Prof. Dr. Ulrike Cress

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Seit 2008 ist sie W3-Professorin an der Eberhard Karls Universität Tübingen im Fachbereich Psychologie und leitet am IWM die Arbeitsgruppe Wissenskonstruktion. Mit ihrer Arbeitsgruppe Wissenskonstruktion beschäftigt sie sich mit sozial- und kognitionspsychologischen Prozessen, die bei der gemeinsamen Konstruktion und Nutzung von Wissen relevant sind. Viele ihrer Arbeiten dienen dazu, das kognitiv-systemische „Ko-Evolutionsmodell zum individuellen Lernen und der kollaborativen Wissenskonstruktion“ (Cress & Kimmerle, 2008) weiterzuentwickeln. Es findet z. B. Anwendung bei der Massenkollaboration (z. B. gemeinsames Schreiben in der Wikipedia), bei der Wissenschaftskommunikation oder partizipativen Entscheidungsfindung von Arzt und Patient. Neuerdings wird das Modell im Hinblick auf die hybride Wissenskonstruktion zwischen Mensch und KI erweitert. Ulrike Cress hat zahlreiche Projekte im Themenspektrum digitales Lernen in Schule und Hochschule durchgeführt sowie zu informellen Lernkontexten wie Citizen Science, Search as Learning oder der Wissenskonstruktion mit Social Media. Diese wurden z. B. von der EU, DFG, dem BMBF, den Ländern BW, NRW, HE und dem Leibniz-Wettbewerb gefördert. Ulrike Cress hat mehr als 150 Zeitschriftenartikel mit peer-review veröffentlicht und 11 Bücher herausgegeben, u. a. das 2021 erschienene International Handbook of Computer-Supported Collaborative Learning. Darüber hinaus ist sie Executive Co-Editor der Zeitschrift International Journal of Computer-Supported Learning (2022 IF=4.3). 2022 wurde sie von der <a href="https://www.isls.org/">International Society of the Learning Sciences</a> zum ISLS Fellow benannt. Seit der Gründung 2021 ist Ulrike Cress Mitglied der <a href="https://www.kmk.org/kmk/staendige-wissenschaftliche-kommission.html">Ständigen Wissenschaftliche Kommission der Kultusministerkonferenz (SWK)</a>. Deren Aufgabe ist die Beratung der Länder in Fragen der Weiterentwicklung des Bildungswesens und des Umgangs mit seinen Herausforderungen, insbesondere bei der Sicherung und Entwicklung der Qualität, bei der Verbesserung der Vergleichbarkeit des Bildungswesens sowie bei der Entwicklung mittel- und längerfristiger Strategien zu für die Länder in ihrer Gesamtheit relevanten Bildungsthemen. Ulrike Cress ist seit Juni 2022 Co-Direktorin des <a href="https://uni-tuebingen.de/forschung/forschungsschwerpunkte/lead-graduate-school-research-network/">Tübinger LEAD Graduate School & Research Network</a>. Seit 2018 ist sie stellvertretende Vorstandsvorsitzende der <a href="https://www.telekom-stiftung.de/">Deutsche Telekom Stiftung</a>, die sich für gute Bildung in der digitalen Welt einsetzt. Ulrike Cress ist Mitglied der Sprecher*innengruppe des <a href="https://www.leibniz-bildung.de/">Leibniz-Forschungsnetzwerks Bildungspotentiale (LERN)</a>. Darüber hinaus ist sie Mitglied in verschiedenen Beiräten: der Programmkommission der <a href="https://www.vhb.org/">Virtuellen Hochschule Bayern (vhb)</a>, des <a href="https://uni-tuebingen.de/einrichtungen/verwaltung/stabsstellen/leibniz-kolleg/das-leibniz-kolleg/">Leibniz-Kollegs Tübingen</a> sowie des <a href="https://www.dla-marbach.de/">Deutschen Literaturarchivs Marbach (DLA)</a>. Ulrike Cress wurde 2020 in die <a href="https://www.unesco.de/">Deutsche UNESCO-Kommission</a> berufen, in der sie für 3 Jahre tätig war. Von 2021 bis 2023 war sie Mitglied im Fachausschuss Kommunikation und Information der Deutschen UNESCO-Kommission. <div>   <a href="/@@cached/ad3599bd11af4c3690dadeac5af1ce1de8324e86/ucress_cv.pdf" target="_blank"> <img style="vertical-align: middle;" src="/@@/siteimages/personen_curriculum_vitae.png" width="16" height="16" alt="" /> Curriculum Vitae    </a> <a class="iwm_extra" href="https://scholar.google.com/citations?user=2GAEAlcAAAAJ&hl=en" target="_blank"> <img style="vertical-align: middle;" src="/@@/siteimages/personen_google_scholar.png" width="16" height="16" alt="" /> Google Scholar    </a> <a class="iwm_extra" href="https://www.researchgate.net/profile/Ulrike_Cress?ev=hdr_xprf" target="_blank"> <img style="vertical-align: middle;" src="/@@/siteimages/personen_research_gate.png" width="16" height="16" alt="" /> Research Gate    </a> </div> <div> <h4>Projekte</h4> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=ALICE">ALICE: Analyzing Learning for Individual Competence development in mathematics and science Education</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=AuftAkt">Auffindbarkeit und Aktualisierung – content- und communityorientierte Weiterentwicklung des Portals e-teaching.org (AuftAkt)</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Digitale Technologien bei Dissertationen">Die Rolle digitaler Technologien im Dissertationsprozess</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=SOEP_Einfluss_untersch_Repraesentationen">Einfluss unterschiedlicher Repräsentationen wissenschaftlicher Informationen auf Wissen und Einstellungen</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=eteachProNBP2">eteachProNBP2</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=KuMuS-ProNED">KuMuS-ProNED - Professionelle Netzwerke zur Förderung adaptiver, handlungsbezogener, digitaler Innovationen in der Lehrkräftebildung in Kunst, Musik und Sport</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=KI-Wissenschaftskommunikation">Künstliche Intelligenz für die Wissenschaftskommunikation: Akzeptanz und Verständnis von Laien</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=MINT-ProNeD">MINT-ProNeD − Professionelle Netzwerke zur Förderung adaptiver, prozessbezogener, digital-gestützter Innovationen in der MINT-Lehrpersonenbildung</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=e-teaching.org">Portal e-teaching.org</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Metavorhaben_II">Transfer wissenschaftlicher Erkenntnisse zur Nutzung digitaler Medien im Bildungsbereich</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=TueKITZ">TüKITZ Med (Tübinger KI-Trainingszentrum für die Medizin): Implementierung eines KI-Curriculums für Studierende der Medizin und medizin-nahen Lebenswissenschaften</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=lernen:digital">Zukunftsraum – Kompetenzverbund lernen:digital </a> </div> <div> <h4>Abgeschlossene Projekte</h4> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Afel">AFEL – Analytics for Everyday Learning</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Collaborative_Biases">Collaborative Biases</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Gesundheitskonzepte_Infoverarbeitung_Arzt_Patient">Der Einfluss gegensätzlicher Gesundheitskonzepte auf die Informationsverarbeitung und die Arzt-Patienten Kommunikation</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=EinflussPatternExternalisierung">Der Einfluss von Pattern auf den Austausch von Handlungswissen</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Auswirkungen von Interaktionen in Wikipedia">Die Auswirkungen von Interaktionen in Wikipedia-Gemeinschaften auf die Wissenskonstruktion und Meinungsbildung der Nutzer*innen: Eine Diskursanalyse</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=LearnMap">Digital Learning Map 2020| Erfolgsfaktoren und Vernetzungsstrategien für digitale Hochschulbildung</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=E-TeachingSozialeNetzwerke">e-teaching.org im Kontext sozialer Netzwerke</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=eteachProNBP">eteachProNBP</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Evalo">EVA-LO: Evaluationsstudie zum Schulportal "Lehrer-Online"</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=HybridLR">HybridLR – Wirkfaktoren und Good Practice bei der Gestaltung hybrider Lernräume</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=IndividuelleWissenskonstruktionsprozesse">Individuelle und kollektive gesundheitsbezogene Wissenskonstruktionsprozesse</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=WissenskonstruktionWikis">Kollaborative Wissenskonstruktion in Wikipedia</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=SozialeNetzwerkanalyse">Kollaborative Wissenskonstruktion in Wikipedia bis 2014</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=LernendurchTeamreflexion">Lernen durch Teamreflexion</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Lmmp">LMMP – Lernunterstützende Multimedia-Plattform zur pädagogischen Förderung von Schülerinnen und Schülern mit geistiger Behinderung</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=VerkoerperlichtesLernenNumerositaet">Mathe mit der Matte</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Metavorhaben">Metavorhaben „Digitalisierung im Bildungsbereich“ (Digi-EBF) – Sektor Lehrerbildung</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=MIRROR">MIRROR - Reflective Learning at Work</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=CrossingBorders">Netzwerkanalyse von Wissensartefakten der Massenkollaboration</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=SocialTagging">Nutzung kollektiven Wissens durch Social Tagging</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Open_Teach">OpenTeach: Experimentalpsychologische Analyse offener digitaler Lehre</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=PATONGO">Patterns and Tools for Non-Governmental Organizations (PATONGO)</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Physiotherapieausbildung 2.0">Physiotherapieausbildung 2.0</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Mathematik">Rechnen mit Medien</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=RueckschaufehlerSozialeKategorisierungen">Rezeption und Produktion wissenschaftlicher Informationen in Wikipedia: Der Einfluss des Rückschaufehlers und sozialer Kategorisierungen </a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=SALIENT">SALIENT: Search as Learning – Investigating, Enhancing and Predicting Learning during Multimodal Web Search</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=SelbstpraesentationOnlineCommunities">Selbstpräsentation in Online Communities</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Smart_Teaching_BW">Smart Teaching Baden-Württemberg</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=SozialeInteraktion">Soziale Interaktion in Online Communities: Das Zusammenspiel von Bindung und Informationsaustausch</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Stellar">Sustaining Technology Enhanced Learning Large-scale multidisciplinary Research (STELLAR)</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=KnowWolf">Transfer evidenzbasierten und koproduzierten Wissens zur Mensch-Wolf-Koexistenz (KnowWolf)</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=UbiWork">Ubiquitous Working: Herausforderungen und Chancen der vernetzten Arbeitswelt</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Fragilitaet_medizinische_Befunde_partizipativen_Medienformaten">Verständnis für die Fragilität medizinischer Befunde in partizipativen Medienformaten</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=VirtuellesTraining">Virtuelles Training – Konstruktion von Handlungswissen in virtuellen Realitäten</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=Wigem">Weiterbildung durch das Internet für Menschen mit einer geistigen Behinderung (Wigem)</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=WissensaustauschDatenbanken">Wissensaustausch mit geteilten Datenbanken</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=WissenskonstruktionvirtuelleOnlinewelten">Wissenskonstruktion in virtuellen Onlinewelten</a> <a class="projektlink" href=" /www/de/forschung/projekte/projekt.html?name=WTimpact">WTimpact: Einfluss kollaborativer Wissensentwicklung auf Einstellung und emotionalen Bezug</a> </div>  <div> <div class="pseudoaccordion"> <h3>Artikel in referierten Zeitschriften</h3> <div> <a name='bibliobase25335'></a><a id='bibliobase25335'></a>Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (in press). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau. <a target='_blank' href='https://dx.doi.org/10.1026/0033-3042/a000699'>https://dx.doi.org/10.1026/0033-3042/a000699</a> <abbr class="unapi-id" title="bibliobase25335"></abbr><a class='more' href='https://dx.doi.org/10.1026/0033-3042/a000699'>Open Access</a>   <a name='bibliobase25041'></a><a id='bibliobase25041'></a>Alvarez, G., & Cress, U. (2024). The uses of digital technologies in dissertation writing: Perspectives of Argentine graduate students in social sciences and humanities. Journal of Applied Learning & Teaching, 7. <a target='_blank' href='https://dx.doi.org/10.37074/jalt.2024.7.2.16'>https://dx.doi.org/10.37074/jalt.2024.7.2.16</a> <abbr class="unapi-id" title="bibliobase25041"></abbr><a class='more' href='https://dx.doi.org/10.37074/jalt.2024.7.2.16'>Open Access</a>   <a name='bibliobase25472'></a><a id='bibliobase25472'></a>Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2024). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau. <a target='_blank' href='https://dx.doi.org/10.1026/0033-3042/a000699'>https://dx.doi.org/10.1026/0033-3042/a000699</a> <abbr class="unapi-id" title="bibliobase25472"></abbr><a class='more' href='https://dx.doi.org/10.1026/0033-3042/a000699'>Open Access</a>   <a name='bibliobase25028'></a><a id='bibliobase25028'></a>Luther, T., Kimmerle, J., & Cress, U. (2024). Teaming up with an AI: Exploring human-AI collaboration in a writing scenario with ChatGPT. AI, 5, 1357-1376. <a target='_blank' href='https://dx.doi.org/10.3390/ai5030065'>https://dx.doi.org/10.3390/ai5030065</a> <abbr class="unapi-id" title="bibliobase25028"></abbr><a class='more' href='https://dx.doi.org/10.3390/ai5030065'>Open Access</a>   <a name='bibliobase24614'></a><a id='bibliobase24614'></a>Oehler, F., Kimmig, S. E., Hagen, R., Kimmerle, J., Cress, U., Hackländer, K., Arnold, J., Flemming, D., & Brand, M. (2024). The role of information presentation for wildlife knowledge, attitude, and risk perception. Conservation Science and Practice, 6, Article e13089. <a target='_blank' href='https://dx.doi.org/10.1111/csp2.13089'>https://dx.doi.org/10.1111/csp2.13089</a> <abbr class="unapi-id" title="bibliobase24614"></abbr><a class='more' href='https://dx.doi.org/10.1111/csp2.13089'>Open Access</a>   <a name='bibliobase24108'></a><a id='bibliobase24108'></a>von Hoyer, J. F., Kimmerle, J., Cress, U., & Holtz, P. (2024). False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning. Computers & Education, 208, Article 104930. <a target='_blank' href='https://dx.doi.org/10.1016/j.compedu.2023.104930'>https://dx.doi.org/10.1016/j.compedu.2023.104930</a> <abbr class="unapi-id" title="bibliobase24108"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment9929' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase24109'></a><a id='bibliobase24109'></a>Cress, U., & Kimmerle, J. (2023). Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective. International Journal of Computer-Supported Collaborative Learning, 18(4), 607-614. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-023-09409-w'>https://dx.doi.org/10.1007/s11412-023-09409-w</a> <abbr class="unapi-id" title="bibliobase24109"></abbr><a class='more' href='https://dx.doi.org/10.1007/s11412-023-09409-w'>Open Access</a>   <a name='bibliobase24346'></a><a id='bibliobase24346'></a>Kimmerle, J., Timm, J., Festl-Wietek, T., Cress, U., & Herrmann-Werner, A. (2023). Medical students’ attitudes toward AI in medicine and their expectations for medical education. Journal of Medical Education and Curricular Development, 10. <a target='_blank' href='https://dx.doi.org/10.1177/23821205231219346'>https://dx.doi.org/10.1177/23821205231219346</a> <abbr class="unapi-id" title="bibliobase24346"></abbr><a class='more' href='https://dx.doi.org/10.1177/23821205231219346'>Open Access</a>   <a name='bibliobase23079'></a><a id='bibliobase23079'></a>Matschke, C., de Vreeze, J., & Cress, U. (2023). Social identities and the achievement gap: Incompatibility between social class background and student identity increases student disidentification, which decreases performance and leads to higher dropout rates. British Journal of Social Psychology, 62(1), 161-180. <a target='_blank' href='https://dx.doi.org/10.1111/bjso.12563'>https://dx.doi.org/10.1111/bjso.12563</a> <abbr class="unapi-id" title="bibliobase23079"></abbr><a class='more' href='https://dx.doi.org/10.1111/bjso.12563'>Open Access</a>   <a name='bibliobase23876'></a><a id='bibliobase23876'></a>Pompe-Alama, U., Cress, U., & Koch, S. C. (2023). Die befreiende Wirkung des Als-Ob – philosophische und psychologische Perspektiven auf Theater als Therapie. Comparatio, 15(1), 61-73. <abbr class="unapi-id" title="bibliobase23876"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment9938' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase23111'></a><a id='bibliobase23111'></a>Kubsch, M., Czinczel, B., Lossjew, J., Wyrwich, T., Bednorz, D., Bernholt, S., Fiedler, D., Strauß, S., Cress, U., Drachsler, H., Neumann, K., & Rummel, N. (2022). Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design. Frontiers in Education, 7, Article 981910. <a target='_blank' href='https://dx.doi.org/10.3389/feduc.2022.981910'>https://dx.doi.org/10.3389/feduc.2022.981910</a> <abbr class="unapi-id" title="bibliobase23111"></abbr><a class='more' href='https://dx.doi.org/10.3389/feduc.2022.981910'>Open Access</a>   <a name='bibliobase23236'></a><a id='bibliobase23236'></a>von Hoyer, J. F., Bientzle, M., Cress, U., Großer, J., Kimmerle, J., & Holtz, P. (2022). False certainty in the acquisition of anatomical and physiotherapeutic knowledge. BMC Medical Education, 22(1), Article 765. <a target='_blank' href='https://dx.doi.org/10.1186/s12909-022-03820-x'>https://dx.doi.org/10.1186/s12909-022-03820-x</a> <abbr class="unapi-id" title="bibliobase23236"></abbr><a class='more' href='https://dx.doi.org/10.1186/s12909-022-03820-x'>Open Access</a>   <a name='bibliobase21274'></a><a id='bibliobase21274'></a>Korger, S., Eggeling, M., Cress, U., Kimmerle, J., & Bientzle, M. (2021). Decision aids to prepare patients for shared decision making: Two randomized controlled experiments on the impact of awareness of preference-sensitivity and personal motives. Health Expectations, 24(2), 257-268. <a target='_blank' href='https://dx.doi.org/10.1111/hex.13159'>https://dx.doi.org/10.1111/hex.13159</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Open Data#bibliobase22642'>Data</a>] <abbr class="unapi-id" title="bibliobase21274"></abbr><a class='more' href='https://dx.doi.org/10.1111/hex.13159'>Open Access</a>   <a name='bibliobase21396'></a><a id='bibliobase21396'></a>Meinhardt, A. L., Eggeling, M., Cress, U., Kimmerle, J., & Bientzle, M. (2021). The impact of a physician’s recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. Health Expectations, 24, 269-281. <a target='_blank' href='https://dx.doi.org/10.1111/hex.13161'>https://dx.doi.org/10.1111/hex.13161</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Open Data#bibliobase22643'>Data</a>] <abbr class="unapi-id" title="bibliobase21396"></abbr><a class='more' href='https://dx.doi.org/10.1111/hex.13161'>Open Access</a>   <a name='bibliobase21516'></a><a id='bibliobase21516'></a>Cress, U. (2020). The richness of CSCL environments. International Journal of Computer-Supported Collaborative Learning, 15(4), 383–388. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-020-09335-1'>https://dx.doi.org/10.1007/s11412-020-09335-1</a><abbr class="unapi-id" title="bibliobase21516"></abbr>   <a name='bibliobase20338'></a><a id='bibliobase20338'></a>Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2020). The impact of physicians’ recommendations on treatment preference and attitudes: a randomized controlled experiment on shared decision-making. Psychology, Health & Medicine, 25(3), 259-269. <a target='_blank' href='https://dx.doi.org/10.1080/13548506.2019.1687917'>https://dx.doi.org/10.1080/13548506.2019.1687917</a><abbr class="unapi-id" title="bibliobase20338"></abbr>   <a name='bibliobase19797'></a><a id='bibliobase19797'></a>Flemming, D., Kimmerle, J., Cress, U., & Sinatra, G. M. (2020). Research is tentative, but that’s okay: Overcoming misconceptions about scientific tentativeness through refutation texts. Discourse Processes, 57(1), 17-35. <a target='_blank' href='https://dx.doi.org/10.1080/0163853x.2019.1629805'>https://dx.doi.org/10.1080/0163853x.2019.1629805</a><abbr class="unapi-id" title="bibliobase19797"></abbr>   <a name='bibliobase20740'></a><a id='bibliobase20740'></a>Kimmig, S. E., Flemming, D., Kimmerle, J., Cress, U., & Brandt, M. (2020). Elucidating the socio-demographics of wildlife tolerance using the example of the red fox (Vulpes vulpes) in Germany. Conservation Science and Practice, 2(7), e212. <a target='_blank' href='https://dx.doi.org/10.1111/csp2.212'>https://dx.doi.org/10.1111/csp2.212</a> <abbr class="unapi-id" title="bibliobase20740"></abbr><a class='more' href='https://dx.doi.org/10.1111/csp2.212'>Open Access</a>   <a name='bibliobase20703'></a><a id='bibliobase20703'></a>Kümmel, E., Moskaliuk, J., Cress, U., & Kimmerle, J. (2020). Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes. Education Sciences, 10(3), Article 78. <a target='_blank' href='https://dx.doi.org/10.3390/educsci10030078'>https://dx.doi.org/10.3390/educsci10030078</a> <abbr class="unapi-id" title="bibliobase20703"></abbr><a class='more' href='https://dx.doi.org/10.3390/educsci10030078'>Open Access</a>   <a name='bibliobase21336'></a><a id='bibliobase21336'></a>Oeberst, A., Von der Beck, I., Cress, U., & Nestler, S. (2020). Wikipedia outperforms individuals when it comes to hindsight bias. Psychological Research, 84(6), 1517-1527. <a target='_blank' href='https://dx.doi.org/10.1007/s00426-019-01165-7'>https://dx.doi.org/10.1007/s00426-019-01165-7</a><abbr class="unapi-id" title="bibliobase21336"></abbr>   <a name='bibliobase20424'></a><a id='bibliobase20424'></a>Oeberst, A., Von der Beck, I., Matschke, C., Ihme, T. A., & Cress, U. (2020). Collectively biased representations of the past: Ingroup Bias in Wikipedia articles about intergroup conflicts. British Journal of Social Psychology, 59(4), 791-818. <a target='_blank' href='https://dx.doi.org/10.1111/bjso.12356'>https://dx.doi.org/10.1111/bjso.12356</a> <abbr class="unapi-id" title="bibliobase20424"></abbr><a class='more' href='https://dx.doi.org/10.1111/bjso.12356'>Open Access</a>   <a name='bibliobase20635'></a><a id='bibliobase20635'></a>Renner, B., Wesiak, G., Pammer-Schindler, V., Prilla, M., Müller, L., Morosini, D., Mora, S., Faltin, N., & Cress, U. (2020). Computer-supported reflective learning: how apps can foster reflection at work. Behaviour & Information Technology, 39(2), 167-187. <a target='_blank' href='https://dx.doi.org/10.1080/0144929x.2019.1595726'>https://dx.doi.org/10.1080/0144929x.2019.1595726</a><abbr class="unapi-id" title="bibliobase20635"></abbr>   <a name='bibliobase20704'></a><a id='bibliobase20704'></a>Álvarez, G., Oeberst, A., Cress, U., & Ferrari, L. (2020). Linguistic evidence of in-group bias in English and Spanish Wikipedia articles about international conflicts. Discourse, Context & Media, 35, Article 100391. <a target='_blank' href='https://dx.doi.org/10.1016/j.dcm.2020.100391'>https://dx.doi.org/10.1016/j.dcm.2020.100391</a><abbr class="unapi-id" title="bibliobase20704"></abbr>   <a name='bibliobase20244'></a><a id='bibliobase20244'></a>Bientzle, M., Cress, U., & Kimmerle, J. (2019). Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study. BMC Medical Education, 19(1), Article 401. <a target='_blank' href='https://dx.doi.org/10.1186/s12909-019-1844-z'>https://dx.doi.org/10.1186/s12909-019-1844-z</a> <abbr class="unapi-id" title="bibliobase20244"></abbr><a class='more' href='https://dx.doi.org/10.1186/s12909-019-1844-z'>Open Access</a>   <a name='bibliobase18681'></a><a id='bibliobase18681'></a>Bientzle, M., Lechner, C., Cress, U., & Kimmerle, J. (2019). Online peer consulting for health professionals. The Clinical Teacher, 16(5), 463-467. <a target='_blank' href='https://dx.doi.org/10.1111/tct.12950'>https://dx.doi.org/10.1111/tct.12950</a><abbr class="unapi-id" title="bibliobase18681"></abbr>   <a name='bibliobase20175'></a><a id='bibliobase20175'></a>Bientzle, M., Minje, J., Cress, U., & Kimmerle, J. (2019). Therapeutic Touch in Exercise Videos: A Randomized Experiment of the Impact on the Evaluation of Therapists' Competence and Viewers' Self-Reliance. Frontiers in Sports and Active Living, 1:35. <a target='_blank' href='https://dx.doi.org/10.3389/fspor.2019.00035'>https://dx.doi.org/10.3389/fspor.2019.00035</a> <abbr class="unapi-id" title="bibliobase20175"></abbr><a class='more' href='https://dx.doi.org/10.3389/fspor.2019.00035'>Open Access</a>   <a name='bibliobase20161'></a><a id='bibliobase20161'></a>Cress, U., Rosé, C. P., Law, N., & Ludvigsen, S. (2019). Investigating the complexity of computer-supported collaborative learning in action. International Journal of Computer-Supported Collaborative Learning, 14(2), 137-142. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-019-09305-2'>https://dx.doi.org/10.1007/s11412-019-09305-2</a><abbr class="unapi-id" title="bibliobase20161"></abbr>   <a name='bibliobase19476'></a><a id='bibliobase19476'></a>Greving, H., Cress, U., & Kimmerle, J. (2019). Anger in Wikipedia: Perceived intentionality and threat appraisal as mediators of anger about man-made attacks. Journal of Applied Social Psychology, 49(2), 99-116. <a target='_blank' href='https://dx.doi.org/10.1111/jasp.12568'>https://dx.doi.org/10.1111/jasp.12568</a><abbr class="unapi-id" title="bibliobase19476"></abbr>   <a name='bibliobase19470'></a><a id='bibliobase19470'></a>Greving, H., Kimmerle, J., Oeberst, A., & Cress, U. (2019). Emotions in Wikipedia: The role of intended negative events in the expression of sadness and anger in online peer production. Behaviour & Information Technology, 38(8), 796-806. <a target='_blank' href='https://dx.doi.org/10.1080/0144929x.2018.1554702'>https://dx.doi.org/10.1080/0144929x.2018.1554702</a><abbr class="unapi-id" title="bibliobase19470"></abbr>   <a name='bibliobase17602'></a><a id='bibliobase17602'></a>Lachmair, M., Cress, U., Fissler, T., Kurek, S., Leininger, J., & Nürk, H.-C. (2019). Music-space associations are grounded, embodied and situated: examination of cello experts and non-musicians in a standard tone discrimination task. Psychological Research, 83(5), 894-906. <a target='_blank' href='https://dx.doi.org/10.1007/s00426-017-0898-y'>https://dx.doi.org/10.1007/s00426-017-0898-y</a> <abbr class="unapi-id" title="bibliobase17602"></abbr><a class='more' href='https://dx.doi.org/10.1007/s00426-017-0898-y'>Open Access</a>   <a name='bibliobase19896'></a><a id='bibliobase19896'></a>Mock, J., Huber, S., Cress, U., Nuerk, H.-C., & Moeller, K. (2019). Negative Numbers are not yet Automatically Associated with Space in 6th Graders. Journal of Cognition and Development, 20(4), 611-633. <a target='_blank' href='https://dx.doi.org/10.1080/15248372.2019.1639714'>https://dx.doi.org/10.1080/15248372.2019.1639714</a><abbr class="unapi-id" title="bibliobase19896"></abbr>   <a name='bibliobase19736'></a><a id='bibliobase19736'></a>Rosé, C. P., Law, N., Cress, U., & Ludvigsen, S. (2019). Highlighting tools and technologies for collaborative learning. International Journal of Computer-Supported Collaborative Learning, 14(1), 1-6. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-019-09297-z'>https://dx.doi.org/10.1007/s11412-019-09297-z</a><abbr class="unapi-id" title="bibliobase19736"></abbr>   <a name='bibliobase19485'></a><a id='bibliobase19485'></a>Schweiger, S., & Cress, U. (2019). How Confidence in Prior Attitudes, Social Tag Popularity, and Source Credibility Shape Confirmation Bias Toward Antidepressants and Psychotherapy in a Representative German Sample: Randomized Controlled Web-Based Study. Journal of Medical Internet Research, 21(4), e11081. <a target='_blank' href='https://dx.doi.org/10.2196/11081'>https://dx.doi.org/10.2196/11081</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Open Data#bibliobase20420'>Data</a>] <abbr class="unapi-id" title="bibliobase19485"></abbr><a class='more' href='https://dx.doi.org/10.2196/11081'>Open Access</a>   <a name='bibliobase19540'></a><a id='bibliobase19540'></a>Schweiger, S., & Cress, U. (2019). Attitude confidence and source credibility in information foraging with social tags. PLOS ONE, 14(1), e:0210423. <a target='_blank' href='https://dx.doi.org/10.1371/journal.pone.0210423'>https://dx.doi.org/10.1371/journal.pone.0210423</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Open Data#bibliobase20421'>Data</a>] <abbr class="unapi-id" title="bibliobase19540"></abbr><a class='more' href='https://dx.doi.org/10.1371/journal.pone.0210423'>Open Access</a>   <a name='bibliobase18702'></a><a id='bibliobase18702'></a>von der Beck, I., Cress, U., & Oeberst, A. (2019). Is there hindsight bias without real hindsight? Conjectures are sufficient to elicit hindsight bias. Journal of Experimental Psychology: Applied, 25(1), 88-99. <a target='_blank' href='https://dx.doi.org/10.1037/xap0000185'>https://dx.doi.org/10.1037/xap0000185</a><abbr class="unapi-id" title="bibliobase18702"></abbr>   <a name='bibliobase18701'></a><a id='bibliobase18701'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Have a look around: the effect of physical environments on risk behaviour in work-related versus non-work related decision-making tasks. Ergonomics, 61(11), 1464-1479. <a target='_blank' href='https://dx.doi.org/10.1080/00140139.2018.1494308'>https://dx.doi.org/10.1080/00140139.2018.1494308</a><abbr class="unapi-id" title="bibliobase18701"></abbr>   <a name='bibliobase18490'></a><a id='bibliobase18490'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Ubiquitous working: Do work Versus non-work environments affect decision making and concentration? Frontiers in Psychology, 9, Article 310. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2018.00310'>https://dx.doi.org/10.3389/fpsyg.2018.00310</a> <abbr class="unapi-id" title="bibliobase18490"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2018.00310'>Open Access</a>   <a name='bibliobase18862'></a><a id='bibliobase18862'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Office versus leisure environments: Effects of surroundings on concentration. Journal of Environmental Psychology, 58, 42-51. <a target='_blank' href='https://dx.doi.org/10.1016/j.jenvp.2018.07.011'>https://dx.doi.org/10.1016/j.jenvp.2018.07.011</a><abbr class="unapi-id" title="bibliobase18862"></abbr>   <a name='bibliobase19027'></a><a id='bibliobase19027'></a>Cress, U., Stahl, G., Rosé, C. P., Law, N., & Ludvigsen, S. (2018). Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. International Journal of Computer-Supported Collaborative Learning, 13, 235-240. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-018-9284-z'>https://dx.doi.org/10.1007/s11412-018-9284-z</a> <abbr class="unapi-id" title="bibliobase19027"></abbr><a class='more' href='https://dx.doi.org/10.1007/s11412-018-9284-z'>Open Access</a>   <a name='bibliobase19383'></a><a id='bibliobase19383'></a>Eggeling, M., Bientzle, M., Shiozawa, T., Cress, U., & Kimmerle, J. (2018). The impact of visualization format and navigational options on laypeople’s perception and preference of surgery information videos: Randomized controlled trial and online survey. Journal of Participatory Medicine, 10, e12338. <a target='_blank' href='https://dx.doi.org/10.2196/12338'>https://dx.doi.org/10.2196/12338</a> <abbr class="unapi-id" title="bibliobase19383"></abbr><a class='more' href='https://dx.doi.org/10.2196/12338'>Open Access</a>   <a name='bibliobase19483'></a><a id='bibliobase19483'></a>Fischer, U., Huber, S., Nuerk, H.-C., Cress, U., & Moeller, K. (2018). Spatial Presentations, but not Response Formats Influence Spatial-Numerical Associations in Adults. Frontiers in Psychology, 9, Article 2608. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2018.02608'>https://dx.doi.org/10.3389/fpsyg.2018.02608</a> <abbr class="unapi-id" title="bibliobase19483"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2018.02608'>Open Access</a>   <a name='bibliobase18340'></a><a id='bibliobase18340'></a>Flemming, D., Cress, U., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2018). Emotionalization in science communication: The impact of narratives and visual representations on knowledge gain and risk perception. Frontiers in Communication, 3(3). <a target='_blank' href='https://dx.doi.org/10.3389/fcomm.2018.00003'>https://dx.doi.org/10.3389/fcomm.2018.00003</a> <abbr class="unapi-id" title="bibliobase18340"></abbr><a class='more' href='https://dx.doi.org/10.3389/fcomm.2018.00003'>Open Access</a>   <a name='bibliobase17391'></a><a id='bibliobase17391'></a>Greving, H., Oeberst, A., Kimmerle, J., & Cress, U. (2018). Emotional content in Wikipedia articles on negative man-made and nature-made events. Journal of Language and Social Psychology, 37, 267-287. <a target='_blank' href='https://dx.doi.org/10.1177/0261927X17717568'>https://dx.doi.org/10.1177/0261927X17717568</a><abbr class="unapi-id" title="bibliobase17391"></abbr>   <a name='bibliobase19266'></a><a id='bibliobase19266'></a>Holtz, P., Kimmerle, J., & Cress, U. (2018). Using big data techniques for measuring productive friction in mass collaboration online environments. International Journal of Computer-Supported Collaborative Learning, 13, 439-456. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-018-9285-y'>https://dx.doi.org/10.1007/s11412-018-9285-y</a> <abbr class="unapi-id" title="bibliobase19266"></abbr><a class='more' href='https://dx.doi.org/10.1007/s11412-018-9285-y'>Open Access</a>   <a name='bibliobase18684'></a><a id='bibliobase18684'></a>Law, N., Rose, C. P., Cress, U., & Ludvigsen, S. (2018). Different technologies, methodologies and epistemologies - is CSCL a community or communities? International Journal of Computer-Supported Collaborative Learning, 13, 131-136. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-018-9280-3'>https://dx.doi.org/10.1007/s11412-018-9280-3</a><abbr class="unapi-id" title="bibliobase18684"></abbr>   <a name='bibliobase18570'></a><a id='bibliobase18570'></a>Ludvigsen, S., Cress, U., Law, N., Stahl, G., & Rosé, C. P. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning, 13(1), 1-6. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-018-9274-1'>https://dx.doi.org/10.1007/s11412-018-9274-1</a><abbr class="unapi-id" title="bibliobase18570"></abbr>   <a name='bibliobase19468'></a><a id='bibliobase19468'></a>Ludvigsen, S., Cress, U., Rosé, C. P., Law, N., & Stahl, G. (2018). Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. International Journal of Computer-Supported Collaborative Learning, 13, 359-364. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-018-9291-0'>https://dx.doi.org/10.1007/s11412-018-9291-0</a> <abbr class="unapi-id" title="bibliobase19468"></abbr><a class='more' href='https://dx.doi.org/10.1007/s11412-018-9291-0'>Open Access</a>   <a name='bibliobase17381'></a><a id='bibliobase17381'></a>Oeberst, A., von der Beck, I., Back, M., Cress, U., & Nestler, S. (2018). Biases in the production and reception of collective knowledge: The case of hindsight bias in Wikipedia. Psychological Research, 82, 1010-1026. <a target='_blank' href='https://dx.doi.org/10.1007/s00426-017-0865-7'>https://dx.doi.org/10.1007/s00426-017-0865-7</a><abbr class="unapi-id" title="bibliobase17381"></abbr>   <a name='bibliobase18496'></a><a id='bibliobase18496'></a>de Vreeze, J., Matschke, C., & Cress, U. (2018). Neither fish nor fowl: A perceived mismatch in norms and values between oneself, other students, and people back home undermines adaptation to university. British Journal of Social Psychology, 57, 684-702. <a target='_blank' href='https://dx.doi.org/10.1111/bjso.12253'>https://dx.doi.org/10.1111/bjso.12253</a><abbr class="unapi-id" title="bibliobase18496"></abbr>   <a name='bibliobase16933'></a><a id='bibliobase16933'></a>Bientzle, M., Fissler, T., Cress, U., & Kimmerle, J. (2017). The impact of physicians’ communication styles on evaluation of physicians and information processing: A randomized study with simulated video consultations on contraception with an intrauterine device. Health Expectations, 20, 845-851. <a target='_blank' href='https://dx.doi.org/10.1111/hex.12521'>https://dx.doi.org/10.1111/hex.12521</a> <abbr class="unapi-id" title="bibliobase16933"></abbr><a class='more' href='https://dx.doi.org/10.1111/hex.12521'>Open Access</a>   <a name='bibliobase17369'></a><a id='bibliobase17369'></a>Dackermann, T., Fischer, U., Nürk, H.-C., Cress, U., & Moeller, K. (2017). Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications. ZDM – Mathematics Education, 49, 545-557. <a target='_blank' href='https://dx.doi.org/10.1007/s11858-017-0850-z'>https://dx.doi.org/10.1007/s11858-017-0850-z</a> <abbr class="unapi-id" title="bibliobase17369"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment8082' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase17712'></a><a id='bibliobase17712'></a>Flemming, D., Cress, U., & Kimmerle, J. (2017). Processing the scientific tentativeness of medical research: An experimental study on the effects of research news and user comments in online media. Science Communication, 39, 745-770. <a target='_blank' href='https://dx.doi.org/10.1177/1075547017738091'>https://dx.doi.org/10.1177/1075547017738091</a><abbr class="unapi-id" title="bibliobase17712"></abbr>   <a name='bibliobase17149'></a><a id='bibliobase17149'></a>Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2017). User comments about research findings: How conflictual information in online science journalistic articles influences laypeople’s understanding of scientific tentativeness. Communications, 42, 465-480. <a target='_blank' href='https://dx.doi.org/10.1515/commun-2017-0037'>https://dx.doi.org/10.1515/commun-2017-0037</a><abbr class="unapi-id" title="bibliobase17149"></abbr>   <a name='bibliobase17457'></a><a id='bibliobase17457'></a>Jeong, H., Cress, U., Moskaliuk, J., & Kimmerle, J. (2017). Joint interactions in large online knowledge communities: The A3C framework. International Journal of Computer-Supported Collaborative Learning, 12, 133-151. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-017-9256-8'>https://dx.doi.org/10.1007/s11412-017-9256-8</a><abbr class="unapi-id" title="bibliobase17457"></abbr>   <a name='bibliobase17455'></a><a id='bibliobase17455'></a>Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. PLOS ONE, 12: e0178985. <a target='_blank' href='https://dx.doi.org/10.1371/journal.pone.0178985'>https://dx.doi.org/10.1371/journal.pone.0178985</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Open Data#bibliobase22647'>Data</a>] <abbr class="unapi-id" title="bibliobase17455"></abbr><a class='more' href='https://dx.doi.org/10.1371/journal.pone.0178985'>Open Access</a>   <a name='bibliobase17749'></a><a id='bibliobase17749'></a>Jirschitzka, J., Oeberst, A., Göllner, R., & Cress, U. (2017). Inter-rater reliability and validity of peer reviews in an interdisciplinary field. Scientometrics, 113, 1059-1092. <a target='_blank' href='https://dx.doi.org/10.1007/s11192-017-2516-6'>https://dx.doi.org/10.1007/s11192-017-2516-6</a><abbr class="unapi-id" title="bibliobase17749"></abbr>   <a name='bibliobase17370'></a><a id='bibliobase17370'></a>Kimmerle, J., Bientzle, M., & Cress, U. 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International Journal of Computer-Supported Collaborative Learning, 12, 195-213. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-017-9258-6'>https://dx.doi.org/10.1007/s11412-017-9258-6</a><abbr class="unapi-id" title="bibliobase17471"></abbr>   <a name='bibliobase17379'></a><a id='bibliobase17379'></a>Law, N., Ludvigsen, S., Cress, U., & Rose, C. P. (2017). Fostering targeted group practices as a Core focus for CSCL task and technology design. International Journal of Computer-Supported Collaborative Learning, 12, 1-7. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-017-9253-y'>https://dx.doi.org/10.1007/s11412-017-9253-y</a><abbr class="unapi-id" title="bibliobase17379"></abbr>   <a name='bibliobase18346'></a><a id='bibliobase18346'></a>Ludvigsen, S., Cress, U., Law, N., Stahl, G., & Rosé, C. P. (2017). Future direction for the CSCL field: Methodologies and eight controversies. International Journal of Computer-Supported Collaborative Learning, 12, 337-341. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-017-9268-4'>https://dx.doi.org/10.1007/s11412-017-9268-4</a><abbr class="unapi-id" title="bibliobase18346"></abbr>   <a name='bibliobase17198'></a><a id='bibliobase17198'></a>Moskaliuk, J., Burmeister, C. P., Landkammer, F., Renner, B., & Cress, U. (2017). Environmental effects on cognition and decision making of knowledge workers. Journal of Environmental Psychology, 49, 43-54. <a target='_blank' href='https://dx.doi.org/10.1016/j.jenvp.2016.12.001'>https://dx.doi.org/10.1016/j.jenvp.2016.12.001</a><abbr class="unapi-id" title="bibliobase17198"></abbr>   <a name='bibliobase16638'></a><a id='bibliobase16638'></a>Nestler, S., Leckelt, M., Back, M. D., von der Beck, I., Cress, U., & Oeberst, A. (2017). Produktion von naturwissenschaftlichen Informationen im Internet am Beispiel von Wikipedia. Psychologische Rundschau, 68, 172-176. <a target='_blank' href='https://dx.doi.org/10.1026/0033-3042/a000360'>https://dx.doi.org/10.1026/0033-3042/a000360</a><abbr class="unapi-id" title="bibliobase16638"></abbr>   <a name='bibliobase18178'></a><a id='bibliobase18178'></a>Rosé, C. P., Ludvigsen, S., Law, N., Cress, U., & Stahl, G. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning, 12, 215-220. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-017-9265-7'>https://dx.doi.org/10.1007/s11412-017-9265-7</a><abbr class="unapi-id" title="bibliobase18178"></abbr>   <a name='bibliobase17430'></a><a id='bibliobase17430'></a>von der Beck, I., Oeberst, A., Cress, U., & Nestler, S. (2017). Cultural interpretations of global information? Hindsight bias after reading Wikipedia articles across cultures. Applied Cognitive Psychology, 31, 315-325. <a target='_blank' href='https://dx.doi.org/10.1002/acp.3329'>https://dx.doi.org/10.1002/acp.3329</a><abbr class="unapi-id" title="bibliobase17430"></abbr>   <a name='bibliobase15925'></a><a id='bibliobase15925'></a>Dackermann, T., Fischer, U., Cress, U., Nuerk, H.-C., & Moeller, K. (2016). Bewegtes Lernen numerischer Kompetenzen. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67(2), 102-109. <a target='_blank' href='https://dx.doi.org/10.1026/0033-3042/a000302'>https://dx.doi.org/10.1026/0033-3042/a000302</a><abbr class="unapi-id" title="bibliobase15925"></abbr>   <a name='bibliobase15920'></a><a id='bibliobase15920'></a>Feinkohl, I., Cress, U., & Kimmerle, J. (2016). Reheating breakfast: Age and multitasking on a computer-based and a non-computer-based task. Computers in Human Behavior, 55, 432-438. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2015.09.040'>https://dx.doi.org/10.1016/j.chb.2015.09.040</a> <abbr class="unapi-id" title="bibliobase15920"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7774' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase16311'></a><a id='bibliobase16311'></a>Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. Cognitive Processing, 17, 213-223. <a target='_blank' href='https://dx.doi.org/10.1007/s10339-015-0748-z'>https://dx.doi.org/10.1007/s10339-015-0748-z</a> <abbr class="unapi-id" title="bibliobase16311"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7780' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase16371'></a><a id='bibliobase16371'></a>Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016). The impact of personality factors and preceding user comments on the processing of research findings on deep brain stimulation: A randomized controlled experiment in a simulated online forum. Journal of Medical Internet Research, 18, e59. <a target='_blank' href='https://dx.doi.org/10.2196/jmir.4382'>https://dx.doi.org/10.2196/jmir.4382</a> <abbr class="unapi-id" title="bibliobase16371"></abbr><a class='more' href='https://dx.doi.org/10.2196/jmir.4382'>Open Access</a>   <a name='bibliobase16373'></a><a id='bibliobase16373'></a>Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U., & Nuerk, H.-C. (2016). Dancing with the SNARC: Measuring spatial-numerical associations on a digital dance mat. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 70, 306-315. <a target='_blank' href='https://dx.doi.org/10.1037/cep0000084'>https://dx.doi.org/10.1037/cep0000084</a><abbr class="unapi-id" title="bibliobase16373"></abbr>   <a name='bibliobase16383'></a><a id='bibliobase16383'></a>Griewatz, J., Lammerding-Koeppel, M., Bientzle, M., Cress, U., & Kimmerle, J. (2016). Using simulated forums for training of online patient counselling. Medical Education, 50, 576-577. <a target='_blank' href='https://dx.doi.org/10.1111/medu.2016.50.issue-5'>https://dx.doi.org/10.1111/medu.2016.50.issue-5</a><abbr class="unapi-id" title="bibliobase16383"></abbr>   <a name='bibliobase16370'></a><a id='bibliobase16370'></a>Jirschitzka, J., Kimmerle, J., & Cress, U. (2016). A new method for re-analyzing evaluation bias: Piecewise growth curve modeling reveals an asymmetry in the evaluation of pro and con arguments. PLOS ONE, 11, e0148283. <a target='_blank' href='https://dx.doi.org/10.1371/journal.pone.0148283'>https://dx.doi.org/10.1371/journal.pone.0148283</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Open Data#bibliobase22648'>Data</a>] <abbr class="unapi-id" title="bibliobase16370"></abbr><a class='more' href='https://dx.doi.org/10.1371/journal.pone.0148283'>Open Access</a>   <a name='bibliobase16668'></a><a id='bibliobase16668'></a>Ludvigsen, S., Cress, U., Law, N., Rosé, C. P., & Stahl, G. (2016). Future-looking conversations in CSCL. International Journal of Computer-Supported Collaborative Learning, 11, 255-262. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-016-9242-6'>https://dx.doi.org/10.1007/s11412-016-9242-6</a> <abbr class="unapi-id" title="bibliobase16668"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7946' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase17078'></a><a id='bibliobase17078'></a>Ludvigsen, S., Cress, U., Law, N., Rosé, C. P., & Stahl, G. (2016). Collaboration scripts and scaffolding. International Journal of Computer-Supported Collaborative Learning, 11, 381-385. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-016-9247-1'>https://dx.doi.org/10.1007/s11412-016-9247-1</a> <abbr class="unapi-id" title="bibliobase17078"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7954' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15926'></a><a id='bibliobase15926'></a>Moskaliuk, J., Bokhorst, F., & Cress, U. (2016). Learning from others' experiences: How patterns foster interpersonal transfer of knowledge-in-use. Computers in Human Behavior, 55, 69-75. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2015.08.051'>https://dx.doi.org/10.1016/j.chb.2015.08.051</a> <abbr class="unapi-id" title="bibliobase15926"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7777' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15448'></a><a id='bibliobase15448'></a>Patro, K., Fischer, U., Nürk, H.-C., & Cress, U. (2016). How to rapidly construct a spatial-numerical representation in preliterate children (at least temporarily). Developmental Science, 19, 126-144. <a target='_blank' href='https://dx.doi.org/10.1111/desc.12296'>https://dx.doi.org/10.1111/desc.12296</a> <abbr class="unapi-id" title="bibliobase15448"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7786' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase16449'></a><a id='bibliobase16449'></a>Patro, K., Nuerk, H.-C., & Cress, U. (2016). Mental number line in the preliterate brain: The role of early directional experiences. Child Development Perspectives, 10, 172-177. <a target='_blank' href='https://dx.doi.org/10.1111/cdep.12179'>https://dx.doi.org/10.1111/cdep.12179</a><abbr class="unapi-id" title="bibliobase16449"></abbr>   <a name='bibliobase16488'></a><a id='bibliobase16488'></a>Renner, B., Prilla, M., Cress, U., & Kimmerle, J. (2016). Effects of prompting in reflective learning tools: Findings from experimental field, lab, and online studies. Frontiers in Psychology, 7(820), Article 820. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2016.00820'>https://dx.doi.org/10.3389/fpsyg.2016.00820</a> <abbr class="unapi-id" title="bibliobase16488"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2016.00820'>Open Access</a>   <a name='bibliobase15008'></a><a id='bibliobase15008'></a>Bertram, J., Moskaliuk, J., & Cress, U. (2015). Virtual training: Making reality work? Computers in Human Behavior, 43, 284-292. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2014.10.032'>https://dx.doi.org/10.1016/j.chb.2014.10.032</a> <abbr class="unapi-id" title="bibliobase15008"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7766' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15445'></a><a id='bibliobase15445'></a>Bientzle, M., Cress, U., & Kimmerle, J. (2015). The role of tentative decisions and health concepts in assessing information about mammography screening. Psychology, Health & Medicine, 20, 670-679. <a target='_blank' href='https://dx.doi.org/10.1080/13548506.2015.1005017'>https://dx.doi.org/10.1080/13548506.2015.1005017</a><abbr class="unapi-id" title="bibliobase15445"></abbr>   <a name='bibliobase16104'></a><a id='bibliobase16104'></a>Bientzle, M., Griewatz, J., Kimmerle, J., Küppers, J., Cress, U., & Lammerding-Köppel, M. (2015). Impact of scientific versus emotional wording of patient questions on doctor-patient communication in an Internet forum: A randomized controlled experiment with medical students. Journal of Medical Internet Research, 17, e268. <a target='_blank' href='https://dx.doi.org/10.2196/jmir.4597'>https://dx.doi.org/10.2196/jmir.4597</a> <abbr class="unapi-id" title="bibliobase16104"></abbr><a class='more' href='https://dx.doi.org/10.2196/jmir.4597'>Open Access</a>   <a name='bibliobase15636'></a><a id='bibliobase15636'></a>Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The core features of CSCL: Social situation, collaborative knowledge processes and their design. International Journal of Computer-Supported Collaborative Learning, 10, 109-116. <a target='_blank' href='http://link.springer.com/content/pdf/10.1007%2Fs11412-015-9214-2.pdf'>http://link.springer.com/content/pdf/10.1007%2Fs11412-015-9214-2.pdf</a> <abbr class="unapi-id" title="bibliobase15636"></abbr><a class='more' href='http://link.springer.com/content/pdf/10.1007%2Fs11412-015-9214-2.pdf'>Open Access</a>   <a name='bibliobase15858'></a><a id='bibliobase15858'></a>Fischer, U., Moeller, K., Huber, S., Cress, U., & Nürk, H.-C. (2015). Full-body movement in numerical trainings: A pilot study with an interactive whiteboard. International Journal of Serious Games, 2, 23-35. <abbr class="unapi-id" title="bibliobase15858"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7787' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15786'></a><a id='bibliobase15786'></a>Fissler, T., Bientzle, M., Cress, U., & Kimmerle, J. (2015). The impact of advice seekers’ need salience and doctors’ communication style on attitude and decision making: a web-based mammography consultation role play. JMIR Cancer, 1(2), e10. <a target='_blank' href='https://dx.doi.org/10.2196/cancer.4279'>https://dx.doi.org/10.2196/cancer.4279</a> <abbr class="unapi-id" title="bibliobase15786"></abbr><a class='more' href='https://dx.doi.org/10.2196/cancer.4279'>Open Access</a>   <a name='bibliobase16121'></a><a id='bibliobase16121'></a>Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. Frontiers in Psychology, 6, Article 1859. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2015.01859'>https://dx.doi.org/10.3389/fpsyg.2015.01859</a> <abbr class="unapi-id" title="bibliobase16121"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2015.01859'>Open Access</a>   <a name='bibliobase15000'></a><a id='bibliobase15000'></a>Kimmerle, J., Flemming, D., Feinkohl, I., & Cress, U. (2015). How laypeople understand the tentativeness of medical research news in the media: An experimental study on the perception of information about deep brain stimulation. Science Communication, 37, 173-189. <a target='_blank' href='https://dx.doi.org/10.1177/1075547014556541'>https://dx.doi.org/10.1177/1075547014556541</a> <abbr class="unapi-id" title="bibliobase15000"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7688' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15599'></a><a id='bibliobase15599'></a>Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50, 120-137. <a target='_blank' href='https://dx.doi.org/10.1080/00461520.2015.1036273'>https://dx.doi.org/10.1080/00461520.2015.1036273</a><abbr class="unapi-id" title="bibliobase15599"></abbr>   <a name='bibliobase15900'></a><a id='bibliobase15900'></a>Kump, B., Moskaliuk, J., Cress, U., & Kimmerle, J. (2015). Cognitive foundations of organizational learning: Re-introducing the distinction between declarative and non-declarative knowledge. Frontiers in Psychology, 6, 1489. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2015.01489'>https://dx.doi.org/10.3389/fpsyg.2015.01489</a> <abbr class="unapi-id" title="bibliobase15900"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2015.01489'>Open Access</a>   <a name='bibliobase15645'></a><a id='bibliobase15645'></a>Ludvigsen, S., Stahl, G., Law, N., & Cress, U. (2015). From the editors: Collaboration and the formation of new knowledge artifacts. Journal of Computer-Supported Collaborative Learning, 10, 1-6. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-015-9211-5'>https://dx.doi.org/10.1007/s11412-015-9211-5</a><abbr class="unapi-id" title="bibliobase15645"></abbr>   <a name='bibliobase15479'></a><a id='bibliobase15479'></a>Moeller, K., Fischer, U., Nürk, H.-C., & Cress, U. (2015). Computers in mathematics education - Training the mental number line. Computers in Human Behavior, 48, 597-607. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2015.01.048'>https://dx.doi.org/10.1016/j.chb.2015.01.048</a> <abbr class="unapi-id" title="bibliobase15479"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7687' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15482'></a><a id='bibliobase15482'></a>Nürk, H.-C., Patro, K., Cress, U., Schild, U., Friedrich, C. K., & Göbel, S. M. (2015). How space-number associations may be created in preliterate children: six distinct mechanisms. Frontiers in Psychology, 6, Article 215. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2015.00215'>https://dx.doi.org/10.3389/fpsyg.2015.00215</a> <abbr class="unapi-id" title="bibliobase15482"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2015.00215'>Open Access</a>   <a name='bibliobase15449'></a><a id='bibliobase15449'></a>Patro, K., Nürk, H.-C., & Cress, U. (2015). Does your body count? Embodied influences on the preferred counting direction of preschoolers. Journal of Cognitive Psychology, 27, 413-425. <a target='_blank' href='https://dx.doi.org/10.1080/20445911.2015.1008005'>https://dx.doi.org/10.1080/20445911.2015.1008005</a> <abbr class="unapi-id" title="bibliobase15449"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment10099' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15587'></a><a id='bibliobase15587'></a>Sievers, K., Wodzicki, K., Aberle, I., Keckeisen, M., & Cress, U. (2015). Self-presentation in professional networks: More than just window dressing? Computers in Human Behavior, 50, 25-30. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2015.03.046'>https://dx.doi.org/10.1016/j.chb.2015.03.046</a> <abbr class="unapi-id" title="bibliobase15587"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7690' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase14886'></a><a id='bibliobase14886'></a>Bahnmüller, J., Dresler, T., Ehlis, A.-C., Cress, U., & Nürk, H.-C. (2014). NIRS in motion – Unraveling the neurocognitive underpinnings of embodied numerical cognition. Frontiers in Psychology, 5, Article 743. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2014.00743'>https://dx.doi.org/10.3389/fpsyg.2014.00743</a> <abbr class="unapi-id" title="bibliobase14886"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2014.00743'>Open Access</a>   <a name='bibliobase14999'></a><a id='bibliobase14999'></a>Bientzle, M., Cress, U., & Kimmerle, J. (2014). Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals. BMC Medical Education, 14, 208. <a target='_blank' href='https://dx.doi.org/10.1186/1472-6920-14-208'>https://dx.doi.org/10.1186/1472-6920-14-208</a><abbr class="unapi-id" title="bibliobase14999"></abbr>   <a name='bibliobase13936'></a><a id='bibliobase13936'></a>Bokhorst, F., Moskaliuk, J., & Cress, U. (2014). How patterns support computer-mediated exchange of knowledge-in-use. Computers & Education, 71, 153-164. <a target='_blank' href='https://dx.doi.org/10.1016/j.compedu.2013.09.021'>https://dx.doi.org/10.1016/j.compedu.2013.09.021</a> <abbr class="unapi-id" title="bibliobase13936"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7691' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase14777'></a><a id='bibliobase14777'></a>Cress, U., Schwämmlein, E., Wodzicki, K., & Kimmerle, J. (2014). Searching for the perfect fit: The interaction of community type and profile design in online communities. Computers in Human Behavior, 38, 313-321. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2014.06.007'>https://dx.doi.org/10.1016/j.chb.2014.06.007</a> <abbr class="unapi-id" title="bibliobase14777"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7692' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15102'></a><a id='bibliobase15102'></a>Halatchliyski, I., & Cress, U. (2014). How structure shapes dynamics: Knowledge development in Wikipedia - A network multilevel modeling approach. PLOS ONE, 9, e111958. <a target='_blank' href='https://dx.doi.org/10.1371/journal.pone.0111958'>https://dx.doi.org/10.1371/journal.pone.0111958</a> <abbr class="unapi-id" title="bibliobase15102"></abbr><a class='more' href='https://dx.doi.org/10.1371/journal.pone.0111958'>Open Access</a>   <a name='bibliobase13848'></a><a id='bibliobase13848'></a>Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2014). Explaining authors’ contribution to pivotal artifacts during mass collaboration in the Wikipedia’s knowledge base. International Journal of Computer-Supported Collaborative Learning, 9, 97-115. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-013-9182-3'>https://dx.doi.org/10.1007/s11412-013-9182-3</a> <abbr class="unapi-id" title="bibliobase13848"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7693' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase15128'></a><a id='bibliobase15128'></a>Kimmerle, J., Bientzle, M., & Cress, U. (2014). Personal experiences and emotionality in health-related knowledge exchange in Internet forums: A randomized controlled field experiment comparing responses to facts vs personal experiences. Journal of Medical Internet Research, 16:e277. <a target='_blank' href='https://dx.doi.org/10.2196/jmir.3766'>https://dx.doi.org/10.2196/jmir.3766</a><abbr class="unapi-id" title="bibliobase15128"></abbr>   <a name='bibliobase14757'></a><a id='bibliobase14757'></a>Link, T., Schwarz, E. J., Huber, S., Fischer, U., Nürk, H.-C., Cress, U., & Moeller, K. (2014). Mathe mit der Matte - Verkörperlichtes Training basisnumerischer Kompetenzen. Zeitschrift für Erziehungswissenschaft, 17, 257-277. <a target='_blank' href='https://dx.doi.org/10.1007/s11618-014-0533-2'>https://dx.doi.org/10.1007/s11618-014-0533-2</a> <abbr class="unapi-id" title="bibliobase14757"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7694' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase14725'></a><a id='bibliobase14725'></a>Matschke, C., Moskaliuk, J., Bokhorst, F., Schümmer, T., & Cress, U. (2014). Motivational factors of information exchange in social information spaces. Computers in Human Behavior, 36, 549-558. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2014.04.044'>https://dx.doi.org/10.1016/j.chb.2014.04.044</a> <abbr class="unapi-id" title="bibliobase14725"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7695' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase14492'></a><a id='bibliobase14492'></a>Oeberst, A., Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in Wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences, 23, 149-176. <a target='_blank' href='https://dx.doi.org/10.1080/10508406.2014.888352'>https://dx.doi.org/10.1080/10508406.2014.888352</a><abbr class="unapi-id" title="bibliobase14492"></abbr>   <a name='bibliobase14724'></a><a id='bibliobase14724'></a>Patro, K., Nürk, H.-C., Cress, U., & Haman, M. (2014). How number-space relationships are assessed before formal schooling: A taxonomy proposal. Frontiers in Psychology, 5, Artice 419. <a target='_blank' href='https://dx.doi.org/10.3389/fpsyg.2014.00419'>https://dx.doi.org/10.3389/fpsyg.2014.00419</a> <abbr class="unapi-id" title="bibliobase14724"></abbr><a class='more' href='https://dx.doi.org/10.3389/fpsyg.2014.00419'>Open Access</a>   <a name='bibliobase14579'></a><a id='bibliobase14579'></a>Renner, B., Kimmerle, J., Cavael, D., Ziegler, V., Reinmann, L., & Cress, U. (2014). Web-based apps for reflection: A longitudinal study with hospital staff. Journal of Medical Internet Research, 16(3), Article e85. <a target='_blank' href='http://www.jmir.org/2014/3/e85/'>http://www.jmir.org/2014/3/e85/</a><abbr class="unapi-id" title="bibliobase14579"></abbr>   <a name='bibliobase14658'></a><a id='bibliobase14658'></a>Schweiger, S., Oeberst, A., & Cress, U. (2014). Confirmation bias in web-based search: A randomized online study on the effects of expert information and social tags on information search and evaluation. Journal of Medical Internet Research, 16, e94. <a target='_blank' href='https://dx.doi.org/10.2196/jmir.3044'>https://dx.doi.org/10.2196/jmir.3044</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Open Data#bibliobase20419'>Data</a>]<abbr class="unapi-id" title="bibliobase14658"></abbr>   <a name='bibliobase14697'></a><a id='bibliobase14697'></a>Stahl, G., Cress, U., Law, N., & Ludvigsen, S. (2014). Analyzing the multidimensional construction of knowledge in diverse contexts. International Journal of Computer-Supported Collaborative Learning, 9, 1-6. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-014-9189-4'>https://dx.doi.org/10.1007/s11412-014-9189-4</a><abbr class="unapi-id" title="bibliobase14697"></abbr>   <a name='bibliobase14781'></a><a id='bibliobase14781'></a>Stahl, G., Cress, U., Ludvigsen, S., & Law, N. (2014). Dialogic foundations of CSCL. International Journal of Computer-Supported Collaborative Learning, 9, 117-125. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-014-9194-7'>https://dx.doi.org/10.1007/s11412-014-9194-7</a><abbr class="unapi-id" title="bibliobase14781"></abbr>   <a name='bibliobase15189'></a><a id='bibliobase15189'></a>Stahl, G., Law, N., Cress, U., & Ludvigsen, S. (2014). Analyzing roles of individuals in small-group collaboration processes. International Journal of Computer-Supported Collaborative Learning, 9(4), 365-370. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-014-9204-9'>https://dx.doi.org/10.1007/s11412-014-9204-9</a><abbr class="unapi-id" title="bibliobase15189"></abbr>   <a name='bibliobase15235'></a><a id='bibliobase15235'></a>Stahl, G., Ludvigsen, S., Law, N., & Cress, U. (2014). CSCL Artifacts. International Journal of Computer-Supported Collaborative Learning, 9(3), 237-245. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-014-9200-0'>https://dx.doi.org/10.1007/s11412-014-9200-0</a><abbr class="unapi-id" title="bibliobase15235"></abbr>   <a name='bibliobase13304'></a><a id='bibliobase13304'></a>Bientzle, M., Cress, U., & Kimmerle, J. (2013). How students deal with inconsistencies in health knowledge. Medical Education, 47, 683-690. <a target='_blank' href='https://dx.doi.org/10.1111/medu.12198'>https://dx.doi.org/10.1111/medu.12198</a> <abbr class="unapi-id" title="bibliobase13304"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7696' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12655'></a><a id='bibliobase12655'></a>Cress, U., & Held, C. (2013). Harnessing collective knowledge inherent in tag clouds. Journal of Computer Assisted Learning, 29, 235-247. <a target='_blank' href='https://dx.doi.org/10.1111/jcal.2013.29.issue-3'>https://dx.doi.org/10.1111/jcal.2013.29.issue-3</a> <abbr class="unapi-id" title="bibliobase12655"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7741' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12622'></a><a id='bibliobase12622'></a>Cress, U., Held, C., & Kimmerle, J. (2013). The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing. Computers & Education, 60, 59-73. <a target='_blank' href='https://dx.doi.org/10.1016/j.compedu.2012.06.015'>https://dx.doi.org/10.1016/j.compedu.2012.06.015</a> <abbr class="unapi-id" title="bibliobase12622"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7697' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12590'></a><a id='bibliobase12590'></a>Cress, U., & Kimmerle, J. (2013). Computervermittelter Wissensaustausch als Soziales Dilemma: Ein Überblick. Zeitschrift für Pädagogische Psychologie, 27(1-2), 9-26. <a target='_blank' href='https://dx.doi.org/10.1024/1010-0652/a000085'>https://dx.doi.org/10.1024/1010-0652/a000085</a> <abbr class="unapi-id" title="bibliobase12590"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7698' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase13245'></a><a id='bibliobase13245'></a>Fischer, U., Moeller, K., Cress, U., & Nürk, H.-C. (2013). Interventions supporting children’s mathematics school success: A meta-analytic review. European Psychologist, 18, 89-113. <a target='_blank' href='https://dx.doi.org/10.1027/1016-9040/a000141'>https://dx.doi.org/10.1027/1016-9040/a000141</a> <abbr class="unapi-id" title="bibliobase13245"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7699' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase13318'></a><a id='bibliobase13318'></a>Kimmerle, J., & Cress, U. (2013). The effects of TV and film exposure on knowledge about and attitudes toward mental disorders. Journal of Community Psychology, 41(8), 931-943. <a target='_blank' href='https://dx.doi.org/10.1002/jcop.21581'>https://dx.doi.org/10.1002/jcop.21581</a> <abbr class="unapi-id" title="bibliobase13318"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7700' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12993'></a><a id='bibliobase12993'></a>Kimmerle, J., & Cress, U. (2013). The impact of cognitive anchors on information-sharing behavior. Cyberpsychology, Behavior, and Social Networking, 16(1), 45-49. <a target='_blank' href='https://dx.doi.org/10.1089/cyber.2012.0144'>https://dx.doi.org/10.1089/cyber.2012.0144</a> <abbr class="unapi-id" title="bibliobase12993"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7701' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12994'></a><a id='bibliobase12994'></a>Kimmerle, J., Thiel, A., Gerbing, K.-K., Bientzle, M., Halatchliyski, I., & Cress, U. (2013). Knowledge construction in an outsider community: Extending the communities of practice concept. Computers in Human Behavior, 29, 1078-1090. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2012.09.010'>https://dx.doi.org/10.1016/j.chb.2012.09.010</a> <abbr class="unapi-id" title="bibliobase12994"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7702' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12477'></a><a id='bibliobase12477'></a>Knipfer, K., Kump, B., Wessel, D., & Cress, U. (2013). Reflection as a catalyst for organisational learning. Studies in Continuing Education, 35(1), 30-48. <a target='_blank' href='https://dx.doi.org/10.1080/0158037X.2012.683780'>https://dx.doi.org/10.1080/0158037X.2012.683780</a><abbr class="unapi-id" title="bibliobase12477"></abbr>   <a name='bibliobase12979'></a><a id='bibliobase12979'></a>Moskaliuk, J., Bertram, J., & Cress, U. (2013). Training in virtual environments: putting theory into practice. Ergonomics, 56(2), 195-204. <a target='_blank' href='https://dx.doi.org/10.1080/00140139.2012.745623'>https://dx.doi.org/10.1080/00140139.2012.745623</a> <abbr class="unapi-id" title="bibliobase12979"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7703' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase13185'></a><a id='bibliobase13185'></a>Moskaliuk, J., Bertram, J., & Cress, U. (2013). Impact of Virtual Training Environments on the Acquisition and Transfer of Knowledge. Cyberpsychology, Behavior, and Social Networking, 16(3), 210-214. <a target='_blank' href='https://dx.doi.org/10.1089/cyber.2012.0416'>https://dx.doi.org/10.1089/cyber.2012.0416</a><abbr class="unapi-id" title="bibliobase13185"></abbr>   <a name='bibliobase12480'></a><a id='bibliobase12480'></a>Cress, U. (2012). Education technology in Europe - Current issues from the learning sciences perspectives. Educational Technology, 52(2), 14-17. <abbr class="unapi-id" title="bibliobase12480"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7704' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase11940'></a><a id='bibliobase11940'></a>Held, C., Kimmerle, J., & Cress, U. (2012). Learning by foraging: The impact of individual knowledge and social tags on web navigation processes. Computers in Human Behavior, 28, 34-40. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2011.08.008'>https://dx.doi.org/10.1016/j.chb.2011.08.008</a> <abbr class="unapi-id" title="bibliobase11940"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7705' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12591'></a><a id='bibliobase12591'></a>Kimmerle, J., Gerbing, K.-K., Cress, U., & Thiel, A. (2012). Exchange of complementary and alternative medical knowledge in sport-related Internet fora. Sociology of Sport Journal, 29, 348-364. <abbr class="unapi-id" title="bibliobase12591"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7706' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase11892'></a><a id='bibliobase11892'></a>Matschke, C., Moskaliuk, J., & Cress, U. (2012). Knowledge exchange using Web 2.0 technologies in NGOs. Journal of Knowledge Management, 16, 159-176. <a target='_blank' href='https://dx.doi.org/10.1108/13673271211199007'>https://dx.doi.org/10.1108/13673271211199007</a> <abbr class="unapi-id" title="bibliobase11892"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7707' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12588'></a><a id='bibliobase12588'></a>Moeller, K., Fischer, U., Link, T., Wasner, M., Huber, S., Cress, U., & Nürk, H.-C. (2012). Learning and development of embodied numerosity. Cognitive Processing, 13, 271-274. <a target='_blank' href='https://dx.doi.org/10.1007/s10339-012-0457-9'>https://dx.doi.org/10.1007/s10339-012-0457-9</a> <abbr class="unapi-id" title="bibliobase12588"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7708' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase12154'></a><a id='bibliobase12154'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2012). Collaborative knowledge building with wikis: The impact of redundancy and polarity. Computers & Education, 58, 1049-1057. <a target='_blank' href='https://dx.doi.org/10.1016/j.compedu.2011.11.024'>https://dx.doi.org/10.1016/j.compedu.2011.11.024</a> <abbr class="unapi-id" title="bibliobase12154"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7709' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase11980'></a><a id='bibliobase11980'></a>Schwind, C., Buder, J., Cress, U., & Hesse, F. W. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58, 787-796. <a target='_blank' href='https://dx.doi.org/10.1016/j.compedu.2011.10.003'>https://dx.doi.org/10.1016/j.compedu.2011.10.003</a> <abbr class="unapi-id" title="bibliobase11980"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7710' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase11286'></a><a id='bibliobase11286'></a>Cress, U., Wodzicki, K., Bientzle, M., & Lingnau, A. (2011). CSCL for intellectually disabled pupils: Stimulating interaction by using a floor control mechanism. International Journal of Computer-Supported Collaborative Learning, 6(2), 307-321. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-010-9105-5'>https://dx.doi.org/10.1007/s11412-010-9105-5</a> <abbr class="unapi-id" title="bibliobase11286"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7711' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase10766'></a><a id='bibliobase10766'></a>Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nuerk, H.-C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic Bulletin & Review, 18, 177-183. <a target='_blank' href='https://dx.doi.org/10.3758/s13423-010-0031-3'>https://dx.doi.org/10.3758/s13423-010-0031-3</a><abbr class="unapi-id" title="bibliobase10766"></abbr>   <a name='bibliobase11352'></a><a id='bibliobase11352'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2011). Using wikis for learning and knowledge building: Results of an experimental study. Educational Technology & Society, 14(4), 138-148. <a target='_blank' href='http://www.ifets.info/journals/14_4/13.pdf'>http://www.ifets.info/journals/14_4/13.pdf</a><abbr class="unapi-id" title="bibliobase11352"></abbr>   <a name='bibliobase10496'></a><a id='bibliobase10496'></a>Kimmerle, J., Moskaliuk, J., Cress, U., & Thiel, A. (2011). A systems theoretical approach to online knowledge building. AI & Society: Journal of Knowledge, Culture and Communication, 26, 49-60. <a target='_blank' href='https://dx.doi.org/10.1007/s00146-010-0281-7'>https://dx.doi.org/10.1007/s00146-010-0281-7</a> <abbr class="unapi-id" title="bibliobase10496"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment10054' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase10843'></a><a id='bibliobase10843'></a>Kimmerle, J., Wodzicki, K., Jarodzka, H. M., & Cress, U. (2011). Value of information, behavioral guidelines, and social value orientation in an information-exchange dilemma. Group Dynamics: Theory, Research, and Practice, 15(2), 173-186. <a target='_blank' href='https://dx.doi.org/10.1037/a0021467'>https://dx.doi.org/10.1037/a0021467</a> <abbr class="unapi-id" title="bibliobase10843"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7713' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase11402'></a><a id='bibliobase11402'></a>Moskaliuk, J., Kimmerle, J., Cress, U., & Hesse, F. W. (2011). Knowledge building in user-generated online Virtual Realities. Journal of Emerging Technologies in Web Intelligence, 3, 38-46. <a target='_blank' href='https://dx.doi.org/10.4304/jetwi.3.1.38-46'>https://dx.doi.org/10.4304/jetwi.3.1.38-46</a><abbr class="unapi-id" title="bibliobase11402"></abbr>   <a name='bibliobase11541'></a><a id='bibliobase11541'></a>Moskaliuk, J., Rath, A., Devaurs, D., Weber, N., Lindstaedt, S. N., Kimmerle, J., & Cress, U. (2011). Automatic detection of accommodation steps as an indicator of knowledge maturing. Interacting with Computers, 23(3), 247-255. <a target='_blank' href='https://dx.doi.org/10.1016/j.intcom.2011.03.006'>https://dx.doi.org/10.1016/j.intcom.2011.03.006</a> <abbr class="unapi-id" title="bibliobase11541"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7714' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase10528'></a><a id='bibliobase10528'></a>Wodzicki, K., Schwämmlein, E., Cress, U., & Kimmerle, J. (2011). Does the type of anonymity matter? The impact of visualization on information sharing in online groups. Cyberpsychology, Behavior, and Social Networking, 14(3), 157-160. <abbr class="unapi-id" title="bibliobase10528"></abbr>   <a name='bibliobase9682'></a><a id='bibliobase9682'></a>Kimmerle, J., Cress, U., & Held, C. (2010). The interplay between individual and collective knowledge: Technologies for organisational learning and knowledge building. Knowledge Management Research & Practice, 8, 33-44. <a target='_blank' href='https://dx.doi.org/10.1057/kmrp.2009.36'>https://dx.doi.org/10.1057/kmrp.2009.36</a> <abbr class="unapi-id" title="bibliobase9682"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7715' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase10066'></a><a id='bibliobase10066'></a>Kimmerle, J., Moskaliuk, J., Harrer, A., & Cress, U. (2010). Visualizing co-evolution of individual and collective knowledge. Information, Communication & Society, 13(8), 1099-1121. <a target='_blank' href='https://dx.doi.org/10.1080/13691180903521547'>https://dx.doi.org/10.1080/13691180903521547</a> <abbr class="unapi-id" title="bibliobase10066"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7716' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase8671'></a><a id='bibliobase8671'></a>Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25 (3), 731-737. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2009.01.010'>https://dx.doi.org/10.1016/j.chb.2009.01.010</a> <abbr class="unapi-id" title="bibliobase8671"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7717' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase9043'></a><a id='bibliobase9043'></a>Kimmerle, J., & Cress, U. (2009). Visualization of group members’ participation: How information presentation formats support information exchange. Social Science Computer Review, 27(2), 243-261. <a target='_blank' href='https://dx.doi.org/10.1177/0894439309332312'>https://dx.doi.org/10.1177/0894439309332312</a> <abbr class="unapi-id" title="bibliobase9043"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7718' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase10365'></a><a id='bibliobase10365'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Individual learning and collaborative knowledge building with shared digital artifacts. International Journal of Behavioral, Cognitive, Educational and Psychological Sciences, 1 (1), 25-32. <abbr class="unapi-id" title="bibliobase10365"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7719' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase10955'></a><a id='bibliobase10955'></a>Moeller, K., Pixner, S., Klein, E., Cress, U., & Nuerk, H.-C. (2009). Zahlenverarbeitung ist nicht gleich Rechnen – Eine Beschreibung basisnumerischer Repräsentationen und spezifischer Interventionsansätze. Prävention und Rehabilitation, 21(3), 121-136. <abbr class="unapi-id" title="bibliobase10955"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment10084' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase9681'></a><a id='bibliobase9681'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2009). Wiki-Supported learning and knowledge building: Effects of Incongruity between Knowledge and Information. Journal of Computer Assisted Learning, 25 (6), 549-561. <a target='_blank' href='https://dx.doi.org/10.1111/j.1365-2729.2009.00331.x'>https://dx.doi.org/10.1111/j.1365-2729.2009.00331.x</a> <abbr class="unapi-id" title="bibliobase9681"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7721' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase204'></a><a id='bibliobase204'></a>Cress, U. (2008). The need for considering multi-level analysis in CSCL research. An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69-84. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-007-9032-2'>https://dx.doi.org/10.1007/s11412-007-9032-2</a> <abbr class="unapi-id" title="bibliobase204"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7722' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase203'></a><a id='bibliobase203'></a>Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with Wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-007-9035-z'>https://dx.doi.org/10.1007/s11412-007-9035-z</a><abbr class="unapi-id" title="bibliobase203"></abbr>   <a name='bibliobase179'></a><a id='bibliobase179'></a>Cress, U., & Kimmerle, J. (2008). Endowment heterogeneity and identifiability in the Information-Exchange Dilemma. Computers in Human Behavior, 24, 862-874. <a target='_blank' href='https://dx.doi.org/10.1016/j.chb.2007.02.022'>https://dx.doi.org/10.1016/j.chb.2007.02.022</a> <abbr class="unapi-id" title="bibliobase179"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7723' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase260'></a><a id='bibliobase260'></a>Kimmerle, J., & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International Journal of Computer-Supported Collaborative Learning, 3 (1), 85-97. <a target='_blank' href='https://dx.doi.org/10.1007/s11412-007-9027-z'>https://dx.doi.org/10.1007/s11412-007-9027-z</a> <abbr class="unapi-id" title="bibliobase260"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7724' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase6545'></a><a id='bibliobase6545'></a>Kimmerle, J., Wodzicki, K., & Cress, U. (2008). The social psychology of knowledge management. Team Performance Management, 14(7/8), 381-401. <a target='_blank' href='https://dx.doi.org/10.1108/13527590810912340'>https://dx.doi.org/10.1108/13527590810912340</a> <abbr class="unapi-id" title="bibliobase6545"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7725' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase16489'></a><a id='bibliobase16489'></a>Zentel, P., Lingnau, A., & Cress, U. (2008). Perspectives of ICT in special education: Potential and possibilities of WEB 2.0 and social software. Journal of Assistive Technologies, 2, 46-47. <abbr class="unapi-id" title="bibliobase16489"></abbr>   <a name='bibliobase143'></a><a id='bibliobase143'></a>Cress, U., Barquero, B., Schwan, S., & Hesse, F. W. (2007). Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases. Computers & Education, 49 (2), 423-440. <a target='_blank' href='https://dx.doi.org/10.1016/j.compedu.2005.10.003'>https://dx.doi.org/10.1016/j.compedu.2005.10.003</a> <abbr class="unapi-id" title="bibliobase143"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7726' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase156'></a><a id='bibliobase156'></a>Cress, U., & Kimmerle, J. (2007). Guidelines and feedback in information-exchange: The impact of behavioral anchors and descriptive norms in a social dilemma. Group Dynamics: Theory, Research, and Practice, 11, 42-53. <a target='_blank' href='https://dx.doi.org/10.1037/1089-2699.11.1.42'>https://dx.doi.org/10.1037/1089-2699.11.1.42</a> <abbr class="unapi-id" title="bibliobase156"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7727' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase159'></a><a id='bibliobase159'></a>Hron, A., Cress, U., Hammer, K., & Friedrich, H. F. (2007). Fostering collaborative knowledge construction in a video-based learning setting: Effects of a shared workspace and content-specific graphical representation. British Journal of Educational Technology, 38 (2), 236-248. <a target='_blank' href='https://dx.doi.org/10.1111/bjet.2007.38.issue-2'>https://dx.doi.org/10.1111/bjet.2007.38.issue-2</a> <abbr class="unapi-id" title="bibliobase159"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7728' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase184'></a><a id='bibliobase184'></a>Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An Interactional Perspective on Group Awareness: Alleviating the Information-Exchange Dilemma (for everybody?). International Journal of Human-Computer Studies, 65 (11), 899-910. <a target='_blank' href='https://dx.doi.org/10.1016/j.ijhcs.2007.06.002'>https://dx.doi.org/10.1016/j.ijhcs.2007.06.002</a> <abbr class="unapi-id" title="bibliobase184"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7729' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase192'></a><a id='bibliobase192'></a>Riss, U., Cress, U., Kimmerle, J., & Martin, S. (2007). Knowledge transfer by sharing task templates: Two approaches and their psychological requirements. Knowledge Management Research & Practice, 5, 287-296. <a target='_blank' href='https://dx.doi.org/10.1057/palgrave.kmrp.8500155'>https://dx.doi.org/10.1057/palgrave.kmrp.8500155</a> <abbr class="unapi-id" title="bibliobase192"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7730' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase148'></a><a id='bibliobase148'></a>Cress, U., Kimmerle, J., & Hesse, F. W. (2006). Information Exchange with Shared Databases as a Social Dilemma: The Effect of Metaknowledge, Bonus Systems, and Costs. Communication Research, 33, 370-390. <a target='_blank' href='https://dx.doi.org/10.1177/0093650206291481'>https://dx.doi.org/10.1177/0093650206291481</a> <abbr class="unapi-id" title="bibliobase148"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7731' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase158'></a><a id='bibliobase158'></a>Cress, U., & Martin, S. (2006). Knowledge Sharing and Rewards: A Game-theoretical Perspective. Knowledge Management Research & Practice, 4, 283-292. <a target='_blank' href='https://dx.doi.org/10.1057/palgrave.kmrp.8500112'>https://dx.doi.org/10.1057/palgrave.kmrp.8500112</a> <abbr class="unapi-id" title="bibliobase158"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7732' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase139'></a><a id='bibliobase139'></a>Cress, U. (2005). Ambivalent effect of member portraits in virtual groups. Journal of Computer Assisted Learning, 21, 281-291. <a target='_blank' href='https://dx.doi.org/10.1111/j.1365-2729.2005.00136.x'>https://dx.doi.org/10.1111/j.1365-2729.2005.00136.x</a> <abbr class="unapi-id" title="bibliobase139"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7733' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase138'></a><a id='bibliobase138'></a>Cress, U. (2005). Effekt des Metawissens beim kollaborativen Aufbau eines Informationspools. Zeitschrift für Medienpsychologie, 17, 147-156. <a target='_blank' href='https://dx.doi.org/10.1026/1617-6383.17.4.147'>https://dx.doi.org/10.1026/1617-6383.17.4.147</a> <abbr class="unapi-id" title="bibliobase138"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7734' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase74'></a><a id='bibliobase74'></a>Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2003). Wissensaustausch mittels Datenbanken als Öffentliches-Gut-Dilemma. - Die Wirkung von Rückmeldungen und Belohnungen. Zeitschrift für Psychologie, 211, 75-85. <a target='_blank' href='https://dx.doi.org/10.1026//0044-3409.211.2.75'>https://dx.doi.org/10.1026//0044-3409.211.2.75</a> <abbr class="unapi-id" title="bibliobase74"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7735' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase53'></a><a id='bibliobase53'></a>Cress, U., & Knabel, O. (2003). Previews in hypertexts: Effects on navigation and knowledge acquisition. Journal of Computer Assisted Learning, 19, 517-527. <a target='_blank' href='https://dx.doi.org/10.1046/j.0266-4909.2003.00054.x'>https://dx.doi.org/10.1046/j.0266-4909.2003.00054.x</a> <abbr class="unapi-id" title="bibliobase53"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7736' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase78'></a><a id='bibliobase78'></a>Vogt, K., & Cress, U. (2003). Planung und Beschreibung virtueller Seminare. Sprache und Datenverarbeitung, 27 (1-2), 57-75. <abbr class="unapi-id" title="bibliobase78"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7737' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase5'></a><a id='bibliobase5'></a>Cress, U. (2001). [Besprechung des Buches "Interesse und Lernmotivation"]. Zeitschrift für Pädagogische Psychologie, 3/4, 234-236. <a target='_blank' href='https://dx.doi.org/10.1024//1010-0652.15.34.234'>https://dx.doi.org/10.1024//1010-0652.15.34.234</a> <abbr class="unapi-id" title="bibliobase5"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7738' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase6'></a><a id='bibliobase6'></a>Cress, U., & Friedrich, H. F. (2000). Selbstgesteuertes Lernen Erwachsener: Eine Lernertypologie auf der Basis von Lernstrategien, Lernmotivation und Selbstkonzept. Zeitschrift für Pädagogische Psychologie, 14, 194-205. <a target='_blank' href='https://dx.doi.org/10.1024//1010-0652.14.4.194'>https://dx.doi.org/10.1024//1010-0652.14.4.194</a> <abbr class="unapi-id" title="bibliobase6"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7739' title='Volltext bestellen'>Volltext anfordern</a>   <a name='bibliobase16'></a><a id='bibliobase16'></a>Hron, A., Hesse, F. W., Cress, U., & Giovis, C. (2000). Implicit and explicit dialogue structuring in virtual learning groups. British Journal of Educational Psychology, 70, 53-64. <a target='_blank' href='https://dx.doi.org/10.1348/000709900157967'>https://dx.doi.org/10.1348/000709900157967</a> <abbr class="unapi-id" title="bibliobase16"></abbr><a class='more' data-fancybox data-type='iframe' href='getEmailFor?ref=attachment7740' title='Volltext bestellen'>Volltext anfordern</a>   </div> <h3>Tagungsbände</h3> <div> <a name='bibliobase24681'></a><a id='bibliobase24681'></a>Luther, T., Kimmerle, J., & Cress, U. (2024). Co-writing with AI: How do people interact with ChatGPT in a writing scenario? In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.), HCI International 2024 - Posters. HCII 2024. Communications in Computer and Information Science (2120, pp. 198-207). Springer Cham. <a target='_blank' href='https://dx.doi.org/10.1007/978-3-031-62110-9_20'>https://dx.doi.org/10.1007/978-3-031-62110-9_20</a><abbr class="unapi-id" title="bibliobase24681"></abbr>   <a name='bibliobase24149'></a><a id='bibliobase24149'></a>Fischer, F., Vogel, F., Bodemer, D., Chernikova, O., Cress, U., De Wever, B., Eberle, J., Jeong, H., Kollar, I., Pellegrino, J., Reimann, P., Rosé, C. P., Rummel, N., Shaffer, D. W., Stadler, M., Strijbos, J.-W., Weinberger, A., & Zhang, J. (2023). Doing quantitative research in the learning sciences and CSCL: current developments and applications. In Slotta, J. D. & Charles, E. S. (Eds.), General Proceedings of the 3rd Annual Meeting of the International Society of the Learning Sciences 2023 (pp. 87-91). Montreal, Canada: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase24149"></abbr>   <a name='bibliobase16538'></a><a id='bibliobase16538'></a>Ludvigsen, S., Jeong, H., Hmelo-Silver, C. E., Law, N., Cress, U., Reimann, P., Kapur, M., & Rummel, N. (2016). Future of the CSCL Community. Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (Vol. 1, pp. 16-23). Singapore: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase16538"></abbr>   <a name='bibliobase14569'></a><a id='bibliobase14569'></a>Bientzle, M., Cress, U., & Kimmerle, J. (2014). The role of inconsistencies in collaborative knowledge construction. Proceedings of the 11th International Conference of the Learning Sciences (Vol. I, pp. 102-109). Boulder, CO: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase14569"></abbr>   <a name='bibliobase14571'></a><a id='bibliobase14571'></a>Haug, S., Wodzicki, K., Cress, U., & Moskaliuk, J. (2014). Self-regulated learning in MOOCs: Do open badges and certificates of attendance motivate learners to invest more? In U. Cress & C. Delgado Klos (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 66-72). Lausanne, Schweiz: P.A.U. Education. <abbr class="unapi-id" title="bibliobase14571"></abbr>   <a name='bibliobase13581'></a><a id='bibliobase13581'></a>Cress, U. (2013). Making use of collective knowledge - a cognitive approach. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 129-136). Madison, USA: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase13581"></abbr>   <a name='bibliobase13851'></a><a id='bibliobase13851'></a>Cress, U., Barron, B., Halatchliyski, I., Oeberst, A., Forte, A., Resnick, M., & Collins, A. (2013). Mass collaboration - an emerging field for CSCL research. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 557-563). Madison, USA: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase13851"></abbr>   <a name='bibliobase13643'></a><a id='bibliobase13643'></a>Moeller, K., Nürk, H.-C., & Cress, U. (2013). Computer-supported training of the mental number line. In L. H. Wong, C.-C. Liu, T. Hirashima, P. Sumedi, & M. Lukman (Eds.), Proceedings of the 21st International Conference on Computers in Education. (ICCE 2013, pp. 246-252). Indonesia: Asia-Pacific Society for Computers in Education. <abbr class="unapi-id" title="bibliobase13643"></abbr>   <a name='bibliobase13367'></a><a id='bibliobase13367'></a>Prilla, M., Hermann, T., DeLeeuw, K., & Cress, U. (2013). Individual and collaborative reflection at work: support for workplace learning in healthcare. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. 2, pp. 121-124). Madison, USA: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase13367"></abbr>   <a name='bibliobase12592'></a><a id='bibliobase12592'></a>Kimmerle, J., Moskaliuk, J., Bientzle, M., Thiel, A., & Cress, U. (2012). Using controversies for knowledge construction: Thinking and writing about alternative medicine. Proceedings of the 10th International Conference of the Learning Sciences (pp. 1-8). Sydney: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase12592"></abbr>   <a name='bibliobase12448'></a><a id='bibliobase12448'></a>Cress, U. (2011). Teamtraining in der virtuellen Realität. In Fraunhofer Institut für Fabrikbetrieb und -automatisierung IFF (Ed.), Tagungsband 8. Gastvortragsreihe Virtual Reality 2011; Virtual Reality - Mensch und Maschine im interaktiven Dialog (pp. 143 - 154). Stuttgart: Fraunhofer Verlag. <abbr class="unapi-id" title="bibliobase12448"></abbr>   <a name='bibliobase11573'></a><a id='bibliobase11573'></a>Halatchliyski, I., Kimmerle, J., & Cress, U. (2011). Divergent and convergent knowledge processes on Wikipedia. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. II, pp. 566-570). Hong Kong: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase11573"></abbr>   <a name='bibliobase11572'></a><a id='bibliobase11572'></a>Kimmerle, J., Abels, K., Becher, K., Beckers, A., Haussmann, A., Thiel, A., & Cress, U. (2011). Construction of health knowledge in an alternative medical community of practice: Hermeneutic analysis of a web forum. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 1-8). Hong Kong: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase11572"></abbr>   <a name='bibliobase12054'></a><a id='bibliobase12054'></a>Kump, B., Knipfer, K., Pammer, V., Schmidt, A., Maier, R., Kunzmann, C., Cress, U., & Lindstaedt, S. (2011). The role of reflection in maturing organizational know-how. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (Vol. 790, pp. 30-45). RWTH Aachen: http://ceur-ws.org. <abbr class="unapi-id" title="bibliobase12054"></abbr>   <a name='bibliobase11588'></a><a id='bibliobase11588'></a>Moskaliuk, J., Bertram, J., & Cress, U. (2011). Training in virtual training environments: Connecting theory to practice. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 192-199). Hong Kong: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase11588"></abbr>   <a name='bibliobase11926'></a><a id='bibliobase11926'></a>Moskaliuk, J., Weber, N., Stern, H., Kimmerle, J., Cess, U., & Lindstaedt, S. N. (2011). Evaluation of social media collaboration using task-detection methods. In C. Delgado Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning - 6th European Conference of Technology Enhanced Learning, EC-TEL 2011 (pp. 248-259). Heidelberg, Dordrecht, London, New York: Springer. <abbr class="unapi-id" title="bibliobase11926"></abbr>   <a name='bibliobase12056'></a><a id='bibliobase12056'></a>Prilla, M., Knipfer, K., Degeling, M., Cress, U., & Herrmann, T. (2011). Computer support for collaborative reflection on captured teamwork data. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (pp. 56-61). RWTH Aachen: http://ceur-ws.org. <abbr class="unapi-id" title="bibliobase12056"></abbr>   <a name='bibliobase10664'></a><a id='bibliobase10664'></a>Arnold, F., Moskaliuk, J., Schümmer, T., & Cress, U. (2010). Pattern-mediated Knowledge Exchange in Non-Governmental Organization. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice. Proceedings of EC-TEL 2010 (pp. 390-395). Heidelberg: Springer. <abbr class="unapi-id" title="bibliobase10664"></abbr>   <a name='bibliobase10626'></a><a id='bibliobase10626'></a>Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk, H. C. (2010). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1, Full Papers, pp. 105-112). Chicago, IL: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase10626"></abbr>   <a name='bibliobase10532'></a><a id='bibliobase10532'></a>Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2010). Who integrates the networks of knowledge in Wikipedia? Proceedings of the 6th International Symposium on Wikis and Open Collaboration. New York: ACM Press. doi 10.1145/1832772.1832774. <abbr class="unapi-id" title="bibliobase10532"></abbr>   <a name='bibliobase10437'></a><a id='bibliobase10437'></a>Held, C., & Cress, U. (2010). Using the Social of Tagging: The Interplay of Social Tags and the Strength of Association in Navigation and Learning Processes. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 784-789). Austin, TX: Cognitive Science Society. <abbr class="unapi-id" title="bibliobase10437"></abbr>   <a name='bibliobase10625'></a><a id='bibliobase10625'></a>Kimmerle, J., Cress, U., Held, C., & Moskaliuk, J. (2010). Social Software and Knowledge Building: Supporting Co-Evolution of Individual and Collective Knowledge. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 - Full Papers, pp. 9-16). Chicago, IL: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase10625"></abbr>   <a name='bibliobase11105'></a><a id='bibliobase11105'></a>Matschke, C., Moskaliuk, J., Arnold, F., & Cress, U. (2010). Pattern-Based Knowledge Building in Learning Organizations. In S. L. Wong et al. (Ed.), Proceedings of the 18th International Conference on Computers in Education (pp. 176-180). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education. <abbr class="unapi-id" title="bibliobase11105"></abbr>   <a name='bibliobase11271'></a><a id='bibliobase11271'></a>Plesch, C., Jansen, M., Deiglmayr, A., Rummel, N., Spada, H., Heinze, N., & Cress, U. (2010). Opinions on future research themes for technology-enhanced learning: A Delphi-study. In S. L. Wong et al. (Ed.), Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education. <abbr class="unapi-id" title="bibliobase11271"></abbr>   <a name='bibliobase8834'></a><a id='bibliobase8834'></a>Bientzle, M., Wodzicki, K., Lingnau, A., & Cress, U. (2009). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 517-521). International Society of the Learning Sciences (ISLS). <abbr class="unapi-id" title="bibliobase8834"></abbr>   <a name='bibliobase8833'></a><a id='bibliobase8833'></a>Cress, U., & Kimmerle, J. (2009). Knowledge exchange as a motivational problem – Results of an empirical research program. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL 2009 Conference Proceedings (Vol. 1, pp. 444-453). International Society of the Learning Sciences (ISLS). <abbr class="unapi-id" title="bibliobase8833"></abbr>   <a name='bibliobase9685'></a><a id='bibliobase9685'></a>Held, C., & Cress, U. (2009). Learning by Foraging: The Impact of Social Tags on Knowledge Acquisition. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. 254-266). Berlin/Heidelberg: Springer. <a target='_blank' href='https://dx.doi.org/10.1007/978-3-642-04636-0_24'>https://dx.doi.org/10.1007/978-3-642-04636-0_24</a><abbr class="unapi-id" title="bibliobase9685"></abbr>   <a name='bibliobase9343'></a><a id='bibliobase9343'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Understanding Learning – the Wiki Way. Proceedings of the 5th International Symposium on Wikis and Open Collaboration. New York: ACM Press. <abbr class="unapi-id" title="bibliobase9343"></abbr>   <a name='bibliobase9344'></a><a id='bibliobase9344'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Learning and knowledge building with social software. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 459-468). International Society of the Learning Sciences (ISLS). <abbr class="unapi-id" title="bibliobase9344"></abbr>   <a name='bibliobase9686'></a><a id='bibliobase9686'></a>Wodzicki, K., Schwämmlein, E., & Cress, U. (2009). How to Get Proper Profiles? Psychological Perspective on Social Networking Sites. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. 338-343). Berlin/Heidelberg: Springer. <a target='_blank' href='https://dx.doi.org/10.1007/978-3-642-04636-0_32'>https://dx.doi.org/10.1007/978-3-642-04636-0_32</a><abbr class="unapi-id" title="bibliobase9686"></abbr>   <a name='bibliobase6459'></a><a id='bibliobase6459'></a>Cress, U. (2008). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 183-190). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc. <abbr class="unapi-id" title="bibliobase6459"></abbr>   <a name='bibliobase7118'></a><a id='bibliobase7118'></a>Harrer, A., Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Visualizing Wiki-Supported Knowledge Building: Co-Evolution of Individual and Collective Knowledge. Proceedings of the International Symposium on Wikis 2008 (Wikisym). New York: ACM Press. <abbr class="unapi-id" title="bibliobase7118"></abbr>   <a name='bibliobase8332'></a><a id='bibliobase8332'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2008). Individual learning and collaborative knowledge building with shared digital artifacts. Proceedings of World Academy of Science, Engineering and Technology (Vol. 36, pp. 719-726). Bangkok, Thailand: World Academy of Science, Engineering and Technology. <abbr class="unapi-id" title="bibliobase8332"></abbr>   <a name='bibliobase6458'></a><a id='bibliobase6458'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Learning and Knowledge Building with Wikis: The Impact of Incongruity between People’s Knowledge and a Wiki’s Information. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 99-106). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc. <abbr class="unapi-id" title="bibliobase6458"></abbr>   <a name='bibliobase205'></a><a id='bibliobase205'></a>Cress, U., & Kimmerle, J. (2007). A Theoretical Framework of Collaborative Knowledge Building with Wikis - a Systemic and Cognitive Perspective. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 153-161). New Brunswick, NJ: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase205"></abbr>   <a name='bibliobase206'></a><a id='bibliobase206'></a>Kimmerle, J., & Cress, U. (2007). Group Awareness and Self-Presentation in the Information-Exchange Dilemma: An interactional Approach. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference 2007: International Society of the Learning Sciences (pp. 367-374). New Brunswick, NJ: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase206"></abbr>   <a name='bibliobase180'></a><a id='bibliobase180'></a>Lingnau, A., Zentel, P., & Cress, U. (2007). Fostering collaborative problem solving for pupils with cognitive disabilities. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference 2007: International Society of the Learning Sciences (pp. 447-449). New Brunswick, NJ: International Society of the Learning Sciences. <abbr class="unapi-id" title="bibliobase180"></abbr>   <a name='bibliobase160'></a><a id='bibliobase160'></a>Cress, U., Hron, A., Friedrich, H. F., & Hammer, K. (2006). What makes groups learning effectively in a videoconference setting? In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences, Bloomington 2006 (pp. 106-113). Mahwah, NJ: Erlbaum. <abbr class="unapi-id" title="bibliobase160"></abbr>   <a name='bibliobase480'></a><a id='bibliobase480'></a>Kimmerle, J., Cress, U., & Hesse, F. W. (2006). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. In M. Boumedine, & C. Touzet (Eds.), Knowledge Sharing and Collaborative Engineering (pp. 57-62). Anaheim, Calgary, Zürich: ACTA Press. <abbr class="unapi-id" title="bibliobase480"></abbr>   <a name='bibliobase157'></a><a id='bibliobase157'></a>Riss, U., Cress, U., Kimmerle, J., & Martin, S. (2006). Knowledge transfer by sharing task patterns: From experiment to application. In J. S. Edwards (Ed.), Proceedings of KMAC2006, The Third Knowledge Management Aston Conference (pp. 121-133). Birmingham: Operational Research Society. <abbr class="unapi-id" title="bibliobase157"></abbr>   <a name='bibliobase132'></a><a id='bibliobase132'></a>Cress, U. (2005). Why member portraits can undermine participation. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 86-90). Mahwah, NJ: Lawrence Erlbaum. <abbr class="unapi-id" title="bibliobase132"></abbr>   <a name='bibliobase463'></a><a id='bibliobase463'></a>Hesse, F. W., Bauer, K., & Cress, U. (2005). Reflecting on knowledge exchange via web-based forums: What promotes contribution? In T. Okamoto, D. Albert, T. Honda, & F. W. Hesse (Eds.), The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning (pp. 67-72). Berlin: Japanisch-Deutsches Zentrum. <abbr class="unapi-id" title="bibliobase463"></abbr>   <a name='bibliobase110'></a><a id='bibliobase110'></a>Cress, U., & Hesse, F. W. (2004). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. In Y. Kafai, W. Sandoval, N. Enydey, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences (pp. 150-157). Mahwah, NJ: Lawrence Erlbaum. <abbr class="unapi-id" title="bibliobase110"></abbr>   <a name='bibliobase73'></a><a id='bibliobase73'></a>Cress, U. (2003). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. In R. Alterman, & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum. <abbr class="unapi-id" title="bibliobase73"></abbr>   </div> <h3>Bücher</h3> <div> <a name='bibliobase21404'></a><a id='bibliobase21404'></a>Cress, U., Rosé, C., Wise, A. F., & Oshima, J. (Eds.). (2021). International handbook of computer-supported collaborative learning. (Computer-Supported Collaborative Learning Series, Vol. 19). Springer International Publishing. <a target='_blank' href='https://dx.doi.org/10.1007/978-3-030-65291-3'>https://dx.doi.org/10.1007/978-3-030-65291-3</a><abbr class="unapi-id" title="bibliobase21404"></abbr>   <a name='bibliobase17412'></a><a id='bibliobase17412'></a>Schwan, S., & Cress, U. (Eds.). (2017). The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media. Cham, Switzerland: Springer International Publishing. <a target='_blank' href='https://doi.org/10.1007/978-3-319-49077-9'>https://doi.org/10.1007/978-3-319-49077-9</a><abbr class="unapi-id" title="bibliobase17412"></abbr>   <a name='bibliobase15588'></a><a id='bibliobase15588'></a>Cress, U., & Moskaliuk, J., & Jeong, H. (Eds.). (2016). Mass collaboration and education. Cham, Switzerland: Springer International Publishing. <a target='_blank' href='https://doi.org/10.1007/978-3-319-13536-6'>https://doi.org/10.1007/978-3-319-13536-6</a><abbr class="unapi-id" title="bibliobase15588"></abbr>   <a name='bibliobase16537'></a><a id='bibliobase16537'></a>Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 2. Singapore: International Society of the Learning Sciences. <a target='_blank' href='https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf'>https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf</a><abbr class="unapi-id" title="bibliobase16537"></abbr>   <a name='bibliobase16536'></a><a id='bibliobase16536'></a>Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 1. Singapore: International Society of the Learning Sciences. <a target='_blank' href='https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1.pdf'>https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1.pdf</a><abbr class="unapi-id" title="bibliobase16536"></abbr>   <a name='bibliobase14570'></a><a id='bibliobase14570'></a>Cress, U., & Delgado Klos, C. (Eds.). (2014). Proceedings of the European MOOC Stakeholder Summit 2014. Lausanne, CH: P.A.U. Education. <a target='_blank' href='http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf'>http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf</a><abbr class="unapi-id" title="bibliobase14570"></abbr>   <a name='bibliobase13931'></a><a id='bibliobase13931'></a>Cress, U., Hesse, F.W., & Sassenberg, K. (Eds.). (2014). Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen. Wiesbaden: Springer Gabler. <abbr class="unapi-id" title="bibliobase13931"></abbr>   <a name='bibliobase14780'></a><a id='bibliobase14780'></a>Riehle, D., Cress, U., Dobusch, L., Dückert, S., Gonzalez-Barahona, J. M., Hecht, B., Jullien, N., Möslein, K., Müller-Birn, C., Robles, G., Schieferdecker, I., & Wichmann, A. (Eds.). (2014). Proceedings of the 10th International Symposium on Open Collaboration (OpenSym 2014). New York: ACM Press. <abbr class="unapi-id" title="bibliobase14780"></abbr>   <a name='bibliobase9687'></a><a id='bibliobase9687'></a>Cress, U., Dimitrova, V., & Specht M. (Eds.). (2009). Learning in the Synergy of Multiple Disciplines. Proceedings of the EC-TEL 2009, LNCS Vol. 5794. Berlin/Heidelberg: Springer. <abbr class="unapi-id" title="bibliobase9687"></abbr>   <a name='bibliobase290'></a><a id='bibliobase290'></a>Cress, U. (Ed.). (2006). Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement. Bern: Huber. <abbr class="unapi-id" title="bibliobase290"></abbr>   <a name='bibliobase302'></a><a id='bibliobase302'></a>Cress, U. (1999). Personale und situative Einflussfaktoren auf das selbst gesteuerte Lernen Erwachsener. Regensburg: Roderer. <abbr class="unapi-id" title="bibliobase302"></abbr>   </div> <h3>Buchbeiträge</h3> <div> <a name='bibliobase21434'></a><a id='bibliobase21434'></a>Cress, U., Oshima, J., Rosé, C., & Wise, A. F. (2021). Foundations, processes, technologies, and methods: An overview of CSCL through its handbook. In U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning (pp. 3-22). Springer International Publishing. <abbr class="unapi-id" title="bibliobase21434"></abbr>   <a name='bibliobase20555'></a><a id='bibliobase20555'></a>Kimmerle, J., Fischer, F., & Cress, U. (2021). Argumentation and knowledge construction. In U. Cress, C. Rosé, A. F. Wise, &, J. Oshima (Eds.), International handbook of computer-supported collaborative learning (pp. 183-198). Springer International Publishing. <abbr class="unapi-id" title="bibliobase20555"></abbr>   <a name='bibliobase18025'></a><a id='bibliobase18025'></a>Holtz, P., Cress, U., & Kimmerle, J. (2020). Lernen in sozialen Medien. In H. Niegemann & A. Weinberger (Eds.), Handbuch Bildungstechnologie (pp. 677-687). Berlin: Springer. <abbr class="unapi-id" title="bibliobase18025"></abbr>   <a name='bibliobase18663'></a><a id='bibliobase18663'></a>Cress, U. (2019). Learning inside and between networks: How the network perspective determines topics and methods of research. In Y. Kali, A. Schejter, & A. Baram-Tsabari (Eds.), Learning in a Networked Society (pp. 245-255). Springer. <a target='_blank' href='https://dx.doi.org/10.1007/978-3-030-14610-8_13'>https://dx.doi.org/10.1007/978-3-030-14610-8_13</a><abbr class="unapi-id" title="bibliobase18663"></abbr>   <a name='bibliobase17348'></a><a id='bibliobase17348'></a>Cress, U., Kimmerle, J., & Hesse, F. W. (2019). Bedeutung des Internets und sozialer Medien für Wissen und Bildung. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.), Das Bildungswesen in Deutschland. Bestand und Potenziale (pp. 895-916). Bad Heilbrunn: Klinkhardt. <abbr class="unapi-id" title="bibliobase17348"></abbr>   <a name='bibliobase17477'></a><a id='bibliobase17477'></a>Cress, U., & Kimmerle, J. (2018). Collective knowledge construction. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 137-146). New York, NY: Routledge. <abbr class="unapi-id" title="bibliobase17477"></abbr>   <a name='bibliobase20910'></a><a id='bibliobase20910'></a>Moskaliuk, J., & Cress, U. (2018). Zukunftstrends Technologie: Vom Web 1.0 zum Web 4.0. In K. Scheiter & T. Riecke-Baulecke (Eds.), Schulmanagement-Handbuch 165: Schule 4.0 – Rahmenbedingungen (pp. 8-22). München: Oldenburg. <abbr class="unapi-id" title="bibliobase20910"></abbr>   <a name='bibliobase19682'></a><a id='bibliobase19682'></a>Oeberst, A., de Vreeze, J., & Cress, U. (2018). The norm of neutrality in collaborative knowledge construction: A comparison between Wikipedia and the extreme right-wing Metapedia. In O. Zlatkin-Troitschanskaia, G. Wittum, & A. Dengel (Eds.), Positive Learning in the Age of Information (PLATO) – A blessing or a curse? (pp. 209-219). Wiesbaden: Springer. <abbr class="unapi-id" title="bibliobase19682"></abbr>   <a name='bibliobase17980'></a><a id='bibliobase17980'></a>Buder, J., Buttliere, B., & Cress, U. (2017). The role of cognitive conflicts in informational environments: Conflicting evidence from the learning sciences and social psychology? . In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 53-74). Cham, Switzerland: Springer International Publishing. <a target='_blank' href='https://dx.doi.org/10.1007/978-3-319-64274-1_3'>https://dx.doi.org/10.1007/978-3-319-64274-1_3</a><abbr class="unapi-id" title="bibliobase17980"></abbr>   <a name='bibliobase14352'></a><a id='bibliobase14352'></a>Cress, U., & Fischer, G. (2017). Mass collaboration with social software in TEL. In E. Duval, M. Sharples, & R. Sutherland (Eds.), Technology enhanced learning: Research themes. (pp. 59-67). Berlin: Springer. <abbr class="unapi-id" title="bibliobase14352"></abbr>   <a name='bibliobase17408'></a><a id='bibliobase17408'></a>Cress, U., & Kimmerle, J. (2017). The interrelations of individual learning and collective knowledge construction: A cognitive-systemic framework. In S. Schwan & U. Cress (Eds.), The psychology of digital learning (pp. 123-145). Cham, Switzerland: Springer International Publishing. <abbr class="unapi-id" title="bibliobase17408"></abbr>   <a name='bibliobase17979'></a><a id='bibliobase17979'></a>Kimmerle, J., Bientzle, M., Cress, U., Flemming, D., Greving, H., Grapendorf, J., Sassenrath, C., & Sassenberg, K. (2017). Motivated processing of health-related information in online environments. In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 75-96). Cham, Switzerland: Springer International Publishing. <a target='_blank' href='https://dx.doi.org/10.1007/978-3-319-64274-1_4'>https://dx.doi.org/10.1007/978-3-319-64274-1_4</a><abbr class="unapi-id" title="bibliobase17979"></abbr>   <a name='bibliobase14452'></a><a id='bibliobase14452'></a>Sassenberg, K., Kimmerle, J., Utz, S., & Cress, U. (2017). Soziale Beziehungen und Gruppen im Internet. In H.W. Bierhoff & D. Frey (Eds.), Enzyklopädie der Psychologie. Kommunikation, Interaktion und soziale Gruppenprozesse (pp. 441-467). Göttingen: Hogrefe. <abbr class="unapi-id" title="bibliobase14452"></abbr>   <a name='bibliobase15598'></a><a id='bibliobase15598'></a>Cress, U., Feinkohl, I., Jirschitzka, J., & Kimmerle, J. (2016). Mass collaboration as co-evolution of cognitive and social systems. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 85-104). Cham, Switzerland: Springer International Publishing. <abbr class="unapi-id" title="bibliobase15598"></abbr>   <a name='bibliobase15797'></a><a id='bibliobase15797'></a>Cress, U., Jeong, H., & Moskaliuk, J. (2016). Mass collaboration as an emerging paradigm for education? Theories, cases, and research methods. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 3-27). Cham, Switzerland: Springer International Publishing. <abbr class="unapi-id" title="bibliobase15797"></abbr>   <a name='bibliobase15595'></a><a id='bibliobase15595'></a>Cress, U., & Kimmerle, J. (2016). Gemeinsame Wissenskonstruktion im Internet. In N. C. Krämer, S. Schwan, D. Unz, & M. Suckfüll (Eds.), Medienpsychologie: Schlüsselbegriffe und Konzepte (pp. 441-446). Stuttgart: Kohlhammer. <abbr class="unapi-id" title="bibliobase15595"></abbr>   <a name='bibliobase15586'></a><a id='bibliobase15586'></a>Kimmerle, J., Bientzle, M., & Cress, U. (2016). Learning communication skills for dealing with different perspectives: Technologies for health sciences education. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.), Educational Technologies in Medical and Health Sciences Education (pp. 139-157). London, New York: Springer. <abbr class="unapi-id" title="bibliobase15586"></abbr>   <a name='bibliobase15592'></a><a id='bibliobase15592'></a>Moskaliuk, J., & Cress, U. (2016). Quantitative Methoden zur Erforschung informellen Lernens: Experimenteller Ansatz. In M. Rohs (Ed.), Handbuch Informelles Lernen (pp. 659-674). Heidelberg: Springer. <abbr class="unapi-id" title="bibliobase15592"></abbr>   <a name='bibliobase15597'></a><a id='bibliobase15597'></a>Oeberst, A., Cress, U., Back, M., & Nestler, N. (2016). Individual versus collaborative information processing: The case of biases in Wikipedia. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 165-185). Cham, Switzerland: Springer International Publishing. <abbr class="unapi-id" title="bibliobase15597"></abbr>   <a name='bibliobase15596'></a><a id='bibliobase15596'></a>Oeberst, A., Kimmerle, J., & Cress, U. (2016). What is knowledge? Who creates it? Who possesses it? The need for novel answers to old questions. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 105-124). Cham, Switzerland: Springer International Publishing. <abbr class="unapi-id" title="bibliobase15596"></abbr>   <a name='bibliobase15440'></a><a id='bibliobase15440'></a>Fischer, U., Link, T., Cress, U., Nuerk, H.-C., & Moeller, K. (2015). Math with the dance mat: On the benefits of embodied numerical training approaches. In V. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 149-163). New York, NY: Routledge. <abbr class="unapi-id" title="bibliobase15440"></abbr>   <a name='bibliobase16087'></a><a id='bibliobase16087'></a>von der Beck, I., Oeberst, A., Cress, U., Back, M., & Nestler, S. (2015). Hätte die Geschichte auch anders verlaufen können? Der Rückschaufehler zu Ereignissen in Wikipedia. In T. Wozniak, U. Rohwedder, & J. Nemit (Eds.), Wikipedia und die Geschichtswissenschaften (pp. 155-174). Berlin: De Gruyter Open. <a target='_blank' href='http://www.degruyter.com/view/books/9783110376357/9783110376357-012/9783110376357-012.xml'>http://www.degruyter.com/view/books/9783110376357/9783110376357-012/9783110376357-012.xml</a><abbr class="unapi-id" title="bibliobase16087"></abbr>   <a name='bibliobase14292'></a><a id='bibliobase14292'></a>Cress, U., Knipfer, K., & Moskaliuk, J. (2014). Lernen und Wissensaustausch in Organisationen: Individuelle und kollektive Ansätze – Einführung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 1-4). Berlin: Springer Gabler. <abbr class="unapi-id" title="bibliobase14292"></abbr>   <a name='bibliobase13095'></a><a id='bibliobase13095'></a>Matschke, C., Kimmerle, J., Moskaliuk, J., Schümmer, T., & Cress, U. (2014). Motivation bei der Nutzung von Web 2.0 in der Bildung. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 227-243). Bonn: Bundesinstitut für Berufsbildung. <abbr class="unapi-id" title="bibliobase13095"></abbr>   <a name='bibliobase14291'></a><a id='bibliobase14291'></a>Moskaliuk, J., & Cress, U. (2014). Bildung zwischen nutzergeneriertem Web und dozentenzentrierter Hochschule: Das Konzept Blended Open Course. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 39-56). Bonn: Bundesinstitut für Berufsbildung. <abbr class="unapi-id" title="bibliobase14291"></abbr>   <a name='bibliobase14477'></a><a id='bibliobase14477'></a>Penstein Rosé, C., Dyke, G., Law, N., Lund, K., Suthers, D., Teplovs, C., & Cress, U. (2014). GCP22: Open Research Methodology Infrastructure for CSCL. In F. Fischer, F. Wild, R. Sutherland, & L. Zirn (Eds.), Grand Challenges in Technology Enhanced Learning (pp. 69-71). Heidelberg: Springer. <abbr class="unapi-id" title="bibliobase14477"></abbr>   <a name='bibliobase12597'></a><a id='bibliobase12597'></a>Wodzicki, K., & Cress, U. (2014). Kommunikation in sozialen Netzwerken. In M. Blanz, A. Florack, & U. Piontkowski (Eds.), Kommunikation. Eine interdisziplinäre Einführung (pp. 127-135). Stuttgart: Kohlhammer. <abbr class="unapi-id" title="bibliobase12597"></abbr>   <a name='bibliobase14788'></a><a id='bibliobase14788'></a>Wodzicki, K., Hussenöder, F., Opusko, M., & Cress, U. (2014). Die Nutzung von Social-Networking-Seiten durch Studierende: Psychosoziale und akademische Auswirkungen. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 19-37). Bonn: Bundesinstitut für Berufsbildung. <abbr class="unapi-id" title="bibliobase14788"></abbr>   <a name='bibliobase13796'></a><a id='bibliobase13796'></a>Cress, U. (2013). Lernumgebung, konstruktivistische. In M.A. Wirtz (Ed.), Lexikon der Psychologie - Dorsch (16. Aufl., p. 957). Bern: Huber. <abbr class="unapi-id" title="bibliobase13796"></abbr>   <a name='bibliobase12493'></a><a id='bibliobase12493'></a>Cress, U. (2013). Mass collaboration and learning. In R. Luckin, P. Goodyear, B. Grabowski, S. Puntambekar, J. Underwood, & N. Winters (Eds.), Handbook on Design in Educational Technology (pp. 416-425). London, Great Britain: Taylor and Francis. <abbr class="unapi-id" title="bibliobase12493"></abbr>   <a name='bibliobase12050'></a><a id='bibliobase12050'></a>Cress, U., & Hesse, F. W. (2013). Quantitative methods for studying small groups. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn, & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 93-111). New York: Routledge. <abbr class="unapi-id" title="bibliobase12050"></abbr>   <a name='bibliobase13850'></a><a id='bibliobase13850'></a>Cress, U., & Kimmerle, J. (2013). Successful knowledge building needs group awareness: Interaction analysis of a 9th grade CSCL biology lesson. In D. Suthers, K. Lund, C. P. Rosé, C. Teplovs, & N. Law (Eds.), Productive multivocality in the analysis of group interactions (pp. 495-509). New York: Springer. <abbr class="unapi-id" title="bibliobase13850"></abbr>   <a name='bibliobase12051'></a><a id='bibliobase12051'></a>Janssen, J., Cress, U., Erkens, G., & Kirschner, P. A. (2013). Multilevel analysis for the analysis of collaborative learning.. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn, & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 112-125). New York: Routledge. <abbr class="unapi-id" title="bibliobase12051"></abbr>   <a name='bibliobase11575'></a><a id='bibliobase11575'></a>Halatchliyski, I., & Cress, U. (2012). Soziale Netzwerkanalyse der Wissenskonstruktion in Wikipedia. In M. Hennig & C. Stegbauer (Eds.), Probleme der Integration von Theorie und Methode in der Netzwerkforschung (pp. 159-174). Wiesbaden: VS Springer. <abbr class="unapi-id" title="bibliobase11575"></abbr>   <a name='bibliobase11408'></a><a id='bibliobase11408'></a>Moeller, K., Fischer, U., Cress, U., & Nuerk, H.-C. (2012). Diagnostics and intervention in dyscalculia: Current issues and novel perspectives.. In Z. Breznitz, O. Rubinsten, V. Molfese, & D. L. Molfese (Eds.), Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (pp. 233-276). Heidelberg: Springer. <abbr class="unapi-id" title="bibliobase11408"></abbr>   <a name='bibliobase10393'></a><a id='bibliobase10393'></a>Hron, A., Cress, U., & Neudert, S. (2011). Using and acquiring shared and unshared knowledge in collaborative learning and writing. In F. Pozzi & D. Persico (Eds.), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 49-63). Hershey, PA: IGI Global. <abbr class="unapi-id" title="bibliobase10393"></abbr>   <a name='bibliobase11540'></a><a id='bibliobase11540'></a>Kimmerle, J., Cress, U., & Moskaliuk, J. (2011). Wiki-supported knowledge building – theory, research and application. In S. Bocconi & G. Trentin (Eds.), Wiki Supporting Formal and Informal Learning (pp. 41-56). Hauppauge, NY: Nova Science Publishers. <abbr class="unapi-id" title="bibliobase11540"></abbr>   <a name='bibliobase11405'></a><a id='bibliobase11405'></a>Matschke, C., Moskaliuk, J., & Cress, U. (2011). Wissensaustausch mit Web 2.0 in NGOs.. In A. Trost & T. Jenewein (Eds.), Personalentwicklung 2.0. Lernen, Wissensaustausch und Talentförderung der nächsten Generation (pp. 213-225). Köln: Luchterhand. <abbr class="unapi-id" title="bibliobase11405"></abbr>   <a name='bibliobase10470'></a><a id='bibliobase10470'></a>Wodzicki, K., Moskaliuk, J., & Cress, U. (2011). Patterns for social practices: A psychological perspective. In C. Kohls & J. Wedekind (Eds.), Investigations of e-learning patterns: Context factors, problems and solutions (pp. 257-271). Hershey, PA: IGI Global. <abbr class="unapi-id" title="bibliobase10470"></abbr>   <a name='bibliobase10414'></a><a id='bibliobase10414'></a>Bruckner, I., Cress, U., Schmitt-Illert, R., Scholze, F., & Thillosen, A. (2010). E-Learning-Förderung für Hochschulen in Baden-Württemberg.. In C. Bremer, M. Göcks, P. Rühl, & J. Stratmann (Eds.), Landesinitiativen für E-Learning an deutschen Hochschulen (pp. 29-45). Münster: Waxmann. <abbr class="unapi-id" title="bibliobase10414"></abbr>   <a name='bibliobase9683'></a><a id='bibliobase9683'></a>Cress, U., & Kimmerle, J. (2010). Wissensaustausch als motivationales Problem – Resultate eines empirischen Forschungsprogramms. In H. Risku & M. Peschl (Eds.), Kognition und Technologie im kooperativen Lernen: Vom Wissenstransfer zur Knowledge Creation (pp. 57-76). Göttingen: Vienna University Press / V&R Unipress. <abbr class="unapi-id" title="bibliobase9683"></abbr>   <a name='bibliobase10891'></a><a id='bibliobase10891'></a>Wodzicki, K., Knipfer, K., & Cress, U. (2010). Organisationales Wissensmanagement mit Web 2.0 erfolgreich gestalten - Das Portal www.geistreich.de. In M. Bentele, N. Gronau, P. Schütt, & M. Weber (Eds.), Mit Wissensmanagement Innovationen vorantreiben! (pp. 367-376). Bad Homburg: Bitkom. <abbr class="unapi-id" title="bibliobase10891"></abbr>   <a name='bibliobase9684'></a><a id='bibliobase9684'></a>Cress, U., Dimitrova, V., & Specht, M. (2009). Preface.. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. V-VI). Berlin/Heidelberg: Springer. <abbr class="unapi-id" title="bibliobase9684"></abbr>   <a name='bibliobase9658'></a><a id='bibliobase9658'></a>Kimmerle, J., & Cress, U. (2009). Knowledge communication with shared databases. In J. Erickson (Ed.), Database Technologies: Concepts, Methodologies, Tools, and Applications (Vol. III, pp. 1670-1681). Hershey, PA: Information Science Reference. <abbr class="unapi-id" title="bibliobase9658"></abbr>   <a name='bibliobase8848'></a><a id='bibliobase8848'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2009). Virtual Reality 2.0 and Its Application in Knowledge Building. In S. Murugesan (Ed.), Handbook of Research on Web 2.0, 3.0 and X.0: Technologies, Business, and Social Applications (pp. 573-595). Hershey, PA: IGI Global. <abbr class="unapi-id" title="bibliobase8848"></abbr>   <a name='bibliobase8200'></a><a id='bibliobase8200'></a>Held, C., & Cress, U. (2008). Social Tagging aus kognitionspsychologischer Sicht. In B. Gaiser, T. Hampel, & S. Panke (Eds.), Good Tags - Bad Tags. Social Tagging in der Wissensorganisation (pp. 37-49). Münster: Waxmann. <abbr class="unapi-id" title="bibliobase8200"></abbr>   <a name='bibliobase492'></a><a id='bibliobase492'></a>Kimmerle, J., & Cress, U. (2008). Knowledge communication with shared databases. In S. Kelsey, & K. St. Amant (Eds.), Handbook of Research on Computer-Mediated Communication (pp. 424-435). Hershey, PA: Information Science Reference. <abbr class="unapi-id" title="bibliobase492"></abbr>   <a name='bibliobase430'></a><a id='bibliobase430'></a>Cress, U. (2006). Lernorientierungen, Lernstile, Lerntypen und kognitive Stile. In H. Mandl, & H. F. Friedrich (Eds.), Handbuch Lernstrategien (pp. 365-377). Göttingen: Hogrefe. <abbr class="unapi-id" title="bibliobase430"></abbr>   <a name='bibliobase464'></a><a id='bibliobase464'></a>Cress, U. (2006). Datenbanken zum Aufbau eines Informationspools. In U. Cress (Ed.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 31-48). Bern: Hans Huber. <abbr class="unapi-id" title="bibliobase464"></abbr>   <a name='bibliobase477'></a><a id='bibliobase477'></a>Cress, U., & Hesse, F. W. (2006). Knowledge Communities als Zentralisationspunkte von Wissen - eine bildungspolitische Herausforderung. In B. Herzig, & S. Grafe (Eds.), Digitale Medien in der Schule - Standortbestimmung und Handlungsempfehlungen für die Zukunft (pp. 169-174). Bonn: Deutsche Telekom AG. <abbr class="unapi-id" title="bibliobase477"></abbr>   <a name='bibliobase442'></a><a id='bibliobase442'></a>Cress, U., & Hesse, F. W. (2006). The social complexity in establishing and sharing information resources. In J. Elen, & R. E. Clark (Eds.), Handling complexity in learning environments - Research and theory (pp. 67-87). Amsterdam: Pergamon. <abbr class="unapi-id" title="bibliobase442"></abbr>   <a name='bibliobase458'></a><a id='bibliobase458'></a>Cress, U., & Kimmerle, J. (2006). Teilen von Wissen - eine psychologische Perspektive. In U. Cress (Ed.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 15-29). Bern: Huber. <abbr class="unapi-id" title="bibliobase458"></abbr>   <a name='bibliobase397'></a><a id='bibliobase397'></a>Cress, U., Barquero, B., Buder, J., & Hesse, F. W. (2005). Social dilemma in knowledge communication via shared databases. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 143-167). New York: Springer. <abbr class="unapi-id" title="bibliobase397"></abbr>   <a name='bibliobase396'></a><a id='bibliobase396'></a>Cress, U., & Hesse, F. W. (2003). Wissen teilen im Netz - ein Dilemma. In R. Keil-Slawik, & M. Kerres (Eds.), Education quality forum 2003 - Wirkungen und Wirksamkeit Neuer Medien in der Bildung (pp. 115-131). Münster: Waxmann. <abbr class="unapi-id" title="bibliobase396"></abbr>   <a name='bibliobase311'></a><a id='bibliobase311'></a>Buder, J., & Cress, U. (2001). Randbedingungen der Partizipation in virtuellen Seminaren: Eine Analyse aus Sicht der Forschung zum information pooling. In H.F. Friedrich, & F.W. Hesse (Eds.), Partizipation und Interaktion im virtuellen Seminar (pp. 29-54). Münster: Waxmann. <abbr class="unapi-id" title="bibliobase311"></abbr>   <a name='bibliobase355'></a><a id='bibliobase355'></a>Zentel, P., Cress, U., & Hesse, F. W. (2001). Kommunikation im Spannungsfeld traditioneller und virtueller Universität. In E. Wagner, & M. Kindt (Eds.), Virtueller Campus: Szenarien - Strategien - Studium (pp. 420-428). Münster: Waxmann. <abbr class="unapi-id" title="bibliobase355"></abbr>   </div> <h3>Magazinbeiträge</h3> <div> <a name='bibliobase25579'></a><a id='bibliobase25579'></a>Cress, U. (2024). Wofür Künstliche Intelligenz in Schulen eingesetzt wird. CB: Christ + Bildung – das Bildungsmagazin der KEG, 2024, 5-6. <a target='_blank' href='https://www.keg-bayern.de/publikationen/bildungsmagazin-cb/cb-05/2024/wofuer-kuenstliche-intelligenz-in-schulen-eingesetzt-wird'>https://www.keg-bayern.de/publikationen/bildungsmagazin-cb/cb-05/2024/wofuer-kuenstliche-intelligenz-in-schulen-eingesetzt-wird</a>; <a target='_blank' href='https://www.keg-bayern.de/fileadmin/fileadmin/keg-bayern/Content/Redaktion/Dateien/Publikationen/Verbandsmagazin_Christ___Bildung/2024/05/2024_A5_CB-web.pdf'>https://www.keg-bayern.de/fileadmin/fileadmin/keg-bayern/Content/Redaktion/Dateien/Publikationen/Verbandsmagazin_Christ___Bildung/2024/05/2024_A5_CB-web.pdf</a><abbr class="unapi-id" title="bibliobase25579"></abbr>   <a name='bibliobase24723'></a><a id='bibliobase24723'></a>Fütterer, T., Gerjets, P., Cress, U., Lachner, A., Meurers, D., Köller, O., Fischer, F., Scheiter, K., Nuxoll, F., Bronner, P., Blume, B., & Trautwein, U. (2024). Wissenschaftler zu Kritik an Digitalem: „Wir sollten uns nicht beirren lassen“. Sonderheft des Verband Bildung und Erziehung (VBE), 5-8. <abbr class="unapi-id" title="bibliobase24723"></abbr>   <a name='bibliobase24385'></a><a id='bibliobase24385'></a>Cress, U. (2023). KI allein wird keinen Unterricht stemmen. Schulmanagement. <a target='_blank' href='https://www.campus-schulmanagement.de/magazin/ki-im-unterricht-zusammenarbeit-mensch-maschine'>https://www.campus-schulmanagement.de/magazin/ki-im-unterricht-zusammenarbeit-mensch-maschine</a><abbr class="unapi-id" title="bibliobase24385"></abbr>   <a name='bibliobase21964'></a><a id='bibliobase21964'></a>Artelt, C., Becker-Mrotzek, M., Cress, U., Drachsler, H., Gagarina, N., Hasselhorn, M., Köller, O., Kunter, M., Maaz, K., Meurers, D., Pant, H. A., Parchmann, I., Prenzel, M., Scheiter, K., Stanat, P., & Trautwein, U. (2021). Lehren und Lernen in der digitalen Welt. Stellungnahme vom 16. April 2021 auf Initiative des Leibniz-Forschungsnetzwerks Bildungspotenziale (LERN). Kultusministerkonferenz (KMK), 1-4. <abbr class="unapi-id" title="bibliobase21964"></abbr>   <a name='bibliobase19410'></a><a id='bibliobase19410'></a>Cress, U., Diethelm, I., Eickelmann, B., Köller, O., Nickolaus, R., Anand Pant, H., & Reiss, K. (2018). Schule in der digitalen Transformation - Perspektiven der Bildungswissenschaften (acatech Diskussion). Deutsche Akademie der Technikwissenschaften (acatech). <abbr class="unapi-id" title="bibliobase19410"></abbr>   <a name='bibliobase19103'></a><a id='bibliobase19103'></a>Cress, U., & Renner, B. (2018). Neue Metaphern für das Lernen - Was digitale Medien in der Schule alles leisten und verändern können. Fünftes Sankelmarker Gespräch: „Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung”. ZBV, Zeitschrift für Bildungsverwaltung, 2, 49-57. <abbr class="unapi-id" title="bibliobase19103"></abbr>   <a name='bibliobase18244'></a><a id='bibliobase18244'></a>Cress, U., & Romppel, M. (2017). Wir erforschen kognitive Interfaces. Leibniz-Institut für Wissensmedien. <abbr class="unapi-id" title="bibliobase18244"></abbr>   <a name='bibliobase17660'></a><a id='bibliobase17660'></a>Fischer, U., Link, T., Nürk, H.-C., Cress, U., & Moeller, K. (2014). Neue Medien, neue Möglichkeiten: Wie Lernsoftware mathematisches Wissen vermittelt. In-Mind, 3. <a target='_blank' href='http://de.in-mind.org/article/neue-medien-neue-moeglichkeiten-wie-lernsoftware-mathematisches-wissen-vermittelt'>http://de.in-mind.org/article/neue-medien-neue-moeglichkeiten-wie-lernsoftware-mathematisches-wissen-vermittelt</a><abbr class="unapi-id" title="bibliobase17660"></abbr>   <a name='bibliobase15143'></a><a id='bibliobase15143'></a>Renner, B., Moskaliuk, J., & Cress, U. (2014). Ubiquitous Working – Chancen & Risiken für die Wissensarbeit. Wissensmanagement, 8, 8-10. <abbr class="unapi-id" title="bibliobase15143"></abbr>   <a name='bibliobase12469'></a><a id='bibliobase12469'></a>Moskaliuk, J., Knipfer, K., & Cress, U. (2012). Das "stille" Wissen der Mitarbeiter nutzen. Wissensmanagement, 3, 44-46. <abbr class="unapi-id" title="bibliobase12469"></abbr>   <a name='bibliobase10552'></a><a id='bibliobase10552'></a>Cress, U. (2010). Interview zum Thema "Umdenken erfordert". Friedrich Ebert Stiftung, Akademie Management und Politik. <abbr class="unapi-id" title="bibliobase10552"></abbr>   <a name='bibliobase10929'></a><a id='bibliobase10929'></a>Matschke, C., & Cress, U. (2010). Der Austausch von Handlungswissen in Organisationen: Chancen von Web 2.0. gfwm newsletter, 5, 16-17. <abbr class="unapi-id" title="bibliobase10929"></abbr>   <a name='bibliobase9042'></a><a id='bibliobase9042'></a>Cress, U., Wodzicki, K., & Moskaliuk, J. (2009). Die Net-Generation liebt den Spaßfaktor. Wie Studierende die Möglichkeiten virtueller Welten zur Kommunikation nutzen. attempto, 26, 36. <abbr class="unapi-id" title="bibliobase9042"></abbr>   <a name='bibliobase9619'></a><a id='bibliobase9619'></a>Lingnau, A., Zentel, P., Cress, U., & Bientzle, M. (2009). Lernkiste – ein multimedialer Werkzeugkasten. Computer + Unterricht, 75, 57. <abbr class="unapi-id" title="bibliobase9619"></abbr>   <a name='bibliobase9135'></a><a id='bibliobase9135'></a>Moskaliuk, J., Wodzicki, K., & Cress, U. (2009). Wissensaustausch im Web 2.0: Motivationale, kognitive und soziale Faktoren. Psychologieunterricht, 42 (9), 19-23. <abbr class="unapi-id" title="bibliobase9135"></abbr>   <a name='bibliobase8330'></a><a id='bibliobase8330'></a>Hesse, F. W., Kimmerle, J., & Cress, U. (2008). Wissensmanagement durch kollaborative Wissenskonstruktion. DOK.magazin, 2, 68-73. <abbr class="unapi-id" title="bibliobase8330"></abbr>   <a name='bibliobase593'></a><a id='bibliobase593'></a>Cress, U. (2007). Unterstützung Online-Lernender beim selbstgesteuerten Lernen: Experteninterview mit Dr. Ulrike Cress. Online-Tutoring Journal, 2. <abbr class="unapi-id" title="bibliobase593"></abbr>   <a name='bibliobase590'></a><a id='bibliobase590'></a>Cress, U., & Hron, A. (2007). Interview mit PD Dr. Ulrike Creß und Dr. Aemilian Hron vom Institut für Wissensmedien (IWM) zur Evaluation von Lehrer Online. Themendienst, 02, 12-14. <abbr class="unapi-id" title="bibliobase590"></abbr>   <a name='bibliobase578'></a><a id='bibliobase578'></a>Cress, U., & Kimmerle, J. (2006). Social Software im Unternehmen - (k)ein Strohfeuer? Wissensmanagement, 8 (5), 14-17. <abbr class="unapi-id" title="bibliobase578"></abbr>   <a name='bibliobase587'></a><a id='bibliobase587'></a>Cress, U. (2005). Wann ist eine Wissensdatenbank effizient? Wissensmanagement, 7 (8), 36-48. <abbr class="unapi-id" title="bibliobase587"></abbr>   <a name='bibliobase580'></a><a id='bibliobase580'></a>Cress, U. (2004). Von der Schwierigkeit, Wissen zu teilen - eine psychologische Sichtweise. Wissensmanagement, 6 (3), 10-13. <abbr class="unapi-id" title="bibliobase580"></abbr>   <a name='bibliobase570'></a><a id='bibliobase570'></a>Cress, U., & Kimmerle, J. (2004). Anreize zum Info-Teilen. Manager-Seminare, 79, 17-23. <abbr class="unapi-id" title="bibliobase570"></abbr>   </div> <h3>Konferenzbeiträge</h3> <div> <a name='bibliobase25411'></a><a id='bibliobase25411'></a>Bethge, M., Meurers, D., Stockmann, N., Haaf, M., Cress, U., & Boser, S. (2024, Oktober 21). KI - Chancen für die Bildung. Gründung des KI-Zentrums Schule. TUM Campus Heilbronn. [Panel]<abbr class="unapi-id" title="bibliobase25411"></abbr>   <a name='bibliobase25349'></a><a id='bibliobase25349'></a>Böhm, B., Büsser, M., Djeffal, C., Cress, U., Heider, F., & Reinhold, T. (2024, September 26). Innovationsschub oder Kontrollverlust: Welche Auswirkungen haben KI und New Work auf unsere Arbeitskultur? KI und New Work: Zukunftsstrategien für Wissenschaftseinrichtungen. Senckenberg Naturmuseum, Frankfurt am Main. [Panel]<abbr class="unapi-id" title="bibliobase25349"></abbr>   <a name='bibliobase24866'></a><a id='bibliobase24866'></a>Cress, U. (2024, Juni 26). Künstliche Intelligenz und Schule- eine Revolution unseres Bildungswesens? Stadtteiltreff Hirschau. [Vortrag]<abbr class="unapi-id" title="bibliobase24866"></abbr>   <a name='bibliobase25351'></a><a id='bibliobase25351'></a>Cress, U. (2024, Oktober 18). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? Auftaktveranstaltung Podium Schulmanagement und Leadership, Eröffnungsveranstaltung für Kohorte 4. Heilbronn. [Vortrag]<abbr class="unapi-id" title="bibliobase25351"></abbr>   <a name='bibliobase25606'></a><a id='bibliobase25606'></a>Cress, U. (2024, Adäquate Konfidenz in das eigene Wissen als Bildungsziel. Gemeinsamer Workshop von Leopoldina und Ständige Wissenschaftliche Kommission (SWK). Halle (Saale). [Vortrag]<abbr class="unapi-id" title="bibliobase25606"></abbr>   <a name='bibliobase24599'></a><a id='bibliobase24599'></a>Cress, U. (2024, Februar 6). Bildung braucht mehr als Bildschirm: Warum die Debatte um die Digitalisierung noch immer zu kurz greift. Podium zum Thema "Digitalisierung von Schulen". Fraktion GRÜNE im Landtag von Baden-Württemberg, Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase24599"></abbr>   <a name='bibliobase24932'></a><a id='bibliobase24932'></a>Cress, U. (2024, Juni 12). Potenziale von KI in der Bildung. Jahrestreffen der Leitungen der Landesinstitute 2024. Esslingen. [Vortrag]<abbr class="unapi-id" title="bibliobase24932"></abbr>   <a name='bibliobase25607'></a><a id='bibliobase25607'></a>Cress, U. (2024, KI in der Bildung: Impulspapier der SWK zu Large Language Models und ihren Potenzialen im Bildungssystem. [Vortrag]<abbr class="unapi-id" title="bibliobase25607"></abbr>   <a name='bibliobase24659'></a><a id='bibliobase24659'></a>Cress, U. (2024, März 1). KI in der Klasse: Ein weiter und steiniger Weg? 8. LEAD-Tag der Wissenschaft „Auf zum Bildungs-Gipfel: Schule und Wissenschaft gemeinsam unterwegs“. LEAD Graduate School & Research Networks, Eberhard Karls Universität Tübingen. [Vortrag]<abbr class="unapi-id" title="bibliobase24659"></abbr>   <a name='bibliobase24876'></a><a id='bibliobase24876'></a>Cress, U., Blume, B., & Ebbinghaus, U. (2024, Wie sieht die Schule der Zukunft aus? 75 Jahre FAZ, Veranstaltungsreihe „Zukunft gestalten“. Stuttgart. <a target='_blank' href='https://unternehmen.thalia.de/pressemeldungen/thalia-und-die-frankfurter-allgemeine-zeitung-starten-gemeinsame-veranstaltungsreihe-zukunft-gestalten/'>https://unternehmen.thalia.de/pressemeldungen/thalia-und-die-frankfurter-allgemeine-zeitung-starten-gemeinsame-veranstaltungsreihe-zukunft-gestalten/</a> [Panel]<abbr class="unapi-id" title="bibliobase24876"></abbr>   <a name='bibliobase24883'></a><a id='bibliobase24883'></a>Cress, U., & Lachner, A. (2024, Juli 9). Digitale Bildung: Verstärkung oder Lösung der Bildungskrise? Studium Generale. Eberhard Karls Universität Tübingen, Graduiertenschule & Forschungsnetzwerk LEAD. [Vortrag]<abbr class="unapi-id" title="bibliobase24883"></abbr>   <a name='bibliobase25614'></a><a id='bibliobase25614'></a>Köller, O., & Cress, U. (2024, Vorstellung der Eckpunkte des Impulspapiers der SWK „Large Language Models und ihre Potenziale im Bildungssystem“. SWK Talk "KI in der (Grund-)Schule". [Vortrag]<abbr class="unapi-id" title="bibliobase25614"></abbr>   <a name='bibliobase24787'></a><a id='bibliobase24787'></a>Lermann Henestrosa, A., Kimmerle, J., & Cress, U. (2024, April 11). Perceptions of automated text generation in the context of science communication. Closing Conference of the Human-Agent Interaction Network: Interactions With Language-Based AI. Tübingen. <a target='_blank' href='https://www.iwm-tuebingen.de/mai-conference'>https://www.iwm-tuebingen.de/mai-conference</a> [Poster]<abbr class="unapi-id" title="bibliobase24787"></abbr>   <a name='bibliobase24872'></a><a id='bibliobase24872'></a>Luther, T., Kimmerle, J., & Cress, U. (2024, June 29-July 4). Co-writing with AI: How do people interact with ChatGPT in a writing scenario? HCI International 2024 – 26th International Conference on Human-Computer Interaction. Washington, D.C., USA. [Poster]<abbr class="unapi-id" title="bibliobase24872"></abbr>   <a name='bibliobase25021'></a><a id='bibliobase25021'></a>Luther, T., Kimmerle, J., & Cress, U. (2024, September 16-19). Collaborating with an AI: An exploratory study investigating human-AI interaction in a collaborative writing scenario with ChatGPT. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. <a target='_blank' href='https://dgps2024.univie.ac.at/home-news/'>https://dgps2024.univie.ac.at/home-news/</a> [Poster]<abbr class="unapi-id" title="bibliobase25021"></abbr>   <a name='bibliobase24873'></a><a id='bibliobase24873'></a>Luther, T., Kimmerle, J., Meurers, D., & Cress, U. (2024, April 11). Collaborative writing with ChatGPT - an exploratory study. Closing Conference of the Human-Agent Interaction Network: Interactions With Language-Based AI. Leibniz-Institut für Wissensmedien, Tübingen. <a target='_blank' href='https://www.iwm-tuebingen.de/www/en/forschung/forschungsbereiche/MAI_Event/index.html'>https://www.iwm-tuebingen.de/www/en/forschung/forschungsbereiche/MAI_Event/index.html</a> [Poster]<abbr class="unapi-id" title="bibliobase24873"></abbr>   <a name='bibliobase24394'></a><a id='bibliobase24394'></a>Cress, U. (2023, September 26). Einführung in das Thema. Bildungspolitischen Forum 2023. Vertretung des Landes Baden-Württemberg, Berlin. [Vortrag]<abbr class="unapi-id" title="bibliobase24394"></abbr>   <a name='bibliobase23477'></a><a id='bibliobase23477'></a>Cress, U. (2023, Januar 31 – Februar 1). Künstliche Intelligenz in der Schule. Eingeladener Vortrag auf der Präsenztagung zum Thema „Automatisiertes Lernen? Künstliche Intelligenz im Bildungssystem“, Veranstaltungsreihe „Demokratie im Gespräch“. Akademie für Politische Bildung, Tutzing. [Vortrag]<abbr class="unapi-id" title="bibliobase23477"></abbr>   <a name='bibliobase23623'></a><a id='bibliobase23623'></a>Cress, U. (2023, Februar 28-März 3). Medienbezogene Lehrkompetenz: Messung, Wirkung, Förderung. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Symposium Diskussion]<abbr class="unapi-id" title="bibliobase23623"></abbr>   <a name='bibliobase24393'></a><a id='bibliobase24393'></a>Cress, U., & Köller, O. (2023, Oktober 10). KI in der Klasse: Ein weiter und steiniger Weg. Eingeladener Vortrag auf der Achten bundesweite Fachtagung KI: Wie verändert KI das Lernen und Lehren in der Schule? Zentrum für Schulqualität und Lehrerbildung (ZSL), Berlin. [Vortrag]<abbr class="unapi-id" title="bibliobase24393"></abbr>   <a name='bibliobase23458'></a><a id='bibliobase23458'></a>Cress, U. (2022, Oktober 6). Impulsvortrag zum Thema „Ohne kompetente Lehrkräfte keine Digitalisierung“. 10. Gespräch des Präsidiums der KMK mit im Bildungsbereich aktiven Stiftungen. Deutsche Telekom Stiftung, Berlin. [Vortrag]<abbr class="unapi-id" title="bibliobase23458"></abbr>   <a name='bibliobase22716'></a><a id='bibliobase22716'></a>Cress, U. (2022, März 9-11). „Wissen“ im digitalen Zeitalter. Keynote auf der 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Alles auf Anfang? – Bildung im digitalen Wandel“. Bamberg (virtuelle Konferenz). [Vortrag]<abbr class="unapi-id" title="bibliobase22716"></abbr>   <a name='bibliobase23016'></a><a id='bibliobase23016'></a>Cress, U. (2022, September 12-14). Wissen im digitalen Zeitalter – Herausforderung für die akademische Bildung. Keynote auf der 20. Fachtagung Bildungstechnologien der GI Fachgruppe Bildungstechnologien (DELFI 2022) „Digitale Lehre nachhaltig gestalten“. Karlsruhe. [Vortrag]<abbr class="unapi-id" title="bibliobase23016"></abbr>   <a name='bibliobase23149'></a><a id='bibliobase23149'></a>Cress, U. (2022, September 27). Eingeladene Leitung eines Workshops zum Thema „Digitale Kompetenzen uploaded – Ziel- und Zukunftsperspektiven im multiperspektivischen Diskurs“. Bildungspolitisches Forum „Mindeststandards – ein Beitrag zu besserer Bildung für alle?“ Leibniz Forschungsnetzwerk Bildungspotenziale (LERN). Hessische Landesvertretung, Berlin. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase23149"></abbr>   <a name='bibliobase22862'></a><a id='bibliobase22862'></a>Cress, U. (2022, April 26). Lernökologie: Bedeutung informeller Lerngelegenheiten in unserer Wissensgesellschaft. Austausch zwischen der Leibniz-Gemeinschaft und der Deutsche Telekom Stiftung. Berlin. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase22862"></abbr>   <a name='bibliobase23429'></a><a id='bibliobase23429'></a>Cress, U., Wagner, D., Müller-Härlin, M., Werner, R., Dieminger, A., & Sieh, I. (2022, November 21). SWK Talks „Digitalisierung im Bildungssystem“, Folge 6: Hochschule. Ständige wissenschaftliche Kommission (SWK) der Kultusministerkonferenz (KMK). [Vortrag]<abbr class="unapi-id" title="bibliobase23429"></abbr>   <a name='bibliobase22766'></a><a id='bibliobase22766'></a>Lermann Henestrosa, A., Cress, U., & Kimmerle, J. (2022, March 20-23). AI for science communication: How authorship and evaluative information presentation affect the acceptance of science journalism. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). <a target='_blank' href='https://teap2022.uni-koeln.de/sites/teap2022/user_upload/TeaP2022_AbstractBooklet.pdf'>https://teap2022.uni-koeln.de/sites/teap2022/user_upload/TeaP2022_AbstractBooklet.pdf</a> [Talk]<abbr class="unapi-id" title="bibliobase22766"></abbr>   <a name='bibliobase22726'></a><a id='bibliobase22726'></a>Noller, J., Kehrer, M., Thillosen, A., & Cress, U. (2022, März 30). Gestaltung hybrider Lernräume in der Hochschullehre – Das Projekt HybridLR. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Poster]<abbr class="unapi-id" title="bibliobase22726"></abbr>   <a name='bibliobase22119'></a><a id='bibliobase22119'></a>Cress, U. (2021, Juni 16). KI@Education. 1. Kuratoriumssitzung 2021, Deutsche Telekom Stiftung. Bonn. [Vortrag]<abbr class="unapi-id" title="bibliobase22119"></abbr>   <a name='bibliobase21808'></a><a id='bibliobase21808'></a>Cress, U. (2021, April 9). Wissenskonstruktion oder: „Wissen ist Macht“ – aber wer „macht“ das Wissen? Identität im digitalen Wandel. Podcast von Global Young Faculty, Universitätsallianz Ruhr. Essen. [Vortrag]<abbr class="unapi-id" title="bibliobase21808"></abbr>   <a name='bibliobase22031'></a><a id='bibliobase22031'></a>Cress, U. (2021, Juli 8). Megatrend Wissensgesellschaft – welche gesellschaftlichen Veränderungen bewirkt er? Gastvortrag im Rahmen der Veranstaltungen in Modul 4 des Executive Masterprogramms „Intersectoral Governance“ zum Thema „Kooperationen und Konflikte in intersektoralen Kooperationen“ (ISoG20). Duale Hochschule Baden-Württemberg, Center for Advanced Studies (CAS). Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase22031"></abbr>   <a name='bibliobase21057'></a><a id='bibliobase21057'></a>Cress, U. (2020, May). 10 years Leibniz-WissenschaftsCampus Tübingen. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase21057"></abbr>   <a name='bibliobase20976'></a><a id='bibliobase20976'></a>Cress, U. (2020, Mai). Kollaborative Wissenskonstruktion: Wie entsteht Wissen im digitalen Zeitalter? LIfBi Lectures. Eingeladener online-Vortrag am Leibniz-Institut für Bildungsverläufe e. V., Bamberg. [Vortrag]<abbr class="unapi-id" title="bibliobase20976"></abbr>   <a name='bibliobase20987'></a><a id='bibliobase20987'></a>Cress, U. (2020, April). Wie verändert Corona das Lernen und die Schule? Tonspur Wissen. Ein Podcast von t-online.de und der Leibniz-Gemeinschaft. [Vortrag]<abbr class="unapi-id" title="bibliobase20987"></abbr>   <a name='bibliobase20681'></a><a id='bibliobase20681'></a>Greving, H., Cress, U., & Kimmerle, J. (2020, February). Emotions in Wikipedia: Anger in Wikipedia articles about man-made attacks and the mediating role of threat. Emotion Preconference of the 21st Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]<abbr class="unapi-id" title="bibliobase20681"></abbr>   <a name='bibliobase20215'></a><a id='bibliobase20215'></a>Cress, U. (2019, Oktober). Wissen und Lernen im Zeitalter von Wikipedia. Eingeladener Vortrag beim Talk am RBG. Robert-Bosch-Gymnasium, Wendlingen am Neckar, Deutschland. [Vortrag]<abbr class="unapi-id" title="bibliobase20215"></abbr>   <a name='bibliobase20499'></a><a id='bibliobase20499'></a>Cress, U. (2019, Dezember). Schwarmintelligenz, Echokammern, Verschwörungstheorien: Wie entsteht Wissen im digitalen Zeitalter? Eingeladener Vortrag im Rahmen der Leibniz-Lectures in der Urania Berlin. Leibniz-Gemeinschaft, Berlin, Deutschland. [Vortrag]<abbr class="unapi-id" title="bibliobase20499"></abbr>   <a name='bibliobase20612'></a><a id='bibliobase20612'></a>Diller, B., Kümmel, E., Cress, U., & Moskaliuk, J. (2019, Dezember). #Learnmap Benchmarking-Tool: Hochschulstrategien für die Digitalisierung der Lehre bewerten und vergleichen. Strategies Beyond Borders. Tagung des Hochschulforums Digitalisierung (HFD). Berlin. [Poster]<abbr class="unapi-id" title="bibliobase20612"></abbr>   <a name='bibliobase19843'></a><a id='bibliobase19843'></a>Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2019, October). The impact of physicians’ recommendations on treatment preference and attitudes: A randomized controlled experiment on shared decision-making. 17th International Conference on Communication in Healthcare (ICCH). San Diego, USA. [Talk]<abbr class="unapi-id" title="bibliobase19843"></abbr>   <a name='bibliobase19594'></a><a id='bibliobase19594'></a>Greving, H., Cress, U., & Kimmerle, J. (2019, March). Oh no, the poor fox! The role of compassion for participation intentions and attitudes toward citizen science projects. International Convention of Psychological Science (ICPS). Paris, France. [Poster]<abbr class="unapi-id" title="bibliobase19594"></abbr>   <a name='bibliobase20604'></a><a id='bibliobase20604'></a>Kümmel, E., Diller, B., Schmidt, M., Irle, G., Moskaliuk, J., Cress, U., & Hesse, F. (2019, November). Digital Learning Map: Datenbank für Praxisbeispiele zur digitalen Hochschullehre. Barcamp IWM #LearnMap. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase20604"></abbr>   <a name='bibliobase19741'></a><a id='bibliobase19741'></a>Riese, M., Bientzle, M., Kimmerle, J., Cress, U., & Matschke, C. (2019, September). Der Einfluss des physiotherapeutischen Ausbildungsweges auf die Identifikation mit dem Berufsstand und die gewünschte zukünftige Tätigkeit. Jahrestagung der Gesellschaft für Medizinische Ausbildung. Frankfurt am Main, Deutschland. [Vortrag]<abbr class="unapi-id" title="bibliobase19741"></abbr>   <a name='bibliobase18852'></a><a id='bibliobase18852'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018, September). Work versus leisure environments: Effects of surroundings on concentration. 51. Kongress der Deutschen Gesellschaft für Psychologie. Frankfurt. [Talk]<abbr class="unapi-id" title="bibliobase18852"></abbr>   <a name='bibliobase18466'></a><a id='bibliobase18466'></a>Cress, U. (2018, February). Knowledge creation in mass-collaboration scenarios. Invited talk at the First Workshop of the International Society of the Learning Sciences (ISLS) in Africa. University of the Witwatersrand, Johannesburg, Südafrika. [Talk]<abbr class="unapi-id" title="bibliobase18466"></abbr>   <a name='bibliobase18628'></a><a id='bibliobase18628'></a>Cress, U. (2018, Mai). Was sind Experten, was Laien? Wie die Digitalisierung die Wissensordnung verändert. Eingeladener Vortrag beim Deutschen StiftungsTag 2018 „Update! - Stiftungen und Digitalisierung”. [Vortrag]<abbr class="unapi-id" title="bibliobase18628"></abbr>   <a name='bibliobase19293'></a><a id='bibliobase19293'></a>Cress, U. (2018, November). Learning Needs Heterogeneity & Irritation. Artificial Intelligence – International Research and Applications: 1st Japanese-German-French DWIH Symposium. Tokio, Japan. [Talk]<abbr class="unapi-id" title="bibliobase19293"></abbr>   <a name='bibliobase19022'></a><a id='bibliobase19022'></a>Cress, U. (2018, July). Panelist at the Careers Programme "Science-flashmobs at shoppingmalls? From Scientific output towards scientific outreach". Euroscience Open Forum (ESOF 2018). Toulouse, France. [Panel]<abbr class="unapi-id" title="bibliobase19022"></abbr>   <a name='bibliobase18343'></a><a id='bibliobase18343'></a>Cress, U., & Kimmerle, J. (2018, Januar). Wie gut verstehen Laien die Fragilität wissenschaftlicher Inhalte? Interdisziplinärer Workshop „Missverstehen“. Universität Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase18343"></abbr>   <a name='bibliobase19069'></a><a id='bibliobase19069'></a>Greving, H., Cress, U., & Kimmerle, J. (2018, September). Ärger in Wikipedia: Die Rolle von Bedrohung bei ärgerbezogenen Reaktionen in Wikipedia-Artikeln zu menschengemachten, negativen Ereignissen. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Vortrag]<abbr class="unapi-id" title="bibliobase19069"></abbr>   <a name='bibliobase19099'></a><a id='bibliobase19099'></a>Holtz, P., Cress, U., & Kimmerle, J. (2018, September). AFEL – Reconstructing processes of everyday learning from internet activity data. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]<abbr class="unapi-id" title="bibliobase19099"></abbr>   <a name='bibliobase19002'></a><a id='bibliobase19002'></a>Irle, G., Kümmel, E., Moskaliuk, J., Schmidt, M., Cress, U., & Hesse, F. W. (2018, September). Digital Learning Map – Datenbank für Praxisbeispiele zur digitalen Hochschullehre. 2. Treffen des Netzwerks für die Hochschullehre des Hochschulforums Digitalisierung. Berlin. [Poster]<abbr class="unapi-id" title="bibliobase19002"></abbr>   <a name='bibliobase18609'></a><a id='bibliobase18609'></a>Kehrer, M., Hellermann, M., Thillosen, A., & Cress, U. (2018, April). Erfolgsfaktoren und Hindernisse bei der Umsetzung innovativer Digitalisierungsprojekte an Hochschulen in Baden-Württemberg. Wissenschaftliche Fachtagung LERN 2018 "Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung". Tübingen. [Poster]<abbr class="unapi-id" title="bibliobase18609"></abbr>   <a name='bibliobase19124'></a><a id='bibliobase19124'></a>Kehrer, M., Hellermann, M., Thillosen, A., & Cress, U. (2018, September). Smart Teaching Baden-Württemberg. Wissenschaftliches Begleit- und Forschungsprojekt zum Förderprogramm "Digital Innovations for Smart Teaching – Better Learning". Von der Digitalen Innovation in die Lehrpraxis, Konferenz des HND BW und des Förderprogramms Digital Innovations for Smart Teaching – Better Learning. Hochschule Karlsruhe - Technik und Wirtschaft. [Poster]<abbr class="unapi-id" title="bibliobase19124"></abbr>   <a name='bibliobase19020'></a><a id='bibliobase19020'></a>Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, September). Learners' performance criteria in digital learning environments. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Poster]<abbr class="unapi-id" title="bibliobase19020"></abbr>   <a name='bibliobase18524'></a><a id='bibliobase18524'></a>Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, April). Ambivalenz von Performanzkriterien: Lernergebnisse in digitaler Lernumgebung. Jahrestagung LERN 2018: Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Poster]<abbr class="unapi-id" title="bibliobase18524"></abbr>   <a name='bibliobase18526'></a><a id='bibliobase18526'></a>Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, June). How learning outcomes are measured in digital learning environments in higher education. 13th International Conference of the Learning Sciences (ICLS). London, UK. [Poster]<abbr class="unapi-id" title="bibliobase18526"></abbr>   <a name='bibliobase18532'></a><a id='bibliobase18532'></a>Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2018, März). Digital Learning Map 2020: Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Tagung „Digitalisierung als Herausforderung für die Hochschuldidaktik“. Johannes Gutenberg-Universität Mainz. [Poster]<abbr class="unapi-id" title="bibliobase18532"></abbr>   <a name='bibliobase17485'></a><a id='bibliobase17485'></a>Bientzle, M., Steffen, W., Jeong, H., Cress, U., & Kimmerle, J. (2017, June). Text chatting in collaborative writing: Its role in coordinating activities. 12th International Conference on Computer Supported Collaborative Learning. Philadelphia, PA, USA. [Poster]<abbr class="unapi-id" title="bibliobase17485"></abbr>   <a name='bibliobase17438'></a><a id='bibliobase17438'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2017, May). Succesful working wherever you are? Effects of the environment on work and cognitive performance. Congress of the European Association of Work and Organizational Psychology 2017. Dublin, Ireland. [Poster]<abbr class="unapi-id" title="bibliobase17438"></abbr>   <a name='bibliobase17358'></a><a id='bibliobase17358'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2017, March). When do surroundings matter? Moderators of an environmental effect on work performance. Flexible work in the Digital Age. Mannheim. [Poster]<abbr class="unapi-id" title="bibliobase17358"></abbr>   <a name='bibliobase17993'></a><a id='bibliobase17993'></a>Cress, U. (2017, Juli). Die soziale Dimension des Wissens - oder warum Frauen auch mal Modelleisenbahn fahren dürfen. Eingeladener Vortrag. Veranstaltung für die neuen wissenschaftlichen Direktoren/innen und die Vorgänger/innen. Leibniz-Gemeinschaft, Berlin. [Vortrag]<abbr class="unapi-id" title="bibliobase17993"></abbr>   <a name='bibliobase18031'></a><a id='bibliobase18031'></a>Cress, U. (2017, Dezember). KI - Katalysator oder Feind einer offenen Gesellschaft? OPEN! 2017 - Offene Kultur in Zeiten künstlicher Intelligenz. Stuttgart. [Symposium Diskussion]<abbr class="unapi-id" title="bibliobase18031"></abbr>   <a name='bibliobase17373'></a><a id='bibliobase17373'></a>Cress, U. (2017, April). Das Phänomen Wikipedia: Wie Wissen wächst. Eingeladener Vortrag beim Open Campus, Hochschule Furtwangen. Tuttlingen. [Vortrag]<abbr class="unapi-id" title="bibliobase17373"></abbr>   <a name='bibliobase17990'></a><a id='bibliobase17990'></a>Cress, U. (2017, November). Neue Metaphern für das Lernen – Was digitale Medien in der Schule alles leisten und verändern können. Eingeladener Vortrag im Rahmen des 5. Sankelmarker Gesprächs zur Lehrerbildung „Die Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung“. Universität Flensburg. [Vortrag]<abbr class="unapi-id" title="bibliobase17990"></abbr>   <a name='bibliobase17992'></a><a id='bibliobase17992'></a>Cress, U. (2017, Juli). Aktuelle Entwicklungen der Wissensvermittlung und des Wissenserwerbs mit digitalen Medien sowie aktuelle Forschungsprojekte des IWM. Eingeladener Vortrag auf der Sitzung des Landesfachausschusses Wissenschaft, Forschung und Kunst der CDU Baden-Württemberg. Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase17992"></abbr>   <a name='bibliobase17991'></a><a id='bibliobase17991'></a>Cress, U. (2017, November). Digitales Know-how – der Schlüssel zur MINT-Welt. ZEIT KONFERENZ Schule & Bildung: Alles digital? - Wie guter MINT-Unterricht gelingen kann. Berlin. [Symposium Diskussion]<abbr class="unapi-id" title="bibliobase17991"></abbr>   <a name='bibliobase18116'></a><a id='bibliobase18116'></a>Cress, U. (2017, November). Digitales Know-how – der Schüssel zur MINT-Welt. Eingeladener Vortrag auf der 6. ZEIT Konferenz Schule & Bildung „Alles digital?! Wie guter MINT-Unterricht gelingen kann“. Deutsche Telekom Stiftung, Berlin. [Vortrag]<abbr class="unapi-id" title="bibliobase18116"></abbr>   <a name='bibliobase17315'></a><a id='bibliobase17315'></a>Cress, U., & Moskaliuk, J. (2017, Januar). Vernetzt = erfolgreich? Strategien für digitale Hochschule-Lehre. Eingeladener Vortrag auf der LEARNTEC 2017. Karlsruhe. [Vortrag]<abbr class="unapi-id" title="bibliobase17315"></abbr>   <a name='bibliobase18048'></a><a id='bibliobase18048'></a>De Vreeze, J., Matschke, C., & Cress, U. (2017, September). Straddling two cultures: A mismatch in cultural norms and values between other students and people back home undermines adaptation to university. 16. Tagung der Fachgruppe Sozialpsychologie (FGSP). Ulm. [Talk]<abbr class="unapi-id" title="bibliobase18048"></abbr>   <a name='bibliobase17558'></a><a id='bibliobase17558'></a>Greving, H., Oeberst, A., Kimmerle, J., & Cress, U. (2017, July). Collectively angry? Emotional content in Wikipedia articles on negative man-made and nature-made events. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Poster]<abbr class="unapi-id" title="bibliobase17558"></abbr>   <a name='bibliobase17476'></a><a id='bibliobase17476'></a>Hod, Y., Eberle, J., Benichou, M., Charles, E., Cress, U., Fischer, F., Goodyear, P., Kali, Y., Kollar, I., Slotta, J. D., Thompson, K., Tjietjen, P., & Yeoman, P. (2017, June). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. The 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). Philadelphia, USA. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase17476"></abbr>   <a name='bibliobase17646'></a><a id='bibliobase17646'></a>Keilmann, F., de la Rosa, S., Cress, U., & Meilinger, T. (2017, March). How do individual and collaborative spatial problem solving differ? The case of environmental search. 59th Conference of Experimental Psychologists (TeaP). Dresden. [Talk]<abbr class="unapi-id" title="bibliobase17646"></abbr>   <a name='bibliobase17647'></a><a id='bibliobase17647'></a>Keilmann, F., de la Rosa, S., Schwan, S., Cress, U., Mohler, B. J., Bülthoff, H. H., & Meilinger, T. (2017, July). Comparing individual and collaborative problem solving in environmental search. 39th Annual Conference of the Cognitive Science Society (CogSci). London, UK. [Talk]<abbr class="unapi-id" title="bibliobase17647"></abbr>   <a name='bibliobase17600'></a><a id='bibliobase17600'></a>Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2017, Juli). Digital Learning Map 2020 – Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Fachtagung „Hochschulen im digitalen Zeitalter“ des Bundesministeriums für Bildung und Forschung. Berlin. [Poster]<abbr class="unapi-id" title="bibliobase17600"></abbr>   <a name='bibliobase18057'></a><a id='bibliobase18057'></a>Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2017, September). Digital Learning Map 2020 – Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Hochschulnetzwerk Digitalisierung der Lehre Baden-Württemberg (HN DBW). Offenburg. [Poster]<abbr class="unapi-id" title="bibliobase18057"></abbr>   <a name='bibliobase17371'></a><a id='bibliobase17371'></a>Moskaliuk, J., Thillosen, A., Hesse, F. W., & Cress, U. (2017, März). Erfolgsfaktoren für den Einsatz digitaler Medien in der Hochschullehre. 12. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf) zum Thema „Digitalisierung der Hochschulen: Forschung, Lehre und Administration”. Hannover. [Vortrag]<abbr class="unapi-id" title="bibliobase17371"></abbr>   <a name='bibliobase17771'></a><a id='bibliobase17771'></a>von der Beck, I., Oeberst, A., & Cress, U. (2017, September). Kollektiv einer Meinung? Der Eigengruppenfehler in Konfliktbeschreibungen der Wikipedia. 16. Tagung der Fachgruppe Sozialpsychologie (FGSP 2017). Ulm. [Vortrag]<abbr class="unapi-id" title="bibliobase17771"></abbr>   <a name='bibliobase16690'></a><a id='bibliobase16690'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, September). Ubiquitous Working (Hot Topic: Work and Health). 50. Kongress der Deutschen Gesellschaft für Psychologie. Leipzig. [Poster]<abbr class="unapi-id" title="bibliobase16690"></abbr>   <a name='bibliobase17077'></a><a id='bibliobase17077'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, November). Does where you work affect how you work? Ubiquitous Working: Herausforderungen und Chancen einer vernetzten Arbeitswelt - UbiWorkshop. Tübingen. [Poster]<abbr class="unapi-id" title="bibliobase17077"></abbr>   <a name='bibliobase16580'></a><a id='bibliobase16580'></a>Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, July). Context effects on cognition and work behavior: How a virtual 3D office environment enhances cognition. Virtual Environments: Current Topics in Psychological Research Workshop (VECTOR). Tübingen, Germany. [Poster]<abbr class="unapi-id" title="bibliobase16580"></abbr>   <a name='bibliobase16865'></a><a id='bibliobase16865'></a>Cress, U. (2016, Januar). e-teaching.org als zentrale Austauschplattform. Eingeladener Vortrag auf der LEARNTEC. Karlsruhe. [Vortrag]<abbr class="unapi-id" title="bibliobase16865"></abbr>   <a name='bibliobase16866'></a><a id='bibliobase16866'></a>Cress, U. (2016, Juni). e-learning, Fluch oder Segen in der Aus- und Weiterbildung. Eingeladener Vortrag beim Festakt anlässlich des 40-jährigen Jubiläums des ulmkollegs. Ulm. [Vortrag]<abbr class="unapi-id" title="bibliobase16866"></abbr>   <a name='bibliobase16529'></a><a id='bibliobase16529'></a>Cress, U., & Rosé, C. P. (2016, June). Towards next steps for the CSCL community: Advancing science and informing real world collaboration in Web 2.0. International Conference of the Learning Sciences (ICLS). Singapore. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase16529"></abbr>   <a name='bibliobase17301'></a><a id='bibliobase17301'></a>De Vreeze, J., Matschke, C., & Cress, U. (2016, December). Falling between two stools: Differences in value endorsement as an underlying cause for identity incompatibility. Associatie van Sociaal-Psychologische Onderzoekers (ASPO). Leiden, The Netherlands. [Talk]<abbr class="unapi-id" title="bibliobase17301"></abbr>   <a name='bibliobase16507'></a><a id='bibliobase16507'></a>Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016, April). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. ELSA Statusseminar. BMBF, Berlin. [Poster]<abbr class="unapi-id" title="bibliobase16507"></abbr>   <a name='bibliobase16506'></a><a id='bibliobase16506'></a>Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2016, April). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. ELSA Statusseminar. BMBF, Berlin. [Poster]<abbr class="unapi-id" title="bibliobase16506"></abbr>   <a name='bibliobase16508'></a><a id='bibliobase16508'></a>Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2016, April). User comments about deep brain stimulation: How conflictual information in online science journalistic articles influences laypeople's understanding of scientific tentativeness. ELSA Statusseminar. BMBF, Berlin. [Poster]<abbr class="unapi-id" title="bibliobase16508"></abbr>   <a name='bibliobase16702'></a><a id='bibliobase16702'></a>Greving, H., Oeberst, A., & Cress, U. (2016, September). Kollektiv verärgert berichtet? Ergebnisse zu Berichten über Terroranschläge auf Wikipedia. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Poster]<abbr class="unapi-id" title="bibliobase16702"></abbr>   <a name='bibliobase16505'></a><a id='bibliobase16505'></a>Kimmerle, J., Flemming, D., Feinkohl, I., & Cress, U. (2016, April). How laypeople understand the tentativeness of medical research news in the media. An experimental study on the perception of information about deep brain stimulation. ELSA Statusseminar. BMBF, Berlin. [Poster]<abbr class="unapi-id" title="bibliobase16505"></abbr>   <a name='bibliobase16094'></a><a id='bibliobase16094'></a>Cress, U. (2015, October). Application of Networks: Analyzing knowledge construction. 7th International Workshop on Network Theory. Northwestern University, Evanston, IL, USA. [Talk]<abbr class="unapi-id" title="bibliobase16094"></abbr>   <a name='bibliobase16127'></a><a id='bibliobase16127'></a>Cress, U. (2015, April). Early Career Workshop. 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015). Göteborg, Sweden. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase16127"></abbr>   <a name='bibliobase16182'></a><a id='bibliobase16182'></a>Cress, U. (2015, December). How Social Media enable individual learning and collaborative knowledge creation. Invited Talk at User-Centred Social Media | Graduiertenkolleg / DFG. International Symposium on User-Centered Social Media. Duisburg. [Talk]<abbr class="unapi-id" title="bibliobase16182"></abbr>   <a name='bibliobase16090'></a><a id='bibliobase16090'></a>Cress, U. (2015, April). Wissenskonstruktion mit Wikis: Eine systemisch-kognitive Perspektive. Arbeitstagung am Museum für Naturkunde (MfN). Berlin. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase16090"></abbr>   <a name='bibliobase16058'></a><a id='bibliobase16058'></a>Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2015, September). Internet users’ critical evaluation of an online medical news article: Influencing factors of user discussions of scientific uncertainty. Symposium "How Web 2.0 influences public understanding of science". 9th Conference of the Media Psychology Division. Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase16058"></abbr>   <a name='bibliobase16183'></a><a id='bibliobase16183'></a>Fischer, U., Dackermann, T., Moeller, K., Cress, U., & Nuerk, H.-C. (2015, January). Turning around children’s number line – associations between number line direction and number magnitude. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]<abbr class="unapi-id" title="bibliobase16183"></abbr>   <a name='bibliobase15486'></a><a id='bibliobase15486'></a>Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015, January). Perception of scientific uncertainty in science communication. Workshop Motivated Science Reception. Universität Koblenz-Landau. [Talk]<abbr class="unapi-id" title="bibliobase15486"></abbr>   <a name='bibliobase15655'></a><a id='bibliobase15655'></a>Renner, B., Wesiak, G., & Cress, U. (2015, May). Quantified self app usage tested at the workplace. 17th Congress of the European Association of Work and Organizational Psychology. Oslo, Norway. [Poster]<abbr class="unapi-id" title="bibliobase15655"></abbr>   <a name='bibliobase15905'></a><a id='bibliobase15905'></a>von der Beck, I., Oeberst, A., Cress, U., Nestler, S., & Back, M. (2015, September). Hindsight Bias 2.0 - Der Rückschaufehler durch Wikipedia. 15. Tagung der Fachgruppe Sozialpsychologie (FGSP 2015). Potsdam. [Poster]<abbr class="unapi-id" title="bibliobase15905"></abbr>   <a name='bibliobase14819'></a><a id='bibliobase14819'></a>Bientzle, M., Cress, U., & Kimmerle, J. (2014, June). The role of inconsistencies in collaborative knowledge construction. 11th International Conference of the Learning Sciences. Boulder, CO, USA. [Talk]<abbr class="unapi-id" title="bibliobase14819"></abbr>   <a name='bibliobase14784'></a><a id='bibliobase14784'></a>Cress, U. (2014, May). Mass collaboration as co-evolution of cognitive and social systems. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase14784"></abbr>   <a name='bibliobase14738'></a><a id='bibliobase14738'></a>Cress, U. (2014, April). Experimentelle Methoden in der E-Learning-Forschung. Online-Veranstaltung: Pro und Contra von experimentellen und Design-Based-Ansätzen. <a target='_blank' href='http://connect8.iwm-kmrc.de/p3z7f1t0xwb?launcher=false&fcsContent=true&pbMode=normal'>http://connect8.iwm-kmrc.de/p3z7f1t0xwb?launcher=false&fcsContent=true&pbMode=normal</a> [Vortrag]<abbr class="unapi-id" title="bibliobase14738"></abbr>   <a name='bibliobase13588'></a><a id='bibliobase13588'></a>Cress, U. (2013, June). CSCL@Work - Bridging learning and work. Workshop auf der 10th International Conference on Computer Supported Collaborative Learning (CSCL). Madison, Wisconsin, USA. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase13588"></abbr>   <a name='bibliobase14198'></a><a id='bibliobase14198'></a>Cress, U. (2013, Juni). 10 Jahre E-Learning in Deutschland - Rückblick und Ausblick. Jubiläumsveranstaltung „10 Jahre e-teaching.org“. Leibniz-Institut für Wissensmedien. Tübingen. [Vortrag]<abbr class="unapi-id" title="bibliobase14198"></abbr>   <a name='bibliobase13584'></a><a id='bibliobase13584'></a>Cress, U. (2013, June). Mass collaboration - am emerging field for CSCL research. 10th International Conference on Computer Supported Collaborative Learning (CSCL). Winconsin, Madison (USA). [Talk]<abbr class="unapi-id" title="bibliobase13584"></abbr>   <a name='bibliobase13587'></a><a id='bibliobase13587'></a>Cress, U. (2013, June). Mass collaboration - an emerging field for CSCL research. Symposium at the 10th International Conference on Computer Supported Collaborative Learning (CSCL). Madison, Wisconsin, USA. [Symposium Organisation]<abbr class="unapi-id" title="bibliobase13587"></abbr>   <a name='bibliobase13585'></a><a id='bibliobase13585'></a>Cress, U. (2013, June). Making use of collective knowledge – a cognitive approach. 10th International Conference on Computer Supported Collaborative Learning (CSCL). Winconsin, Madison (USA). [Talk]<abbr class="unapi-id" title="bibliobase13585"></abbr>   <a name='bibliobase13402'></a><a id='bibliobase13402'></a>Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U., & Nuerk, H.-C. (2013, March). Eliciting and measuring access to magnitude information in embodied comparisons. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Talk]<abbr class="unapi-id" title="bibliobase13402"></abbr>   <a name='bibliobase13340'></a><a id='bibliobase13340'></a>Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2013, February). Eliciting and measuring access to magnitude information. Workshop in Paris - Interactions between space, time and number: 20 years of research. Paris, France. [Poster]<abbr class="unapi-id" title="bibliobase13340"></abbr>   <a name='bibliobase16393'></a><a id='bibliobase16393'></a>Knipfer, K., Moskaliuk, J., Knipfer, C., Stelzle, F., Breuer, G., & Cress, U. (2013, May). How to make reflective learning effective: The significance of contextualization for reflective learning from formal training. 16th Congress of the European Association of Work and Organizational Psychology. Münster. [Poster]<abbr class="unapi-id" title="bibliobase16393"></abbr>   <a name='bibliobase14309'></a><a id='bibliobase14309'></a>Moeller, K., Huber, S., Link, T., Fischer, U., Nuerk, H.-C., & Cress, U. (2013, März). Mathe mit der Matte – Verkörperlichtes Lernen numerischer Kompetenzen. Erste Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Vortrag]<abbr class="unapi-id" title="bibliobase14309"></abbr>   <a name='bibliobase14084'></a><a id='bibliobase14084'></a>Moeller, K., Nuerk, H.-C., & Cress, U. (2013, November). Computer-supported training of the mental number line. 21st International Conference on Computers in Education (ICCE). Denpasar Bali, Indonesien. [Talk]<abbr class="unapi-id" title="bibliobase14084"></abbr>   <a name='bibliobase14397'></a><a id='bibliobase14397'></a>Oshima, J., Cress, U., & Laferrière, T. (2013, November). Tutorial: Publishing your work in iJCSCL Organizers. ICCE2013, The 21st International Conference on Computers in Education. Denpasar Bali, Indonesien. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase14397"></abbr>   <a name='bibliobase13511'></a><a id='bibliobase13511'></a>Wessel, D., Knipfer, K., DeLeeuw, K., Maiden, N., Krogstie, B., & Cress, U. (2013, May). Evaluating informal learning support: Best Practice from MIRROR - Reflective Learning at Work. 16. Kongress der European Association of Work and Organizational Psychology. Münster. [Talk]<abbr class="unapi-id" title="bibliobase13511"></abbr>   <a name='bibliobase12669'></a><a id='bibliobase12669'></a>Bientzle, M., Kimmerle, J., Cress, U., & Thiel, A. (2012, März). Einfluss des Gesundheitsverständnisses auf den Austausch und die Konstruktion medizinischen Wissens. 13. Jahrestagung des Deutschen Netzwerk Evidenzbasierter Medizin, EbM-Kongress. Hamburg. [Poster]<abbr class="unapi-id" title="bibliobase12669"></abbr>   <a name='bibliobase12559'></a><a id='bibliobase12559'></a>Cress, U. (2012, Mai). Gemeinsam Wissen konstruieren im Social Web. Abschlussveranstaltung des Open Course "Workplace Learning (ocwl11). Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase12559"></abbr>   <a name='bibliobase12481'></a><a id='bibliobase12481'></a>Cress, U. (2012, März). Reviewing scientific papers. Paper-Reviewing Workshop für Nachwuchswissenschaftler für das International Journal of Technology Enhanced Learning. [Vortrag]<abbr class="unapi-id" title="bibliobase12481"></abbr>   <a name='bibliobase13910'></a><a id='bibliobase13910'></a>Kimmerle, J., Moskaliuk, J., Bientzle, M., Thiel, A., & Cress, U. (2012, July). Using controversies for knowledge construction: Thinking and writing about alternative medicine. 10th International Conference of the Learning Sciences. Sydney, Australia. [Talk]<abbr class="unapi-id" title="bibliobase13910"></abbr>   <a name='bibliobase12433'></a><a id='bibliobase12433'></a>Nuerk, H.-C., Fischer, U., Link, T., Huber, S., Moeller, K., & Cress, U. (2012, September). Learning and development of embodied numerosity. 5th International Conference on Spatial Cognition. Rome, Italy. [Talk]<abbr class="unapi-id" title="bibliobase12433"></abbr>   <a name='bibliobase12751'></a><a id='bibliobase12751'></a>Oeberst, A., Halatchliyski, I., & Cress, U. (2012, July). Collaborative knowledge construction under highly uncertain circumstances: The case of Fukushima in Wikipedia. WikiAcademy. Berlin. [Talk]<abbr class="unapi-id" title="bibliobase12751"></abbr>   <a name='bibliobase11510'></a><a id='bibliobase11510'></a>Bertram, J., Moskaliuk, J., & Cress, U. (2011, March). Virtual police: Acquiring knowledge-in-use in virtual training environments. IEEE 1st International Symposium on Virtual Reality Innovations (IEEE ISVRI). Singapore. [Poster]<abbr class="unapi-id" title="bibliobase11510"></abbr>   <a name='bibliobase11862'></a><a id='bibliobase11862'></a>Bertram, J., Moskaliuk, J., & Cress, U. (2011, July). Learning in virtual environments: The role of social presence for virtual team training. multi.player - International Conference on the Social Aspects of Digital Gaming. Hohenheim. [Talk]<abbr class="unapi-id" title="bibliobase11862"></abbr>   <a name='bibliobase11509'></a><a id='bibliobase11509'></a>Bertram, J., Moskaliuk, J., & Cress, U. (2011, March). Acquiring knowledge-in-use in virtual training environments: A theory driven design process. IEEE Virtual Reality Conference (IEEE VR). Singapore. [Poster]<abbr class="unapi-id" title="bibliobase11509"></abbr>   <a name='bibliobase11984'></a><a id='bibliobase11984'></a>Cress, U. (2011, Oktober). Mobile learning - eine psychologische Perspektive. Workshop "Mobile Learning Technology". Saarbrücken. [Talk]<abbr class="unapi-id" title="bibliobase11984"></abbr>   <a name='bibliobase11338'></a><a id='bibliobase11338'></a>Cress, U. (2011, Februar). Moderation: Workshop Gestaltung von Lernszenarien - Neue Lernformen 2. didacta 2011: Fachtagung Professional E-Learning. Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase11338"></abbr>   <a name='bibliobase12079'></a><a id='bibliobase12079'></a>Cress, U. (2011, November). Teamtraining in der virtuellen Realität. Gastvortragsreihe Virtual Reality der Fraunhofer IFF. Magdeburg. [Vortrag]<abbr class="unapi-id" title="bibliobase12079"></abbr>   <a name='bibliobase11337'></a><a id='bibliobase11337'></a>Cress, U., & Heinze, N. (2011, Februar). Hochschullehre im Zeitalter des Web 2.0 - aktuelle Tendenzen aus Sicht der Medienforschung. didacta 2011: Fachtagung Professional E-Learning. Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase11337"></abbr>   <a name='bibliobase11436'></a><a id='bibliobase11436'></a>Cress, U., Heinze, N., & Plesch, C. (2011, März). STELLAR - ein europäisches Netzwerk für Exzellenz in technologie-unterstütztem Lernen. Online-Vorlesung. Portal e-teaching.org. <a target='_blank' href='http://connect.iwm-kmrc.de/p71899477'>http://connect.iwm-kmrc.de/p71899477</a> [Vortrag]<abbr class="unapi-id" title="bibliobase11436"></abbr>   <a name='bibliobase11495'></a><a id='bibliobase11495'></a>Cress, U., & Kimmerle, J. (2011, March). Successful collaborative knowledge building needs group awareness. - Interaction analysis of a 9th grade CSCL biology lesson. Workshop "Leveraging researcher multivocality for insights on collaborative learning" at the third Alpine Rendez Vous. La Clusaz, Frankreich. [Talk]<abbr class="unapi-id" title="bibliobase11495"></abbr>   <a name='bibliobase11432'></a><a id='bibliobase11432'></a>Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, January). Development and evaluation of a small-group intervention program for children with dyscalculia. 29th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]<abbr class="unapi-id" title="bibliobase11432"></abbr>   <a name='bibliobase11550'></a><a id='bibliobase11550'></a>Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, April). Effects of stimulus-response congruency: Embodied training of the mental number line on an interactive whiteboard. Workshop of the Israel Science Foundation: Typical and Atypical Neurocognitive Aspects of Numerical Processing. Be'er Sheva/Haifa, Israel. [Poster]<abbr class="unapi-id" title="bibliobase11550"></abbr>   <a name='bibliobase12982'></a><a id='bibliobase12982'></a>Halatchliyski, I., Kimmerle, J., & Cress, U. (2011, July). Divergent and convergent knowledge processes on Wikipedia. 9th International Conference on Computer-Supported Collaborative Learning. Hong Kong, China. [Talk]<abbr class="unapi-id" title="bibliobase12982"></abbr>   <a name='bibliobase13911'></a><a id='bibliobase13911'></a>Kimmerle, J., Abels, K., Becher, K., Beckers, A., Haussmann, A., Thiel, A., & Cress, U. (2011, July). Construction of health knowledge in an alternative medical community of practice: Hermeneutic analysis of a web forum. 9th Computer Supported Collaborative Learning Conference. Hong Kong, China. [Talk]<abbr class="unapi-id" title="bibliobase13911"></abbr>   <a name='bibliobase11800'></a><a id='bibliobase11800'></a>Knipfer, K., Prilla, M., Herrmann, T., & Cress, U. (2011, July). Computer support for collaborative reflection on captured teamwork data. 9th Computer Supported Collaborative Learning Conference. Hong Kong. [Poster]<abbr class="unapi-id" title="bibliobase11800"></abbr>   <a name='bibliobase12031'></a><a id='bibliobase12031'></a>Kump, B., Knipfer, K., Pammer, V., Schmidt, A., Maier, R., Kunzmann, C., Cress, U., & Lindstaedt, S. N. (2011, September). The role of reflection in maturing organizational know-how. 1st European Workshop on Awareness and Reflection in Learning Networks (EC-TEL). Palermo, Italy. [Talk]<abbr class="unapi-id" title="bibliobase12031"></abbr>   <a name='bibliobase11638'></a><a id='bibliobase11638'></a>Matschke, C., Moskaliuk, J., Arnold, F., & Cress, U. (2011, July). Patterns as facilitators for knowledge building in learning organizations. 9th International Conference on Computer-Supported Collaborative Learning. Hong Kong. [Poster]<abbr class="unapi-id" title="bibliobase11638"></abbr>   <a name='bibliobase11863'></a><a id='bibliobase11863'></a>Moskaliuk, J., Bertram, J., & Cress, U. (2011, July). Training in virtual training environments: Connecting theory to practice. 9th International Conference on Computer Supported Collaborative Learning (CSCL). Hong Kong. [Talk]<abbr class="unapi-id" title="bibliobase11863"></abbr>   <a name='bibliobase11929'></a><a id='bibliobase11929'></a>Moskaliuk, J., Weber, N., Stern, H., Kimmerle, J., Cress, U., & Lindstaedt, S. N. (2011, September). Evaluation of social media collaboration using task-detection methods. 6th European Conference of Technology Enhanced Learning, EC-TEL. Palermo, Italy. [Talk]<abbr class="unapi-id" title="bibliobase11929"></abbr>   <a name='bibliobase12035'></a><a id='bibliobase12035'></a>Nuerk, H.-C., Fischer, U., Moeller, K., & Cress, U. (2011, September). Physical-spatial training of number magnitude representation: congruency of response and stimulus increases training effects. 17th Meeting of the European Society for Cognitive Psychology (EsCOP). Donostia - San-Sebastian, Spain. [Talk]<abbr class="unapi-id" title="bibliobase12035"></abbr>   <a name='bibliobase12033'></a><a id='bibliobase12033'></a>Prilla, M., Knipfer, K., Degeling, M., Cress, U., & Herrmann, T. (2011, September). Computer support for collaborative reflection on captured teamwork data. 1st European Workshop on Awareness and Reflection in Learning Networks (EC-TEL). [Talk]<abbr class="unapi-id" title="bibliobase12033"></abbr>   <a name='bibliobase11288'></a><a id='bibliobase11288'></a>Bertram, J., Moskaliuk, J., & Cress, U. (2010, Juni). Evaluation der virtuellen Trainingsumgebung ViPol. Kompetenz- und Entwicklungszentrum Einsatztraining der Polizei Baden-Württemberg, Biberach. [Talk]<abbr class="unapi-id" title="bibliobase11288"></abbr>   <a name='bibliobase10629'></a><a id='bibliobase10629'></a>Cress, U. (2010, June). Motivationale Aspekte zum Wissenstransfer - Ergebnisse psychologischer Forschung zum Wissensaustausch. Symposium "Wissensmanagement im Wissenschaftlichen Verbundsystem Leistungssport". Blaubeuren. [Vortrag]<abbr class="unapi-id" title="bibliobase10629"></abbr>   <a name='bibliobase10489'></a><a id='bibliobase10489'></a>Cress, U. (2010, Mai). Wissensaustausch und Wissenskonstruktion. Ruhr-Universität Bochum. [Vortrag]<abbr class="unapi-id" title="bibliobase10489"></abbr>   <a name='bibliobase10627'></a><a id='bibliobase10627'></a>Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk, H. C. (2010, July). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. [Talk]<abbr class="unapi-id" title="bibliobase10627"></abbr>   <a name='bibliobase10967'></a><a id='bibliobase10967'></a>Fischer, U., Moeller, K., Bientzle, M., Sauter, C., Cress, U., & Nuerk, H.-C. (2010, January). Embodied spatial training of number magnitude representation: an intervention study. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]<abbr class="unapi-id" title="bibliobase10967"></abbr>   <a name='bibliobase10774'></a><a id='bibliobase10774'></a>Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2010, July). Who integrates the networks of knowledge in Wikipedia? 6th International Symposium on Wikis and Open Collaboration. Gdansk, Poland. [Talk]<abbr class="unapi-id" title="bibliobase10774"></abbr>   <a name='bibliobase10793'></a><a id='bibliobase10793'></a>Held, C., & Cress, U. (2010, August). Using the Social of Tagging: The Interplay of Social Tags and the Strength of Association in Navigation and Learning Processes. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]<abbr class="unapi-id" title="bibliobase10793"></abbr>   <a name='bibliobase10628'></a><a id='bibliobase10628'></a>Kimmerle, J., Cress, U., Held, C., & Moskaliuk, J. (2010, July). Social Software and Knowledge Building: Supporting Co-Evolution of Individual and Collective Knowledge. 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. [Talk]<abbr class="unapi-id" title="bibliobase10628"></abbr>   <a name='bibliobase11299'></a><a id='bibliobase11299'></a>Matschke, C., Moskaliuk, J., & Cress, U. (2010, November). Pattern-Based Knowledge Building in Learning Organizations. 18th International Conference on Computers in Education. Putrajaya, Malaysia. [Talk]<abbr class="unapi-id" title="bibliobase11299"></abbr>   <a name='bibliobase11054'></a><a id='bibliobase11054'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2010, September). Lernen und Wissenskonstruktion mit Wikis als Ko-Evolution von kognitiven und sozialen Systemen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]<abbr class="unapi-id" title="bibliobase11054"></abbr>   <a name='bibliobase10551'></a><a id='bibliobase10551'></a>Wodzicki, K., Knipfer, K., & Cress, U. (2010, September). Organisationales Wissensmanagement mit Web 2.0 erfolgreich gestalten - Das Portal www.geistreich.de. 12. Kongress zum IT-gestützten Wissensmanagement in Unternehmen und Organisationen (KnowTech 2010). Bad Homburg. [Vortrag]<abbr class="unapi-id" title="bibliobase10551"></abbr>   <a name='bibliobase9211'></a><a id='bibliobase9211'></a>Bientzle, M., Wodzicki, K., Lingnau, A., & Cress, U. (2009, June). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]<abbr class="unapi-id" title="bibliobase9211"></abbr>   <a name='bibliobase10097'></a><a id='bibliobase10097'></a>Cress, U. (2009, November). Unendliche Weiten: die kognitive und soziale Dimension des www. Studientag des kirchlich-theologischen Arbeitskreises der PfarrerInnen des Kirchenbezirks Stuttgart. Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase10097"></abbr>   <a name='bibliobase10099'></a><a id='bibliobase10099'></a>Cress, U. (2009, Dezember). Diskutant: Workshop "Pinpointing pivotal moments in collaboration". Alpine-Rendez Vous. Garmisch-Partenkirchen. [Workshop Organisation]<abbr class="unapi-id" title="bibliobase10099"></abbr>   <a name='bibliobase9214'></a><a id='bibliobase9214'></a>Cress, U. (2009, June). Handling multilevel data. Workshop on the International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]<abbr class="unapi-id" title="bibliobase9214"></abbr>   <a name='bibliobase9212'></a><a id='bibliobase9212'></a>Cress, U., & Kimmerle, J. (2009, June). Knowledge exchange as a motivational problem – Results of an empirical research program. International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]<abbr class="unapi-id" title="bibliobase9212"></abbr>   <a name='bibliobase10081'></a><a id='bibliobase10081'></a>Cress, U., Thillosen, A., & Wedekind, J. (2009, Dezember). Vorstellung e-teaching.org. Vierter Nationaler IT Gipfel. Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase10081"></abbr>   <a name='bibliobase9750'></a><a id='bibliobase9750'></a>Held, C., & Cress, U. (2009, November). Using the Collective Knowledge of the Web: The Effect of Social Tags on Web Search and Knowledge Acquisition. ZEW-KMRC-Workshop "The potential of social software for knowledge creation and economic performance". Mannheim. [Poster]<abbr class="unapi-id" title="bibliobase9750"></abbr>   <a name='bibliobase9748'></a><a id='bibliobase9748'></a>Held, C., & Cress, U. (2009, October). Learning by Foraging: The Impact of Social Tags on Knowledge Acquisition. European Conference on Technology Enhanced Learning. Nice, France. [Talk]<abbr class="unapi-id" title="bibliobase9748"></abbr>   <a name='bibliobase9213'></a><a id='bibliobase9213'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2009, June). Learning and knowledge building with social software. International Conference on Computer Supported Collaborative Learning. Rhodes, Greece. [Talk]<abbr class="unapi-id" title="bibliobase9213"></abbr>   <a name='bibliobase13912'></a><a id='bibliobase13912'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2009, October). Understanding learning – the wiki way. 5th International Symposium on Wikis and Open Collaboration. Orlando, FL, USA. [Talk]<abbr class="unapi-id" title="bibliobase13912"></abbr>   <a name='bibliobase9143'></a><a id='bibliobase9143'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2009, July). Effects of Incongruity between Prior Knowledge and New Information on the Acquisition of Knowledge. CogSci 2009 – The annual meeting of the cognitive science society. Amsterdam, The Netherlands. [Poster]<abbr class="unapi-id" title="bibliobase9143"></abbr>   <a name='bibliobase9782'></a><a id='bibliobase9782'></a>Schwämmlein, E., Wodzicki, K., & Cress, U. (2009, September). Going beyond personal factors: Exploring context effects on self-presentation in online communities. 6th Conference of the Media Psychology Division. Duisburg-Essen. [Talk]<abbr class="unapi-id" title="bibliobase9782"></abbr>   <a name='bibliobase9138'></a><a id='bibliobase9138'></a>Wodzicki, K., Moskaliuk, J., & Cress, U. (2009, March). Patterns for social practices: A psychological perspective. Workshop "E-Learning Patterns". IWM Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase9138"></abbr>   <a name='bibliobase9789'></a><a id='bibliobase9789'></a>Wodzicki, K., Schwämmlein, E., & Cress, U. (2009, October). How to Get Proper Profiles? Psychological Perspective on Social Networking Sites. European Conference on Technology Enhanced Learning. Nice, France. [Talk]<abbr class="unapi-id" title="bibliobase9789"></abbr>   <a name='bibliobase9788'></a><a id='bibliobase9788'></a>Wodzicki, K., Schwämmlein, E., & Cress, U. (2009, September). Member profiles on social networking sites as external transactive memory systems: Implications and arising research questions. 6th Conference of the Media Psychology Division. Duisburg-Essen. [Talk]<abbr class="unapi-id" title="bibliobase9788"></abbr>   <a name='bibliobase6547'></a><a id='bibliobase6547'></a>Bientzle, M., & Cress, U. (2008, June). Supporting face-to-face communication through ICT for pupils with cognitive disabilities. Workshop Perspectives of ICT in special education. Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase6547"></abbr>   <a name='bibliobase6549'></a><a id='bibliobase6549'></a>Cress, U. (2008, June). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]<abbr class="unapi-id" title="bibliobase6549"></abbr>   <a name='bibliobase8292'></a><a id='bibliobase8292'></a>Cress, U. (2008, November). Wissensprozesse im Web 2.0. Know Center. Graz. [Vortrag]<abbr class="unapi-id" title="bibliobase8292"></abbr>   <a name='bibliobase8255'></a><a id='bibliobase8255'></a>Cress, U. (2008, June). Präsentation auf dem Invited Symposium Productive tensions in the learning sciences: Socio-cognitive and socio-cultural theory. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Vortrag]<abbr class="unapi-id" title="bibliobase8255"></abbr>   <a name='bibliobase8336'></a><a id='bibliobase8336'></a>Cress, U., & Kimmerle, J. (2008, June). Limitations of Participation: Knowledge Exchange as a Social Dilemma. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase8336"></abbr>   <a name='bibliobase8337'></a><a id='bibliobase8337'></a>Cress, U., & Kimmerle, J. (2008, June). A systemic and cognitive view on collaborative knowledge building with wikis. Symposium of the International Journal of Computer-Supported Collaborative Learning on “Productive tensions in the learning sciences: Socio-cognitive and socio-cultural theory”. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]<abbr class="unapi-id" title="bibliobase8337"></abbr>   <a name='bibliobase8302'></a><a id='bibliobase8302'></a>Harrer, A., Moskaliuk, J., Kimmerle, J., & Cress, U. (2008, September). Visualizing wiki-supported knowledge building: Co-evolution of individual and collective knowledge. International Symposium on Wikis 2008. Porto, Portugal. [Talk]<abbr class="unapi-id" title="bibliobase8302"></abbr>   <a name='bibliobase8222'></a><a id='bibliobase8222'></a>Held, C., & Cress, U. (2008, Februar). Social Tagging aus kognitionspsychologischer Sicht. Workshop zu Social Tagging in der Wissensorganisation - Perspektiven und Potenziale. Tübingen. [Vortrag]<abbr class="unapi-id" title="bibliobase8222"></abbr>   <a name='bibliobase8490'></a><a id='bibliobase8490'></a>Hesse, F. W., Wodzicki, K., & Cress, U. (2008, December). Learning in a Cross-linked Knowledge Society. Zentrum für Europäische Wirtschaftsorganisation (ZEW). Mannheim. [Talk]<abbr class="unapi-id" title="bibliobase8490"></abbr>   <a name='bibliobase6668'></a><a id='bibliobase6668'></a>Kimmerle, J., & Cress, U. (2008, June). Unlimited Participation: Social Software and Knowledge Building. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase6668"></abbr>   <a name='bibliobase8333'></a><a id='bibliobase8333'></a>Kimmerle, J., Moskaliuk, J., & Cress, U. (2008, December). Individual learning and collaborative knowledge building with shared digital artifacts. International Conference on Communication and Information Technologies in Education. Bangkok, Thailand. [Talk]<abbr class="unapi-id" title="bibliobase8333"></abbr>   <a name='bibliobase8303'></a><a id='bibliobase8303'></a>Moskaliuk, J., & Cress, U. (2008, Oktober). Lernen in virtuellen Realitäten. Tagung des Bundesverbandes der Psychologielehrerinnen und Lehrer 2008. Stuttgart. [Vortrag]<abbr class="unapi-id" title="bibliobase8303"></abbr>   <a name='bibliobase6670'></a><a id='bibliobase6670'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2008, June). Learning and Knowledge Building with Wikis: The Impact of Incongruity between People’s Knowledge and a Wiki’s Information. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]<abbr class="unapi-id" title="bibliobase6670"></abbr>   <a name='bibliobase6564'></a><a id='bibliobase6564'></a>Wodzicki, K., & Cress, U. (2008, July). Application of SIDE: Different visual representations of group members and their effects on information exchange. XXIX International Congress of Psychology (ICP). Berlin. [Talk]<abbr class="unapi-id" title="bibliobase6564"></abbr>   <a name='bibliobase6665'></a><a id='bibliobase6665'></a>Wodzicki, K., Schwämmlein, E., & Cress, U. (2008, June). Application of SIDE: Different Visual Representations of Group Members and their Effects on Information Exchange. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]<abbr class="unapi-id" title="bibliobase6665"></abbr>   <a name='talkbase596'></a><a id='talkbase596'></a>Cress, U. (2007, Oktober). Experimentelle Ansätze zum Wissensaustausch mit digitalen Medien. Universität Zürich. [Vortrag]<abbr class="unapi-id" title="talkbase596"></abbr>   <a name='talkbase798'></a><a id='talkbase798'></a>Cress, U., Kimmerle, J., & Moskaliuk, J. (2007, September). Kollaborative Wissenskonstruktion mit Wikis: Ein systemtheoretisches und kognitionspsychologisches Rahmenmodell und erste experimentelle Befunde. 11. Fachtagung für Pädagogische Psychologie. Humboldt-Universität Berlin. [Poster]<abbr class="unapi-id" title="talkbase798"></abbr>   <a name='talkbase637'></a><a id='talkbase637'></a>Jarodzka, H., Kimmerle, J., & Cress, U. (2007, September). Einfach empfehlen! Wie man den Wissensaustausch beim computerunterstützten kollaborativen Lernen steigern kann. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]<abbr class="unapi-id" title="talkbase637"></abbr>   <a name='talkbase602'></a><a id='talkbase602'></a>Kimmerle, J., & Cress, U. (2007, September). Kollaborative Wissenskonstruktion mit Wikis: Ein systemtheoretisches und kognitionspsychologisches Rahmenmodell. 5.Tagung der Fachgruppe Medienpsychologie. Dresden. [Vortrag]<abbr class="unapi-id" title="talkbase602"></abbr>   <a name='talkbase589'></a><a id='talkbase589'></a>Cress, U. (2007, Juli). Wissensaustausch mit digitalen Medien: Experimentelle Befunde zu einem sozialen Dilemma. TU Berlin. [Vortrag]<abbr class="unapi-id" title="talkbase589"></abbr>   <a name='talkbase597'></a><a id='talkbase597'></a>Cress, U., & Kimmerle, J. (2007, July). A Theoretical Framework of Collaborative Knowledge Building with Wikis - a Systemic and Cognitive Perspective. Seventh International Computer Supported Collaborative Learning Conference (CSCL 2007). New Brunswick, USA. [Talk]<abbr class="unapi-id" title="talkbase597"></abbr>   <a name='talkbase601'></a><a id='talkbase601'></a>Kimmerle, J., & Cress, U. (2007, July). Group awareness and self-presentation in the information-exchange dilemma: An interactional approach. Seventh International Computer Supported Collaborative Learning Conference (CSCL 2007). New Brunswick, USA. [Talk]<abbr class="unapi-id" title="talkbase601"></abbr>   <a name='talkbase588'></a><a id='talkbase588'></a>Cress, U. (2007, Juni). Wissenserwerb und Wissenskommunikation im Internet aus motivations- und kognitionspsychologischer Sicht. Universität Erfurt. [Vortrag]<abbr class="unapi-id" title="talkbase588"></abbr>   <a name='talkbase540'></a><a id='talkbase540'></a>Cress, U. (2007, Februar). Das Wissen der Lehr-/Lernforschung in seiner Bedeutung für die Ausbildung von Lehrerinnen und Lehrern. Ruhr-Universität Bochum. [Vortrag]<abbr class="unapi-id" title="talkbase540"></abbr>   <a name='talkbase541'></a><a id='talkbase541'></a>Cress, U. (2007, January). Advanced statistical approaches for CSCL: Multilevel analyses. CSCL Alpine Rendez-Vous. Villars, Schweiz. [Talk]<abbr class="unapi-id" title="talkbase541"></abbr>   <a name='talkbase543'></a><a id='talkbase543'></a>Cress, U. (2007, März). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität der Bundeswehr Hamburg. [Vortrag]<abbr class="unapi-id" title="talkbase543"></abbr>   <a name='talkbase542'></a><a id='talkbase542'></a>Cress, U. (2007, März). Einsatz von Medien für das situierte Lernen. Universität Innsbruck, Österreich. [Vortrag]<abbr class="unapi-id" title="talkbase542"></abbr>   <a name='talkbase520'></a><a id='talkbase520'></a>Cress, U. (2006, November). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Technische Universität Karlsruhe. [Vortrag]<abbr class="unapi-id" title="talkbase520"></abbr>   <a name='talkbase475'></a><a id='talkbase475'></a>Kimmerle, J., Cress, U., & Hesse, F. W. (2006, November). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. The Fourth IASTED International Conference on Knowledge Sharing and Collaborative Engineering. St. Thomas, US Virgin Islands. [Talk]<abbr class="unapi-id" title="talkbase475"></abbr>   <a name='talkbase517'></a><a id='talkbase517'></a>Cress, U. (2006, Oktober). "Ich sage allen was ich weiß - Potentiale und Barrieren des Wissensaustauschs mit digitalen Medien." Antrittsvorlesung an der Universität Tübingen. [Vortrag]<abbr class="unapi-id" title="talkbase517"></abbr>   <a name='talkbase430'></a><a id='talkbase430'></a>Cress, U., & Kimmerle, J. (2006, October). The management of knowledge - Influencing factors in the information-exchange dilemma. NeuroPsychoEconomics Conference. Berlin. [Talk]<abbr class="unapi-id" title="talkbase430"></abbr>   <a name='talkbase466'></a><a id='talkbase466'></a>Cress, U. (2006, September). Informationsaustausch mit digitalen Medien - eine psychologische Perspektive. Vortrag am L3S Hannover. [Vortrag]<abbr class="unapi-id" title="talkbase466"></abbr>   <a name='talkbase428'></a><a id='talkbase428'></a>Cress, U., & Kimmerle, J. (2006, September). Förderung des Wissensaustauschs in Gruppen: Der Einfluss von Expertise und Identifizierbarkeit. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]<abbr class="unapi-id" title="talkbase428"></abbr>   <a name='talkbase429'></a><a id='talkbase429'></a>Kimmerle, J., & Cress, U. (2006, September). Der Informationsaustausch in Teams - Wer profitiert von Awareness-Tools. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]<abbr class="unapi-id" title="talkbase429"></abbr>   <a name='talkbase417'></a><a id='talkbase417'></a>Cress, U. (2006, Juli). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität Bielefeld. [Vortrag]<abbr class="unapi-id" title="talkbase417"></abbr>   <a name='talkbase416'></a><a id='talkbase416'></a>Cress, U. (2006, Juli). Bedeutung der Mehrebenenanalysen in der Statistik. Habilitationsvortrag an der Universität Tübingen. [Vortrag]<abbr class="unapi-id" title="talkbase416"></abbr>   <a name='talkbase450'></a><a id='talkbase450'></a>Cress, U., Hron, A., & Neudert, S. (2006, Juli). Präsentation der Evaluationsergebnisse zum Schulportal "Lehrer-Online". Schule ans Netz, Bonn. [Vortrag]<abbr class="unapi-id" title="talkbase450"></abbr>   <a name='talkbase431'></a><a id='talkbase431'></a>Kimmerle, J., Cress, U., & Hesse, F. W. (2006, July). The Role of Personality in Knowledge Management - Aptitude Treatment Interactions in the Information-Exchange Dilemma. 13th European Conference on Personality. Athens, Greece. [Talk]<abbr class="unapi-id" title="talkbase431"></abbr>   <a name='talkbase432'></a><a id='talkbase432'></a>Riss, U., Cress, U., Kimmerle, J., & Martin, S. (2006, July). Knowledge Sharing: From Experiment to Application. Third Knowledge Management Aston Conference. Birmingham, UK. [Talk]<abbr class="unapi-id" title="talkbase432"></abbr>   <a name='talkbase418'></a><a id='talkbase418'></a>Cress, U. (2006, Juni). Wissensaustausch mit neuen Medien. Universität Braunschweig. [Vortrag]<abbr class="unapi-id" title="talkbase418"></abbr>   <a name='talkbase419'></a><a id='talkbase419'></a>Cress, U., Hron, A., Friedrich, F., & Hammer, K. (2006, Juni). What makes groups learning effectively in a videoconference setting. Seventh International conference of the Learning Sciences. Bloomington, USA. [Talk]<abbr class="unapi-id" title="talkbase419"></abbr>   <a name='talkbase420'></a><a id='talkbase420'></a>Cress, U. (2006, Mai). Medien für Schule und Ausbildung. Universität Konstanz. [Vortrag]<abbr class="unapi-id" title="talkbase420"></abbr>   <a name='talkbase403'></a><a id='talkbase403'></a>Cress, U., & Kimmerle, J. (2006, March). Enhancing knowledge exchange in groups: Some experimental findings. General Online Research. Bielefeld. [Talk]<abbr class="unapi-id" title="talkbase403"></abbr>   <a name='talkbase404'></a><a id='talkbase404'></a>Kimmerle, J., & Cress, U. (2006, March). The role of personality in knowledge management. General Online Research. Bielefeld. [Talk]<abbr class="unapi-id" title="talkbase404"></abbr>   <a name='talkbase422'></a><a id='talkbase422'></a>Cress, U. (2006, Februar). Leitung der Sektion M: Neue Ergebnisse des Wissensmanagements. LearnTec. Karlsruhe. [Vortrag]<abbr class="unapi-id" title="talkbase422"></abbr>   <a name='talkbase423'></a><a id='talkbase423'></a>Cress, U. (2006, Februar). Neue Ergebnisse des Wissensmanagements - Ergebnisse aus dem Labor. LearnTec. Karlsruhe. [Vortrag]<abbr class="unapi-id" title="talkbase423"></abbr>   <a name='talkbase421'></a><a id='talkbase421'></a>Cress, U. (2006, März). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität Paderborn. [Vortrag]<abbr class="unapi-id" title="talkbase421"></abbr>   <a name='talkbase332'></a><a id='talkbase332'></a>Cress, U. (2005, May). Why member portraits can undermine participation. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]<abbr class="unapi-id" title="talkbase332"></abbr>   <a name='talkbase754'></a><a id='talkbase754'></a>Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2005, April). Costs, benefits, and guidelines in computer-supported interaction - How to overcome the information-exchange dilemma. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster]<abbr class="unapi-id" title="talkbase754"></abbr>   <a name='talkbase755'></a><a id='talkbase755'></a>Kimmerle, J., & Cress, U. (2005, April). Visual anonymity in computer-supported interaction - The ambiguous effect of portraits on behavior in an information-exchange situation. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster]<abbr class="unapi-id" title="talkbase755"></abbr>   <a name='talkbase289'></a><a id='talkbase289'></a>Hesse, F. W., & Cress, U. (2004, October). Why group-awareness tools can undermine participation - The effect of providing participants - portraits in a virtual information-exchange environment. First Symposium of the CSCL SIG of the Kaleidoscope European Network of Excellence. Lausanne, Switzerland. [Talk]<abbr class="unapi-id" title="talkbase289"></abbr>   <a name='talkbase233'></a><a id='talkbase233'></a>Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2004, September). Barrieren beim Wissensaustausch - Ergebnisse einer Experimentalreihe. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]<abbr class="unapi-id" title="talkbase233"></abbr>   <a name='talkbase290'></a><a id='talkbase290'></a>Cress, U., & Hesse, F. W. (2004, Juli). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. Sixth International Conference of the Learning Sciences. Santa Monica, CA, USA. [Talk]<abbr class="unapi-id" title="talkbase290"></abbr>   <a name='talkbase196'></a><a id='talkbase196'></a>Cress, U., & Hesse, F. W. (2003, September). Trittbrettfahren beim netzbasierten Wissensaustausch. 9. Fachtagung Pädagogische Psychologie. Bielefeld. [Vortrag]<abbr class="unapi-id" title="talkbase196"></abbr>   <a name='talkbase202'></a><a id='talkbase202'></a>Cress, U., Vogt, K., & Hesse, F. W. (2003, September). Einfluss von Regeln und Normen beim Wissensaustausch mittels einer geteilten Datenbank. 3. Tagung der Fachgruppe Medienpsychologie. Saarbrücken. [Vortrag]<abbr class="unapi-id" title="talkbase202"></abbr>   <a name='talkbase731'></a><a id='talkbase731'></a>Cress, U. (2003, August). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. 25th Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Poster]<abbr class="unapi-id" title="talkbase731"></abbr>   <a name='talkbase201'></a><a id='talkbase201'></a>Cress, U. (2003, Mai). Wissensaustausch mittels einer geteilten Datenbank - ein soziales Dilemma und seine experimentelle Untersuchung. Forschungskolloquium des Psychologischen Instituts der Universität Tübingen. [Vortrag]<abbr class="unapi-id" title="talkbase201"></abbr>   <a name='talkbase200'></a><a id='talkbase200'></a>Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Vortrag]<abbr class="unapi-id" title="talkbase200"></abbr>   <a name='talkbase13'></a><a id='talkbase13'></a>Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, June). Knowledge communication via shared databases - a social dilemma. Workshop on barriers and biases in computer-mediated knowledge communication - and how they may be overcome. Münster. [Talk]<abbr class="unapi-id" title="talkbase13"></abbr>   <a name='talkbase14'></a><a id='talkbase14'></a>Cress, U. (2002, Mai). Selbstgesteuertes Lernen mit neuen Medien. Workshop zum Lernen mit neuen Medien. Oberschulamt, Stuttgart. [Vortrag]<abbr class="unapi-id" title="talkbase14"></abbr>   <a name='talkbase16'></a><a id='talkbase16'></a>Cress, U., Barquero, B., Schwan, S., Buder, J., & Hesse, F. W. (2001, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 2. Tagung der Fachgruppe Medienpsychologie. Landau. [Vortrag]<abbr class="unapi-id" title="talkbase16"></abbr>   <a name='talkbase179'></a><a id='talkbase179'></a>Cress, U., Knabel, O., & Hesse, F. W. (2001, September). Previews, Lern- und Navigationshilfe in Hypertexten? 8. Fachtagung Pädagogische Psychologie. Landau. [Vortrag]<abbr class="unapi-id" title="talkbase179"></abbr>   <a name='talkbase15'></a><a id='talkbase15'></a>Cress, U., Barquero, B., & Hesse, F. W. (2001, Mai). Online-Lernmaterialien in der Hochschullehre: Wie Studierende sie nutzen und beurteilen - Ergebnisse einer Evaluationsstudie. GOR 2001. Göttingen. [Vortrag]<abbr class="unapi-id" title="talkbase15"></abbr>   <a name='talkbase50'></a><a id='talkbase50'></a>Hesse, F. W., Cress, U., Barquero, B., & Schwan, S. (2000, November). Database-inherent tools to promote knowledge sharing via databases - theory and experimental design from a psychological view. International Workshop on New Technologies for Collaborative Learning. Awaji Island, Japan. [Talk]<abbr class="unapi-id" title="talkbase50"></abbr>   <a name='talkbase18'></a><a id='talkbase18'></a>Cress, U., & Buder, J. (2000, Oktober). Partizipation in virtuellen Seminaren: Eine Analyse aus der Sicht der Forschung zum 'information pooling'. Workshop zur Partizipation und Interaktion im virtuellen Seminar. Tübingen. [Vortrag]<abbr class="unapi-id" title="talkbase18"></abbr>   <a name='talkbase17'></a><a id='talkbase17'></a>Cress, U., Barquero, B., & Hesse, F. W. (2000, September). Medien in der Hochschullehre - erste Ergebnisse einer Evaluationsstudie. 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Vortrag]<abbr class="unapi-id" title="talkbase17"></abbr>   </div> <h3>Forschungsberichte</h3> <div> <a name='bibliobase10623'></a><a id='bibliobase10623'></a>Fiedler, S., Heinze, N., Kieslinger, B., & Cress, U. (2010). Second STELLAR Evaluation Report. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University. <abbr class="unapi-id" title="bibliobase10623"></abbr>   <a name='bibliobase10624'></a><a id='bibliobase10624'></a>Spada, H., Deiglmayr, A., Rummel, N., Diziol, D., Jansen, M., Plesch, C., Kändler, C., Cress, U., & Heinze, N. (2010). First Report on the STELLAR Delphi Study on Technology-Enhanced Learning – Results of the 1st Round and Planning & Implementation of the 2nd Round. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University. <abbr class="unapi-id" title="bibliobase10624"></abbr>   <a name='bibliobase10335'></a><a id='bibliobase10335'></a>Fiedler, S., Heinze, N., Kieslinger, B., & Cress, U. (2009). STELLAR Baseline Evaluation Report. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University. <abbr class="unapi-id" title="bibliobase10335"></abbr>   <a name='bibliobase9336'></a><a id='bibliobase9336'></a>Wild, F., Scott, P., Valentine, C., Gillet, D., Sutherland, R., Herder, E., Duval, E., Méndez, G., Heinze, N., Cress, U., & Oxoa, X. (2009). Report on the State of the Art in TEL. (Deliverable of Stellar). Milton Keynes, UK: Open University. <abbr class="unapi-id" title="bibliobase9336"></abbr>   <a name='bibliobase638'></a><a id='bibliobase638'></a>Cress, U., & Hesse, F. W. (2007). Arbeitsbericht zum DFG-Projekt HE 1305/14-3 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 1.4.2004 bis 14.2.2007. Tübingen: Institut für Wissensmedien. <abbr class="unapi-id" title="bibliobase638"></abbr>   <a name='bibliobase633'></a><a id='bibliobase633'></a>Cress, U. (2006). Das Informationsaustausch-Dilemma. Synpose der schriftlichen Habilitationsleistung. Tübingen: Universität Tübingen. <abbr class="unapi-id" title="bibliobase633"></abbr>   <a name='bibliobase636'></a><a id='bibliobase636'></a>Cress, U., & Hesse, F. W. (2004). Arbeitsbericht zum DFG-Projekt HE 1305/14-2 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 01.01.2001 bis 31.03.2004. Tübingen: Institut für Wissensmedien. <abbr class="unapi-id" title="bibliobase636"></abbr>   <a name='bibliobase637'></a><a id='bibliobase637'></a>Cress, U., Barquero, B., & Hesse, F. W. (2002). Arbeitsbericht zum DFG-Projekt HE 1305/14-1 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 1.1.2001 bis 31.3.2002. Tübingen: Institut für Wissensmedien. <abbr class="unapi-id" title="bibliobase637"></abbr>   <a name='bibliobase609'></a><a id='bibliobase609'></a>Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Multimedia-gestützter Studiengang Bioinformatik. Endbericht zur Evaluation der multimedialen Lehrveranstaltungen vom Sommersemester 1999 bis Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen. <abbr class="unapi-id" title="bibliobase609"></abbr>   <a name='bibliobase608'></a><a id='bibliobase608'></a>Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Evaluation der multimedialen Lehrveranstaltungen im Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen. <abbr class="unapi-id" title="bibliobase608"></abbr>   <a name='bibliobase607'></a><a id='bibliobase607'></a>Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Evaluation der multimedialen Lehrveranstaltungen im Wintersemester 1999-2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen. <abbr class="unapi-id" title="bibliobase607"></abbr>   <a name='bibliobase612'></a><a id='bibliobase612'></a>Cress, U., Barquero, B., & Hesse, F. W. (2000). VirtuGrade: Evaluation der Lehrveranstaltungen im Wintersemester 1999/2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen. <abbr class="unapi-id" title="bibliobase612"></abbr>   <a name='bibliobase613'></a><a id='bibliobase613'></a>Cress, U., Barquero, B., & Hesse, F. W. (2000). VirtuGrade: Evaluation der Lehrveranstaltungen im Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen. <abbr class="unapi-id" title="bibliobase613"></abbr>   </div> <h3>Konferenzorganisation</h3> <div> <a name='bibliobase24931'></a><a id='bibliobase24931'></a>Müller, I., Becker, L., & Cress, U. (2024). LERN-Jahrestagung. Leibniz-Institut für Wissensmedien (IWM), 14.-15.05.2024. <abbr class="unapi-id" title="bibliobase24931"></abbr>   <a name='bibliobase24402'></a><a id='bibliobase24402'></a>Cress, U., Drees, B., & Becker, L. (2023). Mitorganisation des Bildungspolitischen Forums 2023. Leibniz-Forschungsnetzwerk Bildungspotenziale (LERN). Vertretung des Landes Baden-Württemberg, Berlin, September 26. <a target='_blank' href='https://www.leibniz-bildung.de/veranstaltung/bpf-2023-ausserschulische-und-informelle-lernorte/#tab-programm'>https://www.leibniz-bildung.de/veranstaltung/bpf-2023-ausserschulische-und-informelle-lernorte/#tab-programm</a><abbr class="unapi-id" title="bibliobase24402"></abbr>   <a name='bibliobase22349'></a><a id='bibliobase22349'></a>Cress, U., Groß, M., Becker, L., & Dirauf, B. (2021). Digitalität & Wissen - Verantwortung aus der Zukunft. Festakt zum 20-jährigen Jubiläum des Leibniz-Instituts für Wissensmedien, Tübingen., Oktober 1. <abbr class="unapi-id" title="bibliobase22349"></abbr>   <a name='bibliobase21056'></a><a id='bibliobase21056'></a>Buder, J., Cress, U., & Groß, M. (2020). Virtual Symposium “What’s Cognitive about Cognitive Interfaces?”., 15.05.2020. <abbr class="unapi-id" title="bibliobase21056"></abbr>   <a name='bibliobase20292'></a><a id='bibliobase20292'></a>Buder, J., Cress, U., & Groß, M. (2019). Autumn School des WissenschaftsCampus Tübingen (WCT) “Cognitive Interfaces”. Bad Teinach, Germany, 08.-11.10.2019. <abbr class="unapi-id" title="bibliobase20292"></abbr>   <a name='bibliobase19864'></a><a id='bibliobase19864'></a>Hesse, F. W., & Cress, U. (2019). Overcoming learning biases and environmental nudging for learning. Leibniz-Institut für Wissensmedien, Tübingen, 11.-13.06.2019. <abbr class="unapi-id" title="bibliobase19864"></abbr>   <a name='bibliobase18971'></a><a id='bibliobase18971'></a>Benzin, A., Cress, U., & Thillosen, A. (2018). Jahrestagung LERN 2018: Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Leibniz-Forschungsverbund, Tübingen, 26.-27.04.2018. <abbr class="unapi-id" title="bibliobase18971"></abbr>   <a name='bibliobase19280'></a><a id='bibliobase19280'></a>Buder, J., & Cress, U. (2018). WCT meets HCI. Internationaler Workshop des Leibniz-WissenschaftsCampus Tübingen. Leibniz-Institut für Wissensmedien, Tübingen, 15.-16.11.2018. <abbr class="unapi-id" title="bibliobase19280"></abbr>   <a name='bibliobase17357'></a><a id='bibliobase17357'></a>Arntz, M., Bertschek, I., Cress, U., Kleinsorge, T., & Sonnentag, S. (2017). Interdisciplinary conference on flexible work in the digital age. Zentrum für europäische Wirtschaftsforschung (ZEW) Mannheim, 23.-24.03.2017. <abbr class="unapi-id" title="bibliobase17357"></abbr>   <a name='bibliobase16402'></a><a id='bibliobase16402'></a>Bertschek, I., Bonin, H., Cress, U., & Kleinsorge, T. (2016). Ubiquitous working: Challenges and prospects of the interconnected working environment. Interdisciplinary Conference. Zentrum für Europäische Wirtschaftsforschung / ZEW. Mannheim, 20.-21.05.2016. <abbr class="unapi-id" title="bibliobase16402"></abbr>   <a name='bibliobase16583'></a><a id='bibliobase16583'></a>Clausen, J., Wiesing, U., Cress, U., Flemming, D., Kimmerle, J., & Sassenberg, K. (2016). Wissenschaft – Medien – Öffentlichkeit: Wissenstransfer und seine Herausforderungen. Tübingen, 07.-08.07.2016. <abbr class="unapi-id" title="bibliobase16583"></abbr>   <a name='bibliobase17218'></a><a id='bibliobase17218'></a>Hesse, F. W., Cress, U., & Scheiter, K. (2016). Current and future trends in technology-based learning. Symposium, Leibniz-Institut für Wissensmedien, 2.6.-3.6.2016. <abbr class="unapi-id" title="bibliobase17218"></abbr>   <a name='bibliobase16544'></a><a id='bibliobase16544'></a>Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016. National Institute of Education, Nanyang Technological University. Singapore, 20.-24.06.2016. <abbr class="unapi-id" title="bibliobase16544"></abbr>   <a name='bibliobase14779'></a><a id='bibliobase14779'></a>Cress, U., Oeberst, A., & Kimmerle, J. (2014). International Workshop on Mass Collaboration and Education. Leibniz-Institut für Wissensmedien. Tübingen, 21.-23.05.2014. <abbr class="unapi-id" title="bibliobase14779"></abbr>   <a name='bibliobase14015'></a><a id='bibliobase14015'></a>Cress, U., Thillosen, A., & Schmidt, M. (2013). Offene Bildung – Chance oder Gefahr? Jubiläumstagung zum 10-jährigen Bestehen des Informationsportals e-teaching.org. Leibniz-Institut für Wissensmedien. Tübingen, 26.-27.06.2013. <abbr class="unapi-id" title="bibliobase14015"></abbr>   <a name='bibliobase14396'></a><a id='bibliobase14396'></a>Saam, M., Cress, U., Merkel, U., Kummer, M., Slivko, O., & Halatchliyski, I. (2013). ZEW/KMRC Wikipedia Workshop. Mannheim., 8.11.-9.11.2013. <abbr class="unapi-id" title="bibliobase14396"></abbr>   <a name='bibliobase9688'></a><a id='bibliobase9688'></a>Cress, U., Dimitrova, V., & Specht, M. (2009). Fourth European Conference on Technology-Enhanced Learning (EC-TEL). Nice, France, 29.09.-02.10.2009. <abbr class="unapi-id" title="bibliobase9688"></abbr>   <a name='bibliobase8462'></a><a id='bibliobase8462'></a>Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Kollaborative Wissenskonstruktion mit Wikis. Tübingen, 27.-28.11.2008. <abbr class="unapi-id" title="bibliobase8462"></abbr>   <a name='bibliobase6544'></a><a id='bibliobase6544'></a>Zentel, P., Lingnau, A., & Cress, U. (2008). Perspectives of ICT in special education - Potential and possibilities of WEB 2.0 and social software. Tübingen, 5.-6.6.2008. <abbr class="unapi-id" title="bibliobase6544"></abbr>   <a name='bibliobase709'></a><a id='bibliobase709'></a>Cress, U., Gaiser, B., Haug, S., Hron, A., Kohls, C., Panke, S., Wedekind, J., & Werner, B. (2006). Bildungsportale: Potenziale und Perspektiven. Tübingen, 07.-08.12.2006. <abbr class="unapi-id" title="bibliobase709"></abbr>   </div> <h3>Web Dokumente</h3> <div> <a name='bibliobase24608'></a><a id='bibliobase24608'></a>Chammon, J., Köller, O., & Cress, U. (2024). Large Language Models und ihre Potenziale im Bildungssystem. <a target='_blank' href='https://www.leibniz-ipn.de/de/das-ipn/aktuelles/aktuelle-meldungen/neue-folge-des-ipn-podcasts-im-dialog-jetzt-online-large-language-models-und-ihre-potenziale-im-bildungssystem'>https://www.leibniz-ipn.de/de/das-ipn/aktuelles/aktuelle-meldungen/neue-folge-des-ipn-podcasts-im-dialog-jetzt-online-large-language-models-und-ihre-potenziale-im-bildungssystem</a><abbr class="unapi-id" title="bibliobase24608"></abbr>   <a name='bibliobase25581'></a><a id='bibliobase25581'></a>Cress, U. (2024). Wie wir lernen, mit KI-Tools zu arbeiten – ChatGPT und Co. im Unterricht. <a target='_blank' href='https://www.campus-schulmanagement.de/magazin/wie-wir-lernen-mit-ki-tools-zu-arbeiten-chatgpt-und-co-im-unterricht'>https://www.campus-schulmanagement.de/magazin/wie-wir-lernen-mit-ki-tools-zu-arbeiten-chatgpt-und-co-im-unterricht</a><abbr class="unapi-id" title="bibliobase25581"></abbr>   <a name='bibliobase24925'></a><a id='bibliobase24925'></a>Cress, U., Köller, O., van Ackeren-Mindl, I., & Stanat, P. (2024). Stellungnahme zu den Handlungsempfehlungen der KMK. <abbr class="unapi-id" title="bibliobase24925"></abbr>   <a name='bibliobase25382'></a><a id='bibliobase25382'></a>Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., & Stanat, P. (2024). Demokratiebildung als Auftrag der Schule – Bedeutung des historischen und politischen Fachunterrichts sowie Aufgabe aller Fächer und der Schulentwicklung. <a target='_blank' href='https://dx.doi.org/10.25656/01:30061'>https://dx.doi.org/10.25656/01:30061</a><abbr class="unapi-id" title="bibliobase25382"></abbr>   <a name='bibliobase24682'></a><a id='bibliobase24682'></a>Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., Stanat, P., Drachsler, H., Frederking, V., Fütterer, T., Gerjets, P., Horbach, A., Kasneci, E., Lachner, A., Lindner, M. A., Matschke, C., Meurers, D., Nuxoll, F., Steinhoff, T., van Waveren, L., Weßels, D., & Zesch, T. (2024). Large Language Models und ihre Potenziale im Bildungssystem. <a target='_blank' href='https://dx.doi.org/doi.org/10.25656/01:28303'>https://dx.doi.org/doi.org/10.25656/01:28303</a><abbr class="unapi-id" title="bibliobase24682"></abbr>   <a name='bibliobase24607'></a><a id='bibliobase24607'></a>Chammon, J., Cress, U., & Köller, O. (2023). Warum beschäftigt sich die Bildungsforschung mit Künstlicher Intelligenz?. <a target='_blank' href='https://letscast.fm/sites/im-dialog-ki-und-die-zukunft-des-lehrens-und-lernens-8136e073/episode/warum-beschaeftigt-sich-die-bildungsforschung-mit-kuenstlicher-intelligenz'>https://letscast.fm/sites/im-dialog-ki-und-die-zukunft-des-lehrens-und-lernens-8136e073/episode/warum-beschaeftigt-sich-die-bildungsforschung-mit-kuenstlicher-intelligenz</a><abbr class="unapi-id" title="bibliobase24607"></abbr>   <a name='bibliobase23590'></a><a id='bibliobase23590'></a>Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2023). Empfehlungen zum Umgang mit dem akuten Lehrkräftemangel. <a target='_blank' href='https://dx.doi.org/10.25656/01:25857'>https://dx.doi.org/10.25656/01:25857</a><abbr class="unapi-id" title="bibliobase23590"></abbr>   <a name='bibliobase24508'></a><a id='bibliobase24508'></a>Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., & Stanat, P. (2023). Lehrkräftegewinnung und Lehrkräftebildung für einen hochwertigen Unterricht. <a target='_blank' href='https://dx.doi.org/10.25656/01:28059'>https://dx.doi.org/10.25656/01:28059</a><abbr class="unapi-id" title="bibliobase24508"></abbr>   <a name='bibliobase22860'></a><a id='bibliobase22860'></a>Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2022). Entwicklung von Leitlinien für das Monitoring und die Evaluation von Förderprogrammen im Bildungsbereich. <a target='_blank' href='https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-2022-Impulspapier_Monitoring.pdf'>https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-2022-Impulspapier_Monitoring.pdf</a><abbr class="unapi-id" title="bibliobase22860"></abbr>   <a name='bibliobase23184'></a><a id='bibliobase23184'></a>Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2022). Digitalisierung im Bildungssystem: Handlungsempfehlungen von der Kita bis zur Hochschule. <a target='_blank' href='https://dx.doi.org/10.25656/01:25273'>https://dx.doi.org/10.25656/01:25273</a><abbr class="unapi-id" title="bibliobase23184"></abbr>   <a name='bibliobase23498'></a><a id='bibliobase23498'></a>Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., Lewalter, D., & Selter, C. (2022). Basale Kompetenzen vermitteln – Bildungschancen sichern. Perspektiven für die Grundschule. <a target='_blank' href='https://dx.doi.org/10.25656/01:25542'>https://dx.doi.org/10.25656/01:25542</a><abbr class="unapi-id" title="bibliobase23498"></abbr>   <a name='bibliobase22940'></a><a id='bibliobase22940'></a>Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., Lewalter, D., Vock, M., Walper, S., & Zander, L. (2022). Unterstützung geflüchteter Kinder und Jugendlicher aus der Ukraine durch rasche Integration in Kitas und Schulen. <a target='_blank' href='https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-Stellungnahme_Ukraine.pdf'>https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-Stellungnahme_Ukraine.pdf</a><abbr class="unapi-id" title="bibliobase22940"></abbr>   <a name='bibliobase22288'></a><a id='bibliobase22288'></a>Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Köller, O., Kuper, H., Lewalter, D., Lütje-Klose, B., Maaz, K., Prediger, S., Seeber, S., Stanat, P., Thiel, F., van Ackeren, I., & Ziegler, B. (2021). Stellungnahme zur Weiterentwicklung der KMK-Strategie „Bildung in der digitalen Welt“. <a target='_blank' href='https://www.swk-bildung.org/content/uploads/2024/02/2021_10_07-SWK_Weiterentwicklung_Digital-Strategie.pdf'>https://www.swk-bildung.org/content/uploads/2024/02/2021_10_07-SWK_Weiterentwicklung_Digital-Strategie.pdf</a><abbr class="unapi-id" title="bibliobase22288"></abbr>   <a name='bibliobase21985'></a><a id='bibliobase21985'></a>Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Köller, O., Kuper, H., Lewalter, D., Lütje-Klose, B., Maaz, K., Prediger, S., Seeber, S., Stanat, P., Thiel, F., van Ackeren, I., & Ziegler, B. (2021). Pandemiebedingte Lernrückstände aufholen – Unterstützungsmaßnahmen fokussieren, verknüpfen und evaluieren. <a target='_blank' href='https://www.kmk.org/fileadmin/pdf/KMK/StaewiKo/2021/2021_06_11-Pandemiebedingte-Lernruckstaende-aufholen.pdf'>https://www.kmk.org/fileadmin/pdf/KMK/StaewiKo/2021/2021_06_11-Pandemiebedingte-Lernruckstaende-aufholen.pdf</a><abbr class="unapi-id" title="bibliobase21985"></abbr>   <a name='bibliobase20608'></a><a id='bibliobase20608'></a>Cress, U., Gross, M., & Buder, J. (2019). Wissensdurst. <a target='_blank' href='https://www.wissenschaftscampus-tuebingen.de/@@/downloads/Wissensdurst_WCT_2019_web.pdf'>https://www.wissenschaftscampus-tuebingen.de/@@/downloads/Wissensdurst_WCT_2019_web.pdf</a><abbr class="unapi-id" title="bibliobase20608"></abbr>   <a name='bibliobase20588'></a><a id='bibliobase20588'></a>Cress, U., & Kimmerle, J. (2019). Massenkollaboration. <a target='_blank' href='https://portal.hogrefe.com/dorsch/massenkollaboration/'>https://portal.hogrefe.com/dorsch/massenkollaboration/</a><abbr class="unapi-id" title="bibliobase20588"></abbr>   <a name='bibliobase18475'></a><a id='bibliobase18475'></a>Kimmerle, J., & Cress, U. (2018). Wie gut verstehen Laien wissenschaftliche Unsicherheit?. <a target='_blank' href='https://www.wissenschaftskommunikation.de/wie-gut-verstehen-laien-wissenschaftliche-unsicherheit-12581/'>https://www.wissenschaftskommunikation.de/wie-gut-verstehen-laien-wissenschaftliche-unsicherheit-12581/</a><abbr class="unapi-id" title="bibliobase18475"></abbr>   <a name='bibliobase13891'></a><a id='bibliobase13891'></a>Cress, U., Wodzicki, K., & Knipfer, K. (2013). Technology enhanced workplace learning. <a target='_blank' href='http://www.teleurope.eu/pg/file/read/152401/technology-enhanced-workplace-learning'>http://www.teleurope.eu/pg/file/read/152401/technology-enhanced-workplace-learning</a><abbr class="unapi-id" title="bibliobase13891"></abbr>   <a name='bibliobase1404'></a><a id='bibliobase1404'></a>Albrecht, D., Arnold, R., Bauerfeld, W., Bode, A., Bruch, E.-A., Cress, U., Haake, J., Keil, R., Kuper, J., Nejdl, W., Reinmann, G., Rensing, C., Schaper, J., & Zimmermann, V. (2007). Web 2.0: Strategievorschläge zur Stärkung von Bildung und Innovation in Deutschland. <a target='_blank' href='http://www.bmbf.de/pub/expertenkommission_web20.pdf'>http://www.bmbf.de/pub/expertenkommission_web20.pdf</a><abbr class="unapi-id" title="bibliobase1404"></abbr>   <a name='bibliobase1402'></a><a id='bibliobase1402'></a>Cress, U. (2006). Rezension zu: Oliver Kühner, Brigitte König: Mehr Wert durch Wissen. <a target='_blank' href='http://www.socialnet.de/rezensionen/3743.php.'>http://www.socialnet.de/rezensionen/3743.php.</a><abbr class="unapi-id" title="bibliobase1402"></abbr>   <a name='bibliobase1395'></a><a id='bibliobase1395'></a>Cress, U. (2006). Rezension zu: Helmut Kreidenweis, Willi Steincke: Wissensmanagement. <a target='_blank' href='http://www.socialnet.de/rezensionen/3420.php'>http://www.socialnet.de/rezensionen/3420.php</a><abbr class="unapi-id" title="bibliobase1395"></abbr>   <a name='bibliobase1376'></a><a id='bibliobase1376'></a>Cress, U., Barquero, B., & Hesse, F. W. (2001). Online-Lernmaterialien in der Hochschullehre: Wie Studierende sie nutzen und beurteilen - Ergebnisse einer Evaluationsstudie. <a target='_blank' href='http://server3.uni-psych.gwdg.de/gor/contrib/cress-ulrike'>http://server3.uni-psych.gwdg.de/gor/contrib/cress-ulrike</a><abbr class="unapi-id" title="bibliobase1376"></abbr>   </div> <h3>Open Data</h3> <div> <a name='bibliobase24642'></a><a id='bibliobase24642'></a>Luther, T., Kimmerle, J., & Cress, U. (2024). Dataset for: Teaming up with an AI: Exploring human-AI collaboration in a writing scenario with ChatGPT. <a target='_blank' href='https://osf.io/7rxq2/'>https://osf.io/7rxq2/</a><abbr class="unapi-id" title="bibliobase24642"></abbr>   <a name='bibliobase24593'></a><a id='bibliobase24593'></a>von Hoyer, J. F., Kimmerle, J., Cress, U., & Holtz, P. (2023). Dataset for: False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning. <a target='_blank' href='https://osf.io/rc87v/'>https://osf.io/rc87v/</a><abbr class="unapi-id" title="bibliobase24593"></abbr>   <a name='bibliobase22642'></a><a id='bibliobase22642'></a>Eggeling, M., Korger, S., Cress, U., Kimmerle, J., & Bientzle, M. (2021). Dataset for: Decision aids to prepare patients for shared decision making: Two randomized controlled experiments on the impact of awareness of preference-sensitivity and personal motives. <a target='_blank' href='https://osf.io/6tvpk/'>https://osf.io/6tvpk/</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Artikel in referierten Zeitschriften#bibliobase21274'>Publication</a>]<abbr class="unapi-id" title="bibliobase22642"></abbr>   <a name='bibliobase24595'></a><a id='bibliobase24595'></a>von Hoyer, J. F., Bientzle, M., Cress, U., Grosser, J., Kimmerle, J., & Holtz, P. (2021). Dataset for: False certainty in the acquisition of anatomical and physiotherapeutic knowledge. <a target='_blank' href='https://osf.io/6v8za/?view_only=4a8fd507cceb42c1b8a8e9070d247728'>https://osf.io/6v8za/?view_only=4a8fd507cceb42c1b8a8e9070d247728</a><abbr class="unapi-id" title="bibliobase24595"></abbr>   <a name='bibliobase22643'></a><a id='bibliobase22643'></a>Eggeling, M., Meinhardt, A.-L., Cress, U., Kimmerle, J., & Bientzle, M. (2020). Dataset for: The impact of a physician’s recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. <a target='_blank' href='https://osf.io/y467e'>https://osf.io/y467e</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Artikel in referierten Zeitschriften#bibliobase21396'>Publication</a>]<abbr class="unapi-id" title="bibliobase22643"></abbr>   <a name='bibliobase20420'></a><a id='bibliobase20420'></a>Schweiger, S., & Cress, U. (2019). How Confidence in Prior Attitudes, Social Tag Popularity, and Source Credibility Shape Confirmation Bias Toward Antidepressants and Psychotherapy in a Representative German Sample: Randomized Controlled Web-Based Study. <a target='_blank' href='https://dx.doi.org/10.5281/zenodo.3353608'>https://dx.doi.org/10.5281/zenodo.3353608</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Artikel in referierten Zeitschriften#bibliobase19485'>Publication</a>]<abbr class="unapi-id" title="bibliobase20420"></abbr>   <a name='bibliobase20421'></a><a id='bibliobase20421'></a>Schweiger, S., & Cress, U. (2019). Attitude confidence and source credibility in information foraging with social tags. <a target='_blank' href='https://dx.doi.org/10.1371/journal.pone.0210423#sec037'>https://dx.doi.org/10.1371/journal.pone.0210423#sec037</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Artikel in referierten Zeitschriften#bibliobase19540'>Publication</a>]<abbr class="unapi-id" title="bibliobase20421"></abbr>   <a name='bibliobase22647'></a><a id='bibliobase22647'></a>Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). Dataset for: A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. <a target='_blank' href='https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0178985#sec014'>https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0178985#sec014</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Artikel in referierten Zeitschriften#bibliobase17455'>Publication</a>]<abbr class="unapi-id" title="bibliobase22647"></abbr>   <a name='bibliobase22648'></a><a id='bibliobase22648'></a>Jirschitzka, J., Kimmerle, J., & Cress, U. (2016). Dataset for: A new method for re-analyzing evaluation bias: Piecewise growth curve modeling reveals an asymmetry in the evaluation of pro and con arguments. <a target='_blank' href='https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0148283#sec018'>https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0148283#sec018</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Artikel in referierten Zeitschriften#bibliobase16370'>Publication</a>]<abbr class="unapi-id" title="bibliobase22648"></abbr>   <a name='bibliobase20419'></a><a id='bibliobase20419'></a>Schweiger, S., Oeberst, A., & Cress, U. (2014). Confirmation Bias in Web-Based Search: A Randomized Online Study on the Effects of Expert Information and Social Tags on Information Search and Evaluation. <a target='_blank' href='https://dx.doi.org/10.5281/zenodo.3358127'>https://dx.doi.org/10.5281/zenodo.3358127</a> [<a href='/www/de/forschung/publikationen/index.html?entrytype=Artikel in referierten Zeitschriften#bibliobase14658'>Publication</a>]<abbr class="unapi-id" title="bibliobase20419"></abbr>   </div> </div> </div>  </div>  </div>  <div id="b8_side" class="nav4"> <div> <h3>Kontakt</h3> <img id="ma_vignette" src="/@@cached/2e95a61c8dc5b3ebfa0201aed8efc5cbe55ce964/bild.jpg" alt="Prof. Dr. Ulrike Cress" width="111" height="130" style="margin-bottom: 1em" /> Prof. Dr. Ulrike Cress <address> Schleichstraße 6 72076 Tübingen Zimmer 6.411 Tel.: +49 7071 979-209 Fax: +49 7071 979-105  <a href="#" class="mailto__u.cress__iwm-tuebingen.de hidden">u.cress@iwm-tuebingen.de</a> </address> </div> <div> <h3>Arbeitsgruppen</h3> <ul> <li class="aglink"><a href="/www/de/forschung/forschungsbereiche/AG5_Cress">Wissenskonstruktion</a></li> <li class="aglink"><a href="/www/de/forschung/forschungsbereiche/AG6_Scheiter">Multiple Repräsentationen</a></li> <li class="aglink"><a href="/www/de/forschung/forschungsbereiche/AG9_Thillosen">e-teaching-Transfer</a></li> <li class="aglink"><a href="/www/de/forschung/forschungsbereiche/MAI">Bereichsübergreifende Aktivitäten</a></li> <li class="aglink"><a href="/www/de/forschung/forschungsbereiche/MAI_Event">MAI-Netzwerk Event</a></li> </ul> </div> </div> </section> <header class="footheader"> <footer> <ul class="nav9"> <li> <a href="https://www.iwm-tuebingen.de:443/www/de/impressum">Impressum</a> </li> <li> <a href="https://www.iwm-tuebingen.de:443/www/de/benutzungshinweise">Benutzungshinweise</a> </li> <li> <a href="https://www.iwm-tuebingen.de:443/www/de/ausschreibungen">Ausschreibungen</a> </li>  <li style="margin-right: .5em; "> <a href="https://www.iwm-tuebingen.de:443/www/de/socialmedia">Social Media</a> </li> <li style="margin-right: .5em; "> <a href="https://www.iwm-tuebingen.de:443/www/de/datenschutz">Datenschutz</a> </li>  </ul> <div class="copyright"> © Leibniz-Institut für Wissensmedien / Tübingen / 2024 </div> </footer> </header> </div> <script type="text/javascript"> //# 2016-09-16: deaktiviert // $(function() { // var img_src = $("#ma_vignette").attr("src"); // $("#ma_vignette").hover( // function() { // if (img_src.indexOf("schattenbild") == -1) { // $("#ma_header_image").animate({ // opacity: 1 // }, 200, function() { // $(this).css("transform","rotate(6deg)"); // }); // } // }, // function() { // if (img_src.indexOf("schattenbild") == -1) { // $("#ma_header_image").animate({ // opacity: 0 // }, 150, function() { // $(this).css("transform","rotate(6deg)"); // }); // } // } // ); // }); </script> </body> </html>

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Prof. Dr. Ulrike Cress