[{"date_updated":"2024-04-17T13:35:00Z","author":[{"full_name":"Herwald, Sarah","last_name":"Herwald","first_name":"Sarah"},{"full_name":"Voigt, Simone","last_name":"Voigt","first_name":"Simone"},{"first_name":"André","last_name":"Uhde","orcid":"https://orcid.org/0000-0002-8058-8857","full_name":"Uhde, André","id":"36049"}],"date_created":"2022-12-22T06:08:24Z","title":"The conditional impact of market consolidation and market power on banking stability – Evidence from Europe","publication_status":"unpublished","year":"2023","citation":{"apa":"Herwald, S., Voigt, S., &#38; Uhde, A. (n.d.). <i>The conditional impact of market consolidation and market power on banking stability – Evidence from Europe</i>.","short":"S. Herwald, S. Voigt, A. Uhde, The Conditional Impact of Market Consolidation and Market Power on Banking Stability – Evidence from Europe, n.d.","mla":"Herwald, Sarah, et al. <i>The Conditional Impact of Market Consolidation and Market Power on Banking Stability – Evidence from Europe</i>.","bibtex":"@book{Herwald_Voigt_Uhde, title={The conditional impact of market consolidation and market power on banking stability – Evidence from Europe}, author={Herwald, Sarah and Voigt, Simone and Uhde, André} }","chicago":"Herwald, Sarah, Simone Voigt, and André Uhde. <i>The Conditional Impact of Market Consolidation and Market Power on Banking Stability – Evidence from Europe</i>, n.d.","ieee":"S. Herwald, S. Voigt, and A. 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The composition of pre-service teacher teams and children’s competencies in inclusive education. 20th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2023. “Education as a Hope in Uncertain Times.” In: Aristotle University of Thessaloniki/University of Macedonia; 2023.","chicago":"Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg. “The Composition of Pre-Service Teacher Teams and Children’s Competencies in Inclusive Education. 20th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2023. ‘Education as a Hope in Uncertain Times.’” Thessaloniki, Greece: Aristotle University of Thessaloniki/University of Macedonia, 2023.","ieee":"F. Hellmich, F. K. Hoya, J. R. Schulze, and E. 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Scenario-Based Foresight in the Age of Digital Technologies and AI. In: Shajek A, Hartmann EA, eds. <i>New Digital Work</i>. ; 2023:51-67.","ieee":"P. Ködding, C. Koldewey, and R. Dumitrescu, “Scenario-Based Foresight in the Age of Digital Technologies and AI,” in <i>New Digital Work</i>, A. Shajek and E. A. Hartmann, Eds. 2023, pp. 51–67.","chicago":"Ködding, Patrick, Christian Koldewey, and Roman Dumitrescu. “Scenario-Based Foresight in the Age of Digital Technologies and AI.” In <i>New Digital Work</i>, edited by Alexandra Shajek and Ernst A. Hartmann, 51–67, 2023.","apa":"Ködding, P., Koldewey, C., &#38; Dumitrescu, R. (2023). Scenario-Based Foresight in the Age of Digital Technologies and AI. In A. Shajek &#38; E. A. Hartmann (Eds.), <i>New Digital Work</i> (pp. 51–67).","short":"P. Ködding, C. Koldewey, R. Dumitrescu, in: A. Shajek, E.A. 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Inklusion und Mediatisierung werden dabei als relevante, grundlegende gesellschaftliche Transformationen zunehmend zusammen gedacht. So wird im Kontext des Diskurses um inklusive Medienbildung immer wieder darauf hingewiesen, dass Medien eben Möglichkeiten zur Teilhabe und Interaktion bedingen und darüber entsprechend Kultur d. h. zugrundeliegende Inhalte, Werte usw. (mit) herstellen. Ausgehend von diesen Grundgedanken soll vorliegend neben Inklusion und Mediatisierung auch eine zunehmende Visualisierung als untrennbar miteinander verbundene Prozesse vor dem Hintergrund transformatorischer Bildung in den Blick genommen werden. So ist nicht zuletzt im Zuge digitaler Transformation festzustellen, dass visuelle Ausdrucksformen resp. neuere Kommunikationsmedien wie bspw. «Sketchnotes» vermehrt Eingang in unterschiedliche Lebensbereiche finden. So erfreuen sich etwa Ansätze wie «Graphic Recording» sowie «Visual Facilitation» sowohl im betrieblichen Kontext als auch im (Weiter-)Bildungsbereich zunehmender Beliebtheit. Dabei sind im Besonderen Fragen danach, was das Prinzip Sketchnoting als spezifische mediale Artikulation überhaupt ausmacht und inwiefern dieses hierauf aufbauend einen Beitrag zur inklusiven Medienbildung leisten kann, jedoch weitgehend ungeklärt. Der vorliegende Artikel widmet sich diesen und ähnlichen Fragestellungen aus theoretischer Perspektive, kennzeichnet Sketchnoting als grundlegenden dynamisch-dialektischen Prozess (also bspw. als Wechselspiel von Simultaneität und Sukzession, von Emotionsförderung und Versachlichung sowie von Abstrahierung und Konkretisierung), leitet aufbauend neuartige mediale Ausdrucks-, Interaktions- resp. Verständigungsmöglichkeiten ab und soll so auch einen Ausgangspunkt für weitere Diskussionen sowie für die empirische Forschung eröffnen.</jats:p>","lang":"ger"}],"user_id":"25394","_id":"53556","language":[{"iso":"eng"}],"keyword":["General Medicine"],"publication_identifier":{"issn":["1424-3636"]},"publication_status":"published","page":"619-647","citation":{"ieee":"M.-A. 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Published online 2023:619-647. doi:<a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">10.21240/mpaed/jb20/2023.09.23.x</a>","mla":"Kückmann, Marie-Ann. “‹Ich Sehe Was, Was Du Nicht Siehst…› Zu Den Potenzialen von Sketchnoting Im Kontext Inklusiver Medienbildung .” <i>MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung</i>, Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE, 2023, pp. 619–47, doi:<a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">10.21240/mpaed/jb20/2023.09.23.x</a>.","short":"M.-A. 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Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, 2023. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).","bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }","mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, Springer, 2023, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>."},"publication_status":"published","has_accepted_license":"1","publication_identifier":{"issn":["1863-9690","1863-9704"]},"main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"doi":"10.1007/s11858-023-01505-3","oa":"1","date_updated":"2024-04-18T09:01:29Z","author":[{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","id":"32202","full_name":"Hoffmann, Max"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"}],"status":"public","type":"journal_article","article_type":"original","file_date_updated":"2023-07-13T09:40:02Z","_id":"45786","user_id":"37888","department":[{"_id":"643"}],"year":"2023","quality_controlled":"1","title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","publisher":"Springer","date_created":"2023-06-27T11:45:25Z","abstract":[{"lang":"eng","text":"Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers."}],"file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2023-07-13T09:40:02Z","date_created":"2023-07-13T09:40:02Z","creator":"maxh","file_size":1460246,"file_name":"s11858-023-01505-3.pdf","access_level":"closed","file_id":"46041"}],"license":"https://creativecommons.org/licenses/by/4.0/","publication":"ZDM – Mathematics Education","ddc":["510","370"],"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}]},{"publication":"Handbuch der Mathematikdidaktik","type":"book_chapter","status":"public","department":[{"_id":"643"}],"user_id":"37888","_id":"48319","language":[{"iso":"ger"}],"publication_identifier":{"isbn":["9783662666036","9783662666043"]},"publication_status":"published","page":"561-595","citation":{"apa":"Leiss, D., Gerlach, K., Wessel, L., &#38; Schmidt-Thieme, B. 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Springer Berlin Heidelberg; 2023:561-595. doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_18\">10.1007/978-3-662-66604-3_18</a>"},"year":"2023","place":"Berlin, Heidelberg","author":[{"last_name":"Leiss","full_name":"Leiss, Dominik","first_name":"Dominik"},{"full_name":"Gerlach, Kerstin","last_name":"Gerlach","first_name":"Kerstin"},{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"},{"last_name":"Schmidt-Thieme","full_name":"Schmidt-Thieme, Barbara","first_name":"Barbara"}],"date_created":"2023-10-19T09:12:45Z","publisher":"Springer Berlin Heidelberg","date_updated":"2024-04-18T09:04:54Z","doi":"10.1007/978-3-662-66604-3_18","title":"Sprache und Mathematiklernen"},{"_id":"35697","department":[{"_id":"363"}],"user_id":"37888","language":[{"iso":"eng"}],"publication":"Practice-Oriented Research in Tertiary Mathematics Education","type":"book_chapter","status":"public","publisher":"Springer International Publishing","date_updated":"2024-04-18T09:45:13Z","date_created":"2023-01-10T09:03:11Z","author":[{"first_name":"Laura","full_name":"Ostsieker, Laura","last_name":"Ostsieker"},{"full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler","first_name":"Rolf"}],"title":"Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences","doi":"10.1007/978-3-031-14175-1_9","publication_identifier":{"isbn":["9783031141744","9783031141751"],"issn":["1869-4918","1869-4926"]},"publication_status":"published","year":"2023","place":"Cham","page":"181-201","citation":{"chicago":"Ostsieker, Laura, and Rolf Biehler. “Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences.” In <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, 181–201. Cham: Springer International Publishing, 2023. <a href=\"https://doi.org/10.1007/978-3-031-14175-1_9\">https://doi.org/10.1007/978-3-031-14175-1_9</a>.","ieee":"L. Ostsieker and R. Biehler, “Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences,” in <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, Cham: Springer International Publishing, 2023, pp. 181–201.","ama":"Ostsieker L, Biehler R. Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences. In: <i>Practice-Oriented Research in Tertiary Mathematics Education</i>. Springer International Publishing; 2023:181-201. doi:<a href=\"https://doi.org/10.1007/978-3-031-14175-1_9\">10.1007/978-3-031-14175-1_9</a>","bibtex":"@inbook{Ostsieker_Biehler_2023, place={Cham}, title={Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-14175-1_9\">10.1007/978-3-031-14175-1_9</a>}, booktitle={Practice-Oriented Research in Tertiary Mathematics Education}, publisher={Springer International Publishing}, author={Ostsieker, Laura and Biehler, Rolf}, year={2023}, pages={181–201} }","mla":"Ostsieker, Laura, and Rolf Biehler. “Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences.” <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, Springer International Publishing, 2023, pp. 181–201, doi:<a href=\"https://doi.org/10.1007/978-3-031-14175-1_9\">10.1007/978-3-031-14175-1_9</a>.","short":"L. Ostsieker, R. Biehler, in: Practice-Oriented Research in Tertiary Mathematics Education, Springer International Publishing, Cham, 2023, pp. 181–201.","apa":"Ostsieker, L., &#38; Biehler, R. (2023). Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences. In <i>Practice-Oriented Research in Tertiary Mathematics Education</i> (pp. 181–201). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-031-14175-1_9\">https://doi.org/10.1007/978-3-031-14175-1_9</a>"}}]