{"id":811,"date":"2021-07-13T18:04:05","date_gmt":"2021-07-13T18:04:05","guid":{"rendered":"http:\/\/library.gito.de\/?p=811"},"modified":"2023-08-01T23:53:32","modified_gmt":"2023-08-01T21:53:32","slug":"wi2020-zentrale-tracks-32","status":"publish","type":"post","link":"https:\/\/library.gito.de\/en\/2021\/07\/wi2020-zentrale-tracks-32\/","title":{"rendered":"WI2020 Zentrale Tracks"},"content":{"rendered":"<p><\/p>\n<div>\n<div class=\"literatur\">\n<p>1. vom Brocke, J., Maa\u00df, W., Buxmann, P., Maedche, A., Leimeister, J.M., Pecht, G.: Future Work and Enterprise Systems. Bus. Inf. Syst. Eng. 60, 357\u2013366 (2018).<br \/>\n2. Fadel, C., Bialik, M., Trilling, B.: Four-dimensional education : the competencies learners need to succeed. (2015).<br \/>\n3. OECD: The Future of Education and Skills &#8211; Education 2030, (2018).<br \/>\n4. Toulmin, S.E.: Introduction to Reasoning. (1984).<br \/>\n5. Kuhn, D.: Thinking as Argument. Harv. Educ. Rev. 62, 155\u2013179 (1992).<br \/>\n6. Black, P., Wiliam, D.: Developing the theory of formative assessment. Educ. Assessment, Eval. Account. 21, 5\u201331 (2009).<br \/>\n7. Hattie, J., Timperley, H.: The Power of Feedback. Rev. Educ. Res. 77, 81\u2013112 (2007).<br \/>\n8. OECD: Education at a Glance 2016: OECD Indicators. , Paris (2016).<br \/>\n9. Pinkwart, N., Ashley, K., Lynch, C., Aleven, V.: Evaluating an Intelligent Tutoring System for Making Legal Arguments with Hypotheticals. IOS Press (2009).<br \/>\n10. Osborne, J.F., Henderson, J.B., MacPherson, A., Szu, E., Wild, A., Yao, S.Y.: The development and validation of a learning progression for argumentation in science. J. Res. Sci. Teach. 53, 821\u2013846 (2016).<br \/>\n11. De Groot, R., Drachman, R., Hever, R., Schwartz, B., Hoppe, U., Harrer, A., De Laat, M., Wegerif, R., Mclaren, B.M., Baurens, B.: Computer Supported Moderation of EDiscussions: the ARGUNAUT Approach. (2007).<br \/>\n12. Wambsganss, T., Rietsche, R.: Towards Designing an Adaptive Argumentation Learning Tool. International Conference on Information Systems (ICIS) (2019).<br \/>\n13. Hevner, A.R., March, S.T., Park, J., Ram, S.: Design Science in Information Systems Research. Des. Sci. IS Res. MIS Q. 28, 75 (2004).<br \/>\n14. Jones, D., Gregor, S.: The Anotomy of a Design Theory. J. Ass. Inf. Syst. 8, 312\u2013335 (2007).<br \/>\n15. Hevner, A.R.: A three cycle view of design science research. Scand. J. Inf. Syst. 1\u20136 (2007).<br \/>\n16. Eemeren, F.H. van, Grootendorst, R., Johnson, R.H., Plantin, C., Willard, C.A., Grootendorst, R., Johnson, R.H., Plantin, C., Willard, C.A.: Fundamentals of Argumentation Theory. Routledge (1996).<br \/>\n17. Duschl, R.A., Osborne, J.: Supporting and Promoting Argumentation Discourse in Science Education. Stud. Sci. Educ. 38, 39\u201372 (2002).<br \/>\n18. Kuhn, D.: Science as argument: Implications for teaching and learning scientific thinking. Sci. Educ. 77, 319\u2013337 (1993).<br \/>\n19. Newton, R.P., Roef, L., Witters, E., Van Onckelen, H.: Tansley Review No. 106. New Phytol. 143, 427\u2013455 (1999).<br \/>\n20. Von Aufschnaiter, C., Erduran, S., Osborne, J., Simon, S.: Arguing to learn and learning to argue: Case studies of how students\u2019 argumentation relates to their scientific knowledge. J. Res. Sci. Teach. 45, 101\u2013131 (2008).<br \/>\n21. Jonassen, D.H., Kim, B.: Arguing to learn and learning to argue: Design justifications and guidelines. Educ. Technol. Res. Dev. 58, 439\u2013457 (2010).<br \/>\n22. Driver, R., Newton, P., Osborne, J.: Establishing the norms of scientific argumentation in classrooms. Sci. Educ. 84, 287\u2013312 (2000).<br \/>\n23. Kuhn, D.: Education for thinking. Harvard University Press (2005).<br \/>\n24. Sadler, D.R.: Formative assessment and the design of instructional systems. Instr. Sci.<br \/>\n25. Scheuer, O.: Towards adaptive argumentation learning systems. (2015).<br \/>\n26. Scheuer, O., Loll, F., Pinkwart, N., McLaren, B.M.: Computer-supported argumentation: A review of the state of the art. Int. J. Co. Collab. Learn., 43\u2013102 (2010).<br \/>\n27. Koschmann, T.: Paradigm Shifts and Instructional Technology. Lawr. Erlbaum Ass. (1996).<br \/>\n28. Fischer, F., Kollar, I., Stegmann, K., Wecker, C.: Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. Educ. Psychol. 48, 56\u201366 (2013).<br \/>\n29. Suthers, D.D., Hundhausen, C.D.: European Perspectives on Computer-Supported Collaborative Learning. (2001).<br \/>\n30. Stab, C., Gurevych, I.: Identifying Argumentative Discourse Structures in Persuasive Essays. In EMNLP pp. 46\u201356 (2014).<br \/>\n31. Stab, C., Gurevych, I.: Parsing Argumentation Structures in Persuasive Essays. Comput. Linguist. 43, 619\u2013659 (2017).<br \/>\n32. Huang, C.J., Chang, S.C., Chen, H.M., Tseng, J.H., Chien, S.Y.: A group intelligencebased asynchronous argumentation learning-assistance platform. Interact. Learn. Environ. 24, 1408\u20131427 (2016).<br \/>\n33. Lippi, M., Torroni, P.: Argumentation Mining: State of the Art and Emerging Trends. IJCAI Int. Jt. Conf. Artif. Intell., 4207\u20134211 (2015).<br \/>\n34. Gl\u00e4ser, J., Laudel, G.: Experteninterviews und qualitative Inhaltsanalyse : als Instrumente rekonstruierender Untersuchungen. VS Verlag f\u00fcr Sozialwiss (2010).<br \/>\n35. Chandra, L., Seidel, S., Gregor, S.: Prescriptive knowledge in IS research: Conceptualizing design principles in terms of materiality, action, and boundary conditions. Proc. Annu. Hawaii Int. Conf. Syst. Sci. 2015-March, 4039\u20134048 (2015).<br \/>\n36. Venable, J., Pries-Heje, J., Baskerville, R.: FEDS: A Framework for Evaluation in Design Science Research. Eur. J. Inf. Syst. 25, 77\u201389 (2016).<br \/>\n37. Cooper, H.M.: Organizing knowledge syntheses: A taxonomy of literature reviews. Knowl. Soc. 1, 104\u2013126 (1988).<br \/>\n38. vom Brocke, J., Simons, A., Riemer, K., Niehaves, B., Plattfaut, R., Cleven, A.: Standing on the Shoulders of Giants: Challenges and Recommendations of Literature Search in Information Systems Research. Commun. Assoc. Inf. Syst. 37, (2015).<br \/>\n39. Roediger, H.L., Butler, A.C.: The critical role of retrieval practice in long-term retention. Trends Cogn. Sci. 15, 20\u201327 (2011).<br \/>\n40. Rowland, C.A.: The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychol. Bull. 140, 1432\u20131463 (2014).<br \/>\n41. Mayer, R.E.: Multimedia Learning. Cambridge University Press, Cambridge (2009).<br \/>\n42. Mayer, R.E., Moreno, R.: Nine Ways to Reduce Cognitive Load in Multimedia Learning. (2003).<br \/>\n43. Schwabe, G.;, Valerius, M.: Grundlagen des kollaborativen Lernens mit neuen Medien.<br \/>\n44. Andriessen, J., Baker, M.J., Suthers, D.: Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning environments (2003).<br \/>\n45. Reznitskaya, A., Anderson, R.C., McNurlen, B., Nguyen-Jahiel, K., Archodidou, A., Kim, S.: Influence of Oral Discussion on Written Argument. Discourse Process. 155\u2013175 (2001).<br \/>\n46. Scheiter, K., Gerjets, P.: Learner control in hypermedia environments. Educ. Psychol. Rev. 19, 285\u2013307 (2007).<br \/>\n47. Cohn, M.: User Stories Applied For Agile Software Development. (2004).<br \/>\n48. Jin, R.: The structure of pro and con arguments: A survey of the theories. (2011).<br \/>\n49. Fromm, H., Wambsganss, T., S\u00f6llner, M.: Towards a taxonomy of text mining features. 1\u2013 12 (2019).<\/p>\n<\/div>\n<\/div>\n<p><\/p>","protected":false},"excerpt":{"rendered":"<p>1. vom Brocke, J., Maa\u00df, W., Buxmann, P., Maedche, A., Leimeister, J.M., Pecht, G.: Future Work and Enterprise Systems. Bus. Inf. Syst. Eng. 60, 357\u2013366 (2018). 2. Fadel, C., Bialik, M., Trilling, B.: Four-dimensional education : the competencies learners need to succeed. (2015). 3. OECD: The Future of Education and Skills &#8211; Education 2030, (2018).&hellip; <a class=\"more-link\" href=\"https:\/\/library.gito.de\/en\/2021\/07\/wi2020-zentrale-tracks-32\/\">Continue reading <span class=\"screen-reader-text\">WI2020 Zentrale Tracks<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[13],"tags":[],"class_list":["post-811","post","type-post","status-publish","format-standard","hentry","category-b","entry"],"acf":[],"_links":{"self":[{"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/posts\/811","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/comments?post=811"}],"version-history":[{"count":2,"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/posts\/811\/revisions"}],"predecessor-version":[{"id":3780,"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/posts\/811\/revisions\/3780"}],"wp:attachment":[{"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/media?parent=811"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/categories?post=811"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/library.gito.de\/en\/wp-json\/wp\/v2\/tags?post=811"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}