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Seite: https://www.hochschule-ruhr-west.de//forschung/forschung-in-den-fachbereichen/institut-naturwissenschaften/beschaeftigte/prof-dr-paed-dipl-math-mike-altieri/
Datum: 21.02.2019, 19:08Uhr

Prof. Dr. paed. Dipl.-Math. Mike Altieri

I studied at the University of Duisburg-Essen, Heidelberg University and Technical University of Dortmund where I focused on applied mathematics and numerics. After finishing my diploma thesis on multigrid methods, I founded two companies. One specializing in the educational sector and the other in computational fluid dynamics. Beside my work as CEO, I graduated in "technical business administration" at the Chamber of Industry and Commerce (IHK).

In 2008 I became coordinator for engineering mathematics at the Technical University of Dortmund. While there I finished my PhD thesis in mathematics didactics of higher education about success in math exams in STEM studies. My thesis was supervised by Susanne Prediger. Since 2016 I have been professor of applied mathematics and didactics of mathematics respectively natural sciences at Ruhr West University of Applied Sciences. This position allows me to combine my experiences in mathematics, mathematics didactics and applications of mathematics as a teacher as well as a scientist and also allows me to use this in lectures and research.

Prof. Dr. paed. Mike Altieri
Lehrgebiet: Angewandte Mathematik - Didaktik der Naturwissenschaften/Mathematik

Institut Naturwissenschaften
Duisburger Str. 100, 45479 Mülheim an der Ruhr
Gebäude 01

Telefon: +49 208 882 54-433

mike.altieri hs-ruhrwest "«@&.de

1. Research and Teaching Focus

1.1. Smart Training (digital exercises)

Today digitalization has reached a sophisticated stage so that we may question to what extend intelligent digital exercises are able to substitute traditional learning settings. To cover this question I work with the worldwide established open source STACK system of Chris Sangwin which I enhance in my lectures by MathWeb, a training tool developed by Klaus Giebermann. STACK allows me to model and develop didactically advanced digital exercises, to pose individual exercise sheets with randomized items to each of my students, to automatically check and comment on submissions of my students including an individual, automated feedback (this is called Smart Training here) and - finally - to undertake research with respect to digital exercises in real teaching and learning environments.

1.2. Deep Learning (problem based learning and produktives Üben)

The NMC Horizon 2016 predicts a medium-term trend to establish deep learning in tertiary education on a larger scale. I support this trend and use Smart Training (see above) to free my exercises (two hours a week) from presenting and working on merely routine based tasks. These procedural tasks are delegated to the digital STACK and MathWeb environments so that the weekly exercises can be used to establish Deep Learning by project based activities (PBL) and produktives Üben without extracurricular effort. The combination of Smart Training and Deep Learning with the aim to foster both algebraic skills and deeper understanding raises a body of research questions.

1.3. Interactive Learning Videos (H5P)

Nowadays learners spend a lot of private learning time on watching learning videos presented on YouTube. These linear videos don't take care of different prerequisites of learners so that every student has to look for the learning video which fits to his or her special demands and educational background. This time consuming and sometimes  frustrating way of finding a good learning video can be avoided thanks to interactive technology. Due to H5P it's possible to integrate different video sequences which are suited for different learners in one video so that every student can benefit from one single video ("all in one for all"). For examples, have a look at http://interaktive-lernvideos.de/category/interaktiv/ and contact me if you want to become a partner in this project of interactive learning video production. Next steps in the project are the integration of learning units for the technical language (target groups are refugees, exchange students and students who want to start a study in Germany), the combination with STACK in terms of creating an intelligent tutoring system (ITS) and of course to work on all the research questions which arise from interactivity and the described concept "all in one for all".

At the Ruhr West University of Applied Sciences (HRW) my students of Civil Engineering and Industrial Engineering are taught by the teaching and learning concept "Deep Learning & Smart Training" (see above). The NMC Horizon Reports 2016 and 2017 in particular regard problem-based learning (PBL) as a method that facilitates deep learning and appropriately prepares students for the requirements of today's world of work of engineers. For these reasons, PBL was integrated into the overall course concept which is embedded in the STEM-World project. STEM-World represents the environment in which mathematics didactics, mathematics and ingeneering sciences are intertwined and all facets of the course come together, which, in addition to internally differentiating learning videos (see above), also consists of the promotion of mathematically correct notation and the refreshment of basic mathematics.

2. Working Group on Digital Pedagogy

2.1. Fields of interests

We are interested in all kinds of digitalization in education on a small as well as on a large scale with special emphasize on digital exercises, interactive digital learning environments and the combination of both in terms of intelligent tutoring systems. Further fields of special interest are the entanglement of the analogue and classical teaching world (e.g. problem based learning) with modern digital technologies (e.g. augmented reality) to facilitate a maximal learning outcome. 

2.2. Projects and Grants

  • 2018 (150.000 €): Lernvideo 2.0 MINTernational interaktive Lernvideos zur kombinierten fachlichen und fachsprachlichen Studienvorbereitung und –begleitung Competition MINTernational innovativ and innovation award together with Dr. M. Syrou, TU Dortmund Collaborators: Prof. Dr. M. Abánades, Universidad Rey Juan Carlos, Madrid, Spanien and Prof. Dr. E. Roemer, HRW supported by: Stifterverband, Daimler-Fonds and Daimler and Benz Stiftung https://www.stifterverband.org/minternational/minternational-innovativ
  • 2018 (49.744 €): STACK mal drei – Digitale Übungsaufgaben für die Mechanik I + Umrechnungstrainer für physikalische Einheiten + Analysetrainer für Kombinationen aus geometrischen Grundkörpern together with Prof. Dr. N. Grammou, Prof. Dr. A. Ostendorf, Prof. Dr. P. Vogt, Prof. Dr. M. Gelien, HRW
  • 2018 (25.538 €): Digitale Übungsaufgaben 2.0 – Integration von interaktivem audiovisuellen Feedback in digitale Übungsaufgaben HRW Teaching Grant
  • 2017 (49.949 €): Lernvideo 2.0: All in one for all – Binnendifferenzierende Lernvideos durch Nutzung von H5P und interaktiver Gestaltungstechnologie Fellowship for innovations in digital university teaching supported by: Stifterverband and the Ministry of Culture and Science of the German State of North Rhine-Westphalia https://www.stifterverband.org/digital-lehrfellows/2017/altieri
  • 2017 (17.430 €): Smart Training II (digitale Übungsaufgaben für die Hochschullehre) supported by: QV-FB4 
  • 2017 (38.475 €): Deep Learning in Grundvorlesungen zur Ingenieurmathematik HRW Teaching Grant 2017 (24.960 €): Mediendidaktik trifft Fehlerforschung - Computerbasierte Reduzierung von Fehlermustern in der Grundlagenmathematik bei Studierenden durch konfliktinduzierende, interaktive Videos HRW Research Grant 
  • 2017 (16.850 €): Deep Learning & Smart Training in Grundvorlesungen zur Ingenieurmathematik supported by: QV-FB4 
  • 2016 (25.000 €): Interaktive Weiterentwicklung des HRW Online Tutors together with Prof. Dr. M. Primbs supported by: QV-FB4 

2.3. Members of the working group

Dirk Paluch (digital exercises, STACK development, Flexibility, PhD student)
Evelyn Schirmer (interactive videos, H5P content development, PhD student)
Matthias Staupe (digital exercises, STACK content development, Moodle expert)
Erik Kunze (digital exercises, STACK development, interactive videos, H5P content development)
Christiane Opfermann (interactive videos, H5P content development, Fachsprache/jargon)
Alex Leidag (performance management, streaming server, video portal)
Alex von der Heidt (digital exercises, STACK quality management)
Karsten Steinhauer (H5P, interactive videos and other interactive content types)
Sabrina Tolksdorf (interactive videos, H5P content development, Latex programmer)
Ben Eltz (interactive videos, H5P expert)
Antonia Görg (interactive lecture recording, H5P, Fachsprache/jargon)
Cedric Pörschke (interactive lecture recording, H5P, Fachsprache/jargon)
Robin Allenstein (MINT World II mixed reality, VR content developer)
Nils Fischer (MINT World II mixed reality, VR/Unreal Engine programmer)
Sebastian Neumann (MINT World II mixed reality, VR/Unreal Engine programmer)
Annkatrin Braem (problem based learning tutor)
Dana Holeczek (problem based learning tutor)
Tim Teschner (problem based learning tutor)
Volkan Aslan (problem based learning tutor)
Anika Guth (problem based learning tutor)

3. Collaborations

  • Deep Learning and PBL (problem based learning)
    Dr. Alexander Schüler-Meyer (Technical University of Dortmund), Tom Bauernfeind (Gymnasium an der Schweizer Allee, Dortmund)
  • Digital Exercises (STACK and MathWeb)
    Prof. Dr. Thomas Skill (Bochum University of Applied Sciences), Prof. Dr. Klaus Giebermann (Ruhr West University of Applied Sciences)
  • Interactive Learning Videos (H5P)
    AR Oliver Bülles (Nelly-Pütz-Berufskolleg), Prof. Dr. Ellen Roemer (Ruhr West University of Applied Sciences), PD Dr. Klaus Stiller (University of Regensburg), Dr. Meni Syrou (Technical University of Dortmund)
  • Flexibility in Tertiary Education
    Prof. Dr. Miguel Abánades (King Juan Carlos University, Spain), Prof. Dr. Wes Maciejewsky (San José State University, USA), Prof. Dr. Susanne Prediger (Technical University of Dortmund), Prof. Dr. Jon Star (Harvard University, USA)
  • learnbase - Digital Diagnosis and Support in Learning Processes
    Prof. Dr. Bärbel Barzel and AR Dr. Marcel Klinger (University of Duisburg Essen)

4. Publications

4.1. Selected Papers and Contributions to Conferences

  • ELEARN.NRW 2018 (Essen, 13.9.2018-14.9.2018)
    Posterpresentation (together with E. Schirmer, E. Kunze): Lernvideos der dritten Generation: Nutzung interaktiver Gestaltungstechnologie und H5P zur Realisierung binnendifferenzierender Lernvideos unter Berücksichtigung mediendidaktischer Komponenten zum kombinierten fachlichen und fachsprachlichen Lernen
  • 13. Ingenieurpädagogische Regionaltagung 2018 (Bochum, 7.6.2018-9.6.2018)
    Talk (together with E. Schirmer, R. Allenstein, E. Kunze, D. Paluch): Zur Wirksamkeit problembasierten Lernens im Projekt MINT-World für ingenieurwissenschaftliche Studiengänge unter besonderer Berücksichtigung der Schullaufbahn
  • GDMV 2018 (Paderborn, 5.3.2018-9.3.2018)
    Chairing Minisymposium (together with K. Stiller, University of Regensburg and O. Bülles, Nelly-Pütz-Berufskolleg): Was ist ein gutes Lernvideo? Ergebnisse aus Forschung und Praxis sowie aktuelle Trends unter besonderer Berücksichtigung der Mathematik.
  • Talk: Größerer Lernerfolg durch Pausen in Lernvideos? Eine Untersuchung zu segmentierten Lernvideos in der Ingenieurmathematik.
    Talk (together with M. Klinger and C. Itsios, University of Duisburg-Essen and D. Paluch, HRW): Projekt learnbase: Erste Ergebnisse einer Online-Diagnostik und -Förderung mathematischer Basiskompetenzen zum Studieneinstieg
  • Altieri, M., Friese, N., & Köster, A. (2017). Nutzung von Präsenzübungen für tiefes Lernen durch Delegieren von Schema-Rechenaufgaben an ein eLearning-System. In U. Kortenkamp & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht (pp.1177–1180). Münster: WTM-Verlag
  • Altieri, M., Schüler-Meyer, A., Bauernfeind, T. & Kuhardt, F. (in press). Wann bricht ein Holzbalken? - Integration eines hochschulrelevanten Themas in die Schule durch projektunterstütztes Lernen. MNU-Journal.
  • Neumann, R., Leuders, T., Prediger, S., Hußmann, S., Barzel, B. & Altieri, M. (in press). Wirksamkeit des KOSIMA-Unterrichtskonzept im Feld – Längsschnittliche Evaluation in Klasse 5 und 6. Beiträge zum Mathematikunterricht.
  • 3. Hanse-Kolloquium 2017 (Göttingen, 10.11.2017-11.11.2017)
    Workshop (together with A. Schüler-Meyer, TU Dortmund, T. Baust and D. Paluch, HRW): Struktursehen vom höheren Standpunkt - Workshop zur Entwicklung produktiver Übungsaufgaben zu Flexibilität unter besonderer Berücksichtigung von Struktursehen
    Talk (together with M. Klinger, University of Duisburg-Essen, T. Baust and D. Paluch, HRW): Projekt learnbase - Computergestützte kompetenzorientierte Diagnose in der Grundlagenmathematik zu Beginn des Studiums
  • First H5P Conference (Tromsö, Norwegen, 11.9.2017-13.9.2017)
    Talk: Application of H5P to the research of learning videos
  • EARLI 2017 (Tampere, Finnland, 29.8.2017-2.9.2017)
    Invited by Jon Star, Harvard University, as discussant of the symposium: Mathematical flexibility in three countries: Comparative results and questions for future research
  • GDM 2017 (Potsdam, 27.2.2017-3.3.2017)
    Talk: Nutzung von Präsenzübungen für tiefes Lernen durch Delegieren von Schema-Rechenaufgaben an ein E-Learning-System
    Talk (together with T. Leuders, PH Freiburg, et al.): Wirksamkeit des KOSIMA-Unterrichtskonzepts im Feld
  • Hanse-Kolloquium zur Hochschuldidaktik der Mathematik (Münster, 11.11.2016-12.11.2016)
    Talk (together with A. Schüler-Meyer, TU Dortmund): Förderung der Anwendung des Gram-Schmidt-Verfahrens - Zusammenhänge zwischen konzeptuellem und prozeduralem Wissen und dem Struktursehen in mehrschrittigen Verfahren
  • 13th International Congress on Mathematical Education (Hamburg, 24.7.2016-31.7.2016)
    Posterpresentation: Procedural knowledge as a predictor for success in german math exams for first-year engineering students
  • Altieri, M. & Prediger, S. (2016). Unpacking procedural knowledge in mathematics exams for first-year engineering students. In R. Göller, R. Biehler, R. Hochmuth, H.-G. Rück (Hrsg.), Didactics of Mathematics in Higher Education as a Scientific Discipline Conference Proceedings. khdm-Report 16-05. Kassel / Lüneburg: khdm, 143-147.
  • Altieri, M. (2016). Erfolg in Mathematikklausuren ingenieurwissenschaftlicher Studiengänge unter besonderer Berücksichtigung prozeduralen Wissens. Dissertation, betreut von S. Prediger, TU Dortmund.
  • Didactics of Mathematics in Higher Education as a Scientific Discipline (Hannover, 1.12.2015-4.12.2015
    Talk (together with S. Prediger, Technical University of Dortmund): Unpacking procedural knowledge in mathematics exams for first-year engineering students.
  • Schüler-Meyer, A., Altieri, M., Frerich, T. & Pitsch, A. (submitted). Typische Wege von Studierenden bei der Durchführung eines mehrschrittigen hochschulmathematischen Verfahrens mit TutorInnenunterstützung. Journal für Mathematikdidaktik.
  • GEBF - Tagung: Heterogenität.Wert.Schätzen (Bochum, 11.3.2015-13.3.2015)
    Talk: Einflussfaktoren auf den Prüfungserfolg in der Mathematik-Vorlesung für Ingenieure
  • Altieri, M., Oecking, C., Paluch, D., Pomwap, C., Squiccimarro, F. & Wunde, N. (2013). Analyse der "Lernumgebung Mathematik" für Studierende der INT-Fächer in der Studieneingangsphase. Ergebnisberichte Angewandte Mathematik, ISSN 2190-1767, Nr. 475.
  • Altieri, M., Becker, C. & Turek, S. (1999). On the realistic performance of linear algebra components in iterative solvers. In High Performance Scientific and Engineering Computing (S. 3-12). Springer: Berlin, Heidelberg.
  • Turek, S., Altieri, M., Becker, C. Kilian, S., Oswald, H. & Wallis, J. (1998). Some basic concepts of FEAST. In Proc. 14th GAMM Seminar' Concepts of Numerical Software. Kiel.
  • Turek, S., Altieri, M. & Becker, C. (1999). Proposal for Sparse Banded Blas techniques. Ergebnisberichte IWR. Heidelberg.

4.2. Monographs

  • Höhere Mathematik I, Band 1 (331 pages), IUNO Verlag, ISBN 978-3-947294-00-8
  • Höhere Mathematik I, Band 2 (327 pages), IUNO Verlag, ISBN 978-3-947294-01-5
  • Höhere Mathematik I, Band 3 (315 pages), IUNO Verlag, ISBN 978-3-947294-02-2
  • Höhere Mathematik II, Band 1 (314 pages), IUNO Verlag, ISBN 978-3-947294-97-8
  • Höhere Mathematik II, Band 2 (315 pages), IUNO Verlag, ISBN 978-3-947294-98-5
  • Höhere Mathematik II, Band 3 (315 pages), IUNO Verlag, ISBN 978-3-947294-99-2
  • Mathematik I für Maschinenbauer, Band 1 (303 pages), IUNO Verlag, ISBN 978-3-947294-50-3
  • Mathematik I für Maschinenbauer, Band 2 (303 pages), IUNO Verlag, ISBN 978-3-947294-51-0
  • Mathematik II für Maschinenbauer, Band 1 (319 pages), IUNO Verlag, ISBN 978-3-947294-52-7

5. Memberships

  • Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik, GDM)
  • German Association  for  educational  and  academic  staff  development  in  Higher Education (Deutsche Gesellschaft für Hochschuldidaktik, dghd)
  • Hochschullehrerbund (hlb)
  • SIG math digital (Arbeitskreis Mathe Digital)