---
_id: '17192'
abstract:
- lang: eng
  text: 'In order for artificial intelligent systems to interact naturally with human
    users, they need to be able to learn from human instructions when actions should
    be imitated. Human tutoring will typically consist of action demonstrations accompanied
    by speech. In the following, the characteristics of human tutoring during action
    demonstration will be examined. A special focus will be put on the distinction
    between two kinds of motion events: path-oriented actions and manner-oriented
    actions. Such a distinction is inspired by the literature pertaining to cognitive
    linguistics, which indicates that the human conceptual system can distinguish
    these two distinct types of motion. These two kinds of actions are described in
    language by more path-oriented or more manner-oriented utterances. In path-oriented
    utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented
    utterances the medium, velocity, or means of motion are highlighted. We examined
    a video corpus of adult-child interactions comprised of three age groups of children-pre-lexical,
    early lexical, and lexical-and two different tasks, one emphasizing manner more
    strongly and one emphasizing path more strongly. We analyzed the language and
    motion of the caregiver and the gazing behavior of the child to highlight the
    differences between the tutoring and the acquisition of the manner and path concepts.
    The results suggest that age is an important factor in the development of these
    action categories. The analysis of this corpus has also been exploited to develop
    an intelligent robotic behavior -the tutoring spotter system-able to emulate children''s
    behaviors in a tutoring situation, with the aim of evoking in human subjects a
    natural and effective behavior in teaching to a robot. The findings related to
    the development of manner and path concepts have been used to implement new effective
    feedback strategies in the tutoring spotter system, which should provide improvements
    in human-robot interaction.'
author:
- first_name: Katrin S.
  full_name: Lohan, Katrin S.
  last_name: Lohan
- first_name: Sascha
  full_name: Griffiths, Sascha
  last_name: Griffiths
- first_name: Alessandra
  full_name: Sciutti, Alessandra
  last_name: Sciutti
- first_name: Tim C.
  full_name: Partmann, Tim C.
  last_name: Partmann
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
citation:
  ama: Lohan KS, Griffiths S, Sciutti A, Partmann TC, Rohlfing K. Co-development of
    manner and path concepts in language, action, and eye-gaze behavior. <i>Topics
    in Cognitive Science</i>. 2014;6(3):492-512. doi:<a href="https://doi.org/10.1111/tops.12098">10.1111/tops.12098</a>
  apa: Lohan, K. S., Griffiths, S., Sciutti, A., Partmann, T. C., &#38; Rohlfing,
    K. (2014). Co-development of manner and path concepts in language, action, and
    eye-gaze behavior. <i>Topics in Cognitive Science</i>, <i>6</i>(3), 492–512. <a
    href="https://doi.org/10.1111/tops.12098">https://doi.org/10.1111/tops.12098</a>
  bibtex: '@article{Lohan_Griffiths_Sciutti_Partmann_Rohlfing_2014, title={Co-development
    of manner and path concepts in language, action, and eye-gaze behavior}, volume={6},
    DOI={<a href="https://doi.org/10.1111/tops.12098">10.1111/tops.12098</a>}, number={3},
    journal={Topics in Cognitive Science}, publisher={Wiley-Blackwell}, author={Lohan,
    Katrin S. and Griffiths, Sascha and Sciutti, Alessandra and Partmann, Tim C. and
    Rohlfing, Katharina}, year={2014}, pages={492–512} }'
  chicago: 'Lohan, Katrin S., Sascha Griffiths, Alessandra Sciutti, Tim C. Partmann,
    and Katharina Rohlfing. “Co-Development of Manner and Path Concepts in Language,
    Action, and Eye-Gaze Behavior.” <i>Topics in Cognitive Science</i> 6, no. 3 (2014):
    492–512. <a href="https://doi.org/10.1111/tops.12098">https://doi.org/10.1111/tops.12098</a>.'
  ieee: 'K. S. Lohan, S. Griffiths, A. Sciutti, T. C. Partmann, and K. Rohlfing, “Co-development
    of manner and path concepts in language, action, and eye-gaze behavior,” <i>Topics
    in Cognitive Science</i>, vol. 6, no. 3, pp. 492–512, 2014, doi: <a href="https://doi.org/10.1111/tops.12098">10.1111/tops.12098</a>.'
  mla: Lohan, Katrin S., et al. “Co-Development of Manner and Path Concepts in Language,
    Action, and Eye-Gaze Behavior.” <i>Topics in Cognitive Science</i>, vol. 6, no.
    3, Wiley-Blackwell, 2014, pp. 492–512, doi:<a href="https://doi.org/10.1111/tops.12098">10.1111/tops.12098</a>.
  short: K.S. Lohan, S. Griffiths, A. Sciutti, T.C. Partmann, K. Rohlfing, Topics
    in Cognitive Science 6 (2014) 492–512.
date_created: 2020-06-24T13:01:09Z
date_updated: 2023-02-01T16:08:33Z
department:
- _id: '749'
doi: 10.1111/tops.12098
intvolume: '         6'
issue: '3'
keyword:
- Imitation
- Tutoring
- Adult-child interaction
- Human-robot interaction
- Semantics
- Teachable robots
language:
- iso: eng
page: 492-512
publication: Topics in Cognitive Science
publication_identifier:
  issn:
  - 1756-8757
publisher: Wiley-Blackwell
status: public
title: Co-development of manner and path concepts in language, action, and eye-gaze
  behavior
type: journal_article
user_id: '14931'
volume: 6
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: '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'
...
---
_id: '17257'
abstract:
- lang: eng
  text: In developmental research, tutoring behavior has been identified as scaffolding
    infants’ learning processes. It has been defined in terms of child-directed speech
    (Motherese), child-directed motion (Motionese), and contingency. Contingency describes
    situations in which two agents socially interact with each other and Csibra and
    Gergely showed that contingency is a char- acteristic aspect of social interaction
    [3]. In the field of developmental robotics, research often assumes that in human-robot
    interaction (HRI), robots are treated similar to infants, because their immature
    cognitive capabilities benefit from this behavior. Here we present results con-
    cerning the acceptance of a robotic agent in a social learning scenario obtained
    via comparison to adults and 8-11 months old infants in equal conditions. These
    results constitute an important empirical basis for making use of tutoring behavior
    in social robotics. Our results reveal significant differences between Adult-Child
    Interaction (ACI), Adult-Adult Interaction (AAI) and Adult-Robot Interaction (ARI)
    in eye gaze behavior suggesting that contingency is impaired in the analyzed ARI
    situation.
author:
- first_name: Katrin Solveig
  full_name: Lohan, Katrin Solveig
  last_name: Lohan
- first_name: Katharina
  full_name: Rohlfing, Katharina
  id: '50352'
  last_name: Rohlfing
- first_name: Britta
  full_name: Wrede, Britta
  last_name: Wrede
citation:
  ama: 'Lohan KS, Rohlfing K, Wrede B. Analysing the effect of contingency in tutoring
    situations. In: ; 2009.'
  apa: Lohan, K. S., Rohlfing, K., &#38; Wrede, B. (2009). <i>Analysing the effect
    of contingency in tutoring situations</i>.
  bibtex: '@inproceedings{Lohan_Rohlfing_Wrede_2009, title={Analysing the effect of
    contingency in tutoring situations}, author={Lohan, Katrin Solveig and Rohlfing,
    Katharina and Wrede, Britta}, year={2009} }'
  chicago: Lohan, Katrin Solveig, Katharina Rohlfing, and Britta Wrede. “Analysing
    the Effect of Contingency in Tutoring Situations,” 2009.
  ieee: K. S. Lohan, K. Rohlfing, and B. Wrede, “Analysing the effect of contingency
    in tutoring situations,” 2009.
  mla: Lohan, Katrin Solveig, et al. <i>Analysing the Effect of Contingency in Tutoring
    Situations</i>. 2009.
  short: 'K.S. Lohan, K. Rohlfing, B. Wrede, in: 2009.'
date_created: 2020-06-24T13:02:25Z
date_updated: 2023-02-01T13:01:51Z
department:
- _id: '749'
keyword:
- Eyegaze
- tutoring situations
- Contingency
language:
- iso: eng
status: public
title: Analysing the effect of contingency in tutoring situations
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '17272'
abstract:
- lang: eng
  text: In developmental research, tutoring behavior has been identified as scaffolding
    infants' learning processes. It has been defined in terms of child-directed speech
    (Motherese), child-directed motion (Motionese), and contingency. In the field
    of developmental robotics, research often assumes that in human-robot interaction
    (HRI), robots are treated similar to infants, because their immature cognitive
    capabilities benefit from this behavior. However, according to our knowledge,
    it has barely been studied whether this is true and how exactly humans alter their
    behavior towards a robotic interaction partner. In this paper, we present results
    concerning the acceptance of a robotic agent in a social learning scenario obtained
    via comparison to adults and 8-11 months old infants in equal conditions. These
    results constitute an important empirical basis for making use of tutoring behavior
    in social robotics. In our study, we performed a detailed multimodal analysis
    of HRI in a tutoring situation using the example of a robot simulation equipped
    with a bottom-up saliency-based attention model. Our results reveal significant
    differences in hand movement velocity, motion pauses, range of motion, and eye
    gaze suggesting that for example adults decrease their hand movement velocity
    in an Adult-Child Interaction (ACI), opposed to an Adult-Adult Interaction (AAI)
    and this decrease is even higher in the Adult-Robot Interaction (ARI). We also
    found important differences between ACI and ARI in how the behavior is modified
    over time as the interaction unfolds. These findings indicate the necessity of
    integrating top-down feedback structures into a bottom-up system for robots to
    be fully accepted as interaction partners.
author:
- first_name: Anna-Lisa
  full_name: Vollmer, Anna-Lisa
  last_name: Vollmer
- first_name: Katrin Solveig
  full_name: Lohan, Katrin Solveig
  last_name: Lohan
- first_name: Kerstin
  full_name: Fischer, Kerstin
  last_name: Fischer
- first_name: Yukie
  full_name: Nagai, Yukie
  last_name: Nagai
- first_name: Karola
  full_name: Pitsch, Karola
  last_name: Pitsch
- 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, Lohan KS, Fischer K, et al. People modify their tutoring behavior
    in robot-directed interaction for action learning. In: <i>Development and Learning,
    2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>.
    IEEE; 2009:1-6. doi:<a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>'
  apa: Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch,
    J., Rohlfing, K., &#38; Wrede, B. (2009). People modify their tutoring behavior
    in robot-directed interaction for action learning. <i>Development and Learning,
    2009. ICDL 2009. IEEE 8th International Conference on Development and Learning</i>,
    1–6. <a href="https://doi.org/10.1109/DEVLRN.2009.5175516">https://doi.org/10.1109/DEVLRN.2009.5175516</a>
  bibtex: '@inproceedings{Vollmer_Lohan_Fischer_Nagai_Pitsch_Fritsch_Rohlfing_Wrede_2009,
    title={People modify their tutoring behavior in robot-directed interaction for
    action learning}, DOI={<a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>},
    booktitle={Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
    on Development and Learning}, publisher={IEEE}, author={Vollmer, Anna-Lisa and
    Lohan, Katrin Solveig and Fischer, Kerstin and Nagai, Yukie and Pitsch, Karola
    and Fritsch, Jannik and Rohlfing, Katharina and Wrede, Britta}, year={2009}, pages={1–6}
    }'
  chicago: Vollmer, Anna-Lisa, Katrin Solveig Lohan, Kerstin Fischer, Yukie Nagai,
    Karola Pitsch, Jannik Fritsch, Katharina Rohlfing, and Britta Wrede. “People Modify
    Their Tutoring Behavior in Robot-Directed Interaction for Action Learning.” In
    <i>Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
    on Development and Learning</i>, 1–6. IEEE, 2009. <a href="https://doi.org/10.1109/DEVLRN.2009.5175516">https://doi.org/10.1109/DEVLRN.2009.5175516</a>.
  ieee: 'A.-L. Vollmer <i>et al.</i>, “People modify their tutoring behavior in robot-directed
    interaction for action learning,” in <i>Development and Learning, 2009. ICDL 2009.
    IEEE 8th International Conference on Development and Learning</i>, 2009, pp. 1–6,
    doi: <a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>.'
  mla: Vollmer, Anna-Lisa, et al. “People Modify Their Tutoring Behavior in Robot-Directed
    Interaction for Action Learning.” <i>Development and Learning, 2009. ICDL 2009.
    IEEE 8th International Conference on Development and Learning</i>, IEEE, 2009,
    pp. 1–6, doi:<a href="https://doi.org/10.1109/DEVLRN.2009.5175516">10.1109/DEVLRN.2009.5175516</a>.
  short: 'A.-L. Vollmer, K.S. Lohan, K. Fischer, Y. Nagai, K. Pitsch, J. Fritsch,
    K. Rohlfing, B. Wrede, in: Development and Learning, 2009. ICDL 2009. IEEE 8th
    International Conference on Development and Learning, IEEE, 2009, pp. 1–6.'
date_created: 2020-06-24T13:02:43Z
date_updated: 2023-02-01T13:06:43Z
department:
- _id: '749'
doi: 10.1109/DEVLRN.2009.5175516
keyword:
- robot simulation
- hand movement velocity
- robotic interaction partner
- robotic agent
- robot-directed interaction
- multimodal analysis
- Motionese
- Motherese
- intelligent tutoring systems
- immature cognitive capability
- human computer interaction
- eye gaze
- child-directed speech
- child-directed motion
- bottom-up system
- bottom-up saliency-based attention model
- adult-robot interaction
- adult-child interaction
- adult-adult interaction
- human-robot interaction
- action learning
- social learning scenario
- social robotics
- software agents
- top-down feedback structures
- tutoring behavior
language:
- iso: eng
page: 1-6
publication: Development and Learning, 2009. ICDL 2009. IEEE 8th International Conference
  on Development and Learning
publisher: IEEE
status: public
title: People modify their tutoring behavior in robot-directed interaction for action
  learning
type: conference
user_id: '14931'
year: '2009'
...
---
_id: '4496'
alternative_title:
- Information in Wissenschaft, Bildung und Wirtschaft
author:
- first_name: Nina
  full_name: Heinze, Nina
  last_name: Heinze
- first_name: Thomas
  full_name: Sporer, Thomas
  last_name: Sporer
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Heinze N, Sporer T, Jenert T. Semivirtuelle Lernumgebung zum wissenschaftlichen
    Arbeiten als Ergänzung des Studienangebots der Universität Augsburg. In: <i>Deutsche
    Gesellschaft Für Informationswissenschaft Und Informationspraxis: Tagungen Der
    Deutschen Gesellschaft Für Informationswissenschaft Und Informationspraxis</i>.
    Vol 9. Frankfurt am Main ; 2007:319-328.'
  apa: 'Heinze, N., Sporer, T., &#38; Jenert, T. (2007). Semivirtuelle Lernumgebung
    zum wissenschaftlichen Arbeiten als Ergänzung des Studienangebots der Universität
    Augsburg. In <i>Deutsche Gesellschaft für Informationswissenschaft und Informationspraxis:
    Tagungen der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis</i>
    (Vol. 9, pp. 319–328). Frankfurt am Main .'
  bibtex: '@inproceedings{Heinze_Sporer_Jenert_2007, place={Frankfurt am Main }, title={Semivirtuelle
    Lernumgebung zum wissenschaftlichen Arbeiten als Ergänzung des Studienangebots
    der Universität Augsburg}, volume={9}, booktitle={Deutsche Gesellschaft für Informationswissenschaft
    und Informationspraxis: Tagungen der Deutschen Gesellschaft für Informationswissenschaft
    und Informationspraxis}, author={Heinze, Nina and Sporer, Thomas and Jenert, Tobias},
    year={2007}, pages={319–328} }'
  chicago: 'Heinze, Nina, Thomas Sporer, and Tobias Jenert. “Semivirtuelle Lernumgebung
    Zum Wissenschaftlichen Arbeiten Als Ergänzung Des Studienangebots Der Universität
    Augsburg.” In <i>Deutsche Gesellschaft Für Informationswissenschaft Und Informationspraxis:
    Tagungen Der Deutschen Gesellschaft Für Informationswissenschaft Und Informationspraxis</i>,
    9:319–28. Frankfurt am Main , 2007.'
  ieee: 'N. Heinze, T. Sporer, and T. Jenert, “Semivirtuelle Lernumgebung zum wissenschaftlichen
    Arbeiten als Ergänzung des Studienangebots der Universität Augsburg,” in <i>Deutsche
    Gesellschaft für Informationswissenschaft und Informationspraxis: Tagungen der
    Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis</i>,
    Frankfurt am Main , 2007, vol. 9, pp. 319–328.'
  mla: 'Heinze, Nina, et al. “Semivirtuelle Lernumgebung Zum Wissenschaftlichen Arbeiten
    Als Ergänzung Des Studienangebots Der Universität Augsburg.” <i>Deutsche Gesellschaft
    Für Informationswissenschaft Und Informationspraxis: Tagungen Der Deutschen Gesellschaft
    Für Informationswissenschaft Und Informationspraxis</i>, vol. 9, 2007, pp. 319–28.'
  short: 'N. Heinze, T. Sporer, T. Jenert, in: Deutsche Gesellschaft Für Informationswissenschaft
    Und Informationspraxis: Tagungen Der Deutschen Gesellschaft Für Informationswissenschaft
    Und Informationspraxis, Frankfurt am Main , 2007, pp. 319–328.'
conference:
  end_date: 2007-10-12
  location: 'Frankfurt am Main '
  name: 29. Online-Tagung der DGI
  start_date: 2007-10-10
date_created: 2018-09-19T09:17:23Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '         9'
keyword:
- Wissenschaftliches Arbeiten
- Blended Learning
- Tutoring
page: 319-328
place: 'Frankfurt am Main '
publication: 'Deutsche Gesellschaft für Informationswissenschaft und Informationspraxis:
  Tagungen der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis'
publication_identifier:
  isbn:
  - 978-3-925474-60-6
status: public
title: Semivirtuelle Lernumgebung zum wissenschaftlichen Arbeiten als Ergänzung des
  Studienangebots der Universität Augsburg
type: conference
user_id: '51057'
volume: 9
year: '2007'
...