Matthias Bauer

Hasso-Plattner-Institut (HPI) für
Softwaresystemtechnik GmbH
Universität Potsdam
Prof.-Dr.-Helmert-Str. 2-3
D-14482 Potsdam




+49 (0)331-5509-385


+49 (0)331-5509-325



Find me on LinkedIn and on XING

Teaching - openHPI

Teaching - IT Systems Engineering

Winter Semester 2017

Summer Semester 2016

Winter Semester 2015

  • Seminar: Web-Programmierung und Web-Frameworks

Summer Semester 2015

  • Lecture Assistant: Internet- und WWW-Technologien
  • Tutorial: Internet- und WWW-Technologien
  • Seminar: Weiterführende Themen zu Internet- und WWW-Technologien
  • Schülerkolleg: Internetsuche und Google Page-Rank

Winter Semester 2014/2015

  • Seminar: Web-Programmierung und Web-Frameworks

Summer Semester 2014

  • Lecture Assistant: Internet- und WWW-Technologien
  • Tutorial: Internet- und WWW-Technologien
  • Seminar: Weiterführende Themen zu Internet- und WWW-Technologien

Winter Semester 2013/2014

Summer Semester 2013

  • Lecture Assistant: Internet- und WWW-Technologien
  • Tutorial: Internet- und WWW-Technologien
  • Seminar: Weiterführende Themen zu Internet- und WWW-Technologien

Winter Semester 2012/2013

  • Seminar: Web-Programmierung und Web-Frameworks

Summer Semester 2012

Winter Semester 2011/2012

Summer Semester 2011

  • Tutorial: Internet- und WWW-Technologien
  • Seminar: Weiterführende Themen zu Internet- und WWW-Technologien

Teaching - Kids

Summer Semester 2015

  • Schülerkolleg: Internetsuche und Google Page-Rank


Martin Malchow, Jan Renz, Matthias Bauer, Christoph Meinel
In 2017 Annual IEEE Systems Conference (SysCon), 4 2017 IEEE. accepted
The popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called ``Embedded Smart Home'' as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success.
Martin Malchow, Jan Renz, Matthias Bauer, Christoph Meinel
In 2016 IEEE Global Engineering Education Conference (EDUCON), pages 175-183, 4 2016 IEEE.
Earlier research shows that using an embedded LED system motivates students to learn programming languages in massive open online courses (MOOCs) efficiently. Since this earlier approach was very successful the system should be improved to increase the learning experience for students during programming exercises. The problem of the current system is that only a static image was shown on the LED matrix controlled by students’ array programming over the embedded system. The idea of this paper to change this static behavior into a dynamic display of information on the LED matrix by the use of sensors which are connected with the embedded system. For this approach a light sensor and a temperature sensor are connected to an analog-to-digital converter (ADC) port of the embedded system. These sensors' values can be read by the students to compute the correct output for the LED matrix. The result is captured and sent back to the students for direct feedback. Furthermore, unit tests can be used to automatically evaluate the programming results. The system was evaluated during a MOOC course about web technologies using JavaScript. Evaluation results are taken from the student’s feedback and an evaluation of the students’ code executions on the system. The positive feedback and the evaluation of the students’ executions, which shows a higher amount of code executions compared to standard programming tasks and the fact that students solving these tasks have overall better course results, highlight the advantage of the approach. Due to the evaluation results, this approach should be used in e-learning e.g. MOOCs teaching programming languages to increase the learning experience and motivate students to learn programming.
Thomas Staubitz, Dominic Petrick, Matthias Bauer, Jan Renz, Christoph Meinel
In Proceedings of ACM Learning at Scale Conference (L@S2016), 2016 ACM. accepted
Massive Open Online Courses (MOOCs) have revolutionized higher education by offering university-like courses for a large amount of learners via the Internet. The paper at hand takes a closer look on peer assessment as a tool for delivering individualized feedback and engaging assignments to MOOC participants. Benefits, such as scalability for MOOCs and higher order learning, and challenges, such as grading accuracy and rogue reviewers, are described. Common practices and the state-of-the-art to counteract challenges are highlighted. Based on this research, the paper at hand describes a peer assessment workflow and its implementation on the openHPI and openSAP MOOC platforms. This workflow combines the best practices of existing peer assessment tools and introduces some small but crucial improvements.
Martin Malchow, Jan Renz, Matthias Bauer, Christoph Meinel
In 2016 Annual IEEE Systems Conference (SysCon), 4 2016 IEEE.
During the last years, e-learning has become more and more important. There are several approaches like teleteaching or MOOCs to delivers knowledge information to the students on different topics. But, a major problem most learning platforms have is, students often get demotivated fast. This is caused e.g. by solving similar tasks again and again, and learning alone on the personal computer. To avoid this situation in coding-based courses one possible way could be the use of embedded devices. This approach increases the practical programming part and should push motivation to the students. This paper presents a possibility to the use of embedded systems with an LED panel to motivate students to use programming languages and solve the course successfully. To analyze the successfulness of this approach, it was tested within a MOOC called "Java for beginners" with 11,712 participants. The result was evaluated by personal feedback of the students and user data was analyzed to measure the acceptance and motivation of students by solving the embedded system tasks. The result shows that the approach is well accepted by the students and they are more motivated by tasks with real hardware support.
Matthias Bauer, Martin Malchow, Thomas Staubitz, Christoph Meinel
In INTED2016 Proceedings. 10th International Technology, Education and Development Conference Valencia, Spain. 7-9 March, 2016., pages 5511-5517, 3 2016 IATED.
We have addressed the problems of independent e-lecture learning with an approach involving collaborative learning with lecture recordings. In order to make this type of learning possible, we have prototypically enhanced the video player of a lecture video platform with functionality that allows simultaneous viewing of a lecture on two or more computers. While watching the video, synchronization of the playback and every click event, such as play, pause, seek, and playback speed adjustment can be carried out. We have also added the option of annotating slides. With this approach, it is possible for learners to watch a lecture together, even though they are in different places. In this way, the benefits of collaborative learning can also be used when learning online. Now, it is more likely that learners stay focused on the lecture for a longer time (as the collaboration creates an additional obligation not to leave early and desert a friend). Furthermore, the learning outcome is higher because learners can ask their friends questions and explain things to each other as well as mark important points in the lecture video.
Matthias Bauer; Martin Malchow; Christoph Meinel
In Tagungsband GML², pages 320 ff., 3 2016
Martin Malchow, Matthias Bauer, Christoph Meinel
In Proceedings of the 2016 ACM on SIGUCCS Annual Conference, pages 77-82, 11 2016 ACM.
During a video recorded university class students have to watch several hours of video content. This can easily add up to several days of video content during a semester. Naturally, not all 90 minutes of a typical lecture are relevant for the exam. When the semester ends with a final exam students have to study more intensively the important parts of all the lectures. To simplify the learning process and design it to be more efficient we have introduced the Couch Learning Mode in our lecture video archive. With this approach students can create custom playlists out of the video lecture archive with a time frame for every selected video. Finally, students can lean back and watch all relevant video parts consecutively for the exam without being interrupted. Additionally, the students can share their playlists with other students or they can use the video search to watch all relevant lecture videos about a topic. This approach uses playlists and HTML5 technologies to realize the consecutive video playback. Furthermore, the powerful Lecture Butler search engine is used to find worthwhile video parts for certain topics. Our approach shows that we have more satisfied students using the manual playlist creation to view reasonable parts for an exam. Finally, students are keen on watching the top search results showing reasonable parts of lectures for a topic of interest. The Couch Learning Mode supports and motivates students to learn with video lectures for an exam and daily life.
Matthias Bauer, Martin Malchow, Christoph Meinel
vol. 41 of Smart Innovation, Systems and Technologies, chapter Enhance Teleteaching Videos with Semantic Technologies, pages 105-115. Springer International Publishing, Smart Education and Smart e-Learning edition, 2015
Jan Renz, Matthias Bauer, Martin Malchow, Thomas Staubitz, Christoph Meinel
In Proceedings of the 7th International Conference on Education and New Learning Technologies (EduLearn), Barcelona, Spain, 2015 IATED.
Martin Malchow, Matthias Bauer, Christoph Meinel
In 2015 IEEE 18th International Conference on Computational Science and Engineering (CSE), pages 176-183, 10 2015 IEEE.
On the Web there are a lot of frequently used video lecture archives which have grown up fast during the last couple of years. This fact led to a lot of lecture recordings which include knowledge for a variety of subjects. The typical way of searching these videos is by title and description. Unfortunately, not all important keywords and facts are mentioned in the title or description if they are available. Furthermore, there is no possibility to analyze how important those detected keywords are for the whole video. Another lecture archive specific virtue is that every regular university lecture is repeated yearly. Normally this will lead to duplicate lecture recordings. In search results doubling is disturbing for students when they want to watch the most recent lectures from the search result. This paper deals with the idea to resolve these problems by analyzing the recorded lecture slides with Optical Character Recognition (OCR). In addition to the name and description the OCR data will be used for a full text analysis to create an index for the lecture archive search. Furthermore, a fuzzy search is introduced. This will solve the issue of misspelled search requests and OCR detection defects. Additionally, this paper deals with the performance issues of a full text search with an in-memory database, issues in OCR detection, handling duplicate recordings of lectures repeated every year. Finally, an evaluation of the search performance in comparison with other database ideas besides the in-memory database is performed. Additionally, a user acceptability survey for the search results to increase the learning experience on lecture archives was performed. As a result, this paper shows how to handle the big amount of OCR data for a full text live search performed on an in-memory database in reasonable time. During this search a fuzzy search is performed additionally to resolve spelling mistakes and OCR detection problems. In conclusion this paper shows a solution for an enhanced video lecture archive search that supports students in online research processes and enhances their learning experience.
Martin Malchow, Matthias Bauer, Christoph Meinel
In Proceedings of the 2015 ACM Annual Conference on SIGUCCS, pages 3-9, 11 2015 ACM.
Lecture video archives offer a large variety of lecture recordings in different topics. Naturally, topics are described superficially, easily or detailed in different lectures. Users interested in certain topics have problems finding lectures describing a topic chronology from basic lectures to more detailed difficult lectures. The Lecture Butler is going to automatically offer e-learning students lectures for the topics of interest in chronological playlists. The approach is finding lecture information using title, description, OCR and ASR data. This data is indexed and searched by an in-memory database to fulfill the speed requirements for playlist creation. In the search results lectures are going to be ordered by lecture occurrence in the university semester time schedule or by given lecture level of difficulty. As a result students can automatically create playlists for their topic of interest in sequence of the lecture level. Hence, students are not overstrained by lectures when they start with basic lectures first. Basic lectures provide information to understand more complex lectures. The research shows that an automatic approach by adding the level of difficulty or university semester time table is going to show reasonable playlists to find topics of interest. This solves the main problem students encounter when they try to learn a topic step-by-step using recorded lectures. The approach will support and motivate students using e-learning opportunities.
Martin Malchow, Matthias Bauer, Christoph Meinel
In ICERI2015 Proceedings - 8th International Conference of Education, Research and Innovation, pages 7631-7638, 11 2015 IATED.
Lecture video archives offer hundreds of lectures. Students have to watch lecture videos in a lecture archive without any feedback. They do not know if they understood everything correctly in comparison to MOOCs (Massive Open Online Course) where a direct feedback with self-tests or assignments is common. In contrast to MOOCs, video lecture archives normally do not offer self-test or assignment sections after every video. Due to this behavior of lecture archives questions have to be made visible on the video page. Furthermore, lecture recording videos are typically longer than videos in MOOCs. So, it is not so reasonable and sometimes even demotivating to ask a lot of questions after a long video when not all information is already memorized by the student. The approach of this paper is to overcome these self-test problems in lecture video archives and to finally solve them in a reasonable way to increase the learning experience and support students to learn more efficient with recorded lecture videos.
Matthias Bauer, Christoph Meinel
In Information Technology Based Higher Education and Training (ITHET), of Information Technology Based Higher Education and Training (ITHET), pages 1-4, 9 2014 IEEE.
This paper provides a brief report of our concept to scan the streaming server's log files in order to identify specific behavior of the users. A distinct form of behavior is the jump-back. Students do it when they watched a scene of a recorded lecture and then watch it again after a short amount of time. So, it can be assumed that this scene is of higher interest because it is either very interesting or hard to understand for the viewer. The knowledge of these found hotspots could be used in order to improve teaching materials such as slides and teaching style. In this paper, we describe how we plan to gather the data, how to analyze it and how the insights can be utilized. It is not only focused on the technological perspective of video-based e-learning but also on the pedagogical view.
Martin Malchow, Matthias Bauer, Christoph Meinel
In 2014 IEEE 17th International Conference on Computational Science and Engineering (CSE), pages 438-443, 12 2014 IEEE.
In the last decades, a lot of different e-learning platforms have established. There are several types of them for example teleteaching platforms. For a couple of years, MOOC platforms have come up and have been enjoying great popularity. In this paper we analyze how important teleteaching platforms are in times of MOOCs. A teleteaching platform is understood as an online service which offers live or recorded lectures as video streams. Furthermore, different concepts how teleteaching can be integrated into MOOC courses are discussed as well as approaches to analyze differences in learning outcome and behavior of students using MOOCs and teleteaching platforms. We analyze if there are urgent factors for the use of teleteaching systems with a view on students' behavior and learn success. It is further discussed how intelligent integration methods can be used to offer students an enhanced learning experience.
Haojin Yang, Franka Grünewald, Matthias Bauer, Christoph Meinel
In 12th International Conference on Web-based Learning (ICWL), volume Lecture Notes in Computer Science pages 204-213, 10 2013 Springer Berlin Heidelberg.
Franka Grünewald, Haojin Yang, Elnaz Mazandarani, Matthias Bauer, Christoph Meinel
In Human Factors in Computing and Informatics, volume Lecture Notes in Computer Science pages 391-408, 7 2013
Matthias Bauer, Christoph Meinel
In Software, Knowledge, Information Management and Applications (SKIMA 2013): Advanced Technology Solutions and Applications in Higher Education and Enterprises, pages 119-124, Chiang Mai, Thailand, 12 2013 Inderscience.
tele-TASK is a research project for improving e-learning and tele-teaching. Within this project a lecture recording system has been developed which makes it very easy to record university lectures and presentation for efficient self-learning after the event or at another place via live streaming. In this paper we give a short overview of the project and further components and we will show that the tele-TASK recording system can be applied to capture (even implicit) knowledge and can be an improvement to traditional university learning scenarios.


So wird das Haus schlauSaarbrücker Zeitung 03.06.2016

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