@article{24456,
  abstract     = {{One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently.}},
  author       = {{Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and Horwath, Ilona and Hüllermeier, Eyke and Kern, Friederike and Kopp, Stefan and Thommes, Kirsten and Ngonga Ngomo, Axel-Cyrille and Schulte, Carsten and Wachsmuth, Henning and Wagner, Petra and Wrede, Britta}},
  issn         = {{2379-8920}},
  journal      = {{IEEE Transactions on Cognitive and Developmental Systems}},
  keywords     = {{Explainability, process ofexplaining andunderstanding, explainable artificial systems}},
  number       = {{3}},
  pages        = {{717--728}},
  title        = {{{Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}}},
  doi          = {{10.1109/tcds.2020.3044366}},
  volume       = {{13}},
  year         = {{2021}},
}

@inbook{49487,
  author       = {{Malancu, Natalia and Florea, Alexandra}},
  booktitle    = {{Handbook of Citizenship and Migration}},
  editor       = {{Giugni, Marco and Grasso, Maria}},
  title        = {{{Chapter 5: Quantitative methodological approaches to citizenship and migration}}},
  doi          = {{https://doi.org/10.4337/9781789903133.00011}},
  year         = {{2021}},
}

@inproceedings{48876,
  abstract     = {{In recent years, Evolutionary Algorithms (EAs) have frequently been adopted to evolve instances for optimization problems that pose difficulties for one algorithm while being rather easy for a competitor and vice versa. Typically, this is achieved by either minimizing or maximizing the performance difference or ratio which serves as the fitness function. Repeating this process is useful to gain insights into strengths/weaknesses of certain algorithms or to build a set of instances with strong performance differences as a foundation for automatic per-instance algorithm selection or configuration. We contribute to this branch of research by proposing fitness-functions to evolve instances that show large performance differences for more than just two algorithms simultaneously. As a proof-of-principle, we evolve instances of the multi-component Traveling Thief Problem (TTP) for three incomplete TTP-solvers. Our results point out that our strategies are promising, but unsurprisingly their success strongly relies on the algorithms’ performance complementarity.}},
  author       = {{Bossek, Jakob and Wagner, Markus}},
  booktitle    = {{Proceedings of the Genetic and Evolutionary Computation Conference Companion}},
  isbn         = {{978-1-4503-8351-6}},
  keywords     = {{evolutionary algorithms, evolving instances, fitness function, instance hardness, traveling thief problem (TTP)}},
  pages        = {{1423–1432}},
  publisher    = {{Association for Computing Machinery}},
  title        = {{{Generating Instances with Performance Differences for More than Just Two Algorithms}}},
  doi          = {{10.1145/3449726.3463165}},
  year         = {{2021}},
}

@misc{49589,
  author       = {{Fastlabend-Vargas, Daniel}},
  booktitle    = {{H-Soz-Kult }},
  title        = {{{Rezension zu: Dräger, Marco: Denkmäler im Geschichtsunterricht Frankfurt am Main 2021.}}},
  year         = {{2021}},
}

@misc{49759,
  author       = {{Huybrechts, Yves and Scholliers, Peter}},
  publisher    = {{BelgienNet}},
  title        = {{{"Searching for a Belgian culinary identity - Referat von Prof. Dr. Peter Scholliers" (VIDEO)}}},
  year         = {{2021}},
}

@misc{49765,
  author       = {{Huybrechts, Yves}},
  publisher    = {{BelgienNet}},
  title        = {{{"Der belgische Symbolismus - Interview mit dem Direktor der Alten Nationalgalerie, Dr. Ralph Gleis" (PODCAST)}}},
  year         = {{2021}},
}

@misc{49752,
  author       = {{Huybrechts, Yves}},
  publisher    = {{BelgienNet}},
  title        = {{{"Gebaute Träume - Wohnkultur in Flandern und Wallonien" (VIDEO)}}},
  year         = {{2021}},
}

@article{28696,
  abstract     = {{The aim of the present study is to bring new momentum into research on students’
understanding of academic writing. Drawing on the idea that metaphors give insight into
implicit conceptions of abstract entities and processes, we developed a detailed and
differentiated set of conceptual metaphors that can be used to study student ideas about
writing in research, teaching, and interventions. A large sample of undergraduates produced
their everyday understanding of writing in short texts beginning with a self-generated
metaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their
texts were analyzed in terms of their action quality (transitivity) and spatiality (spatial
primitives). The undergraduates’ conceptualizations were very heterogeneous. Most
metaphors depart strongly from scientific approaches to academic writing within cognitive
psychology and sociocultural theory. Roughly half of the metaphors could be collated to one
of four metaphor systems. Depending on the desired degree of abstraction or concreteness,
conceptual metaphors or metaphor systems can be employed in further studies to illuminate
thinking about writing.}},
  author       = {{Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}},
  issn         = {{2030-1006}},
  journal      = {{Journal of Writing Research}},
  keywords     = {{metaphor analysis, academic writing, transitivity, spatial primitives}},
  number       = {{3}},
  pages        = {{493--529}},
  title        = {{{Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}}},
  doi          = {{10.17239/jowr-2021.12.03.01}},
  volume       = {{12}},
  year         = {{2021}},
}

@book{33698,
  editor       = {{Kißling, Magdalena}},
  publisher    = {{Universitätsbibliothek Paderborn 2021}},
  title        = {{{Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn}}},
  year         = {{2021}},
}

@article{32318,
  author       = {{Kißling, Magdalena and Neumeier, Maya Marie}},
  journal      = {{Studia Germanica Posnaniensia}},
  pages        = {{131--146 }},
  title        = {{{Obsolete Männlichkeit. Serienästhetisches Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN}}},
  volume       = {{ XLI }},
  year         = {{2021}},
}

@book{47629,
  editor       = {{Daniel-Söltenfuß, Desiree and Emmler, Tina and Fuge, Juliane}},
  isbn         = {{978-3-7639-6990-6}},
  publisher    = {{wbv}},
  title        = {{{The Empty Space}}},
  year         = {{2021}},
}

@article{50469,
  author       = {{Schmidt, Eva}},
  issn         = {{2511-0853}},
  journal      = {{Informationen Deutsch als Fremdsprache}},
  keywords     = {{General Medicine}},
  number       = {{2-3}},
  pages        = {{283--287}},
  publisher    = {{Walter de Gruyter GmbH}},
  title        = {{{Nickl, Benjamin; Popenici, Stefan; Blackler, Deane (Hrsg.): <b>Transnational German Education and Comparative Education Systems. Research and Practice.</b> Cham: Springer, 2020 (Global Germany in transnational dialogues). -- ISBN 978-3-030-36254-6. 178 Seiten, € 72,79.}}},
  doi          = {{10.1515/infodaf-2021-0045}},
  volume       = {{48}},
  year         = {{2021}},
}

@article{51044,
  abstract     = {{L’objectif de cette étude est d’analyser, à partir de la conception des vices, de l’ignorance et de la curiosité, les pensées de Montaigne et de Descartes, afin de découvrir s’il y a filiation, héritage ou même réception de la conception montaignienne dans celle cartésienne. Chez Descartes, l’ignorance produit le vice et la science crée la vertu, mais, pour Montaigne, cette distinction n’est pas si simple : la vertu et le vice se conçoivent à l’intérieur même de l’action et de la vie de l’homme.}},
  author       = {{Muller, Jil}},
  journal      = {{Bulletin de la Société internationale des amis de Montaigne}},
  pages        = {{285--304}},
  publisher    = {{Classiques Garnier}},
  title        = {{{Les « fleaux de nostre ame », Les vices dans la pensée de Montaigne et de Descartes}}},
  doi          = {{10.48611/ISBN.978-2-406-12607-2.P.0285}},
  volume       = {{73}},
  year         = {{2021}},
}

@inbook{48555,
  author       = {{Hartung, Olaf and Meyer-Hamme, Johannes and Krebs, Alexandra and Fastlabend-Vargas, Daniel}},
  booktitle    = {{Geschichtsdidaktische Hochschullehre. Strukturen – Konzepte – Methoden}},
  editor       = {{Sauer, Michael and Runge, Friederike}},
  isbn         = {{978-3-7344-1338-4}},
  pages        = {{51--66}},
  publisher    = {{Wochenschau Verlag}},
  title        = {{{Theorie – Empirie – Reflexivität. Das Paderborner Modell geschichtsdidaktischer Betreuung schulischer Langzeitpraktika von Lehramtsstudierenden im Fach Geschichte}}},
  year         = {{2021}},
}

@inbook{41143,
  author       = {{Meyer-Hamme, Johannes}},
  booktitle    = {{Schüler und Schülerinnen denken Geschichte. Subjektorientierung im Geschichtsunterricht und in der Politischen Bildung}},
  editor       = {{Hellmuth, Thomas and Preisinger, Alexander and Ottner-Diesenberger, Christine}},
  pages        = {{14–26}},
  title        = {{{„‚...und wie heißt der Mann auf Kaiser Wilhelm?‘ Oder: Zur Bedeutung der Subjektorientierung für das historische Lernen.“ }}},
  year         = {{2021}},
}

@article{41145,
  author       = {{Meyer-Hamme, Johannes and Krebs, Alexandra}},
  journal      = {{Zeitschrift für Geschichtsdidaktik}},
  pages        = {{180--196}},
  title        = {{{Historisches Lernen digital. Die neue Version der App in die Geschichte}}},
  volume       = {{20}},
  year         = {{2021}},
}

@inbook{41146,
  author       = {{Meyer-Hamme, Johannes and Körber, Andreas and Houghton, Robert}},
  booktitle    = {{Playing the Crusades}},
  editor       = {{Houghton, Robert}},
  pages        = {{93--110}},
  title        = {{{Playing as Learning and Reflecting? Theoretical Perspectives on Digital Historical Culture. London/New York, S. .}}},
  volume       = {{5}},
  year         = {{2021}},
}

@inbook{41147,
  author       = {{Meyer-Hamme, Johannes and Georgi, Viola and Lücke, Martin and Spielhaus, Riem}},
  booktitle    = {{ Migration und gesellschaftlicher Wandel – Förderlinie des Bundesministeriums für Bildung und Forschung}},
  pages        = {{16--17}},
  title        = {{{ Erinnerungspraktiken, Geschichtskulturen und historisches Lernen in der deutschen Migrationsgesellschaft (HiLMiG)  }}},
  year         = {{2021}},
}

@inbook{41141,
  author       = {{Meyer-Hamme, Johannes and Hartung, Olaf and Krebs, Alexandra and Fastlabend-Vargas, Daniel}},
  booktitle    = {{ Geschichtsdidaktische Hochschullehre}},
  editor       = {{Sauer, Michael  and Runge, Friederike }},
  pages        = {{51--66}},
  title        = {{{Theorie – Empirie – Reflexivität. Das Paderborner Modell geschichtsdidaktischer Betreuung schulischer Langzeitpraktika von Lehramtsstudierenden im Fach Geschichte}}},
  year         = {{2021}},
}

@inproceedings{28094,
  abstract     = {{With recent advances in cooperation among mobile computer systems, Unmanned Aerial Vehicles (UAVs) can be expected to be operated in large numbers and become a part of daily life for a variety of use cases. UAVs are already envi- sioned to act as mobile base stations, e.g., for situations with high node densities and strong communication requirements. However, UAVs are typically imagined to be provided specifically for this purpose. In this work, we study the effects of exploiting randomly passing UAVs at an urban intersection for the communication between vehicles on the ground. We show that a UAV, while following its pri- mary mission, can support cooperative driving vehicles in a purely opportunistic fashion by collecting periodic wireless broadcasts from vehicles and propagating all collected information periodically in an aggregated format. Using simulations, we show that such an opportunistic UAV relaying approach can lead to an improvement of approx. 6 percentage points (% points) in terms of perception of other vehicles.}},
  author       = {{Hardes, Tobias and Boos, Clemens and Sommer, Christoph}},
  title        = {{{Towards opportunistic UAV relaying for smart cities}}},
  doi          = {{10.14279/TUJ.ECEASST.80.1126}},
  year         = {{2021}},
}