@inproceedings{26425,
  author       = {{Selke, Harald}},
  editor       = {{Biehler, R and Budde,  L and Frischemeier, D and Heinemann, B and Podworny, S and Schulte, Carsten and Wassong, T}},
  pages        = {{107--109}},
  publisher    = {{Universit{\"a}tsbibliothek Paderborn}},
  title        = {{{Data science in schools from the perspective of contextual informatics}}},
  year         = {{2018}},
}

@book{26531,
  editor       = {{Keil, Reinhard and Selke, Harald}},
  publisher    = {{publishing series of the Heinz Nixdorf Institute, Paderborn}},
  title        = {{{20 years of learning with the World Wide Web - technology and education in dialogue}}},
  volume       = {{330}},
  year         = {{2015}},
}

@inproceedings{26532,
  author       = {{Keil, Reinhard  and Selke, Harald}},
  editor       = {{Keil, Reinhard and  Selke, Harald}},
  pages        = {{1--7}},
  publisher    = {{Publishing series of the Heinz Nixdorf Institute, Paderborn}},
  title        = {{{Learn with, through and {\ "about the WWW}}},
  volume       = {{330}},
  year         = {{2015}},
}

@inproceedings{26533,
  author       = {{Keil, Reinhard  and Selke, Harald}},
  editor       = {{Keil, Reinhard and Selke, Harald}},
  pages        = {{39--53}},
  publisher    = {{publishing series of the Heinz Nixdorf Institute, Paderborn}},
  title        = {{{Virtual knowledge {\ "a} ume - From the presentation of content to virtual learning {\" a} tten}}},
  volume       = {{330}},
  year         = {{2015}},
}

@inproceedings{27163,
  author       = {{Keil,  Reinhard  and Selke, Harald}},
  editor       = {{Keil, Reinhard  and Selke,  Harald}},
  pages        = {{39--53}},
  publisher    = {{publishing series of the Heinz Nixdorf Institute, Paderborn}},
  title        = {{{Virtual knowledge {\ "a} ume - From the presentation of content to virtual learning {\" a} tten}}},
  volume       = {{330}},
  year         = {{2015}},
}

@inproceedings{26537,
  abstract     = {{n the summer of 1994, courses at universities were supported for the first time through the use of the World Wide Web. With the introduction of this new technology, high expectations quickly arose that the established forms of teaching and learning in schools and universities would be replaced and that the institutions themselves might even prove to be superfluous. Twenty years later, it turns out that there is a great gap between hope and reality. Some of the ideas at the time that, for example, having access to the world's knowledge at any time would make textbooks superfluous, turned out to be naive in retrospect. Characteristic of the ideas at that time was the assumption that didactic and organizational problems of teaching and learning could be solved purely technically.
}},
  author       = {{Keil, Reinhard and Selke, Harald and Winkelnkemper, Felix}},
  editor       = {{Trahasch, Stephan and  Pl {\ "o} tzner, Rolf and Schneider, Gerhard and Gayer, Claudia and Sassiat, Daniel and W {\ "o} hrle, Nicole}},
  pages        = {{51–60}},
  title        = {{{Twenty years of learning with the World Wide Web}}},
  year         = {{2014}},
}

@inproceedings{27166,
  author       = {{Keil, Reinhard and Selke, Harald and Winkelnkemper, Felix}},
  editor       = {{Trahasch, Stephan and  Pl {\ "o} tzner , Rolf  and Schneider, Gerhard and Gayer, Claudia  and Sassiat, Daniel and W {\ "o} hrle, Nicole}},
  pages        = {{51–60}},
  title        = {{{Twenty years of learning with the World Wide Web}}},
  year         = {{2014}},
}

@article{27173,
  author       = {{Keil,  Reinhard and Selke, Harald and Winkelnkemper, Felix}},
  journal      = {{FIfF-Kommunikation}},
  pages        = {{61--65}},
  title        = {{{Computer science and education - A struggle for creative sovereignty in society?}}},
  year         = {{2013}},
}

@inproceedings{27176,
  abstract     = {{In this article we report on the experiences of a redesigned teaching in the field of computer science and society (IuG). The reasons for the redesign and the concept are outlined. We have condensed our experiences into theses: 1. Computer science and society should be a compulsory course in the bachelor's degree, in which students get an overview of which social framework conditions are relevant for them and how they can be incorporated into practice. 2. Historical contents of computer science are to be processed here by considering current developments in the context of their genesis.
}},
  author       = {{Engbring, Dieter and Selke, Harald}},
  editor       = {{Forbrig, Peter and  Rick, Detlef and  Schmolitzky, Axel}},
  pages        = {{111--116}},
  publisher    = {{Universit { \ "a} tsverlag Potsda}},
  title        = {{{Computer science and society as a field of computer science}}},
  volume       = {{5}},
  year         = {{2012}},
}

@inproceedings{27180,
  abstract     = {{This article explains the technical potential of digital boards with which more and more schools are being equipped. A consideration of current usage scenarios of these interactive whiteboards shows that a large part of this potential is still unused and the deficits of the software often have to be circumvented with tricks, especially for use in demanding, student-oriented lessons. Finally, the further development of existing teaching scenarios using this technical potential shows that considering the technical possibilities of digital boards can motivate new didactic scenarios.
}},
  author       = {{Selke, Harald and Winkelnkemper, Felix}},
  editor       = {{Desel, J {\ "o} rg and Haake,  J {\" o} rg and Spannagel, Christian}},
  pages        = {{171--182}},
  title        = {{{The technical potential of digital boards}}},
  year         = {{2012}},
}

@inproceedings{27194,
  abstract     = {{In order to support everyday school life, the educational platform "Education in Dialogue" was developed and continuously improved over a period of more than ten years in an evolutionary process with user participation. The aim of this article is to show how sustainable support can be achieved by not focusing on the basic possibilities of network-based work, but using everyday practice as a starting point. In order to decide how the school assignment can be optimally supported in a specific embodiment, we develop »learning scenarios«. Based on a didactic approach, a technical concept and a usage guide are designed.
}},
  author       = {{Jakoblew, Marcel and  Niehus, Dominik  and Selke, Harald}},
  editor       = {{Apostolopoulos, Nicolas and Mu {\ ss } mann, Ulrike and Coy, Wolfgang and Schwill,  Andreas}},
  pages        = {{281--297}},
  publisher    = {{Waxmann Verlag, M {\ "u} nster}},
  title        = {{{Learning scenarios for school 2.0}}},
  year         = {{2012}},
}

@article{27617,
  abstract     = {{There have been and still are lectures on the subject of computer science and society at some universities. Some of these are still held by those who can be considered the founders of this subject in Germany. In recent years, however, some of the protagonists from the very beginning have already retired and the positions have been filled or partially rededicated with successors of various origins. Aspects that were previously dealt with within this subject are now addressed in other subjects. For the "new" lecturers the question arises how the problem that Stefan Köpsell formulated very honestly can be addressed: "Since I have not yet known any satisfactory systematics for computer science and society, the lecture consists of a collection of widely spread, each separately understandable themed mosaic tiles. Everyone has to put their overall understanding of the topic together personally. ”(Köpsell, 2012) In this contribution, attempts to design a lecture Computer Science and Society within the given framework (previous lectures, content-related delimitation of other events, supplementary events, previous knowledge and Expectations of the students) and the experiences associated with the implementation are reported. As presumably every course, this represents work in progress. delimitation of the content of other events, supplementary events, previous knowledge and expectations of the students) and the experiences associated with the implementation are reported. As presumably every course, this represents work in progress. delimitation of the content of other events, supplementary events, previous knowledge and expectations of the students) and the experiences associated with the implementation are reported. As presumably every course, this represents work in progress.}},
  author       = {{Selke, Harald}},
  journal      = {{FIfF communication}},
  title        = {{{Computer science and society - a lecture in the master's degree in computer science}}},
  year         = {{2012}},
}

@inproceedings{27623,
  abstract     = {{Kollaboratives Lernen kann im Großen und Ganzen durch verteilte, unterbrochene kooperative Prozesse charakterisiert werden, da die Interaktion mit anderen Lernern und Lehrenden zu verschiedenen Zeiten an verschiedenen Orten stattfindet. Um die zeitlich und räumlich verteilten Lernaktivitäten zu integrieren, muss ein virtueller Lernraum bereitgestellt werden der einerseits als Arena kooperativer Interaktionen dient und andererseits gleichzeitig ein verteiltes externes Gedächtnis durch persistente Lernobjekte bietet. Das Konzept des ko-aktiven Lernens umfasst eine Vielzahl von technischen Konzepten und Funktionen, die kollaboratives Lernen in unterschiedlichsten Lernarrangements unterstützen.
}},
  author       = {{Keil, Reinhard and Selke, Harald}},
  booktitle    = {{Proc. of Int. Conf. on Improving University Teaching}},
  pages        = {{191--202}},
  title        = {{{Virtual Learning Spaces for Co-Active Learning}}},
  year         = {{2011}},
}