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Publications

Publications 2005

Articles in refereed Journals

  • Bodemer, D., Plötzner, R., Bruchmüller, K., & Häcker, S. (2005). Supporting learning with interactive multimedia through active integration of representations. Instructional Science, 33 (1), 73-95. https://dx.doi.org/10.1007/s11251-004-7685-z request document
     
  • Cress, U. (2005). Ambivalent effect of member portraits in virtual groups. Journal of Computer-Assisted Learning, 21, 281-291. https://dx.doi.org/10.1111/j.1365-2729.2005.00136.x request document
     
  • Cress, U. (2005). Effekt des Metawissens beim kollaborativen Aufbau eines Informationspools. Zeitschrift für Medienpsychologie, 17, 147-156. https://dx.doi.org/10.1026/1617-6383.17.4.147 request document
     
  • Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning - the role of external representation tools. Journal of the Learning Sciences, 14 (3), 405-441. https://dx.doi.org/10.1207/s15327809jls1403_3
     
  • Fischer, F., Waibel, M., & Wecker, C. (2005). Nutzenorientierte Forschung im Bildungsbereich: Argumente einer internationalen Diskussion. Zeitschrift für Erziehungswissenschaft, 8 (3), 427-442.
     
  • Förster, J., Friedman, R.S., Butterbach, E.B., & Sassenberg, K. (2005). Automatic effects of deviancy cues on creative cognition. European Journal of Social Psychology, 35, 345-359.
     
  • Gerjets, P., Scheiter, K., & Schuh, J. (2005). Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen. Zeitschrift für Pädagogische Psychologie, 19, 23-38. https://dx.doi.org/10.1024/1010-0652.19.12.23 request document
     
  • Gräber, W., Gräber, K., Neumann, A., & Tergan, S.-O. (2005). Parnerschaft Industrie-Schule (ParIS): Selbständiges Bearbeiten authentischer Fragestellungen im Chemieunterricht. Unterricht Chemie, 16 (87), 12-17.
     
  • Gräber, W., Neumann, A., & Tergan, S.-O. (2005). Informationen sammeln, strukturieren und auswerten - Selbständiges ressourcenbasiertes Lernen im Projekt ParIS mit Unterstützung von Mindmapping. Computer + Unterricht (C+U), 15 (57), 14-16.
     
  • Gräber, W., Neumann, A., & Tergan, S.-O. (2005). Mindmanager Smart. Computer + Unterricht, 57, 43. request document
     
  • Gräber, W., Neumann, A., & Tergan, S.-O. (2005). Selbstständiges ressourcenbasiertes Lernen mit Unterstützung von Mindmapping. Computer und Unterricht, 57, 14-16. request document
     
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S., & Fischer, F. (2005). Epistemic cooperation scripts in online learning environments: Fostering learning by reducing uncertainty in discourse? Computers in Human Behavior, 21, 603-622. request document
     
  • Sachs-Hombach, K., & Schwan, S. (2005). Was ist schräge Kamera? Anmerkungen zur Bestandsaufnahme ihrer Formen Funktionen und Bedeutungen. IMAGE 1 - Zeitschrift für interdisziplinäre Bildwissenschaft. Themenheft: Die schräge Kamera. Formen und Funktionen ungewöhnlicher Kameraperspektiven in Film und Fernsehen, 1 , 130-139.
     
  • Sassenberg, K., Boos, M., & Rabung, S. (2005). Attitude change in face-to-face and computer-mediated communication: private self-awareness as mediator and moderator. European Journal of Social Psychology, 35, 361-374. https://dx.doi.org/10.1002/ejsp.254 request document
     
  • Sassenberg, K., & Moskowitz, G.B. (2005). Don't stereotype, think different! Overcoming automatic stereotype activation by mindset priming. Journal of Experimental Social Psychology, 41, 506-514. https://dx.doi.org/10.1016/j.jesp.2004.10.002 request document
     
  • Sassenberg, K., & Wieber, F. (2005). Don't ignore the other half: the impact of ingroup identification on implicit measures of prejudice. European Journal of Social Psychology, 35, 621-632. https://dx.doi.org/10.1002/ejsp.267 request document
     
  • Utz, S. (2005). Types of deception and underlying motivation: What people think. Social Science Computer Review, 23, 49-56.
     
  • Utz, S., Van Lange, P.A.M., Green Staerklé, E., Waldzus, S., & Bovina, I. (2005). Mary honest always friendly and is: Can scrambled sentences enhance prosocial motivation? Representative Research in Social Psychology, 28, 59-70.
     
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33 (1), 1-30. https://dx.doi.org/10.1007/s11251-004-2322-4 request document
     

Proceedings

  • 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.
     
  • 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.
     
  • 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.
     
  • 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:.
     
  • 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.
     
  • 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.
     
  • Gerjets, P., Scheiter, K., & Catrambone, R. (2005). Augmenting worked-out examples by pictorial representations: When do they aid learning? In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 779-784). Mahwah, NJ: Erlbaum.
     
  • Hesse, F. W., Bauer, K., & Cress, U. (2005). Reflecting on knowledge exchange via web-based forums: What promotes contribution? In T. Okamoto, D. Albert, T. Honda, & F. W. Hesse (Eds.), The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning (pp. 67-72). Berlin: Japanisch-Deutsches Zentrum.
     
  • Keller, T., & Tergan, S.-O. (2005). Toward synergistic approaches to knowledge and information visualization. In K. Tochtermann & H. Maurer (Eds.), Proceedings of the 5th International Conference on Knowledge Management (I-KNOW "05): Special Track on Knowledge and Information Visualization (pp. 510-517). New York: Springer.
     
  • Kollar, I., Fischer, F., & Slotta, J. D. (2005). Internal and external collaboration scripts in webbased science learning at schools. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 331-340). Mahwah, NJ: Lawrence Erlbaum.
     
  • Neumann, A., Gräber, W., Tiemann, S., & Tergan, S.-O. (2005). Selbstgesteuertes Lernen im Rahmen des Projektes ParIS. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung. Proceedings der Jahrestagung der GDCP in Heidelberg 2004 (pp. 366-368). Münster: Lit Verlag.
     
  • Reinhardt, J., & Friedrich, H. F. (2005). Einführung von E-Learning in die Hochschule durch Qualifizierung von Hochschullehrenden: Zur Evaluation eines Online-Qualifizierungsportals. In D. Tavangarian & K. Nölting (Eds.), Auf zu neuen Ufern! E-Learning heute und morgen (pp. 177-186). Münster: Waxmann.
     
  • Scheiter, K., & Gerjets, P. (2005). When less is sometimes more: Optimal learning conditions are required for schema acquisition from multiple examples. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1943-1948). Mahwah, NJ: Erlbaum.
     
  • Schuh, J., Gerjets, P., & Scheiter, K. (2005). Fostering the acquisition of transferable problem-solving knowledge with an interactive comparison tool and dynamic visualizations of solution procedures. In B.G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1973-1978). Mahwah, NJ: Erlbaum.
     
  • Stahl, E., Zahn, C., & Finke, M. (2005). How can we use hypervideo design projects to construct knowledge in university courses? In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 641-646). Mahwah, NJ: Lawrence Erlbaum.
     
  • Tergan, S.-O., & Keller, T. (2005). Digital concept mapping in learning contexts: Integrating knowledge, arguments and information resources. In E. Banissi (Ed.), Proceedings of 9th International Conference on Information Visualisation (pp. 371-377). Los Alamitos, CA: IEEE Computer Society.
     
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005). Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 717-726). Mahwah, NJ: Lawrence Erlbaum.
     
  • Zahn, C., Pea, R., Hesse, F. W., Mills, M., Finke, M., & Rosen, J. (2005). Advanced digital video technologies to support collaborative learning in school education and beyond. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 737-742). Mahwah, NJ: Lawrence Erlbaum.
     

Books

  • Bromme, R., Hesse, F. W., & Spada, H. (Eds.). (2005). Barriers and biases in computer-mediated knowledge communication - and how they may be overcome. New York: Springer.
     
  • Hombach, K., Schirra, J., Schwan, S., & Wulff, H.J. (2005). Bildwissenschaft als interdisziplinäres Unternehmen. Eine Standortbestimmung, IMAGE 1. Köln: Halem Verlag.
     
  • Keller, T. (2005). Wissenserwerb mit Informationsvisualisierungen: Der Einfluss von Dimensionalität und Chromatik (Band 1 der Reihe Wissensprozesse und digitale Medien). Berlin: Logos.
     
  • Okamoto, T., Albert, D., Honda, T., & Hesse, F. W. (Eds.). (2005). The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Tokyo: Sophia University.
     
  • Schorr, T. (2005). Kompetente Informationssuche im World Wide Web: Entwicklung und Evaluation eines Webtrainings für Schüler. Tübingen: Dissertation, Eberhard-Karls-Universität Tübingen.
     
  • Tergan, S.-O., & Keller, T. (Eds.). (2005). Knowledge and information visualization - Searching for synergies. Heidelberg: Springer.
     

Chapters in Edited Books

  • Beck, A., Eichstädt, H., Schweibenz, W., Gaiser, B., v. Savigny, P., & Schubert, U. (2005). Personas in der Praxis. In M. Hassenzahl & M. Peissner (Eds.), Usability Professionals 2005: Berichtband des dritten Workshops des German Chapters der Usability Professionals Association eV (pp. 94-101). Darmstadt: Fraunhofer IAO.
     
  • Bett, K., Rinn, U., Friedrich, H. F., Hron, A., & Mayer-Picard, E. (2005). Gruppenpuzzle Online: Erfahrungen mit einer kooperativen Lernmethode im Netz. In B. Lehmann & E. Bloh (Eds.), Online-Pädagogik, Bd. 2: Methodik und Content-Management (pp. 104-118). Baltmannsweiler: Schneider.
     
  • Beuschel, W., Gaiser, B., & Draheim, S. (2005). Informal Communication in Virtual Learning Environments. In C. Howard, J. Boettcher, L. Justice, K. Schenk, P. L. Rogers, & G. A. Berg (Eds.), Encyclopedia of Distance Learning (pp.1076-1081) Hershey: Idea Group.
     
  • Birkenhake, B., Panke, S., & Witt, A. (2005). Hamlet goes XML: CrossAnnotationLinking and Personal learning experiences. In F. de Vries, G. Attwell, R. Elferink & A. Tödt (Eds.), Open Source for Education in Europe, Research and Practice (pp. 179-188). Heerlen, NL: Open University of the Netherlands.
     
  • Bromme, R., Hesse, F. W., & Spada, H. (2005). Barriers, biases and opportunities of communication and cooperation with computers: Introduction and overview. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 1-14). New York: Springer.
     
  • Chambel, T., Zahn, C., & Finke, M. (2005). Hypervideo and cognition: Designing video based hypermedia for individual learning and collaborative knowledge building. In E. M. Alkhalifa (Ed.), Cognitively informed systems: Utilizing practical approaches to enrich information presentation and transfer Hershey, PA, USA: Idea Group Inc.
     
  • Cress, U., Barquero, B., Buder, J., & Hesse, F. W. (2005). Social dilemma in knowledge communication via shared databases. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 143-167). New York: Springer.
     
  • Gerjets, P., Scheiter, K., & Catrambone, R. (2005). Improving procedural transfer in mathematics with interactive animations. In L. Verschaffel, E. DeCorte, G. Kanselaar, & M. Valcke (Eds.), Powerful environments for promoting deep conceptual and strategic learning (pp. 133-145). Leuven: Leuven University Press.
     
  • Keller, T., & Grimm, M. (2005). The impact of dimensionality and color coding of information visualizations on knowledge acquisition. In S.-O. Tergan & T. Keller (Eds.), Knowledge and information visualization - Searching for synergies (pp. 167-182). New York: Springer.
     
  • Keller, T., & Tergan, S.-O. (2005). Visualizing knowledge and information: An introduction. In S.-O. Tergan & T. Keller (Eds.), Knowledge and information visualization - Searching for synergies (pp. 1-23). Heidelberg: Springer.
     
  • Meister, D. M., Hagedorn, J., & Sander, U. (2005). Medienkompetenz als theoretisches Konzept und Gegenstand empirischer Forschung. In B. Bachmair, & C. Witt (Eds.), Jahrbuch Medienpädagogik 4 (im Auftrag der Kommission Medienpädagogik in der Deutschen Gesellschaft für Erziehungswissenschaft) (pp. 169-186). Wiesbaden: VS Verlag.
     
  • Neumann, A., Gräber, W., & Tergan, S.-O. (2005). ParIS - Visualizing ideas and information in a resource-based learning scenario. In S. -O. Tergan, & T. Keller (Eds.), Knowledge and information visualization. Searching for synergies (pp. 244-269). Heidelberg: Springer.
     
  • Panke, S. (2005). Information retrieval and personalization features in digital domains. In A. M. Vilas, B. G. Pereira, J. M. González, & J. A. M. González (Eds.), Recent Research Developments in Learning Technologies Proceedings of the 3rd International Conference on Multimedia and ICT in Education (mICTE 2005) (pp.
     
  • Panke, S., & Kohls, C. (2005). Collaborative development strategies for Open Source. Involving the user"s perspective. In F. de Vries, G. Attwell, R. Elferink & A. Tödt (Eds.), Open Source for Education in Europe, Research and Practice (pp. 107-116). Heerlen, NL: Open University of the Netherlands.
     
  • Sassenberg, K. (2005). Traits und States als Moderatoren und Mediatoren von Medieneffekten am Beispiel der privaten Selbstaufmerksamkeit. In K.-H. Renner, A. Schütz, & F. Machilek (Eds.), Internet und Persönlichkeit (pp. 65-74). Göttingen: Hogrefe.
     
  • Schenkel, P., Fischer, A., & Tergan, S.-O. (2005). Stakeholder im Evaluationsnetz. In K. Wilbers (Ed.), Stolpersteine beim Cooperate E-Learning (pp. 135-143). München: Oldenburg.
     
  • Schwan, S. (2005). Die Bedeutung der neuen Medien für den Wissenserwerb in naturwissenschaftlich-technischen Museen. In A. Noschka-Roos, W. Hauser, & E. Schepers (Eds.), Mit Neuen Medien im Dialog mit den Besuchern? Grundlagen und Praxis am Beispiel des Zentrums Neue Technologien im Deutschen Museum. Berliner Schriften zur Museumskunde, Bd. 21 (pp. 49-52). Berlin: G + H Verlag.
     
  • Schwan, S. (2005). Psychologie. In K. Sachs-Hombach (Ed.), Bildwissenschaft. Disziplinen, Themen und Methoden (pp. 124-133). Frankfurt: Suhrkamp.
     
  • Schwan, S. (2005). Film verstehen - eine kognitionspsychologische Perspektive. In K. Sachs-Hombach (Ed.), Bild-Wissenschaft zwischen Reflexion und Anwendung (pp. 457-467). Köln: Halem Verlag.
     
  • Schwan, S., Knierzinger, A., & Weigner, C. (2005). Getting interactive media into schools. In T. van Weert, & A. Tatnall (Eds.), Information and Communication Technologies and Real-life Learning (pp. 95-102). New York: Springer.
     
  • Tergan, S.-O. (2005). Individuelles Wissens- und Informationsmanagement. In H. Mandl, & (Eds.), Handbuch Lernstrategien (pp. 307-324). Göttingen: Hogrefe.
     
  • Tergan, S.-O. (2005). Digital concept maps for managing knowledge and information. In S.-O. Tergan, & T. Keller (Eds.), Knowledge and information visualization. Searching for synergies (pp. 173-191). Heidelberg: Springer.
     
  • Tergan, S.-O. (2005). The use of digital concept maps as cognitive tools for managing knowledge and knowledge resources. In T. Barkowsky, C. Freksa, M. Hegarty, & R. Lowe (Eds.), Reasoning with mental and external diagrams: Computational modelling and spatial assistance. Papers from the 2005 AAAI Spring Symposium. Technical Report SS-05-06 (pp. 73-76). Menlo Park, CA: AAAI press.
     
  • Thillosen, A. (2005). „Didaktische Leitlinien“ für die Konzeption aufgabenorientierter E-Learning-Module. Kritische Reflexion der Erfahrungen bei der Entwicklung und Implementierung. In M. Schulz, & H. Glump (Eds.), Fernausbildung ist mehr … auf dem Weg vom technischen Potenzial zur didaktischen Innovation (pp. 138-150). Augsburg: Ziel-Verlag.
     
  • Thillosen, A. (2005). Arbeits- und Lernaufgaben in der betrieblichen Ausbildung. In H. Loebe, & E. Severing (Eds.), Prozessorientierung in der Ausbildung. Ausbildung im Arbeitsprozess. (39, pp. 91-121). Bielefeld: Bertelsmann.
     
  • Töpper, J. (2005). Digital Senior High School - Evaluation of an e-learning system: Influence of learning prerequisites. In M. E. Auer, U. Auer, & R. Mittermeir (Eds.), Interactive Computer Aided Learning (ICL) 2005. Ambient and Mobile Learning [CD-ROM] Kassel: University Press.
     
  • Wedekind, J. (2005). Digitale Medien in der Hochschullehre - Vision und Realität. In A. Rupp (Ed.), Moderne Konzepte in der betrieblichen und universitären Aus- und Weiterbildung (pp. 123-142). Tübingen: dgvt-Verlag.
     
  • Wedekind, J. (2005). Der MEDIDA-PRIX - mit Wettbewerb zur Nachhaltigkeit. In U. Beck & W. Sommer (Eds.), LearnTec 2004 Tagungsband zum 12.
     
  • Wedekind, J. (2005). Nachhaltigkeit durch Wettbewerb - das Beispiel MEDIDA-PRIX. In W. Sesink & K. Wendland (Eds.), Studieren im Cyberspace? Die Ausweitung des Campus in den virtuellen Raum. Reihe Bildung und Technik, Bd. 4 (pp. 13-28). Münster: Lit-Verlag.
     
  • Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., & Mandl, H. (2005). Facilitating computer-supported collaborative learning with cooperation scripts. In R. Bromme, F. W. Hesse & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 15-37). New York: Springer.
     
  • Zahn, C., Oestermeier, U., & Finke, M. (2005). Designs für audiovisuelle Hypermedien: Kognitive und kollaborative Perspektiven. In M. Eibl, H. Reiterer, P. F. Stephan & F. Thissen (Eds.), Knowledge Media Design - Theorie, Methodik, Praxis (pp. 361-375). München: Oldenbourg.
     

Articles in Magazines

  • Cress, U. (2005). Wann ist eine Wissensdatenbank effizient? Wissensmanagement, 7 (8), 36-48.
     
  • Dollinger, A., & Kimmerle, J. (2005). Best Practice: PE-Instrumente bei Globus - Personalentwicklung ist Führungsaufgabe. Manager-Seminare, 84, 68-74.
     
  • Gaiser, B. (2005). [Besprechung des Buches E-Learning Handbuch für Hochschulen und Bildungszentren: Didaktik, Organisation, Qualität]. Grundlagen der Weiterbildung, 2, 47-48.
     
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., & Fischer, F. (2005). Online collaborative learning: Will collaboration scripts reduce uncertainty? Educational Technology, 45 (5), 25-29.
     
  • Reinhardt, J., Gaiser, B., & Panke, S. (2005). Das Informationsportal e-teaching.org. cms-Journal, 26, 10-12.
     
  • Tergan, S.-O. (2005). Selbstgesteuert Wissen managen mit digitalen Concept Maps. Personalführung, 6, 112-126.
     
  • Thillosen, A. (2005). E-Learning: Lehren und Lernen im virtuellen Lernraum. Grundlagen der Weiterbildung (GdWZ), 5, 19-21.
     

Conference Contributions

  • Birkenhake, B., & Panke, S. (2005, November). Hamlet goes XML: CrossAnnotationLinking and Personal Learning Experiences. Open Source for Education in Europe Conference 2005 - Research and Practice. Open University. Heerlen, NL. [Talk]
     
  • Cress, U. (2005, May). Why member portraits can undermine participation. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
     
  • Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2005, April). Costs, benefits, and guidelines in computer-supported interaction - How to overcome the information-exchange dilemma. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster]
     
  • Damisch, L. (2005, May). Can knowledge accessibility effects be explained by mechanisms of exemplar activation and comparison processes? Doktorandenworkshop der Fachgruppe Sozialpsychologie der DGPs. Mannheim. [Talk]
     
  • Damisch, L., & Mussweiler, T. (2005, September). Da fällt mir doch der Boris ein! Der Beitrag von Exemplaraktivierungen und Vergleichsmechanismen zur Erklärung von Priming Effekten. 10. Tagung der Fachgruppe Sozialpsychologie der DGPs. Jena. [Vortrag]
     
  • Damisch, L., Mussweiler, T., & Plessner, H. (2005, July). Where are you from? The influence of gymnasts’ group membership on performance judgments. EAESP 14th General Meeting. Würzburg. [Talk]
     
  • Demetriadis, S., Dettori, G., & Fischer, F. (2005, June). Scripts and narratives in case-based learning environments for supporting students" context awareness. 3rd International Conference on Multimedia and Information & Communication Technologies (m-ICTE). Cáceres, Spain. [Poster]
     
  • Dönmez, P., Rosé, C., Stegmann, K., Weinberger, A., & Fischer, F. (2005, May). Supporting CSCL with automatic corpus analysis technology. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
     
  • Fischer, F. (2005, September). Diskutant: Visualisierungen als Lern- und Denkwerkzeuge. Symposium auf der 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Symposium Discussion]
     
  • Fischer, F. (2005, August). Discussant: Analyzing (Self-)Monitoring in Computer Assisted Learning. Symposium ath the 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Symposium Discussion]
     
  • Fischer, F., & Hesse, F. W. (2005, July). The virtual Ph.D. program "Knowledge Acquisition and Knowledge Exchange with new Media". First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
     
  • Fischer, F., & Kollar, I. (2005, August). Web-based inquiry learning at secondary schools: Effects of internal and external collaboration scripts on argumentation. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Fischer, F., Wecker, C., Schrader, J., Gerjets, P., & Hesse, F. W. (2005, August). Use-inspired basic research on the orchestration of cognition, instruction and technology in the classroom. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, July). Discourse and cognition in online peer discussions. First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
     
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Learning in online discussions. Scripting collaborative processes to facilitate individual knowledge acquisition. Workshop "Talk and Dialog. A festschrift for Lauren Resnick". Learning Research and Development Center (LRDC), University of Pittsburgh, PA, USA. [Talk]
     
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Collaborative knowledge construction in online discussions: Effects of computer-supported collaboration scripts. Pittsburgh Science of Learning Center, Carnegie Mellon University. Pittsburgh, PA, USA. [Talk]
     
  • Fischer, F., Weinberger, A., & Stegmann, K. (2005, April). Collaboration scripts for productive online discussions. Center of Lifelong Learning and Design, University of Colorado. Boulder, CO, USA. [Talk]
     
  • Fischer, S., & Schwan, S. (2005, September). Zeit als Gestaltungsmittel in Animationen. 10. Fachtagung Pädagogische Psychologie. Halle. [Talk]
     
  • Gaiser, B. (2005, Dezember). Digitale Medien zur Unterstützung von Lehre und Betreuung - www.e-teaching.org. Qualitätsssteigerung im Studium ausländischer Studierender durch Neue Medien - Erfahrungen und Perspektiven. Universität Potsdam. [Vortrag]
     
  • Gaiser, B. (2005, Dezember). PELe - Portal für E-Lehre - Historie, Stand und Ausblick. Impulse für neue Lehr-Studienkulturen - Hochschuldidaktische Tools im Internet. Ruhr-Universität Bochum. [Vortrag]
     
  • Gaiser, B. (2005, September). Impulsreferat und Moderation eines Usability Professional Tracks. Mensch & Computer 2005. Linz, Österreich. [Talk]
     
  • Gaiser, B. (2005, September). Beratung und Qualifizierung an Hochschulen. Beratung plus E-Learning. Möglichkeiten und Grenzen von E-Learning in der Beratung an Hochschulen. Berlin. [Vortrag]
     
  • Gaiser, B. (2005, July). A phase model for the use of videoconferencing within e-learning. DIVERSE International Conference on Video and Videoconferencing in Education. Nashville, TN, USA. [Talk]
     
  • Gaiser, B. (2005, Juni). PELe - Portal für -Lehre. Center für Digitale Systeme an der Freien Universität Berlin. [Vortrag]
     
  • Gaiser, B., & Panke, S. (2005, März). Medientypen und Content Management: Interdisziplinäre Technikgenese zum Portal e-teaching.org. 3. Workshop "Grundfragen multimedialen Lehrens und Lernens" (GML). Cottbus. [Vortrag]
     
  • Garsoffky, B., Huff, M., & Schwan, S. (2005, July). Changing viewpoints during dynamic events. 27. Annual Conference of the Cognitive Science Society. Stresa, Italy. [Poster]
     
  • Garsoffky, B., Schwan, S., & Huff, M. (2005, May). Is recognition of visual sequences better if canonical viewpoints are used? 5th Annual Meeting of the Vision Sciences Society (VSS). Sarasota, FL, USA. [Poster]
     
  • Garsoffky, B., Schwan, S., & Huff, M. (2005, February). Influencing visual recognition of dynamic scenes by the use of canonical viewpoints. Tübinger Wahrnehmungskonferenz (TWK). Tübingen. [Poster]
     
  • Gerjets, P. (2005, September). Diskutant: Förderung der Kohärenzbildung beim Wissenserwerb mit Multimedia. Symposium auf der 10. Fachtagung Pädagogische Psychologie. Halle. [Symposium Discussion]
     
  • Gerjets, P. (2005, August). Discussant: Instructional design implications of cognitive load theory: Sequencing and designing learning tasks. Symposium at the 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Symposium Discussion]
     
  • Gerjets, P. (2005, Juni). Hypermediale Lernumgebungen in der Mathematik: Unter welchen Umständen fördern vernetzte Lernmaterialien und dynamische Visualisierungen das Verständnis für mathematische Lösungsprozeduren? Institut für Psychologie, Universität Göttingen. [Vortrag]
     
  • Gerjets, P., Scheiter, K., & Catrambone, R. (2005, July). Augmenting worked-out examples by pictorial representations: When do they aid learning? 27th Annual Conference of the Cognitive Science Society. Stresa, Italy. [Talk]
     
  • Gerjets, P., Schuh, J., & Scheiter, K. (2005, July). Interactive tools for acquiring transferable problem-solving knowledge. 4th Annual Interdisciplinary Conference. Briancon, France. [Poster]
     
  • Gräber, W., Neumann, A., & Tergan, S.-O. (2005, April). ParIS: Cognitive Apprenticeship and Digital Mindmapping. Fostering Scientific Literacy through a Situated Learning approach. National Association for Science Teaching (NARST). Dallas, TX, USA. [Talk]
     
  • Hesse, F. W. (2005, May). Discussant's Contribution to the Panel CSCL in the Next 10 Years. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Panel]
     
  • Hesse, F. W. (2005, April). Concepts and conceptions about educational technology and its use in teaching, learning, and communicating. Centre for Research on Computer-supported Learning and Cognition (CoCo). Sydney, Australia. [Talk]
     
  • Hesse, F. W. (2005, April). Information and communication technology and education for the achievement of knowledge society. International Conference "Europe heading for the Knowledge (-based) Society. Lisbon, Portugal. [Talk]
     
  • Hesse, F. W., & Bauer, K. (2005, September). Reflecting on knowledge exchange via web-based forums: What promotes contribution? The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Tokyo, Japan. [Talk]
     
  • Huff, M., Garsoffky, B., & Schwan, S. (2005, September). Einfluss von Instruktionen auf die mentale Verarbeitung von dynamischen Visualisierungen. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Huff, M., Garsoffky, B., & Schwan, S. (2005, May). Viewpoint independent scene recognition through a-priori instruction? 5th Annual Meeting of the Vision Sciences Society (VSS). Sarasota, FL, USA. [Poster]
     
  • Huff, M., Garsoffky, B., & Schwan, S. (2005, February). Can a-priori instructions induce a viewpoint independent mental representation of a dynamic scene? Tübinger Wahrnehmungskonferenz (TWK). Tübingen. [Poster]
     
  • Jacoby, J., & Otten, S. (2005, July). Discrimination in punishment reactions? Towards understanding outgroup derogation. 14th General Meeting of the European Association of Experimental Social Psychology. Würzburg. [Talk]
     
  • Jacoby, J., & Otten, S. (2005, September). Diskriminierung in Reaktionen auf Normverletzungen: Fremdgruppenabwertung? X. Tagung der Fachgruppe Sozialpsychologie in der Deutschen Gesellschaft für Psychologie (DGPs). Jena. [Vortrag]
     
  • Karim, A., Schüler, A., Hegner, Y. L., Friedel, E., & Godde, B. (2005, February). Facilitating effect of 15-Hz repetitive transcranial magnetic stimulation on tactile perceptual learning. 6th Meeting of the German Neuroscience Society 2005 and the 30th German Neurobiology Conference. Göttingen. [Poster]
     
  • Keller, T. (2005, September). Wissenserwerb mit Informationsvisualisierungen: Der Einfluss von Dimensionalität und Chromatik in Abhängigkeit von Nutzerstrategien. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Vortrag]
     
  • Keller, T. (2005, June). Discussant"s contribution to the Panel Discussion "Hot Topics in Knowledge Discovery and Knowledge Visualisation". 5th International Conference on Knowledge Management (I-KNOW "05): Special Track on Knowledge and Information Visualization. Graz, Austria. [Panel]
     
  • Keller, T. (2005, March). Knowledge Acquisition with Information Visualizations: The Impact of Dimensionality and Color Coding. Department of Psychology, University of California, Santa Barbara, CA. USA. [Talk]
     
  • Keller, T., & Tergan, S. -O. (2005, June). Toward synergistic approaches to knowledge and information visualization. 5th International Conference on Knowledge Management (I-KNOW "05): Special Track on Knowledge and Information Visualization. Graz, Austria. [Talk]
     
  • Kimmerle, J. (2005, November). Führen ohne Mittel der Macht - Verführen (Motivieren?) zum Engagement. 5. Stuttgarter Sportkongress. Stuttgart. [Vortrag]
     
  • Kimmerle, J., & Cress, U. (2005, April). Visual anonymity in computer-supported interaction - The ambiguous effect of portraits on behavior in an information-exchange situation. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster]
     
  • Knierzinger, A.,Schwan, S., & Weigner, C. (2005, July). Providing digitized videos for classroom teaching: Findings from a field study in Austria. DIVERSE International Conference on Video and Videoconferencing in Education. Nashville, TN, USA. [Talk]
     
  • Kobbe, L., Weinberger, A., & Fischer, F. (2005, May). Approaches to the specification of computer-supported scripts. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
     
  • Kobbe, L., Weinberger, A., & Fischer, F. (2005, February). Towards a specification of computer-supported script components. Kick-off meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments). Zürich, Switzerland. [Talk]
     
  • Kollar, I., & Fischer, F. (2005, September). Argumentieren lernen in web-basierten Lernumgebungen: Interagieren internale und externale Kooperationsskripts? 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Kollar, I., & Fischer, F. (2005, September). Kooperatives computerunterstütztes Inquiry Learning - Effekte internaler und externaler Skripts in Abhängigkeit von Interaktionsprozessen. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Vortrag]
     
  • Kollar, I., Fischer, F., & Slotta, J. D. (2005, May). Internal and external collaboration scripts in web-based science learning at schools. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years! Taipei, Taiwan. [Talk]
     
  • Linek, S., & Gerjets, P. (2005, September). Geschlechtsspezifisches Design von narrativen Animationen. 10. Fachtagung Pädagogische Psychologie. Halle. [Poster]
     
  • Linek, S., & Gerjets, P. (2005, September). Geschlechtsspezifische Charakteristika der nutzeradaptiven Auswahl eines Sprechers von narrativen Animationen. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Talk]
     
  • Linek, S., Gerjets, P., & Scheiter, K. (2005, August). Gender-specific design of narrated animations? Effects of using male versus female voices for auditory text. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Mayer, R.E., Ayres, P., & DeLeeuw, K. E. (2005, May). Too much of a good thing: Retroactive interference in multimedia learning. 17th Annual Convention of the Association for Psychological Science. Los Angeles, California, USA. [Poster]
     
  • Moeller, K., Fischer, M. H., Nuerk, H.-C., & Willmes, K. (2005, January). A nonverbal retrieval of multiplication facts? 23rd European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]
     
  • Mäkitalo, K., Weinberger, A., Fischer, F., & Häkkinen, P. (2005, December). Epistemic collaboration scripts in online learning environments: Fostering learning by reducing uncertainty in discourse? Interlearn 2005 - Multidisciplinary Approaches to Learning. Helsinki, Finland. [Talk]
     
  • Oestermeier, U. (2005, September). Bebop. 6. Tagung der Deutschspachigen Zope User Group (DZUG). Köthen/Anhalt. [Talk]
     
  • Opfermann, M., & Gerjets, P. (2005, September). Der Einfluss von epistemologischen Überzeugungen, Einstellungen und Metakognitionen auf Lerneraktivitäten in einer hypermedialen Lernumgebung. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Opfermann, M., Gerjets, P., & Scheiter, K. (2005, September). Exploration of hypermedia environments: Learner control and adaptive user strategies. 10. Fachtagung Pädagogische Psychologie. Halle. [Talk]
     
  • Opfermann, M., Gerjets, P., & Scheiter, K. (2005, August). Exploration of hypermedia environments: Learner control and adaptive user strategies. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Panke, S. (2005, September). Konzeption von Community-Funktionen mit Personas - Fallbeispiel www.e-teaching.org. DELFI 2005, 3. Deutsche e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V. (GI). Rostock. [Talk]
     
  • Panke, S. (2005, June). Information retrieval and personalization features in digital domains. 3rd International Conference on Multimedia and ICT in Education (mICTE). Cáceres, Spain. [Talk]
     
  • Panke, S. (2005, April). www. e-teaching. org. Eröffnungveranstaltung des CIL der RWTH Aachen "Sind Hochschulen fit für das digitale Zeitalter?". Rheinisch-Westfälische Technische Hochschule Aachen. [Poster]
     
  • Panke, S., & Kohls, C. (2005, November). Collaborative development strategies for Open Source software. Open Source for Education in Europe Conference 2005 - Research and Practice. Open University. Heerlen, NL. [Talk]
     
  • Sassenberg, K., Moskowitz, G. B., & Jacoby, J. (2005, July). The carry-over effect of competition: The impact of competition on prejudice towards uninvolved groups. 14th General Meeting of the European Association of Experimental Social Psychology. Würzburg. [Talk]
     
  • Scheiter, K., & Gerjets, P. (2005, September). Wie hilfreich sind multiple Beispiele für den Schemaerwerb?10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Scheiter, K., & Gerjets, P. (2005, July). VGK/VDS Course. Current cognitive approaches to media-based learning. First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
     
  • Scheiter, K., & Gerjets, P. (2005, July). When less is sometimes more: Optimal learning conditions are required for schema acquisition from multiple examples. 27th Annual Conference of the Cognitive Science Society. Stresa, Italy. [Talk]
     
  • Scheiter, K., & Gerjets, P. (2005, March). Designing animation-based instructional materials. Arizona State University, College of Education. Phoenix, AZ, USA. [Talk]
     
  • Scheiter, K., Gerjets, P., & Catrambone, R. (2005, September). Können Animationen das Verständnis von Lösungsprozeduren in der Mathematik fördern? 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Scheiter, K., Gerjets, P., & Catrambone, R. (2005, August). Concrete animations cannot facilitate the understanding of mathematical solution procedures, but what about abstract animations? 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Scheiter, K., Gerjets, P., & Catrambone, R. (2005, August). Can learning from molar and modular worked-out examples further be enhanced by prompting self-explanations and providing feedback? 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Scheiter, K., Vollmann, B., & Gerjets, P. (2005, September). Strategien der Informationsnutzung in beispielbasierten Hypermedia-Umgebungen als Determinanten des Wissenserwerbs. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Vortrag]
     
  • Schorr, T., & Gerjets, P. (2005, September). Kompetente Informationssuche im World Wide Web - Entwicklung und Evaluation eines Webtrainings für Schüler. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Schorr, T. & Gerjets, P. (2005, August). Competent information search in the World Wide Web: Development and evaluation of a web training for pupils. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Schuh, J., Gerjets, P., & Scheiter, K. (2005, September). Förderung des Erwerbs transferierbaren Fertigkeitswissens durch den Einsatz eines interaktiven Vergleichstool und Visualsierungen von Lösungsprozeduren. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Schuh, J., Gerjets, P., & Scheiter, K. (2005, August). Fostering the acquisition of transferable problem-solving knowledge with an interactive comparison tool and dynamic visualizations of solution procedures. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Schuh, J., Gerjets, P., & Scheiter, K. (2005, July). Fostering the acquisition of transferable problem-solving knowledge with an interactive comparison tool and dynamic visualizations of solution procedures. 27th Annual Conference of the Cognitive Science Society. Stresa, Italy. [Talk]
     
  • Schwan, S. (2005, Oktober). Kognitive Funktionen von Medien. Mass Media and the Audience: The cultivation of Beliefs, Emotions and Personality. Saarbrücken. [Vortrag]
     
  • Schwan, S. (2005, August). Discussant: Cognitive and socio-motivational aspects in learning from dynamic visualizations. Symposium at the 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Symposium Discussion]
     
  • Schwan, S. (2005, April). Neue Medien und Lernen: Lernpsychologische und pädagogische Forschungsergebnisse. Workshop "Nutzer- oder wissenschaftsorientiert? Bildungsangebote von naturwissenschaftlich-technischen Museen im Netz. Deutsches Museum München. [Vortrag]
     
  • Schwan, S., Garsoffky, B., & Huff, M. (2005, September). Statische Kamera, Schnitt oder Fahrt? Der Einfluss eines Wechsels der Kameraperspektive auf die kognitive Verarbeitung dynamischer Szenen. 4. Tagung der Fachgruppe Medienpsychologie. Erfurt. [Vortrag]
     
  • Schwan, S., Gruber, A., & Jadin, T. (2005, August). Using interactive, video-based E-Lectures for knowledge acquisition. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Stegmann, K., Weinberger, A., & Fischer, F. (2005, September). Effekte eines Argumentaufbauskripts auf Qualität der Argumente, individuelle Kognitionen und Wissenserwerb in Onlinediskussionen. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Stegmann, K., Weinberger, A., & Fischer, F. (2005, May). Interaction on task and social interaction in online discussions: Effects of computer-supported collaboration scripts on self-explanation and effort towards shared understanding. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
     
  • Tergan, S.-O. (2005, April). The use of digital concept maps as cognitive tools for managing knowledge and knowledge resources. AAAI Symposium. Stanford University, Palo Alto, CA, USA. [Poster]
     
  • Tergan, S.-O. (2005, March). The use of digital concept maps as cognitive tools for managing knowledge and knowledge resources. AAAI Spring Symposium. Stanford University, Palo Alto, CA, USA. [Talk]
     
  • Tergan, S. -O., & Keller, T. (2005, July). Digital concept mapping in learning contexts: Integrating knowledge, arguments and information resources. 9th International Conference on Information Visualisation. London, GB. [Talk]
     
  • Tergan, S.-O. & Keller, T. (2005, August). Visualizing structures of knowledge and information: Searching for synergies for fostering resource-based learning, 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Töpper, J. (2005, September). Digital Senior High School - Evaluation of an e-learning system: Influence of learning prerequisites. ICL International Conference Interactive Computer Aided Learning. Villach, Austria. [Poster]
     
  • Töpper, J., Friedrich, H. F., & Hron, A. (2005, April). Digitale Oberstufe - Evaluation im aktuellen Verlauf. Zweiter Kick off-Workshop zum Projekt "Digitale Oberstufe" mit Test-Schulen. Kassel. [Vortrag]
     
  • Ulrich, R., Ruiz Fernández, S., Jentzsch, I., Rolke, B., Schröter, H., & Leuthold, H. (2005, November). The psychological refractory period: Is response execution part of the processing bottleneck? 46th Annual meeting of the Psychonomic Society. Toronto, USA. [Poster]
     
  • Vollmann, B., Gerjets, P., & Scheiter, K. (2005, September). Selbstgesteuertes Lernen aus Lösungsbeispielen in Hypertext-Umgebungen: Zusammenhänge zwischen Lernervariablen, kognitiven Belastungsfaktoren, Nutzungsstrategien und Lernerfolg. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     
  • Wageneder, G., Jadin, T., & Schwan, S. (2005, September). Kognitive Tools in Onlinekursen: Subjektiv wahrgenommenes Nutzungsverhalten und Trackingdaten im Vergleich - Lernwirksamkeit - Lernerpräferenzen. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Vortrag]
     
  • Wecker, C., Kohnle, C., & Fischer, F. (2005, May). A second-level digital divide? The relation of digital literacy and the acquisition of knowledge in computer-supported inquiry learning environments. Meeting of the Kaleidoscope Special Interest Group “Computer Supported Inquiry Learning”. Genova, Italy. [Talk]
     
  • Wedekind, J. (2005, September). PELe - Portal für E-Lehre. Campus Innovation. Hamburg. [Poster]
     
  • Wedekind, J. (2005, Mai). E-Learning! E-Learning? Akademie für Datenverarbeitung. Böblingen. [Talk]
     
  • Wedekind, J. (2005, Februar). PELe - Portal für E-Lehre. Learntec 2005, Forum Hochschule. Karlsruhe. [Vortrag]
     
  • Wedekind, J., & Panke, S. (2005, Mai). PELe - Portal for E-Learning. eLearning Conference 2005: Towards a Learning Society. Brüssel. [Poster]
     
  • Weinberger, A. (2005, July). Introducing the European Research Team CoSSICLE - Computer-Supported Scripting of Interaction in Collaborative Learning Environments. First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
     
  • Weinberger, A. (2005, May). Formalizing computer-supported scripting of interaction in collaborative learning environments. An educational science perspective. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
     
  • Weinberger, A. (2005, March). Introducing the European research team CoSSICLE. Computer-supported scripting of interaction in collaborative learning environments. First Kaleidoscope Review. Montpellier, France. [Talk]
     
  • Weinberger, A., & Fischer, F. (2005, February). Introducing the European research team "Computer-supported scripting of interaction in collaborative learning environments". Kick-off meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments). Zürich, Switzerland. [Talk]
     
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005, September). Förderung des Lernens in Online-Diskussionen an der Hochschule durch epistemische und soziale Kooperationsskripts. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Vortrag]
     
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005, August). Measuring knowledge convergence: Achievement similarity and shared knowledge in computer-supported collaborative learning. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Weinberger, A., Stegmann, K., & Fischer, F. (2005, May). Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years! Taipei, Taiwan. [Talk]
     
  • Zahn, C., & Chambel, T. (2005, August). Knowledge acquisition with hypervideos - Issues of cognitive load. 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
     
  • Zahn, C., Finke, M., Stahl, E., & Hesse, F. W. (2005, July). Collaborative knowledge building based on advanced video technology: Theoretical prospects and technological developments (Interactive Showcase). First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
     
  • Zahn, C., & Hesse, F. W. (2005, February). Digitale Videotechnologien als kognitive Werkzeuge für kooperatives Lernen. Learntec 2005, Themenblock "Zukunftstechnologien - Zukunft des Lernens". Karlsruhe. [Vortrag]
     
  • Zahn, C., Schwan, S., & Stahl, E. (2005, September). Wissenserwerb durch Hypervideo-Designprojekte in Hochschulseminaren. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
     

Research Reports

  • Stegmann, K., Bollen, L., Hämäläinen, R., Hoeksema, K., Kollar, I., Rysjedal, K., et al. (2005). Report about the International Conference on Computer Supported Collaborative Learning 2005: The Next 10 Years! Taipei, Taiwan. URL: http://cscl-sig.
     

Organisation of Conferences

  • Dirckinck-Holmfeld, L., & Fischer, F. (2005). Future Workshop on computer-supported collaborative learning at the First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen, 06.-08.07.2005.
     
  • Fischer, F., & Gerjets, P. (2005). Symposium "Nutzungs- und Interaktionsprozesse beim Wissenserwerb mit Präsentations- und Kommunikationsmedien". 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, 19.-21.09.2005.
     
  • Gerjets, P., & Elen, J. (2005). Instructional design and empirical research: Experiments and/or design experiments? Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, 22.-27.08.2005.
     
  • Gerjets, P., & Renkl, A. (2005). Präsenz-Workshop des Online-Seminars "Current Cognitive Approaches to Media-Based Learning" für die Virtual Doctoral School in Kaleidoscope. Tübingen, 20.-21.04.2005.
     
  • Gerjets, P., & Renkl, A. (2005). Organisation des Symposiums "Affordances for Learning in multimedia learning environments: First insights from a Dutch-German research cooperation" auf der 10. Fachtagung Pädagogische Psychologie. Halle, 28.09.2005.
     
  • Gerjets, P., & Scheiter, K. (2005). Cognitive and socio-motivational aspects in learning from dynamic visualizations. Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, 22.-27.08.2005.
     
  • Hesse, F. W., & Bauer, K. (2005). The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Tokyo, 28.09.-30.09.2005.
     
  • Hesse, F. W., Buder, J., & Bauer, K. (2005). Jahrestreffen des DFG-Schwerpunktprogramms "Netzbasierte Wissenskomunikation in Gruppen". Freiburg, 27.-28.01.2005.
     
  • Oestermeier, U., Knobloch, M., & Kurbad, T. (2005). Zope3 NeckarSprint. Tübingen, 06.-09.10.2005.
     
  • Scheiter, K., & Gerjets, P. (2005). Workshop Eyetracking - Methodology & Multimedia Design. Tübingen, 07.-09.12.2005.
     
  • Schwan, S. (2005). 2. Doktorandenworkshop der Fachgruppe Medienpsychologie der DGPs. Erfurt, 07.09.2005.
     
  • Strijbos, J.-W., & Fischer, F. (2005). Methodological Challenges of Collaborative Learning Research. Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, 22.-27.08.2005.
     
  • Tergan, S.-O., & Keller, T. (2005). Concept Maps as cognitive tools for the visualization of knowledge and knowledge resources. Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, 22.-27.08.2005.
     
  • Topper, M., & Wedekind, J. (2005). Gutachterworkshop Medida-Prix. Tübingen, 07.- 08.07.2005.
     
  • Wedekind, J., Kohls, C., Gaiser, B., Haug, S., Panke, S., & Rinn, U. (2005). Partnerworkshop e-teaching.org. Tübingen, 08.-09.12.2005.
     
  • Wedekind, J., Panke, S., Gaiser, B., Kohls, C., & Rinn, U. (2005). Expertenworkshop Geschäftsmodelle für Webportale. Tübingen, 28.-29.04.2005.
     
  • Weinberger, A. (2005). 3rd milestone meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments). Oberhausen, 11.07.2005.
     
  • Weinberger, A. (2005). 2nd milestone meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments). Taipei, 29.05.2005.
     
  • Weinberger, A., Fischer, F., Dillenbourg, P., Häkkinen, P. & Harrer, A. (2005). Computer-supported scripting of interaction in collaborative learning environments. Workshop at the International Conference on Computer Supported Collaborative Learning (CSCL) – The next 10 years! Taipei, 30.05.-04.06.2005.
     
  • Weinberger, A., Kobbe, L., & Fischer, F. (2005). Workshop Scripting Approaches in CSCL. Tübingen, 23.-25.11.2005.
     
  • Weinberger, A., Kobbe, L., & Fischer, F. (2005). Kick-off meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments). Zürich, Switzerland, 24.02.2005.
     
  • Zahn, C., & Ploetzner, R. (2005). Digital video as a cognitive tool to support interactive learning. Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, 22.-27.08.2005.
     

Web Documents

Software Development

  • Armbruster, M., Knobloch, M., & Martin, S. (2005). XBOARD. System zur Steuerung und Synchronisation von Versuchspersonen auf Basis von Zope 3. Tübingen: IWM.
     
  • Knobloch, M. (2005). LUMPI. Prototyp einer lernunterstützenden Multimedia Plattform für die Sonderpädagogik auf Basis von Zope3. Tübingen: IWM.
     
  • Martin, S. (2005). Experimentalsoftware für Online-Studien (SharedDb, Puzzle, Krimi).
     
  • Oestermeier, U. (2005). Zope3 Blog. Tübingen: IWM.
     
  • Oestermeier, U., Knobloch, M., & Kurbad, T. (2005). Bebop 0.6 OpenSource Release. Tübingen: IWM.