackage{listings}
|
||||
\lstset{showspaces=false,
|
||||
showstringspaces=false
|
||||
showtabs=false}
|
||||
\lstset{tabsize=3}
|
||||
\lstset{frame=single,
|
||||
frameround=ffff}
|
||||
\lstset{extendedchars=true}
|
||||
\lstset{basicstyle=\ttfamily\scriptsize,
|
||||
keywordstyle=\color{blue}\bfseries,
|
||||
identifierstyle=\color{black}\bfseries,
|
||||
commentstyle=\color{gray}}
|
||||
\lstset{backgroundcolor=\color{white}}
|
||||
\lstset{numbers=left,
|
||||
numberstyle=\sffamily\tiny,
|
||||
stepnumber=1,
|
||||
numbersep=5pt}
|
||||
\lstset{captionpos=b}
|
||||
\lstset{breaklines=true}
|
||||
|
||||
\lstnewenvironment{lstpy}[1][]{\lstset{language={Python},caption={Quelltext},#1}}{}
|
||||
\lstnewenvironment{lsthtml}[1][]{\lstset{language={HTML},caption={Quelltext},#1}}{}
|
||||
% Zitate
|
||||
\usepackage[german=quotes,threshold=30,thresholdtype=words]{csquotes}
|
||||
\newcommand{\zitat}[4][]{\textquote[{\citealp[S.~#4]{#3}}]{#2}#1}
|
||||
\newcommand{\zitatblock}[4][]{\singlespacing \small \blockquote[{\citealp[S.~#4]{#3}}]{\textcolor{gray}{#2}}#1 \normalsize \onehalfspacing}
|
||||
\newcommand{\vgl}[3][vgl.]{\citep[#1][S.~#3]{#2}}
|
||||
|
||||
% Multi-Monitor-Unterstützung und Notizen
|
||||
%\usepackage{pgfpages}
|
||||
%\setbeameroption{show notes on second screen}
|
||||
%\setbeameroption{show notes}
|
||||
|
||||
%\defbeamertemplate{note page}{mynotes}{\begin{center}
|
||||
%\insertslideintonotes{0.70}\\\insertnote
|
||||
%\end{center}}
|
||||
%\setbeamertemplate{note page}[mynotes]
|
||||
|
||||
\begin{document}
|
||||
%\maketitle
|
||||
|
||||
\begin{frame}
|
||||
\titlepage
|
||||
\end{frame}
|
||||
|
||||
\section{Einleitung}
|
||||
\subsection{Inhalt}
|
||||
\begin{frame}{Inhalt}
|
||||
%\setlength{\columnseprule}{0.1pt}
|
||||
\begin{multicols}{2}
|
||||
% \begin{footnotesize}
|
||||
\tableofcontents
|
||||
% \end{footnotesize}
|
||||
\end{multicols}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Ausgangslage}
|
||||
\begin{frame}{Informatisierung der Gesellschaft}
|
||||
\begin{itemize}
|
||||
\item<1-> Informatiksysteme werden immer weiter entwickelt.
|
||||
\item<1-> Informatik durchdringt den Alltag.
|
||||
\item<1-> Die moderne Welt ist ohne Informatik kaum vorstellbar.
|
||||
\item<2-> Informatiksysteme werden mobil.
|
||||
\item<2-> Mobile Informatiksysteme sind überall anzutreffen.
|
||||
\item<3-> Klassische, stationäre Informatiksysteme verlieren an Bedeutung.
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
\begin{frame}{Fehlvorstellungen}
|
||||
\begin{itemize}
|
||||
\item<1-> \alert<1>{Trotzdem wird Informatik mit Computertechnik gleichgesetzt.}
|
||||
\item<1-> Dieses Bild haben insbesondere auch Schüler.
|
||||
\item<1-> Schüler werden noch häufig mit Computerkursen konfrontiert.
|
||||
\item<1-> Der Informatikunterricht findet im Computerraum statt.
|
||||
\item<1-> \alert<1>{Mobile Geräte als Ausweg?}
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Motivation}
|
||||
\begin{frame}{Vorteile und Hoffnungen}
|
||||
\begin{itemize}
|
||||
\item Stärkerer Alltagsbezug
|
||||
\item Flexiblere Unterrichtsgestaltung
|
||||
\item Außerunterrichtliche Nutzung
|
||||
\item Mehr sachbezogene Kommunikation und Interaktion
|
||||
\item Höhere Motivation
|
||||
\item Nutzung eigener Geräte
|
||||
\begin{itemize}
|
||||
\item Verringerter Wartungsaufwand
|
||||
\item Geringere Kosten
|
||||
\end{itemize}
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
\begin{frame}{Nachteile und Befürchtungen}
|
||||
\begin{itemize}
|
||||
\item Erschwerte Bedienung
|
||||
\item Verringerte Geschwindigkeit
|
||||
\item $\Rightarrow$ Frustration?
|
||||
\item Exklusive Nutzung der Geräte
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Alltagsbezug}
|
||||
\begin{frame}{Gerätebesitz}
|
||||
Gerätebesitz nach JIM-Studie 2013 \cite{MPFS2013}
|
||||
\begin{itemize}
|
||||
\item 99\% aller 12- bis 19-jährigen Schüler besitzen ein Mobiltelefon.
|
||||
\item<2-> Ein stationäres Informatiksystem besitzen hingegen nur 80\%.
|
||||
\item<3-> Außerdem sind Mobiltelefone gleichermaßen bei allen Altersgruppen zu finden.
|
||||
\item<3-> Smartphones weniger weit verbreitet (etwa 72\%)
|
||||
\item<4-> \alert{Aber die am schnellsten wachsende Gerätegruppe (2011: 20\%)}
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{Verfügbarkeit von Geräten}
|
||||
\begin{itemize}
|
||||
\item<1-> Persönliche Geräte der Schülerinnen und Schüler sind vorhanden.
|
||||
\item<1-> Telefone der Schülerinnen und Schüler werden immer \enquote{smarter}.
|
||||
\item<1-> Hersteller drängen mit ihren Angeboten in die Schulen (allen voran Apple mit seinen iPads).
|
||||
\item<1-> Schulbuchverlage bieten einzelne Apps und arbeiten an eigener Plattform.
|
||||
\item<2-> Mobile Informatiksysteme werden also mittelfristig den Weg in die Schulen finden oder sind bereits da.
|
||||
\item<3-> Diese Einführung sollte didaktisch sinnvoll gestaltet werden!
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Gesellschaftliche Reaktionen}
|
||||
\begin{frame}{Sorgen}
|
||||
\begin{itemize}
|
||||
\item Mobiltelefone werden häufig mit der Verbreitung von Pornographie und Gewaltvideos in Verbindung gebracht.
|
||||
\item Mobiltelefone werden in erster Linie als Ablenkung vom Lernen betrachtet.
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{Reaktionen}
|
||||
\begin{itemize}
|
||||
\item Verbote sind an Schulen üblich.
|
||||
\item Teilweise sogar gesetzliche Handyverbote an Schulen (in Bayern seit 2006)
|
||||
\item<2-> These: Dies ist dem Ziel der Entwicklung zum mündigen Gesellschaftsmitglied abträglich.
|
||||
\item<3-> Besser: Sinnvoll in den Unterricht integrieren und verantwortungsvollen Umgang vermitteln.
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\section{Einsatzmöglichkeiten}
|
||||
|
||||
\subsection{Informatikunterricht}
|
||||
\begin{frame}{Einsatz im Informatikunterricht}
|
||||
\begin{itemize}
|
||||
\item Mobilgeräte sind vollständige Informatiksysteme.
|
||||
\item Lehrpläne sind damit grundsätzlich umsetzbar (vgl. \cite{Heming2009}).
|
||||
\item<2-> Vorteile wie zuvor beschrieben
|
||||
\item<3-> Einige Zugänge eröffnen sich mit Mobilgeräten leichter, z.B.:
|
||||
\begin{itemize}
|
||||
\item Datenschutz
|
||||
\item Kommunikation(-sprotokolle)
|
||||
\item Nutzung von Audio (TTS, SR, Mikrofon) und Video (Kamera)
|
||||
\item Objektkarten $\leftrightarrow$ QR-Codes
|
||||
\end{itemize}
|
||||
\item<4-> Außerdem etwa: Modellierung und Simulation von Automaten
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Weitere Nutzungsmöglichkeiten in der Schule}
|
||||
\begin{frame}{Unterrichtseinsatz}
|
||||
\begin{multicols}{2}
|
||||
\begin{itemize}
|
||||
\item Allgemein
|
||||
\begin{itemize}
|
||||
\item Recherche
|
||||
\item Audiovisuelle Dokumentation
|
||||
\item Quiz
|
||||
\item Wissensnetze
|
||||
\item Notizen
|
||||
\item (Präsentation)
|
||||
\end{itemize}
|
||||
\item<2-> Sozialwissenschaften
|
||||
\begin{itemize}
|
||||
\item Interviews und Umfragen
|
||||
\item Statistiken
|
||||
\item Umgang mit Medien (als Informationsquellen)
|
||||
\end{itemize}
|
||||
\item<3-> Mathematik und NW
|
||||
\begin{itemize}
|
||||
\item Ersatz für GTR
|
||||
\item Mathematikapps
|
||||
\item Simulationen
|
||||
\item GPS
|
||||
\end{itemize}
|
||||
\item<4-> Sprachen
|
||||
\begin{itemize}
|
||||
\item SMS-Stil
|
||||
\item Vokabeln
|
||||
\item Aussprache
|
||||
\end{itemize}
|
||||
\item<5-> Geographie
|
||||
\begin{itemize}
|
||||
\item GPS
|
||||
\item Kartenmaterial
|
||||
\end{itemize}
|
||||
\end{itemize}
|
||||
\end{multicols}
|
||||
\end{frame}
|
||||
|
||||
|
||||
\section{Kriterien}
|
||||
|
||||
\subsection{Zugänge}
|
||||
\begin{frame}{Verschiedene Perspektiven}
|
||||
\begin{itemize}
|
||||
\item Akzeptanz der Wirklichkeit \citep[vgl.][]{SpittankExamen}
|
||||
\item<2-> Analyse der Wirklichkeit \citep[vgl.][]{Heming2009}
|
||||
\item<3-> Veränderung der Wirklichkeit \citep[vgl.][]{Heming2009} \begin{itemize}
|
||||
\item<4-> Entwicklung \textbf{für} die Geräte \citep[vgl.][]{Carrie2006}
|
||||
\item<5-> Entwicklung \textbf{mit} den Geräten\citep[vgl.][]{Carrie2006}
|
||||
\begin{itemize}
|
||||
\item Automatisierung
|
||||
\item Skripte
|
||||
\item Apps
|
||||
\item Geschlossene Laufzeitumgebungen
|
||||
\item Web-Apps
|
||||
\end{itemize}
|
||||
\end{itemize}
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
|
||||
\subsection{Gerätetypen}
|
||||
\begin{frame}{Gerätetypen}
|
||||
|
||||
\begin{tabular}{l|cccc}
|
||||
Merkmal & Handys & Smartphones & Hybride & Tablets\\
|
||||
\hline
|
||||
Progammierbarkeit & $\ominus$ & $\oplus$ & $\oplus$ & $\oplus$ \\
|
||||
Bedienung & $\ominus$ &$\odot$ & $\oplus$ & $\oplus$\\
|
||||
Alltagsbezug & $\oplus$ & $\oplus$ & $\odot$ & $\ominus$\\
|
||||
Mobilität & $\oplus$ & $\oplus$ & $\oplus$ & $\ominus$\\
|
||||
Ausstattung & $\ominus$ & $\odot$ & $\oplus$ & $\oplus$\\
|
||||
Kosten & $\oplus$ & $\odot$ & $\ominus$ & $\ominus$
|
||||
\end{tabular}
|
||||
|
||||
\begin{center}
|
||||
\small{$\oplus$ = geeignet, $\odot$ = eingeschränkt geeignet, $\ominus$ = ungeeignet}
|
||||
\end{center}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Auswahlkriterien}
|
||||
\begin{frame}{Auswahlkriterien}
|
||||
\begin{exampleblock}{Kriterien für die Geräteauswahl}
|
||||
\begin{multicols}{2}
|
||||
\textbf{Notwendig}
|
||||
\begin{itemize}
|
||||
\item Sinnvolle Einbindung
|
||||
\item Programmierbarkeit
|
||||
\item Verfügbarkeit von Werkzeugen und Dokumentation
|
||||
\item Alltagsbezug und Verbreitung
|
||||
\item Kosten
|
||||
\item Langlebigkeit
|
||||
\end{itemize}
|
||||
\pause
|
||||
\textbf{Wünschenswert}
|
||||
\begin{itemize}
|
||||
\item Gute Ausstattung
|
||||
\item Freie Software
|
||||
\item Umweltfreundlichkeit und Sozialverträglichkeit
|
||||
\end{itemize}
|
||||
\end{multicols}
|
||||
\end{exampleblock}
|
||||
\pause
|
||||
\textbf{Fazit:} Von den relevanten Plattformen bleibt bisher nur Android übrig.
|
||||
\end{frame}
|
||||
|
||||
\section{Android}
|
||||
\subsection{Scripting Layer for Android}
|
||||
\begin{frame}{Vorteile}
|
||||
\begin{itemize}
|
||||
\item SL4A ermöglicht Python und weitere Skriptsprachen,
|
||||
\item<2-> ermöglicht sowohl direkte Ausführung als auch Erstellung von Apps.
|
||||
\item<2-> Ausführung direkt oder getriggert möglich
|
||||
\item<3-> API verfügbar
|
||||
\item<4-> Setuptools
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{Nachteile}
|
||||
\begin{itemize}
|
||||
\item API ist nicht objektorientiert.
|
||||
\item API ist nicht intuitiv, nicht einheitlich und zu aufwendig.
|
||||
\item<2-> leider teilweise schlecht dokumentiert
|
||||
\item<3-> Interaktiver Python-Shell fehlt Vervollständigung etc.
|
||||
\item<4-> UI-Chaos
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\subsection{QPython}
|
||||
\begin{frame}{Vorteile}
|
||||
\begin{itemize}
|
||||
\item Integriert SL4A und diverse Python-Bibliotheken,
|
||||
\item<2-> ermöglicht sowohl direkte Ausführung als auch Erstellung von Apps,
|
||||
\item<3-> bietet eine vollständige Entwicklungsumgebung.
|
||||
\item<4-> einheitliche UI-Entwicklung über Kivy und pygame möglich
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{Nachteile}
|
||||
\begin{itemize}
|
||||
\item unklare Lizenzsituation
|
||||
\item<2-> Kommunikation mit den Entwicklern schwierig
|
||||
\item<3-> Interaktiver Python-Shell fehlt Vervollständigung etc.
|
||||
\item<4-> Nutzung der integrierten Bibliotheken über die integrierte Python-Shell größtenteils nicht möglich
|
||||
\item<5-> Mangelhafte Paketverwaltung
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\subsection{API}
|
||||
\begin{frame}[fragile]
|
||||
\frametitle{API-Beispiel}
|
||||
\begin{lstpy}[caption={OK-Dialog}]
|
||||
import android
|
||||
droid = android.Android()
|
||||
|
||||
droid.dialogCreateAlert("Test","Bitte OK druecken.")
|
||||
droid.dialogSetPositiveButtonText("OK")
|
||||
droid.dialogShow()
|
||||
result = droid.dialogGetResponse().result
|
||||
droid.dialogDismiss()
|
||||
\end{lstpy}
|
||||
\end{frame}
|
||||
|
||||
\section{Umsetzung}
|
||||
\subsection{API-Wrapper}
|
||||
\begin{frame}{API-Wrapper I - Stifte und Mäuse}
|
||||
|
||||
Vorteile:
|
||||
\begin{itemize}
|
||||
\item Umsetzung von Stifte und Mäuse für Python existiert
|
||||
\item Viele Module und Materialien vorhanden
|
||||
\item (Theoretisch) plattformunabhängig
|
||||
\end{itemize}
|
||||
\pause
|
||||
|
||||
Nachteile:
|
||||
\begin{itemize}
|
||||
\item Bekannte Probleme von SuM
|
||||
\item Umsetzung grafischer Bestandteile nicht unproblematisch
|
||||
\item Verwirrung der SuS bei unvollständiger Umsetzung
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{API-Wrapper II - Eigener Ansatz}
|
||||
|
||||
Vorteile:
|
||||
\begin{itemize}
|
||||
\item Keine Verwirrung bei Kenntnis von SuM
|
||||
\item Für mobile Geräte optimierbar
|
||||
\item (Theoretisch) plattformunabhängig
|
||||
\item Parallele Nutzung von Attributen und Kapselung
|
||||
\item Anpassung an Vorstellungen der SuS möglich
|
||||
\end{itemize}
|
||||
\pause
|
||||
|
||||
Nachteile:
|
||||
\begin{itemize}
|
||||
\item Mehraufwand
|
||||
\item Vielfache Implementierung erforderlich
|
||||
\item Bindung an bereits implementierte Plattformen
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{API-Wrapper III - Mögliche Ausgestaltung}
|
||||
\begin{center}
|
||||
|
||||
\includegraphics[scale=0.4]{img/velamentum_einfach}
|
||||
\end{center}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{API-Wrapper III - Aktuelle Umsetzung (Auszug)}
|
||||
\begin{center}
|
||||
|
||||
\includegraphics[scale=0.4]{img/dialoge}
|
||||
\end{center}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}[fragile]
|
||||
\frametitle{API-Beispiel}
|
||||
\begin{lstpy}[caption={OK-Dialog, objektorientiert}]
|
||||
from velamentum.alle import *
|
||||
|
||||
dialog = Dialog()
|
||||
|
||||
dialog.titel = "Test"
|
||||
dialog.nachricht = "Bitte Ok druecken."
|
||||
|
||||
dialog.zeige()
|
||||
\end{lstpy}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Erfahrungen}
|
||||
\begin{frame}{Vorteile}
|
||||
\begin{itemize}
|
||||
\item \alert<2->{Stärkerer Alltagsbezug}
|
||||
\item \alert<3->{Flexiblere Unterrichtsgestaltung}
|
||||
\item \alert<4->{Außerunterrichtliche Nutzung}
|
||||
\item \alert<5->{Mehr sachbezogene Kommunikation und Interaktion}
|
||||
\item \alert<6->{Höhere Motivation}
|
||||
\item Nutzung eigener Geräte
|
||||
\begin{itemize}
|
||||
\item Verringerter Wartungsaufwand
|
||||
\item Geringere Kosten
|
||||
\end{itemize}
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{Projekte}
|
||||
\begin{center}
|
||||
|
||||
\includegraphics[scale=0.2]{img/projekte}
|
||||
\end{center}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{Projekte}
|
||||
\begin{center}
|
||||
|
||||
\includegraphics[scale=0.1]{img/projekte-auszuege}
|
||||
\end{center}
|
||||
\end{frame}
|
||||
|
||||
\begin{frame}{Nachteile}
|
||||
\begin{itemize}
|
||||
\item Erschwerte Bedienung
|
||||
\item \alert{Verringerte Geschwindigkeit}
|
||||
\item $\Rightarrow$ Frustration?
|
||||
\item Exklusive Nutzung der Geräte
|
||||
\item<2-> \alert{Irritation von SuS mit Programmiererfahrung}
|
||||
\item<3-> \alert{Update-Tücken}
|
||||
\end{itemize}
|
||||
\end{frame}
|
||||
|
||||
\subsection{Online-Material}
|
||||
\begin{frame}{Online-Material}
|
||||
\begin{center}
|
||||
\includegraphics[scale=0.6]{img/qr-edu-spittank-net}
|
||||
|
||||
\url{https://edu.spittank.net/downloads/mobile/}
|
||||
|
||||
\
|
||||
\end{center}
|
||||
\end{frame}
|
||||
|
||||
|
||||
%Literaturverzeichnis
|
||||
\begin{frame}[allowframebreaks]{Literatur}
|
||||
% \begin{tiny}
|
||||
\printbibliography[heading=none]
|
||||
% \end{tiny}
|
||||
\end{frame}
|
||||
|
||||
|
||||
\end{document}
|
||||
11
Beiträge/BFK/Mobile.vrb
Normal file
11
Beiträge/BFK/Mobile.vrb
Normal file
|
|
@ -0,0 +1,11 @@
|
|||
\frametitle{API-Beispiel}
|
||||
\begin{lstpy}[caption={OK-Dialog, objektorientiert}]
|
||||
from velamentum.alle import *
|
||||
|
||||
dialog = Dialog()
|
||||
|
||||
dialog.titel = "Test"
|
||||
dialog.nachricht = "Bitte Ok druecken."
|
||||
|
||||
dialog.zeige()
|
||||
\end{lstpy}
|
||||
BIN
Beiträge/BFK/img/dialoge.png
Normal file
BIN
Beiträge/BFK/img/dialoge.png
Normal file
Binary file not shown.
|
After Width: | Height: | Size: 315 KiB |
BIN
Beiträge/BFK/img/projekte-auszuege.jpg
Normal file
BIN
Beiträge/BFK/img/projekte-auszuege.jpg
Normal file
Binary file not shown.
|
After Width: | Height: | Size: 969 KiB |
BIN
Beiträge/BFK/img/projekte.jpg
Normal file
BIN
Beiträge/BFK/img/projekte.jpg
Normal file
Binary file not shown.
|
After Width: | Height: | Size: 483 KiB |
BIN
Beiträge/BFK/img/qr-edu-spittank-net-eps-converted-to.pdf
Normal file
BIN
Beiträge/BFK/img/qr-edu-spittank-net-eps-converted-to.pdf
Normal file
Binary file not shown.
455
Beiträge/BFK/img/qr-edu-spittank-net.eps
Normal file
455
Beiträge/BFK/img/qr-edu-spittank-net.eps
Normal file
|
|
@ -0,0 +1,455 @@
|
|||
%!PS-Adobe-2.0 EPSF-1.2
|
||||
%%Creator: Zend_Matrixcode_Qrcode
|
||||
%%Title: QRcode
|
||||
%%CreationDate: 2014-06-24
|
||||
%%BoundingBox: 0 0 296 296
|
||||
%%EndComments
|
||||
8 8 scale
|
||||
4 4 translate
|
||||
/F { rectfill } def
|
||||
0 0 0 setrgbcolor
|
||||
0 28 1 1 F
|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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||||
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||||
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||||
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||||
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|
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|
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|
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||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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||||
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|
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|
||||
6 2 1 1 F
|
||||
6 1 1 1 F
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||||
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|
||||
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||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
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|
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|
||||
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|
||||
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|
||||
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|
||||
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|
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
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|
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|
||||
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|
||||
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||||
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||||
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|
||||
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|
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|
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|
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|
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|
||||
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|
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|
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|
||||
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|
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|
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
10 1 1 1 F
|
||||
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|
||||
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|
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|
||||
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||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
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|
||||
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||||
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|
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|
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|
||||
20 1 1 1 F
|
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|
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|
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||||
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|
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|
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
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|
||||
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|
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|
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|
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
23 13 1 1 F
|
||||
23 11 1 1 F
|
||||
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|
||||
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|
||||
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|
||||
23 2 1 1 F
|
||||
23 1 1 1 F
|
||||
24 28 1 1 F
|
||||
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|
||||
24 25 1 1 F
|
||||
24 24 1 1 F
|
||||
24 22 1 1 F
|
||||
24 20 1 1 F
|
||||
24 19 1 1 F
|
||||
24 18 1 1 F
|
||||
24 17 1 1 F
|
||||
24 13 1 1 F
|
||||
24 12 1 1 F
|
||||
24 10 1 1 F
|
||||
24 8 1 1 F
|
||||
24 7 1 1 F
|
||||
24 6 1 1 F
|
||||
24 5 1 1 F
|
||||
24 4 1 1 F
|
||||
24 3 1 1 F
|
||||
24 1 1 1 F
|
||||
25 28 1 1 F
|
||||
25 26 1 1 F
|
||||
25 25 1 1 F
|
||||
25 24 1 1 F
|
||||
25 22 1 1 F
|
||||
25 20 1 1 F
|
||||
25 16 1 1 F
|
||||
25 12 1 1 F
|
||||
25 11 1 1 F
|
||||
25 8 1 1 F
|
||||
25 7 1 1 F
|
||||
25 6 1 1 F
|
||||
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|
||||
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|
||||
25 1 1 1 F
|
||||
26 28 1 1 F
|
||||
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|
||||
26 25 1 1 F
|
||||
26 24 1 1 F
|
||||
26 22 1 1 F
|
||||
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|
||||
26 18 1 1 F
|
||||
26 16 1 1 F
|
||||
26 15 1 1 F
|
||||
26 14 1 1 F
|
||||
26 11 1 1 F
|
||||
26 10 1 1 F
|
||||
26 9 1 1 F
|
||||
26 8 1 1 F
|
||||
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|
||||
26 4 1 1 F
|
||||
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|
||||
27 28 1 1 F
|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
||||
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|
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|
|
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|
|||
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|
||||
% Encoding: UTF-8
|
||||
|
||||
@ELECTRONIC{AppleMoloch,
|
||||
author = {Tarik Ahmia},
|
||||
month = {1},
|
||||
year = {2012},
|
||||
title = {Apple wird zum Bildungsmoloch},
|
||||
url = {http://werkstatt.bpb.de/2012/01/apple-wird-zum-bildungs-moloch/},
|
||||
journal = {werkstatt.bpb.de},
|
||||
lastchecked = {2012-07-27},
|
||||
owner = {daniel},
|
||||
publischer = {Bundeszentrale für politische Bildung},
|
||||
timestamp = {2012.07.29}
|
||||
}
|
||||
|
||||
@ELECTRONIC{trojaniron,
|
||||
author = {BBC},
|
||||
month = {10},
|
||||
year = {2013},
|
||||
title = {Russia: Hidden chips 'launch spam attacks from irons'},
|
||||
language = {en},
|
||||
organization = {BBC},
|
||||
url = {http://www.bbc.co.uk/news/24707337},
|
||||
owner = {daniel},
|
||||
timestamp = {2014.02.05}
|
||||
}
|
||||
|
||||
@MASTERSTHESIS{Carrie2006,
|
||||
author = {Carrie, Ralph},
|
||||
title = {{Einsatz mobiler Informatiksysteme im Informatikunterricht der gymnasialen
|
||||
Oberstufe}},
|
||||
school = {Studienseminar f{\"u}r Lehr{\"a}mter an Schulen -- Seminar f{\"u}r
|
||||
das Lehramt f{\"u}r Gymnasien Gesamtschulen},
|
||||
year = {2006},
|
||||
type = {{Hausarbeit gem{\"a}{\ss} OVP}},
|
||||
address = {Hamm},
|
||||
month = {7},
|
||||
lastchecked = {2012-06-12},
|
||||
url = {http://www.ham.nw.schule.de/pub/bscw.cgi/315319}
|
||||
}
|
||||
|
||||
@ELECTRONIC{Gamification,
|
||||
author = {Sebastian Deterding and Dan Dixon and Rilla Khaled and Lennart E.
|
||||
Nacke},
|
||||
month = {5},
|
||||
year = {2011},
|
||||
title = {Gamification: Toward a Definition},
|
||||
url = {http://hci.usask.ca/uploads/219-02-Deterding,-Khaled,-Nacke,-Dixon.pdf},
|
||||
owner = {daniel},
|
||||
timestamp = {2014.02.04}
|
||||
}
|
||||
|
||||
@ELECTRONIC{DGB2012,
|
||||
author = {DGB},
|
||||
month = {3},
|
||||
year = {2012},
|
||||
title = {{Arbeitshetze, Arbeitsintensivierung, Entgrenzung -- So beurteilen
|
||||
die Besch{\"a}ftigten die Lage}},
|
||||
owner = {daniel},
|
||||
timestamp = {2012.07.21}
|
||||
}
|
||||
|
||||
@INPROCEEDINGS{GoerlichHumbert2005,
|
||||
author = {G{\"o}rlich, Christian F. and Humbert, Ludger},
|
||||
title = {{Open Source -- die R{\"u}ckkehr der Utopie?}},
|
||||
booktitle = {{Open Source Jahrbuch 2005. Zwischen Softwareentwicklung und Gesellschaftsmodell}},
|
||||
year = {2005},
|
||||
pages = {311--327},
|
||||
lastchecked = {2012-06-04},
|
||||
url = {http://www.opensourcejahrbuch.de/download/jb2005/OpenSourceJahrbuch2005_online.pdf}
|
||||
}
|
||||
|
||||
@MISC{GI2008,
|
||||
author = {GI},
|
||||
title = {Grundsätze und Standards für die Informatik in der Schule -- Bildungsstandards
|
||||
Informatik für die Sekundarstufe I},
|
||||
month = {1},
|
||||
year = {2008},
|
||||
lastchecked = {2012-07-26},
|
||||
owner = {daniel},
|
||||
timestamp = {2012.07.26},
|
||||
url = {http://www.gi-ev.de/fileadmin/gliederungen/fb-iad/fa-ibs/Empfehlungen/bildungsstandards\_2008.pdf}
|
||||
}
|
||||
|
||||
@MASTERSTHESIS{Heming2009,
|
||||
author = {Heming, Matthias},
|
||||
title = {{Einsatzszenarien von Mobiltelefonen im Informatikunterricht}},
|
||||
school = {Bergische Universi{\"a}t -- Fachbereich Mathematik und Naturwissenschaften},
|
||||
year = {2009},
|
||||
type = {{Masterarbeit -- Master of Education}},
|
||||
address = {Wuppertal},
|
||||
month = {11},
|
||||
lastchecked = {2012-05-10},
|
||||
url = {http://blog.familie-heming.de/?p=111}
|
||||
}
|
||||
|
||||
@INPROCEEDINGS{HemingSpittank2012,
|
||||
author = {Heming, Matthias and Spittank, Daniel},
|
||||
title = {{Mobile Systeme auch im Informatikunterricht -- Kommt die Fachdidaktik
|
||||
noch mit?}},
|
||||
booktitle = {{Ideen und Modelle -- 5. M{\"u}nsteraner Workshop zur Schulinformatik
|
||||
-- 7. Mai 2012}},
|
||||
year = {2012},
|
||||
editor = {Thomas, Marco and Weigend, Michael},
|
||||
pages = {151--161},
|
||||
month = {5},
|
||||
publisher = {Books on Demand GmbH},
|
||||
isbn = {978-3-84820-181-5},
|
||||
location = {Norderstedt}
|
||||
}
|
||||
|
||||
@INPROCEEDINGS{HumbertMWS2008,
|
||||
author = {Humbert, Ludger},
|
||||
title = {{Informatik und Gender -- nehmt die Forschungsergebnisse ernst!}},
|
||||
booktitle = {{Interesse wecken und Grundkenntnisse vermitteln -- 3.~M{\"u}nsteraner
|
||||
Workshop zur Schulinformatik}},
|
||||
year = {2008},
|
||||
pages = {81--90},
|
||||
month = {5},
|
||||
note = {\url{http://www.ham.nw.schule.de/pub/bscw.cgi/d1068247/2008-05-07\_MWS-GenderErnstNehmen.pdf}
|
||||
-- gepr{\"u}ft: 24.~Februar~2011 -- erweiterte Fassung des Beitrags
|
||||
siehe: \cite{HumbertPanske2010}},
|
||||
language = {ngerman},
|
||||
url = {http://www.ham.nw.schule.de/pub/bscw.cgi/d1068247/2008-05-07\_MWS-GenderErnstNehmen.pdf}
|
||||
}
|
||||
|
||||
@ELECTRONIC{HumPy,
|
||||
author = {Humbert, Ludger},
|
||||
month = {4},
|
||||
year = {2007},
|
||||
title = {{Mit Python auf dem Mobiltelefon bis ins Zentralabitur}},
|
||||
url = {http://humbert.in.hagen.de/iffase/Artikel/programmieren-2007-04-01.html},
|
||||
journal = {If~Fase},
|
||||
number = {17},
|
||||
pages = {2},
|
||||
volume = {3}
|
||||
}
|
||||
|
||||
@ARTICLE{HumbertProgrammieren,
|
||||
author = {Ludger Humbert},
|
||||
title = {Schüler brauchen keine Entwicklungsumgebung – ein Editor reicht aus},
|
||||
journal = {If~Fase},
|
||||
year = {2006},
|
||||
volume = {2},
|
||||
pages = {2},
|
||||
number = {13},
|
||||
month = {11},
|
||||
lastchecked = {2012-07-04},
|
||||
owner = {daniel},
|
||||
timestamp = {2012.07.28},
|
||||
url = {http://humbert.in.hagen.de/iffase/Artikel/programmieren-2006-11-01.html}
|
||||
}
|
||||
|
||||
@PHDTHESIS{LinkweilerDA2002,
|
||||
author = {Linkweiler, Ingo},
|
||||
title = {{Eignet sich die Skriptsprache Python für schnelle Entwicklungen
|
||||
im Softwareentwicklungsprozess? – Eine Untersuchung der Programmiersprache
|
||||
Python im softwaretechnischen und fachdidaktischen Kontext}},
|
||||
school = {Universität, Fachbereich Informatik, Fachgebiet Didaktik der Informatik},
|
||||
year = {2002},
|
||||
type = {Diplomarbeit},
|
||||
address = {Dortmund},
|
||||
month = {11},
|
||||
lastchecked = {2012-06-20},
|
||||
url = {http://www.ingo-linkweiler.de/diplom/Diplomarbeit.pdf}
|
||||
}
|
||||
|
||||
@TECHREPORT{MPFS2013,
|
||||
author = {{MPFS}},
|
||||
title = {{JIM 2013. Jugend, Information, (Mul\-ti-)Me\-dia. Basisuntersuchung
|
||||
zum Medienumgang 12- bis 19-J{\"a}hriger in Deutschland}},
|
||||
institution = {mpfs},
|
||||
year = {2013},
|
||||
type = {Forschungsbericht},
|
||||
address = {Stuttgart},
|
||||
month = {11},
|
||||
note = {MPFS -- Medienp{\"a}dagogischer Forschungsverbund S{\"u}dwest},
|
||||
lastchecked = {2012-06-01},
|
||||
owner = {daniel},
|
||||
timestamp = {2014.02.05},
|
||||
url = {http://www.mpfs.de/fileadmin/JIM-pdf13/JIMStudie2013.pdf}
|
||||
}
|
||||
|
||||
@PATENT{AmazonAnticipatoryPatent,
|
||||
nationality = {US},
|
||||
number = {US 8,615,473},
|
||||
year = {2013},
|
||||
yearfiled = {2013},
|
||||
author = {Spiegel and McKenna and Lakshman and Nordstrom},
|
||||
title = {Method and system for anticipatory package shipping},
|
||||
assignee = {Amazon Technnologies, Inc.},
|
||||
day = {24},
|
||||
month = {12},
|
||||
monthfiled = {August},
|
||||
url = {http://pdfpiw.uspto.gov/.piw?Docid=08615473},
|
||||
owner = {daniel},
|
||||
timestamp = {2014.02.05}
|
||||
}
|
||||
|
||||
@MASTERSTHESIS{SpittankExamen,
|
||||
author = {Spittank, Daniel},
|
||||
title = {{Auswahl und Gestaltung mobiler Informatiksysteme für den Einsatz
|
||||
im Informatikunterricht}},
|
||||
school = {Bergische Universi{\"a}t -- Fachbereich Mathematik und Naturwissenschaften},
|
||||
year = {2012},
|
||||
type = {{Masterarbeit -- Master of Education}},
|
||||
address = {Wuppertal},
|
||||
month = {8},
|
||||
lastchecked = {2012-05-10},
|
||||
owner = {daniel},
|
||||
timestamp = {2014.02.05},
|
||||
url = {https://edu.spittank.net/downloads/mobile/examensarbeit.pdf}
|
||||
}
|
||||
|
||||
@MISC{Spittank2011,
|
||||
author = {Daniel Spittank},
|
||||
title = {Mobile Informatiksysteme in der Schule},
|
||||
month = {11},
|
||||
year = {2011},
|
||||
note = {Präsentation im Rahmen der Didaktik der Informatik},
|
||||
lastchecked = {2012-07-28},
|
||||
owner = {daniel},
|
||||
timestamp = {2012.07.26},
|
||||
url = {http://edu.spittank.net/downloads/mobile/ddivortrag2011.pdf}
|
||||
}
|
||||
|
||||
@MISC{OMP,
|
||||
author = {TMS-Infratest and Ipsos and Ipsos-MediaCT and MMA-Mobile-Marketing-Association},
|
||||
title = {{Our Mobile Planet Survey}},
|
||||
year = {2012},
|
||||
note = {gepr{\"u}ft: 07.~Juli~2012},
|
||||
editor = {Google, Inc.},
|
||||
location = {Mountain View, CA, USA},
|
||||
owner = {daniel},
|
||||
publisher = {Google, Inc.},
|
||||
timestamp = {2014.02.06},
|
||||
url = {http://www.thinkwithgoogle.com/mobileplanet/de}
|
||||
}
|
||||
|
||||
Loading…
Add table
Add a link
Reference in a new issue