@article{34132,
  abstract     = {{<jats:p>How can Knowledge In/Equity be addressed in qualitative research by taking the idea of Open Science into account? Two projects from the Open Science Fellows Programme by Wikimedia Deutschland will be used to illustrate how Open Science practices can succeed in qualitative research, thereby reducing In/Equity. In this context, In/Equity is considered as a fair and equal representation of people, their knowledge and insights and comprehends questions about how epistemic, structural, institutional and personal biases generate and shape knowledge as guidance. Three questions guide this approach: firstly, what do we understand by In/Equity in the context of knowledge production in these projects? Secondly, who will be involved in knowledge generation and to what extent will they be valued or unvalued? Thirdly, how can data be made accessible for re-use to enable true participation and sharing?</jats:p>}},
  author       = {{Steinhardt, Isabel and Kruschick, Felicitas}},
  issn         = {{2367-7163}},
  journal      = {{Research Ideas and Outcomes}},
  keywords     = {{Open Science, Knowledge Equity, Qualitative Methods}},
  publisher    = {{Pensoft Publishers}},
  title        = {{{Knowledge Equity and Open Science in qualitative research – Practical research considerations}}},
  doi          = {{10.3897/rio.8.e86387}},
  volume       = {{8}},
  year         = {{2022}},
}

@inbook{34108,
  author       = {{Hagengruber, Ruth Edith}},
  booktitle    = {{Sitzungsberichte der Leibniz-Sozietät der Wissenschaften 150/151, Jahrgang 2022: „Cyberscience – Wissenschaftsforschung und Informatik. Digitale Medien und die Zukunft der Kultur wissenschaftlicher Tätigkeit. Arbeitskreis „Emergente Systeme/Informatik und Gesellschaft“ der Leibniz-Sozietät der Wissenschaften zu Berlin in Kooperation mit der Gesellschaft für Wissenschaftsforschung“}},
  editor       = {{Banse, Gerhard and Fuchs-Kittowski, Klaus}},
  pages        = {{253–256}},
  title        = {{{Die „dritte Wissensdimension“. Eine Epistemologie für eine neue Wissenswelt}}},
  year         = {{2022}},
}

@inbook{32179,
  abstract     = {{This work addresses the automatic resolution of software requirements. In the vision of On-The-Fly Computing, software services should be composed on demand, based solely on natural language input from human users. To enable this, we build a chatbot solution that works with human-in-the-loop support to receive, analyze, correct, and complete their software requirements. The chatbot is equipped with a natural language processing pipeline and a large knowledge base, as well as sophisticated dialogue management skills to enhance the user experience. Previous solutions have focused on analyzing software requirements to point out errors such as vagueness, ambiguity, or incompleteness. Our work shows how apps can collaborate with users to efficiently produce correct requirements. We developed and compared three different chatbot apps that can work with built-in knowledge. We rely on ChatterBot, DialoGPT and Rasa for this purpose. While DialoGPT provides its own knowledge base, Rasa is the best system to combine the text mining and knowledge solutions at our disposal. The evaluation shows that users accept 73% of the suggested answers from Rasa, while they accept only 63% from DialoGPT or even 36% from ChatterBot.}},
  author       = {{Kersting, Joschka and Ahmed, Mobeen and Geierhos, Michaela}},
  booktitle    = {{HCI International 2022 Posters}},
  editor       = {{Stephanidis, Constantine and Antona, Margherita and Ntoa, Stavroula}},
  isbn         = {{9783031064166}},
  issn         = {{1865-0929}},
  keywords     = {{On-The-Fly Computing, Chatbot, Knowledge Base}},
  location     = {{Virtual}},
  pages        = {{419----426}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Chatbot-Enhanced Requirements Resolution for Automated Service Compositions}}},
  doi          = {{10.1007/978-3-031-06417-3_56}},
  volume       = {{1580}},
  year         = {{2022}},
}

@article{34200,
  abstract     = {{<jats:p>Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können.</jats:p>}},
  author       = {{Bloh, Thiemo}},
  issn         = {{1619-5515}},
  journal      = {{Zeitschrift für Evaluation}},
  keywords     = {{Strategy and Management, Applied Psychology, Social Sciences (miscellaneous), Education, Communication, Statistics and Probability}},
  number       = {{02}},
  pages        = {{193--215}},
  publisher    = {{Waxmann}},
  title        = {{{Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}}},
  doi          = {{10.31244/zfe.2022.02.02}},
  volume       = {{2022}},
  year         = {{2022}},
}

@article{34198,
  author       = {{Bloh, Thiemo and Caruso, Carina}},
  journal      = {{die hochschullehre}},
  title        = {{{Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen.}}},
  doi          = {{10.3278/HSL2221W}},
  volume       = {{8}},
  year         = {{2022}},
}

@article{34199,
  author       = {{Bloh, Thiemo}},
  journal      = {{Zeitschrift für Pädagogik}},
  number       = {{6}},
  pages        = {{749--762}},
  title        = {{{Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung}}},
  doi          = {{10.3262/ZP2206749}},
  volume       = {{68}},
  year         = {{2022}},
}

@inproceedings{34203,
  author       = {{Bloh, Thiemo}},
  location     = {{Paderborn}},
  title        = {{{Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken zwischen situativer Anforderung und habitueller Prägung}}},
  year         = {{2022}},
}

@inproceedings{34201,
  author       = {{Bloh, Thiemo}},
  location     = {{Oldenburg}},
  title        = {{{AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie}}},
  year         = {{2022}},
}

@inproceedings{34202,
  author       = {{Bloh, Thiemo}},
  location     = {{Frankfurt a.M.}},
  title        = {{{„Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext Dokumentarischer Evaluationsforschung!?}}},
  year         = {{2022}},
}

@inproceedings{34204,
  author       = {{Bloh, Thiemo}},
  location     = {{Paderborn}},
  title        = {{{The Deconstruction of Professionalism}}},
  year         = {{2022}},
}

@inbook{33186,
  author       = {{Harmening, Anda-Lisa Martha Josephine Anna}},
  booktitle    = {{Sonderausgabe des Jahrbuchs für internationale Germanistik 2022}},
  title        = {{{Das Leben nehmen oder den Tod geben – Selbstbestimmtes Sterben auf der Schwelle von Utopie zur Realität?}}},
  year         = {{2022}},
}

@book{34450,
  editor       = {{Harmening, Anda-Lisa Martha Josephine Anna and Leinfellner, Stefanie and Meier, Rebecca}},
  isbn         = {{978-3-534-27585-4}},
  pages        = {{352}},
  publisher    = {{wbg Academic}},
  title        = {{{Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung}}},
  volume       = {{1}},
  year         = {{2022}},
}

@book{34453,
  editor       = {{Tönnies, Merle and Voigts, Eckart}},
  publisher    = {{Walter deGruyter}},
  title        = {{{Twenty-First Century Anxieties: Dys/Utopian Spaces and Contexts in Contemporary British Theatre}}},
  volume       = {{32}},
  year         = {{2022}},
}

@article{34452,
  author       = {{Tönnies, Merle and Flotmann-Scholz, Christina}},
  journal      = {{Anglistik: International Journal of English Studies}},
  number       = {{2}},
  pages        = {{ 257--272}},
  title        = {{{Directing Pandemic Attention: Dystopian Corona Narratives and the Nation in British Media and Politics}}},
  volume       = {{33}},
  year         = {{2022}},
}

@article{34454,
  author       = {{Tönnies, Merle and Voigts, Eckart}},
  journal      = {{Twenty-First Century Anxieties: Dys/Utopian Spaces and Contexts in Contemporary British Theatre (CDE Studies)}},
  publisher    = {{Walter deGruyter}},
  title        = {{{Anger, Anxiety and Hope: The Complicit Realities and Engaged/ing Communities of Contemporary Briitsh Dys/Utopian Theatre}}},
  volume       = {{32}},
  year         = {{2022}},
}

@inbook{34467,
  author       = {{Lütje-Klose , Birgit and Grüter, Sandra and Neumann, Phillip and Weber, Antonia and Goldan, Janka and Gorges, Julia and Wild, Elke}},
  booktitle    = {{Qualifizierung für Inklusion. Sekundarstufe }},
  editor       = {{Lutz, Deborah and Becker, Jonas and Buchhaupt, Felix and Katzenbach, Dieter and Strecker, Alicia and Urban, Michael}},
  isbn         = {{978-3-8309-4514-7}},
  pages        = {{163--178}},
  publisher    = {{Waxmann}},
  title        = {{{Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt}}},
  doi          = {{10.31244/9783830995142}},
  volume       = {{3}},
  year         = {{2022}},
}

@misc{34549,
  author       = {{Schönhärl, Korinna}},
  booktitle    = {{Sehepunkte}},
  number       = {{11}},
  title        = {{{Review on: Daniel Benedikt Stienen: Verkauftes Vaterland}}},
  volume       = {{22}},
  year         = {{2022}},
}

@misc{34554,
  author       = {{Schönhärl, Korinna}},
  booktitle    = {{HSozKult}},
  title        = {{{Review on: Sven Steinmo: Willing to Pay? A Reasonable Choice Approach }}},
  year         = {{2022}},
}

@article{33743,
  author       = {{Zierau, Cornelia and Jung, Ulla}},
  journal      = {{Fördermagazin: Berufsbezogene Sprachbildung und Sprachförderung Heft 3/2022 }},
  pages        = {{3--6}},
  title        = {{{Berufsvorbereitende Sprachförderung. Wie werden Schülerinnen und Schüler fit für den Beruf?}}},
  volume       = {{3}},
  year         = {{2022}},
}

@book{33800,
  editor       = {{Zierau, Cornelia}},
  title        = {{{Fördermagazin: Berufsbezogene Sprachbildung und Sprachförderung Heft 3/2022 }}},
  year         = {{2022}},
}