Important Dates

Full Paper
Submission Deadline:

16 March 2018

Extended Paper Submission Deadline:
26 March 2018

Notification to authors:
16 April 2018

Camera ready version:
7 May 2018

Author Registration and Payment Deadline:
14 May 2018

Conference dates:
14 and 15 June 2018


General chair
Jürgen Mottok

Dieter Landes
Hans Gruber

Program Committee

Jörg Abke
Jürgen Börstler
Philipp Brune
Mark Cieliebak
Ernesto Damiani
Marcus Deininger
Georg Hagel
Martin Hobelsberger
Eileen Kraemer
Martin Kropp
Matthias Längrich
Thomas Lehmann
Vaclav Matousek
Susana Muñoz Hernández
Arnold Pears
Volkhard Pfeiffer
Kerstin Raudonat
Maria-Ribera Sancho
Jörn Schlingensiepen
Peter Sommerlad
Friedhelm Stappert
Thanwadee Sunetnanta
Nasseh Tabrizi
Ye Tao
Ramin Tavakoli Kolagari
Horia-Nicolai Teodorescu
Amir Tomer
Gero Wedemann
Goetz Winterfeldt
Christian Wolff


Learning of Software Engineering - Registered Association

Christof Arn

Prof. Dr. Dr. Christof Arn wrote his PhD-Thesis on transfer from theory into practice in case of ethics. Since then he has worked as an ethics expert for many hospitals, clinics and other organizations. In a cooperation with the University of Applied Sciences of Northeastern Switzerland he has developed and co-led a major curriculum on ethics in organizations. That way he developed his passion for education. From 2010 to 2018 he ran the Center for Learning and Teaching at the University of Applied Sciences in Lucerne. During this time he lighted on "agile teching", tested and discussed this point of view and finally tought it as a concept of education. His book on agile teaching in higher educaton ("Agile Hochschuldidaktik", Beltz-Junventa) combines theory and practice, as he always likes both in combination. He's now self-employed as ethicist and learning and teaching expert for many universities. ( | His hobbies are playing senior soccer, art, linux and coding.

Keynote: From Agile Software Development to Agile Teaching: educational forms and methods in times of digital transformation

Agileness feels like the opposite of teaching. If we really want to prepare our students for the VUCA-World, the two should intermingle. Agile Software Development may inspire: Agile teaching is possible! It is the new and future paradigm (which should not replace the current paradigm of detailed planed teaching, but see it as sparring partner). Well: Simply said, not easily done. Therefore: Come to this keynote speech to find out how to start your first experiments with this teaching practice. Or, if you are already practicing it, to find out what could be your next steps to achieve mastery in #agileteaching.

Christian Wolff

Prof. Dr. Christian Wolff (born 1966) has been professor for media informatics at the University of Regensburg since 2003. After his Ph. D. thesis, in which he designed an interactive retrieval frontend for factual data (1994, University of Regensburg), he worked as an assistant professor at the Computer Science Department of the University of Leipzig from 1994 to 2001. In 2002, he became professor for media informatics at the Chemnitz University of Technology.
As an information and computer scientist, he has a long record of research in information retrieval, usability and software engineering, and digital (multi)media. Currently, there is a strong focus on new interaction technologies like eye tracking or multitouch and gestural interaction in his group. In addition, he is working on models for information literacy and their relationship with information behaviour.

Keynote: The Empirical Turn and its importance for software engineering education

Not only in medicine or educational science has there been talk of an empirical turn and an orientation towards evidence-based knowledge for several years. In software engineering, too, the importance of empirical research and thus the evidence-based further development of methods and procedures for software development has gained in importance. This also touches on the question of how training in software engineering will develop on this basis. In this keynote we will first introduce the phenomenon of evidence basedness, understand its relation to software engineering and empirical research and then show with concrete examples and work how innovation can be driven forward in the field of education in software engineering.

Bernd Brügge

Bernd Brügge is university professor of computer science with a chair for Applied Software Engineering at the Technische Universität München and adjunct professor at Carnegie Mellon University.  He received his Diploma from the University of Hamburg in 1978, his masters of science in 1982 and his Ph.D. in computer science in 1985 from Carnegie Mellon University. He has taught object-oriented software engineering project courses for 15 years. In 1995, he won the Herbert A. Simon Excellence in Teaching Award at the CMU. He is the co-author of the book "Object-Oriented Software Engineering: Using UML, Patterns and Java” published by Pearson.  His research interests include software architectures for dynamic systems, agile software development processes, and software engineering education. His educational focus is on how to teach students software development competence by  involving them in the development of large complex systems for real clients.

Keynote: Online teaching vs. classroom teaching: How to activate students in very large courses

The demand for software engineers has grown significantly in the last years. University and online courses with thousands of students have become common. The high number of students makes it impossible to interact with each student on an individual level. Constructivism, just-in-time teaching and active learning are existing learning theories. However, they have not been used to activate students in very large courses.
I report on our experiences with Rugby,  an agile teaching methodology developed at our Chair at the Technical University Munich that supports agile development as well as online and  classroom teaching in a variety of courses: These range from practical software engineering courses with 100 students to a software engineering class room course with 1600 students and a MOOC with 4000 students. For all of our courses we use a unified teaching platform called ARTEMIS to interact with our students in the classroom and online. ARTEMIS significantly reduces the delay between lectures and exercises by supporting in-class exercises and quizzes for programming and modeling tasks. ARTEMIS is highly scalable: We have used it  in-class exercises with more than 1000 students without significant delays even if they submit at the same time. Submissions of the student solutions are automatically unit tested and graded by ARTEMIS, allowing immediate individual feedback to each of the students.