Bücher | | Jahr | | Umschlag | Titel | Abrufe | IB | OB | KB | LB |
|---|
| | | Unterrichtsqualität (Andreas Helmke) | 6, 4, 4, 7, 6, 12, 6, 5, 10, 14, 6, 14 | 18 | 2 | 14 | 465 | | 1960 |   | | The Process of Education (Jerome S. Bruner) | 7, 5, 5, 11, 9, 15, 17, 12, 8, 12, 9, 17 | 70 | 16 | 17 | 2457 | | 1992 |  | | Constructivism and the technology of instruction (Thomas M. Duffy, David H. Jonassen) | 3, 2, 3, 11, 4, 12, 10, 7, 5, 9, 13, 16 | 83 | 33 | 16 | 2435 | | 1998 | | | Self-efficacy (Albert Bandura) | | 30 | 0 | 0 | 0 | | 2001 | | | Euro-CSCL  (Pierre Dillenbourg, A. Eurelings, K. Hakkarainen) | 1, 6, 2, 6, 7, 14, 17, 5, 9, 9, 7, 34 | 29 | 127 | 34 | 1817 | | 2001 | | | The Wiki Way (Bo Leuf, Ward Cunningham) | 9, 6, 8, 9, 13, 19, 62, 21, 19, 16, 21, 29 | 105 | 54 | 29 | 4100 | | 2002 | | | Computer Support for Collaborative Learning (Gerry Stahl) | 1, 10, 21, 8, 4, 10, 8, 6, 6, 8, 8, 15 | 45 | 55 | 15 | 1537 | | 2002 | | | Three worlds of CSCL (Paul A. Kirschner) | 1, 6, 7, 12, 3, 8, 5, 3, 8, 9, 9, 12 | 57 | 40 | 12 | 1547 | | 2003 |  | | Scripting Strategies in Computer Supported Collaborative Learning Environments (Michele Notari) | 7, 7, 7, 11, 6, 10, 7, 9, 7, 13, 16, 15 | 5 | 29 | 15 | 1386 | | 2004 | | | Computer Support for Interaction Regulation in Collaborative Problem-Solving (Patrick Jermann) | 5, 3, 2, 11, 8, 10, 13, 12, 6, 7, 9, 15 | 4 | 68 | 15 | 1873 | | 2005 | | | WikiSym 2005 | 5, 8, 11, 12, 12, 16, 17, 12, 16, 8, 7, 16 | 69 | 62 | 16 | 1808 | | 2006 | | | Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (Will Richardson) | 6, 2, 4, 7, 8, 18, 22, 14, 18, 11, 13, 15 | 23 | 73 | 15 | 3292 | | 2006 | | | WikiSym 2006 | 5, 6, 8, 8, 16, 14, 10, 11, 8, 19, 15, 20 | 48 | 122 | 20 | 1807 | | 2007 | | | Web 2.0 - Internet Interaktiv | 11, 17, 13, 20, 26, 24, 27, 21, 19, 20, 25, 18 | 17 | 90 | 18 | 2697 | | 2007 | | | Studieren neu erfinden - Hochschule neu denken (Marianne Merkt, Kerstin Mayrberger, Rolf Schulmeister) | 14, 13, 10, 20, 17, 34, 40, 25, 20, 23, 12, 23 | 32 | 193 | 23 | 2495 | | 2008 | | | Computer und Internet in der Primarschule (Iwan Schrackmann, Daniela Knüsel, Thomas Moser, Hartmut Mitzlaff, Dominik Petko) | 23, 15, 18, 38, 23, 35, 39, 36, 24, 28, 34, 38 | 20 | 209 | 38 | 3345 | | 2009 | | | Looking Toward the Future of Technology-Enhanced Education (Martin Ebner, Mandy Schiefner) | 11, 8, 7, 16, 15, 17, 14, 13, 9, 10, 19, 21 | 10 | 103 | 21 | 1826 | | 2011 | | | Investigations of E-Learning Patterns (Christian Kohls, Joachim Wedekind) | 5, 4, 4, 12, 8, 13, 10, 5, 8, 12, 9, 17 | 6 | 66 | 17 | 835 |
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Texte | | Jahr | | Umschlag | Titel | Abrufe | IB | OB | KB | LB |
|---|
| 1989 | | | The effect of distant audiences on students' writing (Moshe Cohen, Margaret Riehl) | 3, 1, 2, 4, 2, 5, 2, 2, 2, 4, 1, 4 | 2 | 2 | 4 | 195 | | 1992 | | | Constructivism (Thomas M. Duffy, David H. Jonassen) | | 14 | 3 | 0 | 0 | | 2001 | | | Using Wiki (Bo Leuf, Ward Cunningham) | | 5 | 3 | 0 | 0 | | 2001 | | | From Mirroring to Guiding (Patrick Jermann, A. Soller, Martin Muehlenbrock) | 4, 1, 2, 3, 4, 3, 4, 2, 3, 6, 5, 7 | 9 | 6 | 7 | 481 | | 2001 | | | Beyond Adoption to Invention (Mark Guzdial, Jochen Rick, Colleen Kehoe) | 7, 6, 8, 16, 13, 13, 9, 12, 12, 12, 15, 19 | 26 | 21 | 19 | 2164 | | 2002 | | | Over-scripting CSCL (Pierre Dillenbourg) | 6, 12, 16, 18, 8, 11, 7, 7, 4, 9, 10, 17 | 44 | 33 | 17 | 2253 | | 2002 | | | Fostering computer supported collaborative learning with cooperation scripts and scaffolds (Armin Weinberger, Frank Fischer, Heinz Mandl) | | 5 | 3 | 0 | 0 | | 2003 | | | Zehn Merkmale guten Unterrichts (Hilbert Meyer) | 6, 4, 7, 10, 7, 10, 17, 10, 9, 11, 10, 11 | 6 | 24 | 11 | 6257 | | 2004 | | | Collaborative Learning (Patrick Jermann) | 5, 8, 8, 12, 7, 8, 6, 4, 9, 8, 6, 9 | 3 | 14 | 9 | 703 | | 2005 | | | Learning to collaborate (Nikol Rummel, Hans Spada) | | 13 | 0 | 0 | 0 | | 2005 | | | Wiki as a Tool for Web-based Collaborative Story Telling in Primary School (Alain Désilets, Sébastien Paquet) | 1, 2, 3, 5, 5, 8, 10, 6, 7, 5, 7, 11 | 7 | 20 | 11 | 923 | | 2005 | | | Wikis - a Rapidly Growing Phenomenon in the German-Speaking School Community (Beat Döbeli Honegger) | 3, 9, 7, 11, 12, 14, 18, 8, 10, 8, 9, 18 | 24 | 14 | 18 | 1439 | | 2005 | | | Are Wikis Usable? (Alain Désilets, Sébastien Paquet, Norman G. Vinson) | 1, 1, 1, 3, 3, 5, 2, 5, 4, 5, 9, 10 | 11 | 18 | 10 | 678 | | 2006 | | | Learning to collaborate in a computer-mediated setting (Nikol Rummel, Hans Spada, Sabine Hauser) | 1, 1, 1, 2, 3, 4, 3, 1, 3, 5, 5, 7 | 2 | 7 | 7 | 386 | | 2006 | | | How to use a wiki in education (Michele Notari) | | 12 | 2 | 0 | 0 | | 2007 | | | Wiki und die starken Potenziale (Beat Döbeli Honegger) | 9, 7, 10, 14, 12, 12, 13, 12, 12, 16, 15, 17 | 12 | 18 | 17 | 1390 | | 2007 | | | Didactic Process Map Language (Michele Notari, Beat Döbeli Honegger) | 7, 13, 11, 15, 14, 12, 14, 10, 11, 10, 12, 13 | 6 | 2 | 13 | 1064 | | 2008 | | | Using a wiki to evaluate individual contribution to a collaborative learning project (G. Trentin) | 1, 1, 1, 5, 1, 2, 3, 2, 1, 6, 5, 14 | 6 | 15 | 14 | 477 | | 2008 | | | The mechanics of CSCL macro scripts (Pierre Dillenbourg, Fabrice Hong) | 1, 1, 1, 5, 3, 2, 3, 2, 2, 6, 5, 5 | 7 | 18 | 5 | 396 | | 2008 | | | A systemic and cognitive view on collaborative knowledge building with wikis (Ulrike Creß, Joachim Kimmerle) | 2, 1, 6, 9, 10, 10, 7, 11, 5, 9, 13, 15 | 15 | 36 | 15 | 666 | | 2009 | | | Using wiki technology to support student engagement (Melissa Cole) | 1, 1, 3, 2, 3, 4, 3, 6, 4, 2, 5, 5 | 8 | 13 | 5 | 291 | | 2010 | | | Writing, Citing, and Participatory Media (Andrea Forte, Amy Bruckman) | 1, 2, 2, 6, 4, 5, 17, 9, 2, 7, 3, 9 | 3 | 21 | 9 | 366 | | 2010 | | | Using wikis for collaborative learning (Terry Judd, Gregor E. Kennedy, Simon Cropper) | 2, 1, 1, 10, 6, 6, 6, 5, 2, 5, 5, 3 | 1 | 15 | 3 | 477 | | 2011 | | | Visualizing learning processes using Didactic Process Maps (Beat Döbeli Honegger, Michele Notari) | 6, 5, 2, 10, 9, 10, 9, 8, 6, 8, 9, 12 | 3 | 19 | 12 | 706 |
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Zusammenfassungen 
A wiki is regarded as a flexible tool for collaboratively creating, linking, revising and regrouping content enabling the focus on content and on the content creation process. Not the tool wiki itself but the inherent properties like openness, easiness to use philosophy of equal multi-users and cloud computing make it an archetypical tool ameliorating technology enhanced socio-constructive learning settings. Even if the wiki itself as a tool disappears, its core principles will stay. Some examples of wikis used in education are provided and an outlook on possible further 'wiki-like' developments is portrayed.
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