Proceedings

  • Allmendinger, K., Troitzsch, H., Hesse, F. W., & Spada, H. (2003). Nonverbal signs in virtual environments. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003 (pp. 431-440). Dordrecht, NL: Kluwer Academic Publishers. request document
     
  • Arnold, F. (2011). Collaborative knowledge exchange using patterns. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCSL2011 Conference Proceedings (Vol. III, pp. 1259-1263). Hong Kong: International Society of the Learning Sciences.
     
  • Arnold, F., Moskaliuk, J., Schümmer, T., & Cress, U. (2010). Pattern-mediated Knowledge Exchange in Non-Governmental Organization. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice. Proceedings of EC-TEL 2010 (pp. 390-395). Heidelberg: Springer.
     
  • Arnold, P., Gaiser, B., & Panke, S. (2005). Personas im Designprozess einer E-Teaching Community. In J. M. Haake, U. Lucke, & D. Tavangarian (Eds.), Proceedings DELFI 2005. 3. Deutsche e-Learning Fachtagung Informatik (pp. 469-480). Bonn: Gesellschaft für Informatik e.V.
     
  • Arnold, P., Kilian, L., & Thillosen, A. (2002). Training of Online-Facilitators as a Key Issue in Implementing Virtual Learning: Organizational Approach and Course Design within the Virtual University of Applied Science, Germany. In NAISO (Ed.), Proceedings World Congress Networked Learning in a Global Environment, Challenges and Solutions for Virtual Education. Canada/The Netherlands: Academic Press. [CD-ROM].
     
  • Arnold, P., Kilian, L., & Thillosen, A. (2002). "So lonely!?” – Online-Betreuung als kritische Erfolgsbedingung beim telematischen Studieren. Ergebnisse einer Befragung von Studierenden und Mentoren in der Virtuellen Fachhochschule für Technik, Informatik und Wirtschaft (VFH). In G. Bachmann, O. Haefeli, & M. Kindt (Eds.), Campus 2002. Die Virtuelle Hochschule in der Konsolidierungsphase (18, pp. 334-344). Münster: Waxmann.
     
  • Arnold, P., Kilian, L., & Thillosen, A. (2002). Tele-Tutoren in der virtuellen Fachhochschule für Technik, Informatik und Wirtschaft. In U. Bernath (Ed.), Online Tutorien. Beiträge zum Spezialkongress "distance learning" der AG-F im Rahmen der LEARNTEC 2002 (pp. 63-75). Oldenburg: BIS.
     
  • Arnold, P., Kilian, L., & Thillosen, A. (2003). Pädagogische Metadaten im e-Learning: Allgemeine Problemfelder und exemplarische Fragestellungen am Beispiel der Virtuellen Fachhochschule. In M. Kerres, & B. Voß (Eds.), Digitaler Campus. Vom Medienprojekt zum nachhaltigen Medieneinsatz in der Hochschule. Reihe Medien in der Wissenschaft, Bd. 24 (pp. 379-390). Münster: Waxmann u.a.
     
  • Arnold, P., & Thillosen, A. (2002). Aufgabenorientiertes Lernen in telematischen Studienmodulen: Aufgabenformen, Aufgabentypen und Aufgabengestaltung. In G. Zimmer (Ed.), High Tech or High Teach. Lernen in Netzen zwischen Aktualität und Potenzialität. Dokumentation der Beiträge im Workshop 7 der Hochschultage Berufliche Bildung 2002 an der Universität zu Köln (pp. 35-45). Bielefeld: Bertelsmann.
     
  • Arnold, P. & Kumar, S., Thillosen, A., & Ebner, M. (2014). Offering cMOOCs collaboratively: The COER13 experience from the convenors’ perspective. In U. Cress & C. Delgado Klos (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 184-188). Lausanne, CH:  http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf.
     
  • Bachta, E., Bauer, D., Filippini-Fantoni, S., & Stofer, S. (2013). Capturing Visitors' Gazes: Three Eye Tracking Studies in Museums. Museums and the Web 2013: Proceedings.   http://mw2013.museumsandtheweb.com/paper/capturing-visitors-gazes-three-eye-tracking-studies-in-museums/.
     
  • Bett, K., & Rinn, U. (2003). Lernszenarien und didaktische Konzepte in der virtuellen Hochschule. In U. Beck (Ed.), LearnTec 2003, 11. Europäischer Kongress und Fachmesse für Bildungs- und Informationstechnologie. Karlsruhe: KKA.
     
  • Bett, K., Rinn, U., Friedrich, H. F., Hron, A., & Mayer-Picard, R. E. (2002). Das Gruppenpuzzle als kooperative Lernmethode in virtuellen Seminaren - ein Erfahrungsbericht. In G. Bachmann, O. Haefeli, & M. Kindt (Eds.), Campus 2002: Die virtuelle Hochschule in der Konsolidierungsphase (pp. 337-365). Münster: Waxmann.
     
  • Bientzle, M., Cress, U., & Kimmerle, J. (in press). The role of inconsistencies in collaborative knowledge construction. Proceedings of the 11th International Conference of the Learning Sciences. Boulder, CO: International Society of the Learning Sciences.
     
  • Bientzle, M., Wodzicki, K., Lingnau, A., & Cress U. (2009). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 517-521). International Society of the Learning Sciences (ISLS).
     
  • Bodemer, D. (2004). Can active integration of multiple representations foster simulation-based learning? In P. Gerjets, P. A. Kirschner, J. Elen, & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" (pp. 127-137). [CD-ROM]. Tübingen: Knowledge Media Research Center.
     
  • Bodemer, D. (2005). Enhancing simulation-based learning through active external integration of representations. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (pp. 138-143). Mahwah, NJ: Lawrence Erlbaum. request document
     
  • Bodemer, D., & Buder, J. (2006). Supporting collaborative learning with augmented group awareness tools. In R. Sun, & N. Miyake (Eds.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society (pp. 77-82). Mahwah, NJ: Lawrence Erlbaum. request document
     
  • Bodemer, D., Kapur, M., Molinari, G., Rummel, N., & Weinberger, A. (2011). MUPEMURE: Towards a model of computer-supported collaborative learning with multiple representations. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCSL2011 Conference Proceedings (Vol. III, pp. 1065-1072). Hong Kong: International Society of the Learning Sciences.
     
  • Bodemer, D., & Plötzner, R. (2004). Encouraging the active integration of information during learning with multiple and interactive representations. In H. Niegemann, D. Leutner, & R. Brünken (Eds.), Instructional Design for Multimedia Learning. Proceedings of the 5th International Workshop of SIG 6 Instructional Design of the European Association for Research on Learning and Instruction (EARLI), June 27–29, 2002 in Erfurt (pp. 127-138). Münster: Waxmann.
     
  • Bodemer, D., & Scholvien, A. (2008). Support for collaborative multimedia learning: considering the individual and the group. In T.-W. Chan et al. (Ed.), Proceedings ICCE 2008. The 16th International Conference on Computers in Education (pp. 245-252). Taipei, Taiwan: Asia-Pacific Society for Computers in Education.
     
  • Bonestroo, W., Ley, T., Kump, B., & Lindstaedt, S. (2007). Learn@Work: Competency Advancement with Learning Templates. In M. Memmel, E. Ras, M. Wolpers, & F. Van Assche (Eds.), Proceedings of the 3rd Workshop on Learner-Oriented Knowledge Management (pp. 9-16). Aachen: RWTH.
     
  • Borchers, M., Mock, P., Zahn, C., Edelmann, J., & Hesse, F. W. (2013). Supporting School Class Visits to Fine Arts Museums in the 21st Century: A CSCL Approach for a Multitouch Table Based Video Tool. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, Volume 1 — Full Papers & Symposia (pp. 57-64). Madison, Wisconsin, USA: International Society of the Learning Sciences.
     
  • Bremer, C., & Thillosen, A. (2013). Der deutschsprachige Open Online Course OPCO12. In C. Bremer & D. Krömker (Eds.), E-Learning zwischen Vision und Alltag. Zum Stand der Dinge (pp. 15-27). Münster: Waxmann.   http://www.waxmann.com/?eID=texte&pdf=2953Volltext.pdf&typ=zusatztext.
     
  • Buder, J., Bauer, K., & Hesse, F.W. (2003). Net-based knowledge communication in groups: How technology influences common ground. In F.W. Hesse, & Y. Tamura (Eds.), The Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning (pp. 36-41). Berlin: Deutsch-Japanisches Zentrum.
     
  • Buder, J., & Bodemer, D. (2007). Supporting controversial CSCL discussions with augmented group awareness tools. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 90-98). New Brunswick: International Society of the Learning Sciences, Inc.
     
  • Buder, J., & Bodemer, D. (2011). Group awareness tools for controversial CSCL discussions: Dissociating rating effects and visualized feedback effetcs. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 358-365). Hong Kong: International Society of the Learning Sciences.
     
  • Buder, J., Bodemer, D., Dehler, J., & Engelmann, T. (2009). SCAN tools for collaborative learning. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL 2009 Conference Proceedings (Vol. 1, pp. 606-615). International Society of the Learning Sciences (ISLS).
     
  • Buder, J., & Schwind, C. (2011). Recommender systems: A technology to foster individual and collaborative learning. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. II, pp. 796-800). Hong Kong: International Society of the Learning Sciences.
     
  • Buder, J., Schwind, C., Rudat, A., & Bodemer, D. (2013). Navigating through controversial online discussions: The influence of visualized ratings. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings (Vol. I, pp. 65-72). Madison, USA: International Society of the Learning Sciences.
     
  • Bull, S., Johnson, M.D., Alotaibi, M., Byrne, W., & Cierniak, G. (2013). Visualising multiple data sources in an independent open learner model. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Artificial Intelligence in Education (AIED) (pp. 199-208). Berlin: Springer.
     
  • Bützler, J., Brömme, R., Bröhl, C., Djaloeis, R., & Schlick, C. (2014). Altersrobuste Gestaltung von Netzplänen in Projektmanagementsoftware. In Gesellschaft für Arbeitswissenschaft e.V. (Ed.), Gestaltung der Arbeitswelt der Zukunft - 60. Kongress der Gesellschaft für Arbeitswissenschaft (pp. 147-149). Dortmund: GfA-Press.
     
  • Bützler, J., Brömme, R., Bröhl, C., Jochems, N., & Schlick, C. M. (2014). Layout structures of network diagrams in project management software: An age-differentiated empirical investigation concerning space and symmetry. In T. Ahram, W. Karwowski, & T. Marek (Eds.), Proceedings of the 5th International Conference on Applied Human Factors and Ergonomics AHFE 2014. Kraków:.
     
  • Calvillo, D. P., DeLeeuw, K., & Revlin, R. (2006). Deduction with Euler circles: Diagrams that hurt. In D. Barker-Plummer, R. Cox, & N. Swoboda (Eds.), Diagrammatic representation and inference (pp. 199-203). Berlin: Springer.
     
  • Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1906-1911). Austin, TX: Cognitive Science Society.
     
  • Cress, U. (2003). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. In R. Alterman, & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
     
  • Cress, U. (2005). Why member portraits can undermine participation. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 86-90). Mahwah, NJ: Lawrence Erlbaum.
     
  • Cress, U. (2008). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 183-190). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc. request document
     
  • Cress, U. (2011). Teamtraining in der virtuellen Realität. In Fraunhofer Institut für Fabrikbetrieb und -automatisierung IFF (Ed.), Tagungsband 8. Gastvortragsreihe Virtual Reality 2011; Virtual Reality - Mensch und Maschine im interaktiven Dialog (pp. 143 - 154). Stuttgart: Fraunhofer Verlag.
     
  • Cress, U. (2013). Making use of collective knowledge - a cognitive approach. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 129-136). Madison, USA: International Society of the Learning Sciences.
     
  • Cress, U. (in press). Mass collaboration as relevant topic for CSC. Proceedings of the 10th International Conference on Computer Supported Collaborative Learning.
     
  • Cress, U., Barron, B., Halatchliyski, I., Oeberst, A., Forte, A., Resnick, M., & Collins, A. (2013). Mass collaboration - an emerging field for CSCL research. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 557-563). Madison, USA: International Society of the Learning Sciences.
     
  • Cress, U., & Delgado Klos, C. (Eds.). (2014). Proceedings of the European MOOC Stakeholder Summit 2014. Lausanne, CH:  http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf.
     
  • Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk H. C. (2010). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1, Full Papers, pp. 105-112). Chicago, IL: International Society of the Learning Sciences.
     
  • Cress, U., & Hesse, F. W. (2004). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. In Y. Kafai, W. Sandoval, N. Enydey, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences (pp. 150-157). Mahwah, NJ: Lawrence Erlbaum. request document
     
  • Cress, U., Hron, A., Friedrich, H.F., & Hammer, K. (2006). What makes groups learning effectively in a videoconference setting? In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences, Bloomington 2006 (pp. 106-113). Mahwah, NJ: Erlbaum. request document
     
  • Cress, U., & Kimmerle, J. (2007). A Theoretical Framework of Collaborative Knowledge Building with Wikis - a Systemic and Cognitive Perspective. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 153-161). New Brunswick, NJ: International Society of the Learning Sciences.
     
  • Cress, U., & Kimmerle, J. (2009). Knowledge exchange as a motivational problem – Results of an empirical research program. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL 2009 Conference Proceedings (Vol. 1, pp. 444-453). International Society of the Learning Sciences (ISLS).
     
  • DeLeeuw, K. E., & Hegarty, M. (2008). What diagrams reveal about representations in linear reasoning, and how they help. In G. Stapleton, J. Howse, & J. Lee (Eds.), Diagrams 2008 (pp. 89-102). Berlin: Springer.
     
  • DeLeeuw, K. E., Mayer, R. E., & Giesbrecht, B. (2010). How does text affect the processing of diagrams in multimedia learning? In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 304-306). Heidelberg: Springer.
     
  • Dehler, J., Bodemer, D., & Buder, J. (2007). Fostering Audience Design of Computer-Mediated Knowledge Communication by Knowledge Mirroring. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 168-170). New Brunswick: International Society of the Learning Sciences, Inc.
     
  • Dorr, M., Jarodzka, H., & Barth, E. (2010). Space-variant spatio-temporal filtering of video for gaze visualization and perceptual learning. In C. Morimoto & H. Instance (Eds.), Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 307-314). New York, NY: ACM.
     
  • Dönmez, P., Rosé, C., Stegmann, K., Weinberger, A., & Fischer, F. (2005). Supporting CSCL with automatic corpus analysis technology. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning (pp. 125-134). Taipeh, Taiwan:.
     
  • Edelmann, J., Gerjets, P., Mock, P., Schilling, A., & Strasser, W. (2012). Face2Face - A system for multi-touch collaboration with Telepresence. IEEE International Conference on Emerging Signal Processing Applications (ESPA) (pp. 159-162). New York, USA: Institute of Electrical and Electronics Engineers (IEEE).
     
  • Edelmann, J., Imhof, B., Kammerer, Y., Gerjets, P., & Straßer, W. (2011). Individuelle Audioinhalte für Multi-User Tabletop Installationen. In J. Sieck (Ed.), Kultur und Informatik: Multimediale Systeme (pp. 213-222). Boizenburg: whs.
     
  • Edelmann, J., Kammerer, Y., Imhof, B., Gerjets, P., & Straßer, W. (2011). Tangoscope: A tangible audio device for tabletop interaction. In P. Campos, N. Nunes, N. Graham, J. Jorge, P. Palanque, & M. Winckler (Eds.), Human-Computer Interaction – INTERACT 2011, 13th IFIP TC 13 International Conference, Part III (LNCS 6948, pp. 427-434). Berlin/Heidelberg: Springer.
     
  • Edelmann, J., Mock, P., Schilling, A., & Gerjets, P. (2013). Preserving Non-Verbal Features of Face-to-Face Communication for Remote Collaboration. 10th International Conference CDVE 2013 (pp. 27-34). Heidelberg: Springer.
     
  • Edelmann, J., Mock, P., Schilling, A., Gerjets, P., Rosenstiel, W., & Straßer, W. (2012). Towards the keyboard of Oz: Learning soft-keyboard models from raw optical sensor data. In O. Shaer, C. Shen, M. Horn, & M. Ringel Morris (Eds.), Proceedings of the 2012 ACM SIGCHI Interactive Tabletops and Surfaces, ITS'12 (pp. 163-172). New York, NY: ACM Press.
     
  • Eitel, A., Scheiter, K., & Schüler, A. (2010). What can information extraction from scenes and causal systems tell us about learning from text and pictures? In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2822-2827). Austin, TX: Cognitive Science Society.
     
  • Eitel, A., Scheiter, K., & Schüler, A. (2010). Getting a clue: Gist extraction from scenes and causal systems. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 243-249). Heidelberg: Springer.
     
  • Eitel, A., Scheiter, K., & Schüler, A. (2011). How brief initial inspection of a picture may foster comprehension of text. In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1358-1364). Austin, TX: Cognitive Science Society.
     
  • Engelmann, T., Baumeister, A., Dingel, A., & Hesse, F. W. (2010). The added value of communication in a CSCL-scenario compared to just having access to the partners‘ knowledge and information. In J. Sánchez, A. Cañas, & J. D. Novak (Eds.), Concept Maps making learning meaningful: Proceedings of the 4th International Conference on Concept Mapping (Vol. 1, pp. 377-384). Chile: University of Chile.
     
  • Engelmann, T., & Kolodziej, R. (2012). Do virtual groups recognize situations in which it is advantageous to create digital concept maps? In A. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept Maps: theory, methodology, technology. Proceedings of the 5th International Conference on Concept Mapping (Vol. 1, pp. 172-179). Malta: University of Malta.
     
  • Engelmann, T., Kolodziej, R., & Kozlov, M. (2013). Inhibiting undesirable effects of mutual trust in net-based collaborative groups. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings (Vol. I, pp. 184-191). Madison, USA: International Society of the Learning Sciences. request document
     
  • Engelmann, T., & Tergan, S.-O. (2007). An innovative approach for fostering computer-supported collaboration. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 187-189). New Brunswick: International Society of the Learning Sciences, Inc. request document
     
  • Engelmann, T., & Tergan, S.-O. (2007). "Knowledge and information awareness" for enhancing computer-supported collaborative problem solving by spatially distributed group members. In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.), Proceedings of EuroCogSci 07 - The European Cognitive Science Conference (pp. 71-76). Hove, East Sussex: Lawrence Erlbaum Associates.
     
  • Fischer, F., Bouillion, H., Mandl, H., & Gomez, L. (2003). Scientific Principles in Pasteur's Quadrant: Integrating goals of understanding and use in Learning Environment Research. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003 (pp. 493-502). Dordrecht: Kluwer.
     
  • Fischer, S., Lowe, R.K., & Schwan, S. (2006). Effects of Presentation Speed of a Dynamic Visualization on the Understanding of a Mechanical System. In R. Sun, & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1305-1310). Mahwah, NJ: Erlbaum.
     
  • Foulger, T., Krauskopf, K., & Williams, M. K. (2012). Is integrating technology like learning to ride a bike? Soliciting input from colleagues about a study to investigate the developmental aspects of TPACK. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4690-4695). Chesapeake, VA: AACE.  Retrieved from http://www.editlib.org/pv/40350.
     
  • Frindte, W., Jirschitzka, J., Gniechwitz, S., & Haußecker, N. (2010). Terrorismus – Mediale Konstruktionen und individuelle Interpretation. In C. Glunz & T. F. Schneider (Eds.), Wahrheitsmaschinen. Der Einfluss technischer Innovationen auf die Darstellung und das Bild des Krieges in den Medien und Künsten (pp. 19-56). Göttingen: V&R unipress.
     
  • Gaiser, B., Haug, S., & Panke, S. (2007). Desperately seeking E-Learning? German University Websites. In M. B. Nunes, & M. McPherson (Eds.), Proceedings of the IADIS International Conference E-Learning (pp. 179-186). IADIS Press [CD-ROM].
     
  • Gaiser, B., & Panke, S. (2005). Interdisziplinäre Technikgenese: Fallbeispiel E-teaching.org. In K. Fellbaum (Ed.), Grundfragen multimedialen Lehrens und Lernens. Tagungsband des 3. Workshops GML 2005 (pp. 299-308). Aachen: Shaker.
     
  • Gaiser, B., Panke, S., & Draheim, S. (2006). Blogs in Aktion: private, berufliche und pädagogische Einsatzpraktiken. In K. Meißner, & M. Engelien (Eds.), Virtuelle Gemeinschaften und Neue Medien. Proceedings GeNeMe 2006, 9ter Workshop Gemeinschaften in Neuen Medien (pp. 63-74). Dresden: TUDpress.
     
  • Gaiser, B., Panke, S., Reinhardt, J., & Wedekind, J. (2004). www.e-teaching.org - Web Educational Portal for Staff Training. In K. Chee-Kit Looi, E. Sutinen, & D.G. Sampson (Eds.), Proceedings of ICALT 2004, International Conference on Advanced Learning Technology (pp. 920-922). Joensu, Finland: IEEE Computer Society. request document
     
  • Gaiser, B., Reinhardt, J., Wedekind, J., & Panke, S. (2004). Web educational portal "e-teaching.org" - Counseling infrastructure for academic teachers. L. Cantoni & C. McLoughlin (Eds.), Proceedings.
     
  • Gaiser, B., & Thillosen, A. (2009). Hochschullehre 2.0 zwischen Wunsch und Wirklichkeit. In N. Apostulopoulos, H. Hoffmann, V. Mansmann & A. Schwill (Eds.), E-Learning 2009. Lernen im digitalen Zeitalter (pp. 185-196). Münster: Waxmann.
     
  • Garsoffky, B., Huff, M., & Schwan, S. (2005). Changing viewpoints during dynamic events. In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 761-766). Mahwah, NJ: Erlbaum.
     
  • Garsoffky, B., Schwan, S., & Hesse, F. W. (2004). Does the viewpoint effect diminish if canonical viewpoints are used for the presentation of dynamic sequences? In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 428-433). Mahwah, NJ: Erlbaum.
     
  • Gerjets, P., & Kammerer, Y. (2010). Topical relevance and information quality in cognitive models of Web search behavior: Introducing epistemic scent into information foraging theory. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2278-2283). Austin, TX: Cognitive Science Society.
     
  • Gerjets, P., Scheiter, K., & Catrambone, R. (2003). Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. In R. Alterman, & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society (pp. 450-455). Mahwah, NJ: Erlbaum. request document
     
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