---
_id: '4463'
abstract:
- lang: eng
  text: "Academic success in Higher Education is influenced by a number of different
    factors. This paper tackles the question if the individual levels of motivation,
    anxiety, enjoyment and self-efficacy, measured immediately before entering university,
    influence the probability of academic success. Former studies have shown an influence
    of the high school grade, the learning environment and motivational variables.
    They do not investigate, however, the individual levels of the mentioned constructs
    before the beginning of the studies. This research was conducted at the University
    of St. Gallen/Switzerland. The sample includes 695 first-year students who provided
    information about the individual level of the mentioned constructs. \r\nDescriptive
    statistics show that on average the students are highly motivated, have a high
    level of self-efficacy and are looking forward to their studies before their beginning.
    Yet, there are students who have a high level of fear of failure in the study
    in spite of their high motivation and self-efficacy. A logistic regression shows
    that there is a significant effect of fear of failure on the probability of study
    success. This paper shows that fear of failure can increase the probability of
    academic failure and thus become a self-fulfilling prophecy. It confirms fear
    as an important factor for academic success. Furthermore, other important factors
    for academic success, for example the high school grade, could be confirmed in
    this study"
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
citation:
  ama: 'Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic
    failure. In: ; 2015.'
  apa: Brahm, T., Jenert, T., & Wagner, D. (2015). The self-fulfilling prophecy
    of fear of academic failure. Presented at the 16th Biennial EARLI Conference for
    Research on Learning and Instruction, Zypern.
  bibtex: '@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy
    of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner,
    Dietrich}, year={2015} }'
  chicago: Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling
    Prophecy of Fear of Academic Failure,” 2015.
  ieee: T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear
    of academic failure,” presented at the 16th Biennial EARLI Conference for Research
    on Learning and Instruction, Zypern, 2015.
  mla: Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>.
    2015.
  short: 'T. Brahm, T. Jenert, D. Wagner, in: 2015.'
conference:
  end_date: 2015-08-29
  location: Zypern
  name: 16th Biennial EARLI Conference for Research on Learning and Instruction
  start_date: 2015-08-25
date_created: 2018-09-18T12:52:45Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Student learning
- Emotion and Cognition
- Social sciences
- Higher education
- Motivation and Emotion
- Fear of Failure
status: public
title: The self-fulfilling prophecy of fear of academic failure
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '5588'
abstract:
- lang: eng
  text: The protection of information technology (IT) has become and is predicted
    to remain a key economic challenge for organizations. While research on IT security
    investment is fast growing, it lacks a theoretical basis for structuring research,
    explaining economic-technological phenomena and guide future research. We address
    this shortcoming by suggesting a new theoretical model emerging from a multi-theoretical
    perspective adopt-ing the Resource-Based View and the Organizational Learning
    Theory. The joint appli-cation of these theories allows to conceptualize in one
    theoretical model the organiza-tional learning effects that occur when the protection
    of organizational resources through IT security countermeasures develops over
    time. We use this model of IT security invest-ments to synthesize findings of
    a large body of literature and to derive research gaps. We also discuss managerial
    implications of (closing) these gaps by providing practical ex-amples.
author:
- first_name: Eva
  full_name: Weishäupl, Eva
  last_name: Weishäupl
- first_name: Emrah
  full_name: Yasasin, Emrah
  last_name: Yasasin
- first_name: Guido
  full_name: Schryen, Guido
  id: '72850'
  last_name: Schryen
citation:
  ama: 'Weishäupl E, Yasasin E, Schryen G. A Multi-Theoretical Literature Review on
    Information Security Investments using the Resource-Based View and the Organizational
    Learning Theory. In: <i>International Conference on Information Systems</i>. ;
    2015.'
  apa: Weishäupl, E., Yasasin, E., &#38; Schryen, G. (2015). A Multi-Theoretical Literature
    Review on Information Security Investments using the Resource-Based View and the
    Organizational Learning Theory. In <i>International Conference on Information
    Systems</i>.
  bibtex: '@inproceedings{Weishäupl_Yasasin_Schryen_2015, title={A Multi-Theoretical
    Literature Review on Information Security Investments using the Resource-Based
    View and the Organizational Learning Theory}, booktitle={International Conference
    on Information Systems}, author={Weishäupl, Eva and Yasasin, Emrah and Schryen,
    Guido}, year={2015} }'
  chicago: Weishäupl, Eva, Emrah Yasasin, and Guido Schryen. “A Multi-Theoretical
    Literature Review on Information Security Investments Using the Resource-Based
    View and the Organizational Learning Theory.” In <i>International Conference on
    Information Systems</i>, 2015.
  ieee: E. Weishäupl, E. Yasasin, and G. Schryen, “A Multi-Theoretical Literature
    Review on Information Security Investments using the Resource-Based View and the
    Organizational Learning Theory,” in <i>International Conference on Information
    Systems</i>, 2015.
  mla: Weishäupl, Eva, et al. “A Multi-Theoretical Literature Review on Information
    Security Investments Using the Resource-Based View and the Organizational Learning
    Theory.” <i>International Conference on Information Systems</i>, 2015.
  short: 'E. Weishäupl, E. Yasasin, G. Schryen, in: International Conference on Information
    Systems, 2015.'
date_created: 2018-11-14T11:25:38Z
date_updated: 2022-01-06T07:02:03Z
ddc:
- '000'
department:
- _id: '277'
extern: '1'
file:
- access_level: open_access
  content_type: application/pdf
  creator: hsiemes
  date_created: 2018-12-07T11:45:31Z
  date_updated: 2018-12-13T15:09:32Z
  file_id: '6038'
  file_name: ICIS PROCEEDINGS PAPER - Security Investments.pdf
  file_size: 958019
  relation: main_file
file_date_updated: 2018-12-13T15:09:32Z
has_accepted_license: '1'
keyword:
- Information Security
- Investment
- Literature review
- Resource-based View
- Organi-zational Learning Theory
- Multi-theoretical Perspective
language:
- iso: eng
oa: '1'
publication: International Conference on Information Systems
status: public
title: A Multi-Theoretical Literature Review on Information Security Investments using
  the Resource-Based View and the Organizational Learning Theory
type: conference
user_id: '61579'
year: '2015'
...
---
_id: '11922'
abstract:
- lang: eng
  text: 'Besides the core learning algorithm itself, one major question in machine
    learning is how to best encode given training data such that the learning technology
    can efficiently learn based thereon and generalize to novel data. While classical
    approaches often rely on a hand coded data representation, the topic of autonomous
    representation or feature learning plays a major role in modern learning architectures.
    The goal of this contribution is to give an overview about different principles
    of autonomous feature learning, and to exemplify two principles based on two recent
    examples: autonomous metric learning for sequences, and autonomous learning of
    a deep representation for spoken language, respectively.'
author:
- first_name: Oliver
  full_name: Walter, Oliver
  last_name: Walter
- first_name: Reinhold
  full_name: Haeb-Umbach, Reinhold
  id: '242'
  last_name: Haeb-Umbach
- first_name: Bassam
  full_name: Mokbel, Bassam
  last_name: Mokbel
- first_name: Benjamin
  full_name: Paassen, Benjamin
  last_name: Paassen
- first_name: Barbara
  full_name: Hammer, Barbara
  last_name: Hammer
citation:
  ama: Walter O, Haeb-Umbach R, Mokbel B, Paassen B, Hammer B. Autonomous Learning
    of Representations. <i>KI - Kuenstliche Intelligenz</i>. 2015:1-13. doi:<a href="http://dx.doi.org/10.1007/s13218-015-0372-1">http://dx.doi.org/10.1007/s13218-015-0372-1</a>
  apa: Walter, O., Haeb-Umbach, R., Mokbel, B., Paassen, B., &#38; Hammer, B. (2015).
    Autonomous Learning of Representations. <i>KI - Kuenstliche Intelligenz</i>, 1–13.
    <a href="http://dx.doi.org/10.1007/s13218-015-0372-1">http://dx.doi.org/10.1007/s13218-015-0372-1</a>
  bibtex: '@article{Walter_Haeb-Umbach_Mokbel_Paassen_Hammer_2015, title={Autonomous
    Learning of Representations}, DOI={<a href="http://dx.doi.org/10.1007/s13218-015-0372-1">http://dx.doi.org/10.1007/s13218-015-0372-1</a>},
    journal={KI - Kuenstliche Intelligenz}, author={Walter, Oliver and Haeb-Umbach,
    Reinhold and Mokbel, Bassam and Paassen, Benjamin and Hammer, Barbara}, year={2015},
    pages={1–13} }'
  chicago: Walter, Oliver, Reinhold Haeb-Umbach, Bassam Mokbel, Benjamin Paassen,
    and Barbara Hammer. “Autonomous Learning of Representations.” <i>KI - Kuenstliche
    Intelligenz</i>, 2015, 1–13. <a href="http://dx.doi.org/10.1007/s13218-015-0372-1">http://dx.doi.org/10.1007/s13218-015-0372-1</a>.
  ieee: O. Walter, R. Haeb-Umbach, B. Mokbel, B. Paassen, and B. Hammer, “Autonomous
    Learning of Representations,” <i>KI - Kuenstliche Intelligenz</i>, pp. 1–13, 2015.
  mla: Walter, Oliver, et al. “Autonomous Learning of Representations.” <i>KI - Kuenstliche
    Intelligenz</i>, 2015, pp. 1–13, doi:<a href="http://dx.doi.org/10.1007/s13218-015-0372-1">http://dx.doi.org/10.1007/s13218-015-0372-1</a>.
  short: O. Walter, R. Haeb-Umbach, B. Mokbel, B. Paassen, B. Hammer, KI - Kuenstliche
    Intelligenz (2015) 1–13.
date_created: 2019-07-12T05:30:51Z
date_updated: 2022-01-06T06:51:12Z
department:
- _id: '54'
doi: http://dx.doi.org/10.1007/s13218-015-0372-1
keyword:
- Representation learning
- Metric learning
- Deep representation
- Spoken language
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://groups.uni-paderborn.de/nt/pubs/2015/WaHaMoPaHa15.pdf
oa: '1'
page: 1-13
publication: KI - Kuenstliche Intelligenz
status: public
title: Autonomous Learning of Representations
type: journal_article
user_id: '44006'
year: '2015'
...
---
_id: '29755'
abstract:
- lang: ger
  text: 'Im Sinne eines Scholarship of Teaching and Learning wird in diesem Aufsatz
    die Neugestaltung einer eigenständig durchgeführten Lehrveranstaltung im Bereich
    der Forschungsmethoden empirisch untersucht. Die neugestaltete Lehrveranstaltung
    integriert sowohl direkt-instruktionale als auch kooperativ-offene Sitzungsformate
    und wird mit einer thematisch ähnlichen Lehrveranstaltung des Jahres 2012 verglichen,
    welche fast ausschließlich im Vorlesungsstil (direkt-instruktional) gehalten wurde.
    Im Mittelpunkt des Evaluationsvorhabens standen folgende Forschungsfragen: (1)
    Unterscheiden sich die summativen Evaluationen der Lehrveranstaltungen der Jahre
    2012 und 2014 in den Variablen subjektiver Lernerfolg, Motivation zur selbstständigen
    Auseinandersetzung mit den Inhalten sowie Gesamteindruck des Seminars?, (2) Welchen
    Einfluss hat die Form der Sitzungsgestaltung (direkt-instruktional vs. kooperativ-offen)
    auf das Erleben von Kompetenz, Autonomie und sozialer Eingebundenheit?, (3) Welche
    Form der Sitzungsgestaltung wird von den Studierenden stärker akzeptiert? und
    (4) Welchen Einfluss hat die Form der Sitzungsgestaltung auf den subjektiven Lernerfolg
    der Studierenden? Empirisch zeigte sich, dass die neugestaltete Lehrveranstaltung
    des Jahres 2014 von den Studierenden in fast allen Variablen als lernwirksamer
    eingeschätzt wurde. Des Weiteren ergaben sich Hinweise, dass sich kooperativ-offene
    Sitzungsformate positiv auf motivationale Ausgangsbedingungen auswirken.'
author:
- first_name: Michael
  full_name: Goller, Michael
  id: '30984'
  last_name: Goller
  orcid: 0000-0002-2820-9178
citation:
  ama: 'Goller M. Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben
    von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
    in den Bildungswissenschaften. <i>die hochschullehre</i>. Published online 2015.'
  apa: 'Goller, M. (2015). Zum Einfluss des didaktischen Designs auf das (motivationale)
    Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
    in den Bildungswissenschaften. <i>die hochschullehre</i>.'
  bibtex: '@article{Goller_2015, title={Zum Einfluss des didaktischen Designs auf
    das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie
    im Rahmen der Methodeneinführung in den Bildungswissenschaften}, journal={die
    hochschullehre}, author={Goller, Michael}, year={2015} }'
  chicago: 'Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale)
    Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
    in den Bildungswissenschaften.” <i>die hochschullehre</i>, 2015.'
  ieee: 'M. Goller, “Zum Einfluss des didaktischen Designs auf das (motivationale)
    Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
    in den Bildungswissenschaften,” <i>die hochschullehre</i>, 2015.'
  mla: 'Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale)
    Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
    in den Bildungswissenschaften.” <i>die hochschullehre</i>, 2015.'
  short: M. Goller, die hochschullehre (2015).
date_created: 2022-02-04T09:06:28Z
date_updated: 2022-02-04T09:06:34Z
department:
- _id: '452'
keyword:
- Direkte Instruktion
- Evaluation
- Kooperatives Lernen
- Methodenausbildung
- Paderborn
- Scholarship of Teaching and Learning
language:
- iso: ger
publication: die hochschullehre
publication_status: published
related_material:
  link:
  - relation: other
    url: http://www.hochschullehre.org/?p=699
status: public
title: 'Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von
  Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
  in den Bildungswissenschaften'
type: journal_article
user_id: '50788'
year: '2015'
...
---
_id: '4423'
abstract:
- lang: eng
  text: 'This research aims to develop and validate an instrument for the assessment
    of attitudes towards two particular objects: the Higher Education Institution
    (HEI) and the process of studying. Investigating attitudes towards studying at
    a HEI in a comprehensive way addresses an important research gap. It connects
    students'' perception of the institution with teaching and learning. To validate
    the Assessment of Students'' Attitudes towards Studying (ASAtS) Questionnaire,
    data was gathered at three different universities in Switzerland (820 students),
    Sweden (167) and Germany (133). Overall, the results show the internal consistency
    of the ASAtS. Its nomological validity is also supported by correlations with
    other constructs, such as intrinsic motivation and study performance. The ASAtS
    contributes to the theory on students learning by broadening the scope of research
    beyond learning in a narrow sense. From a practical point of view, it provides
    a tool for HE management to monitor students'' perception of their HEI.'
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Brahm T, Jenert T. On the assessment of attitudes towards studying—development
    and validation of a questionnaire. <i>Learning and individual differences : journal
    of psychology and education</i>. 2015;43:233-242.'
  apa: 'Brahm, T., &#38; Jenert, T. (2015). On the assessment of attitudes towards
    studying—development and validation of a questionnaire. <i>Learning and Individual
    Differences : Journal of Psychology and Education</i>, <i>43</i>, 233–242.'
  bibtex: '@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards
    studying—development and validation of a questionnaire}, volume={43}, journal={Learning
    and individual differences : journal of psychology and education}, publisher={Elsevier},
    author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }'
  chicago: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards
    Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual
    Differences : Journal of Psychology and Education</i> 43 (2015): 233–42.'
  ieee: 'T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development
    and validation of a questionnaire,” <i>Learning and individual differences : journal
    of psychology and education</i>, vol. 43, pp. 233–242, 2015.'
  mla: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development
    and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal
    of Psychology and Education</i>, vol. 43, Elsevier, 2015, pp. 233–42.'
  short: 'T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology
    and Education 43 (2015) 233–242.'
date_created: 2018-09-18T09:07:26Z
date_updated: 2024-03-21T14:43:34Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '        43'
keyword:
- Attitude
- Student learning
- Higher Education Institution
- university
- student experience
language:
- iso: eng
page: 233 - 242
publication: 'Learning and individual differences : journal of psychology and education'
publication_identifier:
  issn:
  - 1041-6080
publisher: Elsevier
quality_controlled: '1'
status: public
title: On the assessment of attitudes towards studying—development and validation
  of a questionnaire
type: journal_article
user_id: '71994'
volume: 43
year: '2015'
...
---
_id: '17189'
abstract:
- lang: eng
  text: 'Alignment is a phenomenon observed in human conversation: Dialog partners''
    behavior converges in many respects. Such alignment has been proposed to be automatic
    and the basis for communicating successfully. Recent research on human-computer
    dialog promotes a mediated communicative design account of alignment according
    to which the extent of alignment is influenced by interlocutors'' beliefs about
    each other. Our work aims at adding to these findings in two ways. (a) Our work
    investigates alignment of manual actions, instead of lexical choice. (b) Participants
    interact with the iCub humanoid robot, instead of an artificial computer dialog
    system. Our results confirm that alignment also takes place in the domain of actions.
    We were not able to replicate the results of the original study in general in
    this setting, but in accordance with its findings, participants with a high questionnaire
    score for emotional stability and participants who are familiar with robots align
    their actions more to a robot they believe to be basic than to one they believe
    to be advanced. Regarding alignment over the course of an interaction, the extent
    of alignment seems to remain constant, when participants believe the robot to
    be advanced, but it increases over time, when participants believe the robot to
    be a basic version.'
author:
- first_name: Anna-Lisa
  full_name: Vollmer, Anna-Lisa
  last_name: Vollmer
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
- first_name: Britta
  full_name: Wrede, Britta
  last_name: Wrede
- first_name: Angelo
  full_name: Cangelosi, Angelo
  last_name: Cangelosi
citation:
  ama: Vollmer A-L, Rohlfing K, Wrede B, Cangelosi A. Alignment to the Actions of
    a Robot. <i>International Journal of Social Robotics</i>. 2015;7(2):241-252. doi:<a
    href="https://doi.org/10.1007/s12369-014-0252-0">10.1007/s12369-014-0252-0</a>
  apa: Vollmer, A.-L., Rohlfing, K., Wrede, B., &#38; Cangelosi, A. (2015). Alignment
    to the Actions of a Robot. <i>International Journal of Social Robotics</i>, <i>7</i>(2),
    241–252. <a href="https://doi.org/10.1007/s12369-014-0252-0">https://doi.org/10.1007/s12369-014-0252-0</a>
  bibtex: '@article{Vollmer_Rohlfing_Wrede_Cangelosi_2015, title={Alignment to the
    Actions of a Robot}, volume={7}, DOI={<a href="https://doi.org/10.1007/s12369-014-0252-0">10.1007/s12369-014-0252-0</a>},
    number={2}, journal={International Journal of Social Robotics}, publisher={Springer-Verlag},
    author={Vollmer, Anna-Lisa and Rohlfing, Katharina and Wrede, Britta and Cangelosi,
    Angelo}, year={2015}, pages={241–252} }'
  chicago: 'Vollmer, Anna-Lisa, Katharina Rohlfing, Britta Wrede, and Angelo Cangelosi.
    “Alignment to the Actions of a Robot.” <i>International Journal of Social Robotics</i>
    7, no. 2 (2015): 241–52. <a href="https://doi.org/10.1007/s12369-014-0252-0">https://doi.org/10.1007/s12369-014-0252-0</a>.'
  ieee: 'A.-L. Vollmer, K. Rohlfing, B. Wrede, and A. Cangelosi, “Alignment to the
    Actions of a Robot,” <i>International Journal of Social Robotics</i>, vol. 7,
    no. 2, pp. 241–252, 2015, doi: <a href="https://doi.org/10.1007/s12369-014-0252-0">10.1007/s12369-014-0252-0</a>.'
  mla: Vollmer, Anna-Lisa, et al. “Alignment to the Actions of a Robot.” <i>International
    Journal of Social Robotics</i>, vol. 7, no. 2, Springer-Verlag, 2015, pp. 241–52,
    doi:<a href="https://doi.org/10.1007/s12369-014-0252-0">10.1007/s12369-014-0252-0</a>.
  short: A.-L. Vollmer, K. Rohlfing, B. Wrede, A. Cangelosi, International Journal
    of Social Robotics 7 (2015) 241–252.
date_created: 2020-06-24T13:01:06Z
date_updated: 2023-02-01T16:07:40Z
department:
- _id: '749'
doi: 10.1007/s12369-014-0252-0
intvolume: '         7'
issue: '2'
keyword:
- learning
- Human-robot interaction
- Alignment
- Robot social
- Action understanding
language:
- iso: eng
page: 241-252
publication: International Journal of Social Robotics
publication_identifier:
  issn:
  - 1875-4791
publisher: Springer-Verlag
status: public
title: Alignment to the Actions of a Robot
type: journal_article
user_id: '14931'
volume: 7
year: '2015'
...
---
_id: '4697'
author:
- first_name: Peter
  full_name: Sommerauer, Peter
  last_name: Sommerauer
- first_name: Oliver
  full_name: Müller, Oliver
  last_name: Müller
citation:
  ama: 'Sommerauer P, Müller O. Augmented reality in informal learning environments:
    A field experiment in a mathematics exhibition. <i>Computers and Education</i>.
    2014:59--68. doi:<a href="https://doi.org/10.1016/j.compedu.2014.07.013">10.1016/j.compedu.2014.07.013</a>'
  apa: 'Sommerauer, P., &#38; Müller, O. (2014). Augmented reality in informal learning
    environments: A field experiment in a mathematics exhibition. <i>Computers and
    Education</i>, 59--68. <a href="https://doi.org/10.1016/j.compedu.2014.07.013">https://doi.org/10.1016/j.compedu.2014.07.013</a>'
  bibtex: '@article{Sommerauer_Müller_2014, title={Augmented reality in informal learning
    environments: A field experiment in a mathematics exhibition}, DOI={<a href="https://doi.org/10.1016/j.compedu.2014.07.013">10.1016/j.compedu.2014.07.013</a>},
    journal={Computers and Education}, author={Sommerauer, Peter and Müller, Oliver},
    year={2014}, pages={59--68} }'
  chicago: 'Sommerauer, Peter, and Oliver Müller. “Augmented Reality in Informal Learning
    Environments: A Field Experiment in a Mathematics Exhibition.” <i>Computers and
    Education</i>, 2014, 59--68. <a href="https://doi.org/10.1016/j.compedu.2014.07.013">https://doi.org/10.1016/j.compedu.2014.07.013</a>.'
  ieee: 'P. Sommerauer and O. Müller, “Augmented reality in informal learning environments:
    A field experiment in a mathematics exhibition,” <i>Computers and Education</i>,
    pp. 59--68, 2014.'
  mla: 'Sommerauer, Peter, and Oliver Müller. “Augmented Reality in Informal Learning
    Environments: A Field Experiment in a Mathematics Exhibition.” <i>Computers and
    Education</i>, 2014, pp. 59--68, doi:<a href="https://doi.org/10.1016/j.compedu.2014.07.013">10.1016/j.compedu.2014.07.013</a>.'
  short: P. Sommerauer, O. Müller, Computers and Education (2014) 59--68.
date_created: 2018-10-12T08:30:44Z
date_updated: 2022-01-06T07:01:18Z
doi: 10.1016/j.compedu.2014.07.013
extern: '1'
keyword:
- Augmented reality
- Cognitive theory of multimedia learning
- Field experiment
- Informal learning
- Museum
language:
- iso: eng
page: 59--68
publication: Computers and Education
publication_identifier:
  isbn:
  - 0360-1315
  issn:
  - '03601315'
status: public
title: 'Augmented reality in informal learning environments: A field experiment in
  a mathematics exhibition'
type: journal_article
user_id: '72849'
year: '2014'
...
---
_id: '17199'
abstract:
- lang: eng
  text: 'Research of tutoring in parent-infant interaction has shown that tutors -
    when presenting some action - modify both their verbal and manual performance
    for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects
    of the tutors’ action modifications, we suggest an interactional account of ‘motionese’.
    Using video-data from a semi-experimental study in which parents taught their
    8 to 11 month old infants how to nest a set of differently sized cups, we found
    that the tutors’ action modifications (in particular: high arches) functioned
    as an orienting device to guide the infant’s visual attention (gaze). Action modification
    and the recipient’s gaze can be seen to have a reciprocal sequential relationship
    and to constitute a constant loop of mutual adjustments. Implications are discussed
    for developmental research and for robotic ‘Social Learning’. We argue that a
    robot system could use on-line feedback strategies (e.g. gaze) to pro-actively
    shape a tutor’s action presentation as it emerges.'
author:
- first_name: Karola
  full_name: Pitsch, Karola
  last_name: Pitsch
- first_name: Anna-Lisa
  full_name: Vollmer, Anna-Lisa
  last_name: Vollmer
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
- first_name: Jannik
  full_name: Fritsch, Jannik
  last_name: Fritsch
- first_name: Britta
  full_name: Wrede, Britta
  last_name: Wrede
citation:
  ama: 'Pitsch K, Vollmer A-L, Rohlfing K, Fritsch J, Wrede B. Tutoring in adult-child-interaction:
    On the loop of the tutor’s action modification and the recipient’s gaze. <i>Interaction
    Studies</i>. 2014;15(1):55-98. doi:<a href="https://doi.org/10.1075/is.15.1.03pit">10.1075/is.15.1.03pit</a>'
  apa: 'Pitsch, K., Vollmer, A.-L., Rohlfing, K., Fritsch, J., &#38; Wrede, B. (2014).
    Tutoring in adult-child-interaction: On the loop of the tutor’s action modification
    and the recipient’s gaze. <i>Interaction Studies</i>, <i>15</i>(1), 55–98. <a
    href="https://doi.org/10.1075/is.15.1.03pit">https://doi.org/10.1075/is.15.1.03pit</a>'
  bibtex: '@article{Pitsch_Vollmer_Rohlfing_Fritsch_Wrede_2014, title={Tutoring in
    adult-child-interaction: On the loop of the tutor’s action modification and the
    recipient’s gaze}, volume={15}, DOI={<a href="https://doi.org/10.1075/is.15.1.03pit">10.1075/is.15.1.03pit</a>},
    number={1}, journal={Interaction Studies}, publisher={John Benjamins Publishing
    Company}, author={Pitsch, Karola and Vollmer, Anna-Lisa and Rohlfing, Katharina
    and Fritsch, Jannik and Wrede, Britta}, year={2014}, pages={55–98} }'
  chicago: 'Pitsch, Karola, Anna-Lisa Vollmer, Katharina Rohlfing, Jannik Fritsch,
    and Britta Wrede. “Tutoring in Adult-Child-Interaction: On the Loop of the Tutor’s
    Action Modification and the Recipient’s Gaze.” <i>Interaction Studies</i> 15,
    no. 1 (2014): 55–98. <a href="https://doi.org/10.1075/is.15.1.03pit">https://doi.org/10.1075/is.15.1.03pit</a>.'
  ieee: 'K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, and B. Wrede, “Tutoring
    in adult-child-interaction: On the loop of the tutor’s action modification and
    the recipient’s gaze,” <i>Interaction Studies</i>, vol. 15, no. 1, pp. 55–98,
    2014, doi: <a href="https://doi.org/10.1075/is.15.1.03pit">10.1075/is.15.1.03pit</a>.'
  mla: 'Pitsch, Karola, et al. “Tutoring in Adult-Child-Interaction: On the Loop of
    the Tutor’s Action Modification and the Recipient’s Gaze.” <i>Interaction Studies</i>,
    vol. 15, no. 1, John Benjamins Publishing Company, 2014, pp. 55–98, doi:<a href="https://doi.org/10.1075/is.15.1.03pit">10.1075/is.15.1.03pit</a>.'
  short: K. Pitsch, A.-L. Vollmer, K. Rohlfing, J. Fritsch, B. Wrede, Interaction
    Studies 15 (2014) 55–98.
date_created: 2020-06-24T13:01:17Z
date_updated: 2023-02-01T16:10:52Z
department:
- _id: '749'
doi: 10.1075/is.15.1.03pit
intvolume: '        15'
issue: '1'
keyword:
- conversation analysis
- interactional coordination
- adult-child-interaction
- feedback
- gaze
- quantification
- social learning
- motionese
- tutoring
language:
- iso: eng
page: 55-98
publication: Interaction Studies
publication_identifier:
  issn:
  - 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Tutoring in adult-child-interaction: On the loop of the tutor''s action modification
  and the recipient''s gaze'
type: journal_article
user_id: '14931'
volume: 15
year: '2014'
...
---
_id: '4427'
abstract:
- lang: ger
  text: 'Kompetenzorientierung ist ein wichtiges aktuelles Ziel bei der Studienprogrammentwicklung.
    Allerdings ist die Umsetzung in der Praxis mit zwei wesentlichen Herausforderungen
    verbunden: So ist zum einen der Wechsel von disziplinären Inhalten hin zu Kompetenzen
    wenig intuitiv; zum anderen wird die Formulierung so genannter Learning Outcomes
    als administrative Übung betrachtet. An der Universität St. Gallen wurde ein systematischer
    Prozess für die Qualitätsentwicklung der Studienprogramme eingeführt. Im Beitrag
    wird dieser Prozess im Hinblick auf die Kompetenzorientierung reflektiert. Es
    erscheint wesentlich, den Programmen möglichst viel Freiraum auf ihrem Weg zur
    Kompetenzorientierung zu überlassen und sie auf diese Weise zu unterstützen.'
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
citation:
  ama: Brahm T, Jenert T. Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung.
    <i>Zeitschrift für Hochschulentwicklung</i>. 2013;8(1):7-14.
  apa: Brahm, T., &#38; Jenert, T. (2013). Herausforderungen der Kompetenzorientierung
    in der Studienprogrammentwicklung. <i>Zeitschrift Für Hochschulentwicklung</i>,
    <i>8</i>(1), 7–14.
  bibtex: '@article{Brahm_Jenert_2013, title={Herausforderungen der Kompetenzorientierung
    in der Studienprogrammentwicklung}, volume={8}, number={1}, journal={Zeitschrift
    für Hochschulentwicklung}, publisher={Österreichische Gesellschaft für Hochschuldidaktik},
    author={Brahm, Taiga and Jenert, Tobias}, year={2013}, pages={7–14} }'
  chicago: 'Brahm, Taiga, and Tobias Jenert. “Herausforderungen Der Kompetenzorientierung
    in Der Studienprogrammentwicklung.” <i>Zeitschrift Für Hochschulentwicklung</i>
    8, no. 1 (2013): 7–14.'
  ieee: T. Brahm and T. Jenert, “Herausforderungen der Kompetenzorientierung in der
    Studienprogrammentwicklung,” <i>Zeitschrift für Hochschulentwicklung</i>, vol.
    8, no. 1, pp. 7–14, 2013.
  mla: Brahm, Taiga, and Tobias Jenert. “Herausforderungen Der Kompetenzorientierung
    in Der Studienprogrammentwicklung.” <i>Zeitschrift Für Hochschulentwicklung</i>,
    vol. 8, no. 1, Österreichische Gesellschaft für Hochschuldidaktik, 2013, pp. 7–14.
  short: T. Brahm, T. Jenert, Zeitschrift Für Hochschulentwicklung 8 (2013) 7–14.
date_created: 2018-09-18T09:17:20Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '         8'
issue: '1'
keyword:
- Kompetenzorientierung
- Studienprogrammentwicklung
- Hochschulentwicklung
- Hochschule
- Learning Outcomes
page: 7-14
publication: Zeitschrift für Hochschulentwicklung
publication_identifier:
  eissn:
  - 2219-6994
publisher: Österreichische Gesellschaft für Hochschuldidaktik
status: public
title: Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung
type: journal_article
user_id: '51057'
volume: 8
year: '2013'
...
---
_id: '4478'
abstract:
- lang: eng
  text: "The purpose of the research was to develop and validate an instrument for
    the assessment of attitudes towards the study environment in higher education
    contexts. The questionnaire is designed to measure students' attitudes towards
    two particular objects: the university (or Higher Education Institution) and the
    process of studying. Five studies at two different universities were conducted
    to develop and validate the Attitudes towards the Study Environment Questionnaire
    (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests
    and exploratory factor analysis as well as confirmatory factor analysis showed
    satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire
    is internally consistent and construct validity of the scales is supported by
    correlations with other constructs as assumed by current theories: Positive attitudinal
    constructs (normative behavior, autonomy, joy, self-efficacy, and task value)
    are positively related to intrinsic motivation and the expected study performance
    while anxiety is negatively related to these constructs. \r\nSince attitudes towards
    the study situation are connected to student engagement and motivation, the study
    contributes to the theory of student learning by providing a validated instrument
    to assess attitudes. Thus, the ASEQ can support further research on student performance
    and development by providing an instrument for the hitherto neglected but nonetheless
    extremely relevant domain of attitudes. Also, the questionnaire can be used as
    a diagnostic instrument for higher education faculty and administration to trace
    students' attitudinal development over time - a factor of prime importance for
    student socialization during the introductory phase of studying."
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dieter
  full_name: Euler, Dieter
  last_name: Euler
citation:
  ama: 'Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study
    process and the university: Attitudes towards the Study Environment Questionnaire
    (ASEQ). In: EARLI European Association for Research on Learning and Instruction;
    2013.'
  apa: 'Brahm, T., Jenert, T., &#38; Euler, D. (2013). On the assessment of attitudes
    towards the study process and the university: Attitudes towards the Study Environment
    Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München
    : EARLI European Association for Research on Learning and Instruction.'
  bibtex: '@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes
    towards the study process and the university: Attitudes towards the Study Environment
    Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning
    and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter},
    year={2013} }'
  chicago: 'Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes
    towards the Study Process and the University: Attitudes towards the Study Environment
    Questionnaire (ASEQ).” EARLI European Association for Research on Learning and
    Instruction, 2013.'
  ieee: 'T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards
    the study process and the university: Attitudes towards the Study Environment
    Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München
    , 2013.'
  mla: 'Brahm, Taiga, et al. <i>On the Assessment of Attitudes towards the Study Process
    and the University: Attitudes towards the Study Environment Questionnaire (ASEQ)</i>.
    EARLI European Association for Research on Learning and Instruction, 2013.'
  short: 'T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research
    on Learning and Instruction, 2013.'
conference:
  end_date: 2013-08-31
  location: 'München '
  name: 15th Biennial EARLI Conference
  start_date: 2013-08-27
date_created: 2018-09-19T08:22:51Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- attitudes
- teaching and learning
- studying
- higher education institution
- theory of planned behavior
- instrument development
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'On the assessment of attitudes towards the study process and the university:
  Attitudes towards the Study Environment Questionnaire (ASEQ)'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '17204'
abstract:
- lang: eng
  text: 'In a longitudinal naturalistic study, we observed German mothers interacting
    with their infants when they were 3 and 6 months old. Pursuing the idea that infants’
    attention is socialized in everyday interactions, we explored whether eye contact
    is reinforced selectively by behavioral modification in the input provided to
    infants. Applying a microanalytical approach focusing on the sequential organization
    of interaction, we explored how the mother draws the infant’s attention to herself
    and how she tries to maintain attention when the infant is looking at her. Results
    showed that eye contact is reinforced by specific infant-directed practices: interrogatives
    and conversational openings, multimodal stimulation, repetition, and imitation.
    In addition, these practices are contingent on the infant’s own behavior. By comparing
    the two data points (3 and 6 months), we showed how the education of attention
    evolves hand-in-hand with the developing capacities of the infant.'
author:
- first_name: Iris
  full_name: Nomikou, Iris
  last_name: Nomikou
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
- first_name: Joanna
  full_name: Szufnarowska, Joanna
  last_name: Szufnarowska
citation:
  ama: 'Nomikou I, Rohlfing K, Szufnarowska J. Educating attention: recruiting, maintaining,
    and framing eye contact in early natural mother-infant interactions. <i>Interaction
    Studies</i>. 2013;14(2):240-267. doi:<a href="https://doi.org/10.1075/is.14.2.05nom">10.1075/is.14.2.05nom</a>'
  apa: 'Nomikou, I., Rohlfing, K., &#38; Szufnarowska, J. (2013). Educating attention:
    recruiting, maintaining, and framing eye contact in early natural mother-infant
    interactions. <i>Interaction Studies</i>, <i>14</i>(2), 240–267. <a href="https://doi.org/10.1075/is.14.2.05nom">https://doi.org/10.1075/is.14.2.05nom</a>'
  bibtex: '@article{Nomikou_Rohlfing_Szufnarowska_2013, title={Educating attention:
    recruiting, maintaining, and framing eye contact in early natural mother-infant
    interactions}, volume={14}, DOI={<a href="https://doi.org/10.1075/is.14.2.05nom">10.1075/is.14.2.05nom</a>},
    number={2}, journal={Interaction Studies}, publisher={John Benjamins Publishing
    Company}, author={Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna},
    year={2013}, pages={240–267} }'
  chicago: 'Nomikou, Iris, Katharina Rohlfing, and Joanna Szufnarowska. “Educating
    Attention: Recruiting, Maintaining, and Framing Eye Contact in Early Natural Mother-Infant
    Interactions.” <i>Interaction Studies</i> 14, no. 2 (2013): 240–67. <a href="https://doi.org/10.1075/is.14.2.05nom">https://doi.org/10.1075/is.14.2.05nom</a>.'
  ieee: 'I. Nomikou, K. Rohlfing, and J. Szufnarowska, “Educating attention: recruiting,
    maintaining, and framing eye contact in early natural mother-infant interactions,”
    <i>Interaction Studies</i>, vol. 14, no. 2, pp. 240–267, 2013, doi: <a href="https://doi.org/10.1075/is.14.2.05nom">10.1075/is.14.2.05nom</a>.'
  mla: 'Nomikou, Iris, et al. “Educating Attention: Recruiting, Maintaining, and Framing
    Eye Contact in Early Natural Mother-Infant Interactions.” <i>Interaction Studies</i>,
    vol. 14, no. 2, John Benjamins Publishing Company, 2013, pp. 240–67, doi:<a href="https://doi.org/10.1075/is.14.2.05nom">10.1075/is.14.2.05nom</a>.'
  short: I. Nomikou, K. Rohlfing, J. Szufnarowska, Interaction Studies 14 (2013) 240–267.
date_created: 2020-06-24T13:01:23Z
date_updated: 2023-02-01T16:12:50Z
department:
- _id: '749'
doi: 10.1075/is.14.2.05nom
intvolume: '        14'
issue: '2'
keyword:
- interactional adaptation
- multimodal input
- social learning
- ecology of attention
- eye contact
language:
- iso: eng
page: 240-267
publication: Interaction Studies
publication_identifier:
  issn:
  - 1572-0381
publisher: John Benjamins Publishing Company
status: public
title: 'Educating attention: recruiting, maintaining, and framing eye contact in early
  natural mother-infant interactions'
type: journal_article
user_id: '14931'
volume: 14
year: '2013'
...
---
_id: '24036'
author:
- first_name: Jens
  full_name: Pottebaum, Jens
  id: '405'
  last_name: Pottebaum
  orcid: http://orcid.org/0000-0001-8778-2989
citation:
  ama: Pottebaum J. <i>Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation</i>.
    Monsenstein und Vannerdat; 2012.
  apa: Pottebaum, J. (2012). <i>Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation</i>.
    Monsenstein und Vannerdat.
  bibtex: '@book{Pottebaum_2012, place={Münster}, title={Optimierung des einsatzbezogenen
    Lernens durch Wissensidentifikation}, publisher={Monsenstein und Vannerdat}, author={Pottebaum,
    Jens}, year={2012} }'
  chicago: 'Pottebaum, Jens. <i>Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation</i>.
    Münster: Monsenstein und Vannerdat, 2012.'
  ieee: 'J. Pottebaum, <i>Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation</i>.
    Münster: Monsenstein und Vannerdat, 2012.'
  mla: Pottebaum, Jens. <i>Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation</i>.
    Monsenstein und Vannerdat, 2012.
  short: J. Pottebaum, Optimierung Des Einsatzbezogenen Lernens Durch Wissensidentifikation,
    Monsenstein und Vannerdat, Münster, 2012.
date_created: 2021-09-09T12:18:36Z
date_updated: 2022-01-06T06:56:06Z
keyword:
- Arbeitsorganisation
- E-Learning
- Lernorganisation
- Lerntechnik
- Wissensmanagement
language:
- iso: eng
place: Münster
publication_identifier:
  isbn:
  - 3-86991-525-0
publisher: Monsenstein und Vannerdat
status: public
title: Optimierung des einsatzbezogenen Lernens durch Wissensidentifikation
type: dissertation
user_id: '405'
year: '2012'
...
---
_id: '4429'
abstract:
- lang: ger
  text: Mobile Learning liegt in der beruflichen Bildung seit dem Aufkommen von Smartphones,
    Tablet-PCs1 und speziell entwickelten Applikationen (Mobile Apps) im Trend. Ziel
    des Beitrags ist es, die didaktischen Potenziale des Mobile Learning durch den
    Einsatz von Tablet-PCs in der beruflichen Ausbildung zu untersuchen. Als Ausgangspunkt
    dient dabei das Fallbeispiel des Center for Young Professionals in Banking in
    der Schweiz, das im Jahr 2011 eine umfassende Pilotstudie durchgeführt hat. Ausgehend
    vom konkreten Fall werden anschliessend die Potenziale für medienbezogene Kompetenzen
    sowie eine "didaktische Landkarte" zur Verortung von Mobile-Learning-Szenarien
    eingeführt, um die verschiedenen pädagogischen Leitvorstellungen dieser Szenarien
    aufzuzeigen.
author:
- first_name: Sabine
  full_name: Seufert, Sabine
  last_name: Seufert
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Andrea
  full_name: Kuhn-Senn, Andrea
  last_name: Kuhn-Senn
citation:
  ama: 'Seufert S, Jenert T, Kuhn-Senn A. Didaktische Potenziale des Mobile Learning
    für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for Young
    Professionals in Banking in der Schweiz. <i>Berufsbildung in Wissenschaft und
    Praxis</i>. 2012;4(41):10-13.'
  apa: 'Seufert, S., Jenert, T., &#38; Kuhn-Senn, A. (2012). Didaktische Potenziale
    des Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt
    am Center for Young Professionals in Banking in der Schweiz. <i>Berufsbildung
    in Wissenschaft Und Praxis</i>, <i>4</i>(41), 10–13.'
  bibtex: '@article{Seufert_Jenert_Kuhn-Senn_2012, title={Didaktische Potenziale des
    Mobile Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center
    for Young Professionals in Banking in der Schweiz}, volume={4}, number={41}, journal={Berufsbildung
    in Wissenschaft und Praxis}, publisher={Bertelsmann Verlag}, author={Seufert,
    Sabine and Jenert, Tobias and Kuhn-Senn, Andrea}, year={2012}, pages={10–13} }'
  chicago: 'Seufert, Sabine, Tobias Jenert, and Andrea Kuhn-Senn. “Didaktische Potenziale
    Des Mobile Learning Für Die Berufsbildung: Erfahrungen Aus Einem Pilotprojekt
    Am Center for Young Professionals in Banking in Der Schweiz.” <i>Berufsbildung
    in Wissenschaft Und Praxis</i> 4, no. 41 (2012): 10–13.'
  ieee: 'S. Seufert, T. Jenert, and A. Kuhn-Senn, “Didaktische Potenziale des Mobile
    Learning für die Berufsbildung: Erfahrungen aus einem Pilotprojekt am Center for
    Young Professionals in Banking in der Schweiz,” <i>Berufsbildung in Wissenschaft
    und Praxis</i>, vol. 4, no. 41, pp. 10–13, 2012.'
  mla: 'Seufert, Sabine, et al. “Didaktische Potenziale Des Mobile Learning Für Die
    Berufsbildung: Erfahrungen Aus Einem Pilotprojekt Am Center for Young Professionals
    in Banking in Der Schweiz.” <i>Berufsbildung in Wissenschaft Und Praxis</i>, vol.
    4, no. 41, Bertelsmann Verlag, 2012, pp. 10–13.'
  short: S. Seufert, T. Jenert, A. Kuhn-Senn, Berufsbildung in Wissenschaft Und Praxis
    4 (2012) 10–13.
date_created: 2018-09-18T09:22:05Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '         4'
issue: '41'
keyword:
- mobile learning
- tablets
- tablet learning
- mobile technologies
- elearning
- TEL
page: 10-13
publication: Berufsbildung in Wissenschaft und Praxis
publication_identifier:
  issn:
  - 0341-4515
publisher: Bertelsmann Verlag
status: public
title: 'Didaktische Potenziale des Mobile Learning für die Berufsbildung: Erfahrungen
  aus einem Pilotprojekt am Center for Young Professionals in Banking in der Schweiz'
type: journal_article
user_id: '51057'
volume: 4
year: '2012'
...
---
_id: '4486'
author:
- first_name: Anja
  full_name: Gebhardt, Anja
  last_name: Gebhardt
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Gebhardt A, Jenert T. How to Assess and Study the Cultural Dimension of Social
    Interactions in Higher Education Institutions (HEI). In: ; 2012.'
  apa: 'Gebhardt, A., &#38; Jenert, T. (2012). How to Assess and Study the Cultural
    Dimension of Social Interactions in Higher Education Institutions (HEI). Presented
    at the earli SIG 10 &#38; 21 “Social Interaction in Learning and Instruction”
    and “Learning and Teaching in Culturally Diverse Settings”: Patchwork: Learning
    diversities, Belgrad, Serbien .'
  bibtex: '@inproceedings{Gebhardt_Jenert_2012, title={How to Assess and Study the
    Cultural Dimension of Social Interactions in Higher Education Institutions (HEI)},
    author={Gebhardt, Anja and Jenert, Tobias}, year={2012} }'
  chicago: Gebhardt, Anja, and Tobias Jenert. “How to Assess and Study the Cultural
    Dimension of Social Interactions in Higher Education Institutions (HEI),” 2012.
  ieee: 'A. Gebhardt and T. Jenert, “How to Assess and Study the Cultural Dimension
    of Social Interactions in Higher Education Institutions (HEI),” presented at the
    earli SIG 10 &#38; 21 “Social Interaction in Learning and Instruction” and “Learning
    and Teaching in Culturally Diverse Settings”: Patchwork: Learning diversities,
    Belgrad, Serbien , 2012.'
  mla: Gebhardt, Anja, and Tobias Jenert. <i>How to Assess and Study the Cultural
    Dimension of Social Interactions in Higher Education Institutions (HEI)</i>. 2012.
  short: 'A. Gebhardt, T. Jenert, in: 2012.'
conference:
  location: 'Belgrad, Serbien '
  name: 'earli SIG 10 & 21 "Social Interaction in Learning and Instruction" and "Learning
    and Teaching in Culturally Diverse Settings": Patchwork: Learning diversities'
date_created: 2018-09-19T08:44:40Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- learning culture
- social interaction
status: public
title: How to Assess and Study the Cultural Dimension of Social Interactions in Higher
  Education Institutions (HEI)
type: conference
user_id: '51057'
year: '2012'
...
---
_id: '46396'
abstract:
- lang: eng
  text: The steady supply of new optimization methods makes the algorithm selection
    problem (ASP) an increasingly pressing and challenging task, specially for real-world
    black-box optimization problems. The introduced approach considers the ASP as
    a cost-sensitive classification task which is based on Exploratory Landscape Analysis.
    Low-level features gathered by systematic sampling of the function on the feasible
    set are used to predict a well-performing algorithm out of a given portfolio.
    Example-specific label costs are defined by the expected runtime of each candidate
    algorithm. We use one-sided support vector regression to solve this learning problem.
    The approach is illustrated by means of the optimization problems and algorithms
    of the BBOB’09/10 workshop.
author:
- first_name: Bernd
  full_name: Bischl, Bernd
  last_name: Bischl
- first_name: Olaf
  full_name: Mersmann, Olaf
  last_name: Mersmann
- first_name: Heike
  full_name: Trautmann, Heike
  id: '100740'
  last_name: Trautmann
  orcid: 0000-0002-9788-8282
- first_name: Mike
  full_name: Preuß, Mike
  last_name: Preuß
citation:
  ama: 'Bischl B, Mersmann O, Trautmann H, Preuß M. Algorithm Selection Based on Exploratory
    Landscape Analysis and Cost-Sensitive Learning. In: <i>Proceedings of the 14th
    Annual Conference on Genetic and Evolutionary Computation</i>. GECCO ’12. Association
    for Computing Machinery; 2012:313–320. doi:<a href="https://doi.org/10.1145/2330163.2330209">10.1145/2330163.2330209</a>'
  apa: Bischl, B., Mersmann, O., Trautmann, H., &#38; Preuß, M. (2012). Algorithm
    Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning.
    <i>Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation</i>,
    313–320. <a href="https://doi.org/10.1145/2330163.2330209">https://doi.org/10.1145/2330163.2330209</a>
  bibtex: '@inproceedings{Bischl_Mersmann_Trautmann_Preuß_2012, place={New York, NY,
    USA}, series={GECCO ’12}, title={Algorithm Selection Based on Exploratory Landscape
    Analysis and Cost-Sensitive Learning}, DOI={<a href="https://doi.org/10.1145/2330163.2330209">10.1145/2330163.2330209</a>},
    booktitle={Proceedings of the 14th Annual Conference on Genetic and Evolutionary
    Computation}, publisher={Association for Computing Machinery}, author={Bischl,
    Bernd and Mersmann, Olaf and Trautmann, Heike and Preuß, Mike}, year={2012}, pages={313–320},
    collection={GECCO ’12} }'
  chicago: 'Bischl, Bernd, Olaf Mersmann, Heike Trautmann, and Mike Preuß. “Algorithm
    Selection Based on Exploratory Landscape Analysis and Cost-Sensitive Learning.”
    In <i>Proceedings of the 14th Annual Conference on Genetic and Evolutionary Computation</i>,
    313–320. GECCO ’12. New York, NY, USA: Association for Computing Machinery, 2012.
    <a href="https://doi.org/10.1145/2330163.2330209">https://doi.org/10.1145/2330163.2330209</a>.'
  ieee: 'B. Bischl, O. Mersmann, H. Trautmann, and M. Preuß, “Algorithm Selection
    Based on Exploratory Landscape Analysis and Cost-Sensitive Learning,” in <i>Proceedings
    of the 14th Annual Conference on Genetic and Evolutionary Computation</i>, 2012,
    pp. 313–320, doi: <a href="https://doi.org/10.1145/2330163.2330209">10.1145/2330163.2330209</a>.'
  mla: Bischl, Bernd, et al. “Algorithm Selection Based on Exploratory Landscape Analysis
    and Cost-Sensitive Learning.” <i>Proceedings of the 14th Annual Conference on
    Genetic and Evolutionary Computation</i>, Association for Computing Machinery,
    2012, pp. 313–320, doi:<a href="https://doi.org/10.1145/2330163.2330209">10.1145/2330163.2330209</a>.
  short: 'B. Bischl, O. Mersmann, H. Trautmann, M. Preuß, in: Proceedings of the 14th
    Annual Conference on Genetic and Evolutionary Computation, Association for Computing
    Machinery, New York, NY, USA, 2012, pp. 313–320.'
date_created: 2023-08-04T15:51:56Z
date_updated: 2023-10-16T13:48:48Z
department:
- _id: '34'
- _id: '819'
doi: 10.1145/2330163.2330209
keyword:
- machine learning
- exploratory landscape analysis
- fitness landscape
- benchmarking
- evolutionary optimization
- bbob test set
- algorithm selection
language:
- iso: eng
page: 313–320
place: New York, NY, USA
publication: Proceedings of the 14th Annual Conference on Genetic and Evolutionary
  Computation
publication_identifier:
  isbn:
  - '9781450311779'
publisher: Association for Computing Machinery
series_title: GECCO ’12
status: public
title: Algorithm Selection Based on Exploratory Landscape Analysis and Cost-Sensitive
  Learning
type: conference
user_id: '15504'
year: '2012'
...
---
_id: '4430'
abstract:
- lang: ger
  text: Eine zentrale Herausforderung in der Ausbildung angehender Wirtschaftslehrpersonen
    stellt die sinnvolle Verknüpfung von Theorie- und Praxiserfahrungen dar. Im Rahmen
    der Ausbildung angehender Wirtschaftslehrpersonen an der Universität St. Gallen
    wird eine Lernumgebung gestaltet, die eine Verschränkung von Theorie- und Praxiserfahrungen
    ermöglichen soll. Die Lernprozesse der Studierenden werden dabei durch didaktisch
    angeleitete Weblogarbeit unterstützt. Trotz der Lernchancen, die sich aus einer
    Verknüpfung von theoretischen und praktischen Lernphasen ergeben, schätzen die
    Studierenden den Nutzen der Weblogarbeit als äusserst gering ein. Die Studierenden
    bei der reflexiven Integration praxisnaher und theoretischer Lernerfahrungen zu
    unterstützen, ist eine Herausforderung, die dezidierter Anleitung und Förderung
    durch die Lehrpersonen bedarf
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
- first_name: Anja
  full_name: Gebhardt, Anja
  last_name: Gebhardt
- first_name: Reto
  full_name: Käser, Reto
  last_name: Käser
citation:
  ama: Jenert T, Gebhardt A, Käser R. Weblogs zur Unterstützung der Theorie-Praxis-Integration
    in der Wirtschaftslehrenden-Ausbildung. <i>Zeitschrift für E-Learning</i>. 2011;6(2):17-29.
  apa: Jenert, T., Gebhardt, A., &#38; Käser, R. (2011). Weblogs zur Unterstützung
    der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung. <i>Zeitschrift
    Für E-Learning</i>, <i>6</i>(2), 17–29.
  bibtex: '@article{Jenert_Gebhardt_Käser_2011, title={Weblogs zur Unterstützung der
    Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung}, volume={6},
    number={2}, journal={Zeitschrift für E-Learning}, publisher={Studien-Verlag},
    author={Jenert, Tobias and Gebhardt, Anja and Käser, Reto}, year={2011}, pages={17–29}
    }'
  chicago: 'Jenert, Tobias, Anja Gebhardt, and Reto Käser. “Weblogs Zur Unterstützung
    Der Theorie-Praxis-Integration in Der Wirtschaftslehrenden-Ausbildung.” <i>Zeitschrift
    Für E-Learning</i> 6, no. 2 (2011): 17–29.'
  ieee: T. Jenert, A. Gebhardt, and R. Käser, “Weblogs zur Unterstützung der Theorie-Praxis-Integration
    in der Wirtschaftslehrenden-Ausbildung,” <i>Zeitschrift für E-Learning</i>, vol.
    6, no. 2, pp. 17–29, 2011.
  mla: Jenert, Tobias, et al. “Weblogs Zur Unterstützung Der Theorie-Praxis-Integration
    in Der Wirtschaftslehrenden-Ausbildung.” <i>Zeitschrift Für E-Learning</i>, vol.
    6, no. 2, Studien-Verlag, 2011, pp. 17–29.
  short: T. Jenert, A. Gebhardt, R. Käser, Zeitschrift Für E-Learning 6 (2011) 17–29.
date_created: 2018-09-18T09:23:54Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '         6'
issue: '2'
keyword:
- Weblog
- Blog
- e-learning
- TEL
- higher education
- business education
page: 17-29
publication: Zeitschrift für E-Learning
publication_identifier:
  issn:
  - 1992-9579
publisher: Studien-Verlag
status: public
title: Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung
type: journal_article
user_id: '51057'
volume: 6
year: '2011'
...
---
_id: '6082'
abstract:
- lang: eng
  text: 'When two targets are presented in rapid succession, the first target (T1)
    is usually identified, but the second target (T2) is often missed. A remarkable
    exception to this ''attentional blink'' occurs when T2 immediately follows the
    first T1, at lag 1. It is then often spared but reported in the wrong order—that
    is, before T1. These order reversals have led to the hypothesis that ''lag 1 sparing''
    occurs because the two targets merge into a single episodic representation. Here,
    we report evidence consistent with an alternative theory: T2 receives more attention
    than T1, leading to prior entry into working memory. Two experiments showed that
    the more T2 performance exceeded that for T1, the more order reversals were made.
    Furthermore, precuing T1 led to a shift in performance benefits from T2 to T1
    and to an equivalent reduction in order reversals. We conclude that it is not
    necessary to assume episodic integration to explain lag 1 sparing or the accompanying
    order reversals. (PsycINFO Dat'
author:
- first_name: Christian N. L.
  full_name: Olivers, Christian N. L.
  last_name: Olivers
- first_name: Frederic
  full_name: Hilkenmeier, Frederic
  last_name: Hilkenmeier
- first_name: Ingrid
  full_name: Scharlau, Ingrid
  id: '451'
  last_name: Scharlau
  orcid: 0000-0003-2364-9489
citation:
  ama: Olivers CNL, Hilkenmeier F, Scharlau I. Prior entry explains order reversals
    in the attentional blink. <i>Attention, Perception, &#38; Psychophysics</i>. 2011;73(1):53-67.
  apa: Olivers, C. N. L., Hilkenmeier, F., &#38; Scharlau, I. (2011). Prior entry
    explains order reversals in the attentional blink. <i>Attention, Perception, &#38;
    Psychophysics</i>, <i>73</i>(1), 53–67.
  bibtex: '@article{Olivers_Hilkenmeier_Scharlau_2011, title={Prior entry explains
    order reversals in the attentional blink.}, volume={73}, number={1}, journal={Attention,
    Perception, &#38; Psychophysics}, author={Olivers, Christian N. L. and Hilkenmeier,
    Frederic and Scharlau, Ingrid}, year={2011}, pages={53–67} }'
  chicago: 'Olivers, Christian N. L., Frederic Hilkenmeier, and Ingrid Scharlau. “Prior
    Entry Explains Order Reversals in the Attentional Blink.” <i>Attention, Perception,
    &#38; Psychophysics</i> 73, no. 1 (2011): 53–67.'
  ieee: C. N. L. Olivers, F. Hilkenmeier, and I. Scharlau, “Prior entry explains order
    reversals in the attentional blink.,” <i>Attention, Perception, &#38; Psychophysics</i>,
    vol. 73, no. 1, pp. 53–67, 2011.
  mla: Olivers, Christian N. L., et al. “Prior Entry Explains Order Reversals in the
    Attentional Blink.” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 73,
    no. 1, 2011, pp. 53–67.
  short: C.N.L. Olivers, F. Hilkenmeier, I. Scharlau, Attention, Perception, &#38;
    Psychophysics 73 (2011) 53–67.
date_created: 2018-12-10T07:06:31Z
date_updated: 2022-06-07T00:16:50Z
department:
- _id: '424'
funded_apc: '1'
intvolume: '        73'
issue: '1'
keyword:
- attentional blink
- order reversals
- prior entry
- working memory
- visual attention
- attentional performance
- Adolescent
- Adult
- Attention
- Attentional Blink
- Color Perception
- Cues
- Discrimination (Psychology)
- Female
- Humans
- Male
- Memory
- Short-Term
- Pattern Recognition
- Visual
- Psychophysics
- Reaction Time
- Reversal Learning
- Sensory Gating
- Serial Learning
- Young Adult
- Eyeblink Reflex
- Stimulus Change
- Stimulus Parameters
- Visual Attention
- Attentional Blink
- Short Term Memory
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/psychologie/Kognitive_Psychologie/Publikationen/Olivers_etal__2011__AP_PProofs.pdf
oa: '1'
page: 53 - 67
publication: Attention, Perception, & Psychophysics
publication_identifier:
  issn:
  - 1943-3921
publication_status: published
status: public
title: Prior entry explains order reversals in the attentional blink.
type: journal_article
user_id: '42165'
volume: 73
year: '2011'
...
---
_id: '17246'
author:
- first_name: Iris
  full_name: Nomikou, Iris
  last_name: Nomikou
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
citation:
  ama: 'Nomikou I, Rohlfing K. Language Does Something: Body Action and Language in
    Maternal Input to Three-Month-Olds. <i>IEEE Transactions on Autonomous Mental
    Development</i>. 2011;3(2):113-128. doi:<a href="https://doi.org/10.1109/TAMD.2011.2140113">10.1109/TAMD.2011.2140113</a>'
  apa: 'Nomikou, I., &#38; Rohlfing, K. (2011). Language Does Something: Body Action
    and Language in Maternal Input to Three-Month-Olds. <i>IEEE Transactions on Autonomous
    Mental Development</i>, <i>3</i>(2), 113–128. <a href="https://doi.org/10.1109/TAMD.2011.2140113">https://doi.org/10.1109/TAMD.2011.2140113</a>'
  bibtex: '@article{Nomikou_Rohlfing_2011, title={Language Does Something: Body Action
    and Language in Maternal Input to Three-Month-Olds}, volume={3}, DOI={<a href="https://doi.org/10.1109/TAMD.2011.2140113">10.1109/TAMD.2011.2140113</a>},
    number={2}, journal={IEEE Transactions on Autonomous Mental Development}, publisher={Institute
    of Electrical &#38; Electronics Engineers (IEEE)}, author={Nomikou, Iris and Rohlfing,
    Katharina}, year={2011}, pages={113–128} }'
  chicago: 'Nomikou, Iris, and Katharina Rohlfing. “Language Does Something: Body
    Action and Language in Maternal Input to Three-Month-Olds.” <i>IEEE Transactions
    on Autonomous Mental Development</i> 3, no. 2 (2011): 113–28. <a href="https://doi.org/10.1109/TAMD.2011.2140113">https://doi.org/10.1109/TAMD.2011.2140113</a>.'
  ieee: 'I. Nomikou and K. Rohlfing, “Language Does Something: Body Action and Language
    in Maternal Input to Three-Month-Olds,” <i>IEEE Transactions on Autonomous Mental
    Development</i>, vol. 3, no. 2, pp. 113–128, 2011, doi: <a href="https://doi.org/10.1109/TAMD.2011.2140113">10.1109/TAMD.2011.2140113</a>.'
  mla: 'Nomikou, Iris, and Katharina Rohlfing. “Language Does Something: Body Action
    and Language in Maternal Input to Three-Month-Olds.” <i>IEEE Transactions on Autonomous
    Mental Development</i>, vol. 3, no. 2, Institute of Electrical &#38; Electronics
    Engineers (IEEE), 2011, pp. 113–28, doi:<a href="https://doi.org/10.1109/TAMD.2011.2140113">10.1109/TAMD.2011.2140113</a>.'
  short: I. Nomikou, K. Rohlfing, IEEE Transactions on Autonomous Mental Development
    3 (2011) 113–128.
date_created: 2020-06-24T13:02:12Z
date_updated: 2023-02-01T12:54:33Z
department:
- _id: '749'
doi: 10.1109/TAMD.2011.2140113
intvolume: '         3'
issue: '2'
keyword:
- acoustic packaging
- mother-child interaction
- social learning
- multimodal grounding in input
- ecology of interactions
- synchrony
language:
- iso: eng
page: 113-128
publication: IEEE Transactions on Autonomous Mental Development
publication_identifier:
  issn:
  - 1943-0612
publisher: Institute of Electrical & Electronics Engineers (IEEE)
status: public
title: 'Language Does Something: Body Action and Language in Maternal Input to Three-Month-Olds'
type: journal_article
user_id: '14931'
volume: 3
year: '2011'
...
---
_id: '4448'
abstract:
- lang: ger
  text: '"Lernkultur" wird als Begriff häufig gebraucht und fast ebenso häufig definiert
     das gilt für den betrieblichen Kontext ebenso wie für die Bereiche der Schul-,
    Hochschul-, Berufs- und Erwachsenenbildung (z. B. Wulf, Althans, Blaschke, Ferrin,
    Göhlich, Jörissen, Mattig et al., 2007; Jenert, Zellweger Moser, Dommen & Gebhardt,
    2009; Kirchhöfer, 2004; Erpenbeck & Sauer, 2000). Trotz der grossen Aufmerksamkeit,
    die der Begriff in den letzten zwei Jahrzehnten erfahren hat, kann man nicht von
    einem in sich geschlossenen Forschungsprogramm sprechen. Die Zugänge zum Phänomenbereich
    Lernkultur sind ebenso vielfältig wie die hinter einzelnen Ansätzen stehenden
    Lernkulturkonstrukte. Den Autoren ist keine Publikation bekannt, welche unterschiedliche
    Ansätze der Lernkulturforschung systematisch aufarbeitet. Eine wichtige Referenzquelle
    ist der Bericht von Kuh und Whitt (1988) "The Invisible Tapestry: Culture in American
    Colleges and Universities". Ausgehend von einer fundierten Übersicht zu unterschiedlichen
    Zugängen zum Kulturbegriff (oft in starker Anlehnung an die Organisationskulturforschung
    (vgl. Allaire & Firsirotu, 1984)) stellen die Autoren ein Rahmenmodell zur Analyse
    von Hochschulkulturen vor (Kuh und Whitt, 1988, S. 56). Diese Arbeit erweist sich
    für ein besseres Verständnis unter-schiedlicher Zugänge zum Lernkulturbegriff
    als aufschlussreich, weil im Kontext Hoch-schule zwangsweise viele Aspekte des
    Lernens und Lehrens angesprochen werden. Allerdings fokussiert auch dieser Bericht
    nicht das Konstrukt der Lernkultur und bietet damit nur einen Ausgangspunkt für
    die Identifizierung unterschiedlicher Zugänge.'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
- first_name: Anja
  full_name: Gebhardt, Anja
  last_name: Gebhardt
citation:
  ama: 'Jenert T, Gebhardt A. <i>Zugänge Zum Begriff Der Lernkultur: Eine Systematisierung
    Auf Basis Kultur-Und Lerntheoretischer Überlegungen</i>.; 2010.'
  apa: 'Jenert, T., &#38; Gebhardt, A. (2010). <i>Zugänge zum Begriff der Lernkultur:
    Eine Systematisierung auf Basis kultur-und lerntheoretischer Überlegungen</i>.'
  bibtex: '@book{Jenert_Gebhardt_2010, title={Zugänge zum Begriff der Lernkultur:
    Eine Systematisierung auf Basis kultur-und lerntheoretischer Überlegungen}, author={Jenert,
    Tobias and Gebhardt, Anja}, year={2010} }'
  chicago: 'Jenert, Tobias, and Anja Gebhardt. <i>Zugänge Zum Begriff Der Lernkultur:
    Eine Systematisierung Auf Basis Kultur-Und Lerntheoretischer Überlegungen</i>,
    2010.'
  ieee: 'T. Jenert and A. Gebhardt, <i>Zugänge zum Begriff der Lernkultur: Eine Systematisierung
    auf Basis kultur-und lerntheoretischer Überlegungen</i>. 2010.'
  mla: 'Jenert, Tobias, and Anja Gebhardt. <i>Zugänge Zum Begriff Der Lernkultur:
    Eine Systematisierung Auf Basis Kultur-Und Lerntheoretischer Überlegungen</i>.
    2010.'
  short: 'T. Jenert, A. Gebhardt, Zugänge Zum Begriff Der Lernkultur: Eine Systematisierung
    Auf Basis Kultur-Und Lerntheoretischer Überlegungen, 2010.'
date_created: 2018-09-18T11:50:40Z
date_updated: 2022-01-06T07:01:04Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Lernkultur
- learning culture
- culture theory
- approaches to learning culture
- culture of learning
status: public
title: 'Zugänge zum Begriff der Lernkultur: Eine Systematisierung auf Basis kultur-und
  lerntheoretischer Überlegungen'
type: report
user_id: '51057'
year: '2010'
...
---
_id: '17253'
author:
- first_name: Anna-Lisa
  full_name: Vollmer, Anna-Lisa
  last_name: Vollmer
- first_name: Karola
  full_name: Pitsch, Karola
  last_name: Pitsch
- first_name: Katrin Solveig
  full_name: Lohan, Katrin Solveig
  last_name: Lohan
- first_name: Jannik
  full_name: Fritsch, Jannik
  last_name: Fritsch
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
- first_name: Britta
  full_name: Wrede, Britta
  last_name: Wrede
citation:
  ama: 'Vollmer A-L, Pitsch K, Lohan KS, Fritsch J, Rohlfing K, Wrede B. Developing
    feedback: How children of different age contribute to a tutoring interaction with
    adults. In: <i>Development and Learning (ICDL), 2010 IEEE 9th International Conference
    on Development and Learning</i>. ; 2010:76-81.'
  apa: 'Vollmer, A.-L., Pitsch, K., Lohan, K. S., Fritsch, J., Rohlfing, K., &#38;
    Wrede, B. (2010). Developing feedback: How children of different age contribute
    to a tutoring interaction with adults. <i>Development and Learning (ICDL), 2010
    IEEE 9th International Conference on Development and Learning</i>, 76–81.'
  bibtex: '@inproceedings{Vollmer_Pitsch_Lohan_Fritsch_Rohlfing_Wrede_2010, title={Developing
    feedback: How children of different age contribute to a tutoring interaction with
    adults}, booktitle={Development and Learning (ICDL), 2010 IEEE 9th International
    Conference on Development and Learning}, author={Vollmer, Anna-Lisa and Pitsch,
    Karola and Lohan, Katrin Solveig and Fritsch, Jannik and Rohlfing, Katharina and
    Wrede, Britta}, year={2010}, pages={76–81} }'
  chicago: 'Vollmer, Anna-Lisa, Karola Pitsch, Katrin Solveig Lohan, Jannik Fritsch,
    Katharina Rohlfing, and Britta Wrede. “Developing Feedback: How Children of Different
    Age Contribute to a Tutoring Interaction with Adults.” In <i>Development and Learning
    (ICDL), 2010 IEEE 9th International Conference on Development and Learning</i>,
    76–81, 2010.'
  ieee: 'A.-L. Vollmer, K. Pitsch, K. S. Lohan, J. Fritsch, K. Rohlfing, and B. Wrede,
    “Developing feedback: How children of different age contribute to a tutoring interaction
    with adults,” in <i>Development and Learning (ICDL), 2010 IEEE 9th International
    Conference on Development and Learning</i>, 2010, pp. 76–81.'
  mla: 'Vollmer, Anna-Lisa, et al. “Developing Feedback: How Children of Different
    Age Contribute to a Tutoring Interaction with Adults.” <i>Development and Learning
    (ICDL), 2010 IEEE 9th International Conference on Development and Learning</i>,
    2010, pp. 76–81.'
  short: 'A.-L. Vollmer, K. Pitsch, K.S. Lohan, J. Fritsch, K. Rohlfing, B. Wrede,
    in: Development and Learning (ICDL), 2010 IEEE 9th International Conference on
    Development and Learning, 2010, pp. 76–81.'
date_created: 2020-06-24T13:02:20Z
date_updated: 2023-02-01T13:00:15Z
department:
- _id: '749'
keyword:
- tutoring interaction
- social interaction
- video signal processing
- robot systems
- paediatrics
- neurophysiology
- Learning
- infant
- feedback
- biology computing
- cognitive capabilities
- cognition
- children
language:
- iso: eng
page: 76-81
publication: Development and Learning (ICDL), 2010 IEEE 9th International Conference
  on Development and Learning
status: public
title: 'Developing feedback: How children of different age contribute to a tutoring
  interaction with adults'
type: conference
user_id: '14931'
year: '2010'
...