Arrival & coffee / tea

Welcome

• Ines Schmahl (Forschungszentrum Jülich)
• Stephanie Schworm (HIDA)
• Anna-Lisa Doering (HIDA)
• Fredo Erxleben (Helmholtz-Zentrum Dresden-Rossendorf)
• Mirl Trösch (Geomar Helmholtz Research Center)

Keynote: Factors influencing cognitive learning processes in learning with digital media

• Silke Schworm (Universität Regensburg)

The didactic design of digital teaching units requires a different approach than face-to-face teaching events, as the lecturer is not - at least not immediately - available to the learner. Information that can easily be conveyed in person, e.g. through verbal additions, facial expressions, gestures and questions, must be anticipated and information must be made accessible in advance. Apart from this, however, there are of course many fundamental similarities between well-designed digital teaching and well-designed face-to-face teaching. Three central didactic components must be taken into account and should be included in every teaching unit: 1. Conveying the relevant learning content 2. Communicating with the learners 3. Offering task-related interaction The focus of this presentation is on point 1, conveying the relevant learning content, when teaching in digital learning environments. Which premises of learning theories must be taken into account and which design guidelines can be derived from them? Together we will try to discuss the application of these guidelines referring to examples from your own experiences.

Icebreaker session

Modular structure of training courses in HPC at JSC

• Jolanta Zjupa (JSC/FZJ)

One of the major challenges in designing HPC related training courses conducted at Supercomputer Centres is to accommodate participants with diverse background and expertise level in HPC. This is in contrast to university lectures which are designed for students with similar knowledge base as they progress through the curriculum. The course structure should impart the knowledge of HPC basics to newcomers while augmenting the knowledge base of more experienced HPC users. A way to achieve this is by introducing a modular course structure. The modularity concept is applied onto the scheduling of lectures, thematically grouping them into topical study units, as well as to hands-on exercises that are crucial in HPC and facilitate the internalisation of the learned content. Furthermore, the modularity concept extends also to the course registration process. It comes with the advantage of allowing selective booking of course parts, which allows for efficient planning of the needed human resources on the instructors’ side. Ultimately, this leads to a setup where more student can be admitted to course parts relevant to them and thus profit from the offered training. This however comes at the drawback of increased organisational effort on the organisers’ side. We showcase the implementation of modular structure in two running courses, namely ‘Introduction to parallel programming with MPI and OpenMP’ conducted on-site at JSC/FZJ and ‘Introduction to Supercomputing at JSC - Theory & Practice’ conducted online, and share our first hand experience conducting those modular training courses. Clear communication of the modular structure and the associated difficulty levels was observed to lead to an increased ability amongst the participants to focus on course parts primarily relevant to them, as well as to higher levels of engagement during those course parts.

Challenges in organizing courses experiences from Helmholtz Munich

• Elmar Spiegel (Helmholtz Zentrum München)

The Core Facility Statistical Consulting has been running multiple courses in the areas of statistics, programming and reproducibility for several years. Our group started teaching (mostly in person) years before the start of the COVID-19 pandemic. As for most people, our format of working, and thus the way in which teaching was implemented, changed dramatically during this time. We managed a smooth transition from offline to online teaching and many of the implemented changes persist today. Now we are running courses in all different kinds of formats (online/offline/hybrid). In this poster, using our database, which contains data on more than 100 courses, we will describe the differences in attendance, covering no-shows and dropouts, depending on several aspects like the duration of a course and presentation mode (online vs offline). This poster is a follow-up to our last year’s presentation and displays the consequences of organizational changes implemented in the meantime.

Bar Camp

• Stephanie Schworm (HIDA)
• Anna-Lisa Doering (HIDA)

Bar Camps are participant-driven and the attendees decide the topics and shape the agenda. Here, we believe in the collective power of bright minds coming together to inspire and profit from each other. Bringing a topic to the Bar Camp is for you if - you have a question you need an answer to, - you encounter a challenge you would like to discuss, - you want to share an innovative solution you have found for a challenge you faced during your research. Your topics may for instance evolve around teaching practice, the field of tension between your daily work and capacity for teaching, different teaching settings or tools, and the like. - No Pre-set Agenda: Rather than following a rigid schedule, in this session we go with the flow. Topics are proposed and selected by you! - Diverse Voices: Everyone has a voice. Share your passion, engage in dynamic discussions, and learn from peers. - Networking: Connect with like-minded individuals. The next big idea might be a conversation away! If you have a topic for the Bar Camp session that you would like to discuss, please follow the instructions on the main page. You may of course also bring topics spontaneously on the spot at our conference!

Arrival & coffee / tea Day 2

Impulse talk: Podcasting as Teaching Material? An Experiment

• Peter Schmidt (Podcast "Code for Thought")

In October 2022, with support of the _Software Sustainability Institute_ (Great Britain), especially the _Universe HPC Project_, the _ByteSized RSE_ Program has been established. The concept is composed of short online training courses, accompanied with a podcast episode on the same topic. In this talk the program will be introduced in more detail, sharing the experiences that have been collected over more than two years.

Panel discussion "Teaching in the Digital Age"

• Stephanie Schworm (HIDA)
• Anna-Lisa Doering (HIDA)

FERN.Lab: Increasing scientific literacy of non-experts in the field of remote sensing and earth observation

• Alison Beamish (GFZ Potsdam)

Remote sensing and earth observation (EO) data has long been used outside of academia in the agriculture and forestry sectors for monitoring and forecasting activities. The last 5 years has also seen important financial sectors such as environmental liability insurance and environmental regulatory compliance adopt remote sensing data into their workflows. This is pushing remote sensing and EO data to the main stream. This rapid growth has resulted in a large knowledge gap for government agencies, NGOs and companies looking to use remote sensing data in their operations. The benefits of using the data are clear but many entities don’t know where to begin. The number of available sensors and the spatial and spectral resolution of those sensors can be overwhelming to non-experts and the handling and creation of actionable information from these data is not trivial. FERN.Lab, a working group dedicated to Knowledge and Technology Transfer of remote sensing research within the department of Geodesy at the Helmholtz-Zentrum Potsdam, Deutsches GeoForschungsZentrum (GFZ), is uniquely positioned to fill this knowledge and needs gap. A key competence of FERN.Lab is capacity building through the creation of training and teaching materials for non-expert audiences. FERN.Lab activities include supporting the creation of the FERN.Lern platform, a suite of German language materials (videos, handbooks, seminars and forums) that provide foundational information on remote sensing science and applications; the creation of topic-specific MOOCs; and product specific training for remote sensing tools for public agencies and NGOs. These activities are fundamental to increasing scientific literacy between research disciplines and the general public. Not only that, they are key to promoting best practices and standardization across sectors.

Workshop Material Creation and Maintenance - An Experience Report from the HIFIS Team

• Tobias Schlauch (DLR / HIFIS)

The HIFIS team regularly offers workshops focusing on research software development and data science topics for Helmholtz researchers. The development and maintenance of the relevant workshop materials is a major effort in this context. For that reason, the team created a common workshop template to ease the creation of new workshop materials and to support the maintenance of existing materials. This template addresses aspects such as structuring of the learning materials, common web site design, publication of the materials in different formats and more. In this talk, we present our experiences with the template approach and show how we utilize tools such as GitLab, Cookiecutter and Cruft for this purpose.

Creating a Cartoon Book for Entrepreneurship Education: A Design Science Research Approach

• Swati Bhargava

The utility of a cartoon book to explain entrepreneurship concepts is multifaceted and supported by academic research. Mayer’s Cognitive Theory of Multimedia Learning suggests that people learn more effectively from words and pictures than from words alone (Mayer, 2001). This theory implies that a cartoon book, which combines visual and textual information, can enhance comprehension and retention of complex entrepreneurship concepts. Cartoon books can simplify complex ideas, making them more accessible and engaging. They can break down abstract theories into tangible examples, facilitating understanding (Levie & Lentz, 1982). For instance, the concept of ‘lean startup methodology’ can be depicted through a story of a character iterating their business model, visually demonstrating the process of build-measure-learn cycles. Moreover, the Design Science Research (DSR) paradigm is applicable here. DSR is a research methodology used to create and evaluate IT artifacts intended to solve identified organizational problems (Hevner et al., 2004). In this context, the cartoon book can be viewed as an innovative IT artifact designed to address the challenge of effectively conveying complex concepts. This approach contributes to the practical domain by providing a novel tool for entrepreneurship education and to the academic domain by extending the application of the DSR paradigm to the field of management education. In conclusion, a cartoon book can be a powerful tool to explain entrepreneurship concepts, making them more comprehensible, engaging, and accessible. It aligns with pedagogical theories and caters to diverse learning styles, offering a unique approach to entrepreneurship education. The creation of such a book aligns with the principles of the Design Science Research paradigm, marking a novel contribution to the management discipline.

Farewell