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Bildungstechnologien und Künstliche Intelligenz

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  • Van Leeuwen, A., Strauss, S., & Rummel, N. (2023). Participatory design of teacher dashboards: navigating the tension between teacher input and theories on teacher professional vision. Frontiers in Artificial Intelligence. 6:1039739. https://doi.org/10.3389/frai.2023.1039739

  • Loock, V., Fleischer, J., Scheunemann, A., Teich, K., Froese, L. & Wirth, J. (2022). Narrowing Down Dimensions of E-Learning Readiness in Continuing Vocational Education – Perspectives From the Adult Learner. Frontiers in Psychology.

  • Praharaj, S., Scheffel, M., Specht, M., Drachsler, H. (2023). Measuring Collaboration Quality Through Audio Data and Learning Analytics. In: Kovanovic, V., Azevedo, R., Gibson, D.C., lfenthaler, D. (eds) Unobtrusive Observations of Learning in Digital Environments. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-30992-2_6

  • Karumbaiah, S., Borchers, C., Falhs, A.-C., Holstein, K., Rummel, N., & Aleven, V. (2023). Teacher Noticing and Student Learning in Human-AI Partnered Classrooms: A Multimodal Analysis. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Building Knowledge and Sustaining our Community, Proceedings of the 17th International Conference of the Learning Sciences (ICLS) (pp. 1042-1045). Montreal, Canada: International Society of the Learning Sciences.

  • Aleven, V., Mavrikis, M., McLaren, B. M., Nguyen, H. A., Olsen, J. K., & Rummel, N. (2023). Chapter 9: Six instructional approaches supported in AIED systems. In du Boulay, B., Mitrovic, A., & Yacef, K. (Hrsg.), Handbook of Artificial Intelligence in Education (S.184–228). Edward Elgar Publishing. https://doi.org/10.4337/9781800375413.00019

  • Karumbaiah, S., Borchers, C., Shou, T., Falhs, A.-C., Liu, P., Nagashima, T. et al. (2023). A Spatiotemporal Analysis of Teacher Practices in Supporting Student Learning and Engagement in an AI-Enabled Classroom. In N. Wang, G. Rebolledo-Mendez, N. Matsuda, O. C. Santos & V. Dimitrova (Eds.), Artificial Intelligence in Education. Cham: Springer Nature Switzerland, S. 450–462. https://doi.org/10.1007/978-3-031-36272-9_37

  • Echeverria, V., Yang, K., Lawrence, L., Rummel, N. & Aleven, V. (2023). Designing hybrid human-AI orchestration tools for individual and collaborative activities: A Technology probe study. IEEE Transactions on Learning Technologies, 16(2), 191–205. https://doi.org/10.1109/tlt.2023.3248155

  • Karumbaiah, S., Liu, P., Maksimova, A., De Vylder, L., Rummel, N., Aleven, V. (2023). Multimodal Analytics for Collaborative Teacher Reflection of Human-AI Hybrid Teaching: Design Opportunities and Constraints. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham. https://doi.org/10.1007/978-3-031-42682-7_45

  • Borgards, L., Falhs, A.-C., Karademir, O. (2023). Einsatz eines Teacher Dashboards zur Unterstützung von Lernen und Förderung der fachlichen Kompetenzentwicklung im Fach Physik. Poster presented at EdTech Research Forum 2023, Essen, Germany. https://digi-ebf.de/etrf2023

  • Radtke, A., Osinski, M., Scheffel, M., Serova, K., Rummel, N. (2023). Help me to help myself: Eine Feldstudie zur Wirksamkeit einer datenbasierten Unterstützung von Selbstregulationskompetenzen in digital gestützten Lernsettings. In R. Röpke & U. Schroeder (Hrsg.), Proceedings der 21. Fachtagung Bildungstechnologien (DELFI) (S. 29-40). https://doi.org/10.18420/delfi2023-11

  • Yang, K. B., Echeverria, V., Lu, Z., Mao, H., Holstein, K., Rummel, N. & Aleven, V. (2023). Pair-up: prototyping human-AI co-orchestration of dynamic transitions between individual and collaborative learning in the classroom. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (CHI 2023). ACM, New York. https://doi.org/10.1145/3544548.3581398

  • Bohm, I., Falhs, A.-C. (2022). LPA-AFLEK: Identifikation von (un)produktiven Lernverläufen. Poster presented at EdTech Research Forum 2022, Essen, Germany. https://digi-ebf.de/etrf2022

  • Lawrence, L., Guo, B., Yang, K., Echeverria, V., Kang, Z., Bathala, V., Li, C., Huang, W., Aleven, V., & Rummel, N. (2022). Process to co-design AI-based orchestration tools to support dynamic transitions: Design narratives through Conjecture Mapping. In A. Weinberger, W. Chen, D. Hérnandez-Leo & B. Chen (Eds.), International collaboration toward educational innovation for all: overarching research, development, and practices, Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (CSCL 2022) (pp. 139-146). Hiroshima, Japan: International Society of the Learning Sciences. *Best Design Paper Award

  • Maksimova, A. (2024, January 30): (Re)shaping the narratives of Artificial Intelligence in museum exhibitions. International conference “Shifting AI Controversies: Prompts, Provocations, and Problematisations for Society-Centered AI”, organized by the international research project Shaping 21st Century AI, Berlin.

  • Rummel, N. (Juni 2023): Keynote Sprecherin bei der dritten jährlichen Konferenz der International Society of the Learning Sciences (ISLS) in Montreal, Canada

  • Maksimova, A. (2023, October 24). Machinic wonders: AI imaginaries in museum exhibitions. International symposium “AI cultures: Communications between humans and machines in a plural world” at the University of Turin, Italy.

  • Rummel, N. (Mai 2023): Sprecherin bei der Jacobs Foundation Conference, Cascais, Portugal

  • Maksimova, A. (2023, May 24). Becoming a Conversational Agent User: Interaction with an “Automated Operator” in Phone Information Service. Conference ‚Technolinguistics in Practice: Socially Situating Language in AI Systems‘, organised by the Special Collaborative Research Center (CRC) 1187 “Media of Cooperation” at the University of Siegen.

  • Rummel, N. (Mai 2022): Keynote Sprecherin bei dem GenZ Talks Seminar der Universität von Oulu, Finnland

  • Maksimova, A. (2023, March 6). Social interaction with a conversational agent in phone information service: accomplishing understanding. Poster presentation at closing conference of the Volkswagen Stiftung project IMPACT „Conversing with Artificial Intelligence – Implications for Communication, Relationship-Building and Understanding“, Berlin.

  • Rummel, N.: (Oktober 2021): Sprecherin beim Latsis Symposium 2021 STEM: Boosting hidden potentials der Eidgenössischen Technischen Hochschule (ETH) Zürich, Schweiz

  • Maksimova, A. (2022, November 11). Mentions of 20th century historical figures in Russian social media posts. Conference „#History on Social Media: Sources, Methods and Ethics“, Ruhr Universität Bochum.

  • Rummel, N. (Januar 2021): Keynote Sprecherin beim PULSE (Partnerships to Upscale the Learning Sciences in Europe) Symposium an der Universität von Twente, Niederlande

  • Maksimova, A. (2023). Adults as Users and Facilitators in Family Interaction with Multimedia Exhibits. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1190-1193. International Society of the Learning Sciences.

  • Rummel, N. (August 2019): Keynote Sprecherin bei der 18. Biennial Conference of the European Association for Research on Learning and Instruction (EARLI)

  • Rummel, N. (November 2018): Sprecherin bei der Plenar-Keynote bei der Teaching for Active Learning (TAL) Konferenz an der University of Southern Denmark (Odense)

  • Teich, K., Froese, L., Loock, V., & Rummel, N. (2023). Self-Regulated Learning in Online Continuing Education: Managing Learning Time is a Key Challenge. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1863-1864. International Society of the Learning Sciences.

  • Chen, H., Tan, E., Lee, Y., Praharaj, S., Specht, M., & Zhao, G. (2020). Developing AI into Explanatory Supporting Models: An Explanation-visualized Deep Learning Prototype for Computer Supported Collaborative Learning. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences (ICLS) 2020 (1133-1140). Nashville, Tennessee. https://repository.isls.org/bitstream/1/6305/1/1133-1140.pdf

  • Hartmann, C., Rummel, N., & Bannert, M. (2022). Using HeuristicsMiner to Analyze Problem-Solving Processes: Exemplary Use Case of a Productive-Failure Study. Journal of Learning Analytics, 1-21. https://doi.org/10.18608/jla.2022.7363

  • Strauß, S., Rummel, N. (2023). Computer-Supported Collaborative Learning: Die Rolle des Digitalen bei der Unterstützung von kooperativem Lernen. In: S. Aßmann & N. Ricken (Hrsg.): Bildung und Digitalität. Springer VS, Wiesbaden (S.127-164).  https://doi.org/10.1007/978-3-658-30766-0_6

  • Praharaj, S., Scheffel, M., Schmitz, M., Specht, M., & Drachsler, H. (2022, March). Towards Collaborative Convergence: Quantifying Collaboration Quality with Automated Co-located Collaboration Analytics. In LAK22: 12th International Learning Analytics and Knowledge Conference (pp. 358-369). https://doi.org/10.1145/3506860.3506922

  • Praharaj, S., Scheffel, M., Drachsler, H., & Specht, M. (2021). Literature review on co-located collaboration modeling using multimodal learning analytics—can we go the whole nine yards?. IEEE Transactions on Learning Technologies, 14(3), 367-385. https://doi.org/10.1109/TLT.2021.3097766

  • Praharaj, S., Scheffel, M., Schmitz, M., Specht, M., & Drachsler, H. (2021). Towards automatic collaboration analytics for group speech data using learning analytics. Sensors, 21(9), 3156. https://doi.org/10.3390/s21093156

  • Praharaj, S., Scheffel, M., Drachsler, H., & Specht, M. (2019, September). Group Coach for Co-located Collaboration. In European Conference on Technology Enhanced Learning (pp. 732-736). Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_77

  • Praharaj, S., Scheffel, M., Drachsler, H., & Specht, M. (2018, September). MULTIFOCUS: MULTImodal Learning Analytics FOr Co-located Collaboration Understanding and Support. In EC-TEL (Doctoral Consortium). http://ceur-ws.org/Vol-2294/DCECTEL2018_paper_14.pdf

  • Praharaj, S., Scheffel, M., Drachsler, H., & Specht, M. (2018, September). Multimodal analytics for real-time feedback in co-located collaboration. In European conference on technology enhanced learning (pp. 187-201). Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_15

  • Radtke, A., & Schnaubert, L. (2022). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 274 – 281). Hiroshima, Japan: International Society of the Learning Sciences.

  • Radtke, A., & Schnaubert, L. (2022, September). Effekte von Unsicherheitsmarkern auf metakognitive Group Awareness und Regulationsprozesse in sozialen Medien. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 10.09. – 15.09.2022, Hildesheim, Germany.

  • Radtke, A., & Schnaubert, L. (2022, June). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. Paper presented at the 16th International Conference of the Learning Sciences (ICLS 2022), 06. – 10.06.2022, Hiroshima, Japan (virtual).

  • Scardamalia, M., Zhang, J., Chen, M. H., Chan, C., Praharaj, S., & Ong, A. (2019). Understanding New Assessment and Environment for Knowledge Building: Triangulating Features of Discourse Platform, Multimodal Learning Analytics and Text-based Learning Analytics. A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings – 13th international conference on Computer Supported Collaborative Learning (CSCL 2019). https://core.ac.uk/download/pdf/390063533.pdf#page=530

  • Schermeier, S. & Podleschny, N. (2019). Digitaler Freischwimmer – Ein Online-Angebote für Lehrende. Poster contribution on: 14. Ingenieurpädagogische Regionaltagung. Technische Bildung im Kontext von Digitalisierung/Automatisierung – Tendenzen, Möglichkeiten, Perspektiven. (23.-25.05.2019, University of Bremen) 

  • Schermeier, S. & Podleschny, N. (2018). Kollaboratives Lernen von Schülern, Schülerinnen und Studierenden in Online-Whiteboards im Rahmen eines Mikrobiologie-Onlinelernangebots Lecture: Fachtagung des MINT-Kollegs Baden-Württemberg (Haus der Wirtschaft, Stuttgart, 20.03.18)

  • Schermeier, S. & Podleschny, N. (2018). Multimodalität und Kollaboration: Wie können Online-Whiteboards für Schreibprozesse genutzt werden? Lecture: 7. Internationale Konferenz des Forums wissenschaftliches Schreiben: Schrift Bild Ton. Schreiben als multimodales Ereignis (University of Applied Sciences Luzern. 7./.8.06.2018.)

  • Schermeier, S., Podleschny, N., Stahlberg, Schröder, C., Burkhardt, C. (2018). Online-Whiteboards zur Unterstützung kollaborativer Schreibprozesse. In: Liebetanz, Franziska; Tschirpke, Simone; Kreitz, David; Dalessandro, Leonardo (Ed.): Journal der Schreibberatung – Digitales Schreiben. Issue 15 (01/2018). Bielefeld: wbv Media GmbH.

  • Schermeier, S., Podleschny, N., Stahlberg, N., Schröder, C., Burkhardt, C. (2018). Online-Whiteboards zur Unterstützung von kollaborativem Lernen und Arbeiten in einem Mikrobiologie-Projekt. In: Kammasch, Gudrun; Petzold, Jürgen (Ed.). Digitalisierung in der Techniklehre – ihr Beitrag zum Profil technischer Bildung. Tagungsband zur 12. Regionaltagung der Ingenieurpädagogischen Wissensgesellschaft. Publication date: 02.07.2018. Berlin: IPW e.V.

  • Schermeier, S., Podleschny, N. & Bulmann, U. (2018). Social Networking Software zur Aktivierung und Vernetzung Lehrender in einem Qualifizierungsprogramm zum Forschenden Lernen. Lecture: Impulsforum auf der 47. Tagung der Deutschen Gesellschaft für Hochschuldidaktik (02.03.2018, KIT Karlsruhe)

  • Schermeier, S. (2017). Verschiedene Beiträge: Interaktive Videos, Wikis, Online-Whiteboards, Hamburg Open Online University: Die Zukunft des Lernens im digitalen Raum. In Nicole Podleschny, Sönke Knutzen, Peter Salden (Ed). In: Die gesamte Bandbreite nutzen. Mit digitalen Medien in MINT-Fächern lernen, Schriften zur Didaktik in den Ingenieurwissenschaften Nr. 5, Zentrum für Lehre und Lernen (ZLL), Technical University of Hamburg (2017). URL: https://www2.tuhh.de/zll/wp-content/uploads/2017_05_15_digitale_Medien_online.pdf

  • Triglianos, V., Praharaj, S., Pautasso, C., Bozzon, A., & Hauff, C. (2017, July). Measuring student behaviour dynamics in a large interactive classroom setting. In Proceedings of the 25th Conference on User Modeling, Adaptation and Personalization (pp. 212-220). https://doi.org/10.1145/3079628.3079671

CAIS-Team