[{"status":"public","file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":1420370,"file_name":"HLZ_8_1_Webersen_Beitrag.pdf","file_id":"58970","access_level":"closed","date_updated":"2025-03-12T07:44:49Z","creator":"ygramzow","date_created":"2025-03-12T07:44:49Z"}],"publication":"HLZ – Herausforderung Lehrer*innenbildung","type":"journal_article","ddc":["370"],"language":[{"iso":"eng"}],"file_date_updated":"2025-03-12T07:44:49Z","_id":"58658","department":[{"_id":"299"}],"user_id":"9605","year":"2025","intvolume":"         8","citation":{"bibtex":"@article{Webersen_Riese_2025, title={Umdenken! Vom fachlichen zum schulischen Experimentieren. Vorstellung einer Lehrkonzeption für angehende Physiklehrkräfte. }, volume={8}, DOI={<a href=\"https://doi.org/10.11576/hlz-7118\">10.11576/hlz-7118</a>}, number={1}, journal={HLZ – Herausforderung Lehrer*innenbildung}, author={Webersen, Yvonne and Riese, Josef}, year={2025} }","mla":"Webersen, Yvonne, and Josef Riese. “Umdenken! Vom Fachlichen Zum Schulischen Experimentieren. Vorstellung Einer Lehrkonzeption Für Angehende Physiklehrkräfte. .” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 8, no. 1, 2025, doi:<a href=\"https://doi.org/10.11576/hlz-7118\">10.11576/hlz-7118</a>.","short":"Y. Webersen, J. Riese, HLZ – Herausforderung Lehrer*innenbildung 8 (2025).","apa":"Webersen, Y., &#38; Riese, J. (2025). Umdenken! Vom fachlichen zum schulischen Experimentieren. Vorstellung einer Lehrkonzeption für angehende Physiklehrkräfte. . <i>HLZ – Herausforderung Lehrer*innenbildung</i>, <i>8</i>(1). <a href=\"https://doi.org/10.11576/hlz-7118\">https://doi.org/10.11576/hlz-7118</a>","ieee":"Y. Webersen and J. Riese, “Umdenken! Vom fachlichen zum schulischen Experimentieren. Vorstellung einer Lehrkonzeption für angehende Physiklehrkräfte. ,” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 8, no. 1, 2025, doi: <a href=\"https://doi.org/10.11576/hlz-7118\">10.11576/hlz-7118</a>.","chicago":"Webersen, Yvonne, and Josef Riese. “Umdenken! Vom Fachlichen Zum Schulischen Experimentieren. Vorstellung Einer Lehrkonzeption Für Angehende Physiklehrkräfte. .” <i>HLZ – Herausforderung Lehrer*innenbildung</i> 8, no. 1 (2025). <a href=\"https://doi.org/10.11576/hlz-7118\">https://doi.org/10.11576/hlz-7118</a>.","ama":"Webersen Y, Riese J. Umdenken! Vom fachlichen zum schulischen Experimentieren. Vorstellung einer Lehrkonzeption für angehende Physiklehrkräfte. . <i>HLZ – Herausforderung Lehrer*innenbildung</i>. 2025;8(1). doi:<a href=\"https://doi.org/10.11576/hlz-7118\">10.11576/hlz-7118</a>"},"has_accepted_license":"1","issue":"1","title":"Umdenken! Vom fachlichen zum schulischen Experimentieren. Vorstellung einer Lehrkonzeption für angehende Physiklehrkräfte. ","doi":"10.11576/hlz-7118","date_updated":"2025-03-12T07:45:59Z","volume":8,"author":[{"first_name":"Yvonne","id":"9605","full_name":"Webersen, Yvonne","last_name":"Webersen"},{"first_name":"Josef","id":"429","full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","last_name":"Riese"}],"date_created":"2025-02-17T11:05:59Z"},{"doi":"doi.org/10.48693/647","title":"Feedback frühpädagogischer Fachkräfte in Situationen mit mathematischem Lernpotenzial","author":[{"first_name":"Lena","last_name":"Aumann","full_name":"Aumann, Lena","id":"105748"}],"date_created":"2025-03-12T13:32:33Z","date_updated":"2025-03-12T13:32:44Z","publisher":"Universität Osnabrück","citation":{"bibtex":"@book{Aumann_2025, title={Feedback frühpädagogischer Fachkräfte in Situationen mit mathematischem Lernpotenzial}, DOI={<a href=\"https://doi.org/doi.org/10.48693/647\">doi.org/10.48693/647</a>}, publisher={Universität Osnabrück}, author={Aumann, Lena}, year={2025} }","short":"L. Aumann, Feedback Frühpädagogischer Fachkräfte in Situationen Mit Mathematischem Lernpotenzial, Universität Osnabrück, 2025.","mla":"Aumann, Lena. <i>Feedback Frühpädagogischer Fachkräfte in Situationen Mit Mathematischem Lernpotenzial</i>. Universität Osnabrück, 2025, doi:<a href=\"https://doi.org/doi.org/10.48693/647\">doi.org/10.48693/647</a>.","apa":"Aumann, L. (2025). <i>Feedback frühpädagogischer Fachkräfte in Situationen mit mathematischem Lernpotenzial</i>. Universität Osnabrück. <a href=\"https://doi.org/doi.org/10.48693/647\">https://doi.org/doi.org/10.48693/647</a>","ama":"Aumann L. <i>Feedback Frühpädagogischer Fachkräfte in Situationen Mit Mathematischem Lernpotenzial</i>. Universität Osnabrück; 2025. doi:<a href=\"https://doi.org/doi.org/10.48693/647\">doi.org/10.48693/647</a>","chicago":"Aumann, Lena. <i>Feedback Frühpädagogischer Fachkräfte in Situationen Mit Mathematischem Lernpotenzial</i>. Universität Osnabrück, 2025. <a href=\"https://doi.org/doi.org/10.48693/647\">https://doi.org/doi.org/10.48693/647</a>.","ieee":"L. Aumann, <i>Feedback frühpädagogischer Fachkräfte in Situationen mit mathematischem Lernpotenzial</i>. Universität Osnabrück, 2025."},"year":"2025","extern":"1","language":[{"iso":"eng"}],"user_id":"105748","_id":"58974","status":"public","abstract":[{"lang":"ger","text":"Der frühen mathematischen Bildung wird in der Mathematikdidaktik zunehmend größere Bedeutung beigemessen, da sich frühe mathematische Fähigkeiten von Kindern als prädiktiv für ihre späteren Schulleistungen in Mathematik erwiesen haben (u. a. Claessens & Engel, 2013; Duncan et al., 2007; Jordan et al., 2010; Spencer et al., 2022). Vor diesem Hintergrund spielen alltägliche Situationen in der Kindertagesstätte eine zentrale Rolle, da sie zahlreiche Gelegenheiten bieten, die mathematische Entwicklung der Kinder zu fördern (Gasteiger et al., 2010). Kinder zeigen zu Schulbeginn jedoch bereits deutliche Unterschiede in ihrer mathematischen Kompetenz, die sich weder allein durch die Dauer des Kita-Besuchs noch durch die Intelligenz oder die familiäre Herkunft des Kindes erklären lassen (Clark et al., 2010; Crosnoe et al., 2010; Ribner et al., 2023). Dies wirft die Frage auf, warum einige Kinder das in alltäglichen Situationen entstehende mathematische Potential besser für die Entwicklung ihrer mathematischen Fähigkeiten nutzen können als andere. Ein zentraler Faktor dafür, ob aus einer Situation mit mathematischem Potential eine mathematische Lernsituation für Kinder werden kann, ist die frühpädagogische Fachkraft (van Oers, 2010). Die Fachkraft kann in der Interaktion mit dem Kind das mathematische Potenzial einer Situation aufgreifen, für das Kind transparent machen und Impulse geben, die das Kind dazu anregen, (mit der Fachkraft gemeinsam) weiterzudenken (Siraj-Blatchford et al., 2002). Dabei ist das Feedback, welches die Fachkraft dem Kind in diesen Interaktionen gibt, von großer Bedeutung für die kindliche Entwicklung. Studien zur Wirkung verschiedener Feedbackarten berichten sowohl von förderlichen als auch schädlichen Wirkungen von Feedback auf lernrelevante Faktoren wie Motivation oder Selbstwirksamkeitserwartung (u. a. Kamins & Dweck, 1999; Henderlong Corpus & Lepper, 2007). In welchem Zusammenhang das Feedback der Fachkraft in Situationen mit mathematischem Potential mit der mathematischen Entwicklung des Kindes steht, wurde bislang kaum untersucht. Die vorliegende Dissertation thematisiert die Bedeutung des Feedbacks frühpädagogischer Fachkräfte für die frühe mathematische Entwicklung von Kindern in Kindertagesstätten. In einem ersten Schritt wird der aktuelle Forschungsstand zu Häufigkeit und Wirkung verschiedener Feedbackarten auf die allgemeine und mathematische Entwicklung von Kindern umfassend analysiert. Darauf aufbauend wird in der Arbeit untersucht, wie Fachkräfte in authentischen Situationen mit mathematischem Lernpotenzial Feedback geben und welchen Einfluss dieses Feedback auf die mathematische Entwicklung der Kinder hat. Ein weiterer Schwerpunkt dieser Dissertation liegt auf der Analyse von Faktoren, die das Feedbackverhalten der frühpädagogischen Fachkräfte beeinflussen. Dabei werden neben einem fachkrafttypischen Feedbackverhalten mögliche Zusammenhänge zwischen individuellen Merkmalen der Fachkräfte wie beispielsweise ihrer Einschätzungskompetenz und ihrer mathematischen Identität mit ihrem Feedbackverhalten betrachtet. Basierend auf den gewonnenen Erkenntnissen werden zentrale Ansatzpunkte identifiziert, um Fachkräfte dabei zu unterstützen, qualitativ hochwertige Interaktionen mit Kindern zu gestalten. Zusammenfassend wird ein Modell zur Rolle des Feedbacks für die frühe mathematische Entwicklung herausgearbeitet, welches die zentralen Ergebnisse der Arbeit zusammenbringt. Auf dieser Grundlage werden theoretische und praktische Implikationen beschrieben mit dem Ziel, die mathematische Entwicklung von Kindern durch gezieltes Feedback in der Kindertagesstätte zu fördern. Die Arbeit leistet somit einen wichtigen Beitrag zur Analyse der Qualität in Fachkraft-Kind-Interaktionen und zur Förderung mathematischer Kompetenzen in der frühkindlichen Bildung."},{"lang":"eng","text":"In mathematics education research, early mathematical learning is increasingly recognized as crucial, as children's early mathematical skills have been shown to predict their later academic performance in mathematics (e.g., Claessens & Engel, 2013; Duncan et al., 2007; Jordan et al., 2010; Spencer et al., 2022). Numerous situations arise in everyday activities at preschool and kindergarten that have the potential to foster children's mathematical development (Gasteiger et al., 2010). However, by the time children enter school, significant differences in mathematical competence are already evident – differences that cannot be fully explained by the duration of preschool attendance, intelligence, or family background (Clark et al., 2010; Crosnoe et al., 2010; Ribner et al., 2023). This raises the question of why some children are better able than others to utilize the mathematical potential embedded in everyday situations for their mathematical development. A key factor in determining whether a situation with mathematical potential transforms into a meaningful mathematical learning experience is the early childhood teacher (van Oers, 2010). Through interactions with the child, teachers can recognize and highlight the mathematical potential of a given situation, making it transparent to the child and providing prompts that encourage further thinking, either independently or collaboratively with the teacher (Siraj-Blatchford et al., 2002). In this process, the feedback provided by the teacher plays a crucial\r\nrole in children's development. Research on different types of feedback has reported both beneficial and detrimental effects on learning-relevant factors such as motivation and self-efficacy (e.g., Kamins & Dweck, 1999; Henderlong Corpus & Lepper, 2007). However, the relationship between teacher feedback in mathematically rich situations and children's mathematical development has received little attention in prior research. This dissertation examines the role of early childhood teachers' feedback in the early mathematical development of children in preschool and kindergarten settings. First, it provides a comprehensive review of the existing research on the frequency and impact of different kinds of feedback on children's general and mathematical development. Building on this foundation, the study investigates how teachers provide feedback in authentic situations with mathematical learning potential and how this feedback influences children's mathematical development. Another central focus of this dissertation is the analysis of factors that shape teachers' feedback practices. In addition to identifying characteristic feedback patterns among teachers, the study explores potential associations between individual teacher characteristics – such as their assessment competence and mathematical identity – and their feedback behavior. Based on the findings, this dissertation identifies key strategies for supporting teachers in fostering high-quality interactions with children. Ultimately, the study develops a model that synthesizes the role of feedback in early mathematical development, integrating the central findings of the research. On this basis, theoretical and practical implications are outlined, with the overarching goal of enhancing children's mathematical development through targeted feedback in preschool and kindergarten settings. This work thus makes a significant contribution to the analysis of teacher-child interaction quality and the promotion of teachers’ mathematical competencies in early childhood education."}],"type":"dissertation"},{"date_created":"2025-03-13T06:55:38Z","author":[{"last_name":"Schubatzky","full_name":"Schubatzky, Thomas","first_name":"Thomas"},{"first_name":"Jan-Philipp","full_name":"Burde, Jan-Philipp","last_name":"Burde"},{"first_name":"Rike Isabel","full_name":"Große-Heilmann, Rike Isabel","id":"99511","last_name":"Große-Heilmann","orcid":"0000-0001-8713-3014"},{"last_name":"Lachner","full_name":"Lachner, Andreas","first_name":"Andreas"},{"first_name":"Josef","orcid":"0000-0003-2927-2619","last_name":"Riese","full_name":"Riese, Josef","id":"429"},{"first_name":"David","last_name":"Weiler","full_name":"Weiler, David"}],"publisher":"Elsevier BV","date_updated":"2025-03-13T06:57:08Z","doi":"10.1016/j.caeo.2025.100246","title":"From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration","publication_identifier":{"issn":["2666-5573"]},"publication_status":"published","citation":{"ama":"Schubatzky T, Burde J-P, Große-Heilmann RI, Lachner A, Riese J, Weiler D. From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration. <i>Computers and Education Open</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1016/j.caeo.2025.100246\">10.1016/j.caeo.2025.100246</a>","chicago":"Schubatzky, Thomas, Jan-Philipp Burde, Rike Isabel Große-Heilmann, Andreas Lachner, Josef Riese, and David Weiler. “From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration.” <i>Computers and Education Open</i>, 2025. <a href=\"https://doi.org/10.1016/j.caeo.2025.100246\">https://doi.org/10.1016/j.caeo.2025.100246</a>.","ieee":"T. Schubatzky, J.-P. Burde, R. I. Große-Heilmann, A. Lachner, J. Riese, and D. Weiler, “From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration,” <i>Computers and Education Open</i>, Art. no. 100246, 2025, doi: <a href=\"https://doi.org/10.1016/j.caeo.2025.100246\">10.1016/j.caeo.2025.100246</a>.","bibtex":"@article{Schubatzky_Burde_Große-Heilmann_Lachner_Riese_Weiler_2025, title={From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration}, DOI={<a href=\"https://doi.org/10.1016/j.caeo.2025.100246\">10.1016/j.caeo.2025.100246</a>}, number={100246}, journal={Computers and Education Open}, publisher={Elsevier BV}, author={Schubatzky, Thomas and Burde, Jan-Philipp and Große-Heilmann, Rike Isabel and Lachner, Andreas and Riese, Josef and Weiler, David}, year={2025} }","short":"T. Schubatzky, J.-P. Burde, R.I. Große-Heilmann, A. Lachner, J. Riese, D. Weiler, Computers and Education Open (2025).","mla":"Schubatzky, Thomas, et al. “From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration.” <i>Computers and Education Open</i>, 100246, Elsevier BV, 2025, doi:<a href=\"https://doi.org/10.1016/j.caeo.2025.100246\">10.1016/j.caeo.2025.100246</a>.","apa":"Schubatzky, T., Burde, J.-P., Große-Heilmann, R. I., Lachner, A., Riese, J., &#38; Weiler, D. (2025). From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration. <i>Computers and Education Open</i>, Article 100246. <a href=\"https://doi.org/10.1016/j.caeo.2025.100246\">https://doi.org/10.1016/j.caeo.2025.100246</a>"},"year":"2025","department":[{"_id":"299"}],"user_id":"99511","_id":"58977","language":[{"iso":"eng"}],"article_number":"100246","publication":"Computers and Education Open","type":"journal_article","status":"public"},{"language":[{"iso":"eng"}],"_id":"59016","user_id":"162","status":"public","publication":"Theologisch-Praktische Quartalsschrift (Versöhnung)","type":"review","title":"\"Bouldern\" für Einsteiger und Fortgeschrittene. Ein didaktisches Klettertraining für den Religionsunterricht - Goiny, Tanja / Lenhard, Hartmut / Zimmermann, Mirjam: Religionspädagogik in Anforderungssituationen. Fachdidaktische Grundlagen für Studium und Beruf (Vandenhoek u. Ruprecht, Paderborn 2022)","date_updated":"2025-03-14T15:20:08Z","publisher":"Friedrich Pustet","volume":173,"author":[{"first_name":"Volker","full_name":"Garske, Volker","id":"162","last_name":"Garske"}],"date_created":"2025-03-14T15:19:51Z","year":"2025","place":"Regensburg","page":"99-101","intvolume":"       173","citation":{"apa":"Garske, V. (2025). “Bouldern” für Einsteiger und Fortgeschrittene. Ein didaktisches Klettertraining für den Religionsunterricht - Goiny, Tanja / Lenhard, Hartmut / Zimmermann, Mirjam: Religionspädagogik in Anforderungssituationen. Fachdidaktische Grundlagen für Studium und Beruf (Vandenhoek u. Ruprecht, Paderborn 2022). In <i>Theologisch-Praktische Quartalsschrift (Versöhnung)</i> (Vol. 173, Issue 1, pp. 99–101). Friedrich Pustet.","short":"V. Garske, Theologisch-Praktische Quartalsschrift (Versöhnung) 173 (2025) 99–101.","mla":"Garske, Volker. “‘Bouldern’ Für Einsteiger Und Fortgeschrittene. Ein Didaktisches Klettertraining Für Den Religionsunterricht - Goiny, Tanja / Lenhard, Hartmut / Zimmermann, Mirjam: Religionspädagogik in Anforderungssituationen. Fachdidaktische Grundlagen Für Studium Und Beruf (Vandenhoek u. Ruprecht, Paderborn 2022).” <i>Theologisch-Praktische Quartalsschrift (Versöhnung)</i>, vol. 173, no. 1, Friedrich Pustet, 2025, pp. 99–101.","bibtex":"@article{Garske_2025, place={Regensburg}, title={“Bouldern” für Einsteiger und Fortgeschrittene. Ein didaktisches Klettertraining für den Religionsunterricht - Goiny, Tanja / Lenhard, Hartmut / Zimmermann, Mirjam: Religionspädagogik in Anforderungssituationen. Fachdidaktische Grundlagen für Studium und Beruf (Vandenhoek u. Ruprecht, Paderborn 2022)}, volume={173}, number={1}, journal={Theologisch-Praktische Quartalsschrift (Versöhnung)}, publisher={Friedrich Pustet}, author={Garske, Volker}, year={2025}, pages={99–101} }","ama":"Garske V. “Bouldern” für Einsteiger und Fortgeschrittene. Ein didaktisches Klettertraining für den Religionsunterricht - Goiny, Tanja / Lenhard, Hartmut / Zimmermann, Mirjam: Religionspädagogik in Anforderungssituationen. Fachdidaktische Grundlagen für Studium und Beruf (Vandenhoek u. Ruprecht, Paderborn 2022). <i>Theologisch-Praktische Quartalsschrift (Versöhnung)</i>. 2025;173(1):99-101.","chicago":"Garske, Volker. “‘Bouldern’ Für Einsteiger Und Fortgeschrittene. Ein Didaktisches Klettertraining Für Den Religionsunterricht - Goiny, Tanja / Lenhard, Hartmut / Zimmermann, Mirjam: Religionspädagogik in Anforderungssituationen. Fachdidaktische Grundlagen Für Studium Und Beruf (Vandenhoek u. Ruprecht, Paderborn 2022).” <i>Theologisch-Praktische Quartalsschrift (Versöhnung)</i>. Regensburg: Friedrich Pustet, 2025.","ieee":"V. Garske, “‘Bouldern’ für Einsteiger und Fortgeschrittene. Ein didaktisches Klettertraining für den Religionsunterricht - Goiny, Tanja / Lenhard, Hartmut / Zimmermann, Mirjam: Religionspädagogik in Anforderungssituationen. Fachdidaktische Grundlagen für Studium und Beruf (Vandenhoek u. Ruprecht, Paderborn 2022),” <i>Theologisch-Praktische Quartalsschrift (Versöhnung)</i>, vol. 173, no. 1. Friedrich Pustet, Regensburg, pp. 99–101, 2025."},"issue":"1"},{"abstract":[{"lang":"eng","text":"To facilitate the growing demand for a universal means of digital identification across services, while preserving user control and privacy, multiple digital identity implementations have emerged. From a technical perspective, many of these rely on established concepts within cryptography, allowing them to provide benefits in terms of security and privacy. Recent legislation also promises broader recognition and acceptance of digital identities, both in the digital world and beyond. However, research into the usability, accessibility, and user understanding of digital identities is rare. We argue that the development of usable digital identity wallets is vital to the successful and inclusive application of digital identities in society. In this vision paper, we describe our research plans for obtaining a better understanding of how to develop these usable digital identities wallets."}],"status":"public","publication":"Symposium on Usable Security and Privacy (USEC) 2025","type":"conference","language":[{"iso":"eng"}],"_id":"59019","department":[{"_id":"679"}],"user_id":"100966","year":"2025","citation":{"apa":"Last, Y., &#38; Arias Cabarcos, P. (2025). Vision: Towards True User-Centric Design for Digital Identity Wallets. <i>Symposium on Usable Security and Privacy (USEC) 2025</i>. Symposium on Usable Security and Privacy (USEC) 2025, San Diego, U.S.A.","bibtex":"@inproceedings{Last_Arias Cabarcos_2025, title={Vision: Towards True User-Centric Design for Digital Identity Wallets}, booktitle={Symposium on Usable Security and Privacy (USEC) 2025}, author={Last, Yorick and Arias Cabarcos, Patricia}, year={2025} }","mla":"Last, Yorick, and Patricia Arias Cabarcos. “Vision: Towards True User-Centric Design for Digital Identity Wallets.” <i>Symposium on Usable Security and Privacy (USEC) 2025</i>, 2025.","short":"Y. Last, P. Arias Cabarcos, in: Symposium on Usable Security and Privacy (USEC) 2025, 2025.","ama":"Last Y, Arias Cabarcos P. Vision: Towards True User-Centric Design for Digital Identity Wallets. In: <i>Symposium on Usable Security and Privacy (USEC) 2025</i>. ; 2025.","ieee":"Y. Last and P. Arias Cabarcos, “Vision: Towards True User-Centric Design for Digital Identity Wallets,” presented at the Symposium on Usable Security and Privacy (USEC) 2025, San Diego, U.S.A., 2025.","chicago":"Last, Yorick, and Patricia Arias Cabarcos. “Vision: Towards True User-Centric Design for Digital Identity Wallets.” In <i>Symposium on Usable Security and Privacy (USEC) 2025</i>, 2025."},"publication_identifier":{"isbn":["979-8-9919276-5-9"]},"title":"Vision: Towards True User-Centric Design for Digital Identity Wallets","conference":{"location":"San Diego, U.S.A.","name":"Symposium on Usable Security and Privacy (USEC) 2025"},"main_file_link":[{"url":"https://www.ndss-symposium.org/wp-content/uploads/usec25-1.pdf","open_access":"1"}],"date_updated":"2025-03-15T09:08:45Z","oa":"1","date_created":"2025-03-14T23:12:43Z","author":[{"first_name":"Yorick","full_name":"Last, Yorick","id":"100966","orcid":"0009-0008-9529-2427","last_name":"Last"},{"first_name":"Patricia","full_name":"Arias Cabarcos, Patricia","id":"92804","last_name":"Arias Cabarcos"}]},{"title":"Algorithm, expert, or both? Evaluating the role of feature selection methods on user preferences and reliance","doi":"10.1371/journal.pone.0318874","date_updated":"2025-03-14T19:24:56Z","author":[{"first_name":"Jaroslaw","orcid":"0000-0002-5654-9911","last_name":"Kornowicz","full_name":"Kornowicz, Jaroslaw","id":"44029"},{"first_name":"Kirsten","id":"72497","full_name":"Thommes, Kirsten","last_name":"Thommes"}],"date_created":"2025-03-08T12:09:50Z","year":"2025","citation":{"ama":"Kornowicz J, Thommes K. Algorithm, expert, or both? Evaluating the role of feature selection methods on user preferences and reliance. <i>Plos One</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1371/journal.pone.0318874\">10.1371/journal.pone.0318874</a>","ieee":"J. Kornowicz and K. Thommes, “Algorithm, expert, or both? Evaluating the role of feature selection methods on user preferences and reliance,” <i>Plos One</i>, 2025, doi: <a href=\"https://doi.org/10.1371/journal.pone.0318874\">10.1371/journal.pone.0318874</a>.","chicago":"Kornowicz, Jaroslaw, and Kirsten Thommes. “Algorithm, Expert, or Both? Evaluating the Role of Feature Selection Methods on User Preferences and Reliance.” <i>Plos One</i>, 2025. <a href=\"https://doi.org/10.1371/journal.pone.0318874\">https://doi.org/10.1371/journal.pone.0318874</a>.","bibtex":"@article{Kornowicz_Thommes_2025, title={Algorithm, expert, or both? Evaluating the role of feature selection methods on user preferences and reliance}, DOI={<a href=\"https://doi.org/10.1371/journal.pone.0318874\">10.1371/journal.pone.0318874</a>}, journal={Plos One}, author={Kornowicz, Jaroslaw and Thommes, Kirsten}, year={2025} }","short":"J. Kornowicz, K. Thommes, Plos One (2025).","mla":"Kornowicz, Jaroslaw, and Kirsten Thommes. “Algorithm, Expert, or Both? Evaluating the Role of Feature Selection Methods on User Preferences and Reliance.” <i>Plos One</i>, 2025, doi:<a href=\"https://doi.org/10.1371/journal.pone.0318874\">10.1371/journal.pone.0318874</a>.","apa":"Kornowicz, J., &#38; Thommes, K. (2025). Algorithm, expert, or both? Evaluating the role of feature selection methods on user preferences and reliance. <i>Plos One</i>. <a href=\"https://doi.org/10.1371/journal.pone.0318874\">https://doi.org/10.1371/journal.pone.0318874</a>"},"language":[{"iso":"eng"}],"project":[{"name":"TRR 318 - C2: TRR 318 - Subproject C2","_id":"125"}],"_id":"58939","user_id":"72497","department":[{"_id":"178"},{"_id":"184"}],"status":"public","type":"journal_article","publication":"Plos One"},{"year":"2025","intvolume":"        45","page":"22-33","citation":{"apa":"Frischemeier, D., &#38; Biehler, R. (2025). Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten. <i>Stochastik in der Schule</i>, <i>45</i>(1), 22–33.","short":"D. Frischemeier, R. Biehler, Stochastik in der Schule 45 (2025) 22–33.","bibtex":"@article{Frischemeier_Biehler_2025, title={Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten}, volume={45}, number={1}, journal={Stochastik in der Schule}, author={Frischemeier, Daniel and Biehler, Rolf}, year={2025}, pages={22–33} }","mla":"Frischemeier, Daniel, and Rolf Biehler. “Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten.” <i>Stochastik in der Schule</i>, vol. 45, no. 1, 2025, pp. 22–33.","ama":"Frischemeier D, Biehler R. Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten. <i>Stochastik in der Schule</i>. 2025;45(1):22-33.","ieee":"D. Frischemeier and R. Biehler, “Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten,” <i>Stochastik in der Schule</i>, vol. 45, no. 1, pp. 22–33, 2025.","chicago":"Frischemeier, Daniel, and Rolf Biehler. “Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten.” <i>Stochastik in der Schule</i> 45, no. 1 (2025): 22–33."},"issue":"1","title":"Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten","date_updated":"2025-03-17T09:03:05Z","volume":45,"date_created":"2025-03-17T09:02:59Z","author":[{"last_name":"Frischemeier","full_name":"Frischemeier, Daniel","first_name":"Daniel"},{"last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274","first_name":"Rolf"}],"status":"public","publication":"Stochastik in der Schule","type":"journal_article","language":[{"iso":"ger"}],"_id":"59053","department":[{"_id":"363"}],"user_id":"37888"},{"publication":"die hochschullehre","type":"journal_editor","status":"public","file":[{"date_updated":"2025-03-18T09:19:17Z","date_created":"2025-03-18T09:19:17Z","creator":"nerea","file_size":7064008,"file_name":"HSLT2404W.pdf","file_id":"59059","access_level":"closed","content_type":"application/pdf","success":1,"relation":"main_file"}],"abstract":[{"lang":"ger","text":"Die Paderborner Beiträge versammeln Artikel, die aus einem Durchgang des Vertiefungsmoduls des Paderborner Zertifikatsprogramms „Professionelle Lehrkompetenz für die Hochschule\" entstanden sind. Das „Scholarship of Teaching and Learning\" (SoTL) steht im Mittelpunkt dieser Beiträge, die entsprechend wissenschaftliche Fundiertheit und praktische Relevanz verbinden. Die Paderborner Beiträge 2024 bieten damit einen Einblick in die vielfältigen Ansätze, Methoden und Erkenntnisse, die dazu beitragen, die Qualität der Hochschulbildung kontinuierlich zu verbessern. Der Band versammelt sechs Beiträge aus fünf unterschiedlichen Fachbereichen der Universität Paderborn."}],"editor":[{"full_name":"Vöing, Nerea","id":"5054","last_name":"Vöing","first_name":"Nerea"},{"last_name":"Bücker","full_name":"Bücker, Diana","first_name":"Diana"}],"user_id":"5054","_id":"59058","file_date_updated":"2025-03-18T09:19:17Z","language":[{"iso":"eng"}],"ddc":["370"],"has_accepted_license":"1","citation":{"apa":"Paderborner Beiträge 2024. (2025). In N. Vöing &#38; D. Bücker (Eds.), <i>die hochschullehre</i>. <a href=\"https://doi.org/10.3278/HSLT2404W\">https://doi.org/10.3278/HSLT2404W</a>","bibtex":"@book{Vöing_Bücker_2025, title={Paderborner Beiträge 2024}, DOI={<a href=\"https://doi.org/10.3278/HSLT2404W\">10.3278/HSLT2404W</a>}, journal={die hochschullehre}, year={2025} }","mla":"Vöing, Nerea, and Diana Bücker, editors. “Paderborner Beiträge 2024.” <i>Die Hochschullehre</i>, 2025, doi:<a href=\"https://doi.org/10.3278/HSLT2404W\">10.3278/HSLT2404W</a>.","short":"N. Vöing, D. Bücker, eds., Paderborner Beiträge 2024, 2025.","ieee":"N. Vöing and D. Bücker, Eds., <i>Paderborner Beiträge 2024</i>. 2025.","chicago":"Vöing, Nerea, and Diana Bücker, eds. <i>Paderborner Beiträge 2024</i>. <i>Die Hochschullehre</i>, 2025. <a href=\"https://doi.org/10.3278/HSLT2404W\">https://doi.org/10.3278/HSLT2404W</a>.","ama":"Vöing N, Bücker D, eds. <i>Paderborner Beiträge 2024</i>.; 2025. doi:<a href=\"https://doi.org/10.3278/HSLT2404W\">10.3278/HSLT2404W</a>"},"year":"2025","date_created":"2025-03-18T09:19:53Z","date_updated":"2025-03-18T09:19:59Z","doi":"10.3278/HSLT2404W","title":"Paderborner Beiträge 2024"},{"year":"2025","place":"Stuttgart","page":"87-105","citation":{"short":"J.G. Siemoneit, in: M. Rühl, J.G. Siemoneit (Eds.), Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven, 1st ed., Franz Steiner Verlag, Stuttgart, 2025, pp. 87–105.","mla":"Siemoneit, Johannes Gabriel. “Existierte Chremes? Vorüberlegungen zum Status der literarischen Fiktion bei Cicero.” <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>, edited by Meike Rühl and Johannes Gabriel Siemoneit, 1st ed., Franz Steiner Verlag, 2025, pp. 87–105.","bibtex":"@inbook{Siemoneit_2025, place={Stuttgart}, edition={1}, title={Existierte Chremes? Vorüberlegungen zum Status der literarischen Fiktion bei Cicero}, booktitle={Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven}, publisher={Franz Steiner Verlag}, author={Siemoneit, Johannes Gabriel}, editor={Rühl, Meike and Siemoneit, Johannes Gabriel}, year={2025}, pages={87–105} }","apa":"Siemoneit, J. G. (2025). Existierte Chremes? Vorüberlegungen zum Status der literarischen Fiktion bei Cicero. In M. Rühl &#38; J. G. Siemoneit (Eds.), <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i> (1st ed., pp. 87–105). Franz Steiner Verlag.","ieee":"J. G. Siemoneit, “Existierte Chremes? Vorüberlegungen zum Status der literarischen Fiktion bei Cicero,” in <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>, 1st ed., M. Rühl and J. G. Siemoneit, Eds. Stuttgart: Franz Steiner Verlag, 2025, pp. 87–105.","chicago":"Siemoneit, Johannes Gabriel. “Existierte Chremes? Vorüberlegungen zum Status der literarischen Fiktion bei Cicero.” In <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>, edited by Meike Rühl and Johannes Gabriel Siemoneit, 1st ed., 87–105. Stuttgart: Franz Steiner Verlag, 2025.","ama":"Siemoneit JG. Existierte Chremes? Vorüberlegungen zum Status der literarischen Fiktion bei Cicero. In: Rühl M, Siemoneit JG, eds. <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>. 1st ed. Franz Steiner Verlag; 2025:87-105."},"publication_identifier":{"isbn":["978-3-515-13832-1"]},"publication_status":"published","edition":"1","title":"Existierte Chremes? Vorüberlegungen zum Status der literarischen Fiktion bei Cicero","main_file_link":[{"url":"https://doi.org/10.25162/9783515138369"}],"date_updated":"2025-03-18T18:42:37Z","publisher":"Franz Steiner Verlag","author":[{"first_name":"Johannes Gabriel","last_name":"Siemoneit","orcid":"0000-0002-2543-2331","full_name":"Siemoneit, Johannes Gabriel","id":"98462"}],"date_created":"2025-03-18T18:41:45Z","editor":[{"first_name":"Meike","full_name":"Rühl, Meike","last_name":"Rühl"},{"last_name":"Siemoneit","full_name":"Siemoneit, Johannes Gabriel","first_name":"Johannes Gabriel"}],"status":"public","publication":"Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven","type":"book_chapter","language":[{"iso":"ger"}],"_id":"59066","department":[{"_id":"25"}],"user_id":"98462"},{"editor":[{"first_name":"Meike","last_name":"Rühl","full_name":"Rühl, Meike"},{"last_name":"Siemoneit","full_name":"Siemoneit, Johannes Gabriel","first_name":"Johannes Gabriel"}],"status":"public","type":"book_chapter","publication":"Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven","language":[{"iso":"ger"}],"_id":"59067","user_id":"98462","department":[{"_id":"25"}],"place":"Stuttgart","year":"2025","citation":{"ama":"Rühl M, Siemoneit JG. Einleitung. In: Rühl M, Siemoneit JG, eds. <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>. 1st ed. Franz Steiner Verlag; 2025:7-16.","chicago":"Rühl, Meike, and Johannes Gabriel Siemoneit. “Einleitung.” In <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>, edited by Meike Rühl and Johannes Gabriel Siemoneit, 1st ed., 7–16. Stuttgart: Franz Steiner Verlag, 2025.","ieee":"M. Rühl and J. G. Siemoneit, “Einleitung,” in <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>, 1st ed., M. Rühl and J. G. Siemoneit, Eds. Stuttgart: Franz Steiner Verlag, 2025, pp. 7–16.","bibtex":"@inbook{Rühl_Siemoneit_2025, place={Stuttgart}, edition={1}, title={Einleitung}, booktitle={Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven}, publisher={Franz Steiner Verlag}, author={Rühl, Meike and Siemoneit, Johannes Gabriel}, editor={Rühl, Meike and Siemoneit, Johannes Gabriel}, year={2025}, pages={7–16} }","short":"M. Rühl, J.G. Siemoneit, in: M. Rühl, J.G. Siemoneit (Eds.), Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven, 1st ed., Franz Steiner Verlag, Stuttgart, 2025, pp. 7–16.","mla":"Rühl, Meike, and Johannes Gabriel Siemoneit. “Einleitung.” <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>, edited by Meike Rühl and Johannes Gabriel Siemoneit, 1st ed., Franz Steiner Verlag, 2025, pp. 7–16.","apa":"Rühl, M., &#38; Siemoneit, J. G. (2025). Einleitung. In M. Rühl &#38; J. G. Siemoneit (Eds.), <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i> (1st ed., pp. 7–16). Franz Steiner Verlag."},"page":"7-16","publication_status":"published","publication_identifier":{"eisbn":["978-3-515-13836-9"],"isbn":["978-3-515-13832-1"]},"edition":"1","title":"Einleitung","main_file_link":[{"url":"https://doi.org/10.25162/9783515138369"}],"date_updated":"2025-03-18T18:45:59Z","publisher":"Franz Steiner Verlag","author":[{"full_name":"Rühl, Meike","last_name":"Rühl","first_name":"Meike"},{"first_name":"Johannes Gabriel","id":"98462","full_name":"Siemoneit, Johannes Gabriel","last_name":"Siemoneit","orcid":"0000-0002-2543-2331"}],"date_created":"2025-03-18T18:45:36Z"},{"related_material":{"link":[{"url":"http://media.dav-medien.de/toc/9783515138321_i.pdf","relation":"table_of_contents"}]},"edition":"1","publication_identifier":{"eisbn":["9783515138369"],"isbn":["978-3-515-13832-1"]},"publication_status":"published","citation":{"chicago":"Rühl, Meike, and Johannes Gabriel Siemoneit, eds. <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>. 1st ed. Stuttgart: Franz Steiner Verlag, 2025. <a href=\"https://doi.org/10.25162/9783515138369\">https://doi.org/10.25162/9783515138369</a>.","ieee":"M. Rühl and J. G. Siemoneit, Eds., <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>, 1st ed. Stuttgart: Franz Steiner Verlag, 2025.","ama":"Rühl M, Siemoneit JG, eds. <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>. 1st ed. Franz Steiner Verlag; 2025. doi:<a href=\"https://doi.org/10.25162/9783515138369\">10.25162/9783515138369</a>","mla":"Rühl, Meike, and Johannes Gabriel Siemoneit, editors. <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i>. 1st ed., Franz Steiner Verlag, 2025, doi:<a href=\"https://doi.org/10.25162/9783515138369\">10.25162/9783515138369</a>.","bibtex":"@book{Rühl_Siemoneit_2025, place={Stuttgart}, edition={1}, title={Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven}, DOI={<a href=\"https://doi.org/10.25162/9783515138369\">10.25162/9783515138369</a>}, publisher={Franz Steiner Verlag}, year={2025} }","short":"M. Rühl, J.G. Siemoneit, eds., Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven, 1st ed., Franz Steiner Verlag, Stuttgart, 2025.","apa":"Rühl, M., &#38; Siemoneit, J. G. (Eds.). (2025). <i>Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven</i> (1st ed.). Franz Steiner Verlag. <a href=\"https://doi.org/10.25162/9783515138369\">https://doi.org/10.25162/9783515138369</a>"},"year":"2025","place":"Stuttgart","date_created":"2025-03-18T18:33:29Z","publisher":"Franz Steiner Verlag","date_updated":"2025-03-18T18:38:01Z","doi":"10.25162/9783515138369","main_file_link":[{"url":"https://doi.org/10.25162/9783515138369"}],"title":"Literarische Fiktionalität in der Vormoderne. Beiträge zu Problemen und Perspektiven","type":"book_editor","status":"public","editor":[{"first_name":"Meike","full_name":"Rühl, Meike","last_name":"Rühl"},{"first_name":"Johannes Gabriel","id":"98462","full_name":"Siemoneit, Johannes Gabriel","orcid":"0000-0002-2543-2331","last_name":"Siemoneit"}],"department":[{"_id":"25"}],"user_id":"98462","_id":"59065","language":[{"iso":"ger"}]},{"publication_status":"published","publication_identifier":{"issn":["2770-0208"]},"issue":"3","year":"2025","citation":{"ama":"Kießler C, Kirsch M, Lengeling S, Herrmann H, Silberhorn C. SPDC single-photon source in Ti-indiffused diced ridge LiNbO<sub>3</sub> waveguides. <i>Optics Continuum</i>. 2025;4(3). doi:<a href=\"https://doi.org/10.1364/optcon.557439\">10.1364/optcon.557439</a>","ieee":"C. Kießler, M. Kirsch, S. Lengeling, H. Herrmann, and C. Silberhorn, “SPDC single-photon source in Ti-indiffused diced ridge LiNbO<sub>3</sub> waveguides,” <i>Optics Continuum</i>, vol. 4, no. 3, Art. no. 593, 2025, doi: <a href=\"https://doi.org/10.1364/optcon.557439\">10.1364/optcon.557439</a>.","chicago":"Kießler, Christian, Michelle Kirsch, Sebastian Lengeling, Harald Herrmann, and Christine Silberhorn. “SPDC Single-Photon Source in Ti-Indiffused Diced Ridge LiNbO<sub>3</sub> Waveguides.” <i>Optics Continuum</i> 4, no. 3 (2025). <a href=\"https://doi.org/10.1364/optcon.557439\">https://doi.org/10.1364/optcon.557439</a>.","bibtex":"@article{Kießler_Kirsch_Lengeling_Herrmann_Silberhorn_2025, title={SPDC single-photon source in Ti-indiffused diced ridge LiNbO<sub>3</sub> waveguides}, volume={4}, DOI={<a href=\"https://doi.org/10.1364/optcon.557439\">10.1364/optcon.557439</a>}, number={3593}, journal={Optics Continuum}, publisher={Optica Publishing Group}, author={Kießler, Christian and Kirsch, Michelle and Lengeling, Sebastian and Herrmann, Harald and Silberhorn, Christine}, year={2025} }","mla":"Kießler, Christian, et al. “SPDC Single-Photon Source in Ti-Indiffused Diced Ridge LiNbO<sub>3</sub> Waveguides.” <i>Optics Continuum</i>, vol. 4, no. 3, 593, Optica Publishing Group, 2025, doi:<a href=\"https://doi.org/10.1364/optcon.557439\">10.1364/optcon.557439</a>.","short":"C. Kießler, M. Kirsch, S. Lengeling, H. Herrmann, C. Silberhorn, Optics Continuum 4 (2025).","apa":"Kießler, C., Kirsch, M., Lengeling, S., Herrmann, H., &#38; Silberhorn, C. (2025). SPDC single-photon source in Ti-indiffused diced ridge LiNbO<sub>3</sub> waveguides. <i>Optics Continuum</i>, <i>4</i>(3), Article 593. <a href=\"https://doi.org/10.1364/optcon.557439\">https://doi.org/10.1364/optcon.557439</a>"},"intvolume":"         4","publisher":"Optica Publishing Group","date_updated":"2025-03-19T16:03:25Z","author":[{"id":"44252","full_name":"Kießler, Christian","last_name":"Kießler","first_name":"Christian"},{"first_name":"Michelle","last_name":"Kirsch","id":"69553","full_name":"Kirsch, Michelle"},{"first_name":"Sebastian","last_name":"Lengeling","id":"44373","full_name":"Lengeling, Sebastian"},{"last_name":"Herrmann","full_name":"Herrmann, Harald","id":"216","first_name":"Harald"},{"id":"26263","full_name":"Silberhorn, Christine","last_name":"Silberhorn","first_name":"Christine"}],"date_created":"2025-03-19T10:56:04Z","volume":4,"title":"SPDC single-photon source in Ti-indiffused diced ridge LiNbO<sub>3</sub> waveguides","doi":"10.1364/optcon.557439","type":"journal_article","publication":"Optics Continuum","abstract":[{"text":"<jats:p>Stable and bright single photon sources are key components for future quantum applications. A simple fabrication method is an important requirement for such sources. Here, we present a single photon source based on diced ridge waveguides in titanium indiffused LiNbO<jats:sub>3</jats:sub>. These waveguides can be easily fabricated by combining planar titanium in-diffusion without lithographic patterning and easy-to-handle precision dicing. Such devices have the potential to generate high single photon rates because ridge structures are typically less prone to the photorefractive effect. We achieve waveguide propagation losses &lt;0.4dBcm and a SHG conversion efficiency of about 81%Wcm<jats:sup>2</jats:sup>. Harnessing a type-0 SPDC process to generate 1550 nm photons, we obtain a SPDC brightness of 3⋅10<jats:sup>5</jats:sup>1s⋅mW⋅nm, with a heralding efficiency of <jats:italic>η</jats:italic><jats:sub>h</jats:sub>=45% (<jats:italic>η</jats:italic><jats:sub>h,wg</jats:sub>=77.5% for the waveguide itself excluded setup losses) and a heralded second-order correlation function of <jats:italic>g</jats:italic><jats:sub>h</jats:sub><jats:sup>2</jats:sup>(0)&lt;0.003 at low pump powers.</jats:p>","lang":"eng"}],"status":"public","_id":"59069","user_id":"216","department":[{"_id":"15"},{"_id":"623"},{"_id":"288"}],"article_type":"original","article_number":"593","language":[{"iso":"eng"}]},{"title":"MO-SMAC: Multi-objective Sequential Model-based Algorithm Configuration","doi":"10.1162/evco_a_00371","date_updated":"2025-03-21T06:25:31Z","author":[{"first_name":"Jeroen G.","last_name":"Rook","full_name":"Rook, Jeroen G."},{"last_name":"Benjamins","full_name":"Benjamins, Carolin","first_name":"Carolin"},{"id":"102979","full_name":"Bossek, Jakob","last_name":"Bossek","orcid":"0000-0002-4121-4668","first_name":"Jakob"},{"last_name":"Trautmann","orcid":"0000-0002-9788-8282","full_name":"Trautmann, Heike","id":"100740","first_name":"Heike"},{"first_name":"Holger H.","last_name":"Hoos","full_name":"Hoos, Holger H."},{"first_name":"Marius","full_name":"Lindauer, Marius","last_name":"Lindauer"}],"date_created":"2025-03-21T06:24:46Z","year":"2025","page":"1-25","citation":{"short":"J.G. 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