Chapters in Books and Peer-Reviewed Proceedings

• Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Zottmann, J. & Weinberger, A. (in press). Collaboration scripts in computer-supported collaborative learning. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn & C. Chan (Hrsg.), The international handbook of collaborative learning. New York, NY: Routledge.
• Mäkitalo-Siegl, K. & Kollar, I. (in press). Collaboration scripts. In N. M. Seel (Hrsg.), Encyclopedia of the sciences of learning. New York, NY: Springer.
• Mäkitalo-Siegl, K., Stegmann, K., Frete, A., & Streng, S. (in press). Orchestrating computer-supported collaborative learning: Effects of knowledge sharing and shared knowledge. In S. Abramovich (Ed.), Computers in education. Commack, NY: Nova Science Publishers.

• Lorenz, E., Vogel, F., Fischer, F., Kollar, I., Reiss, K. & Ufer, S. (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ansätzen zur Förderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. In R. Haug & L. Holzäpfel (Hrsg.), Beiträge zum Mathematikunterricht – Vorträge auf der 45. Tagung für Didaktik der Mathematik vom 21.02.2011 bis 25.02.2011 in Freiburg (S. 559–562). Münster: WTM-Verlag.
• Mu, J., Stegmann, K., Mayfield, E., Rosé, C. & Fischer, F. (2011). ACODEA: A framework for the development of classification schemes for automatic classifications of online discussions. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 438-445). International Society of the Learning Sciences.
• Nistor, N. & Lipka-Krischke, D. (2011). Eine explorative Studie des Umgangs mit kulturellen Artefakten in musikalischen Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.) Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung un Lehre (S. 168-177). Münster: Waxmann.
• Nistor, N. & Schustek, M. (2011). Verifying a quantitative model of communities of practice in a computer users’ community. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 467-470). Proceedings. Berlin: Springer.
• Nistor, N. & Schustek, M. (2011). Wie gut sind die guten alten FAQs? Voraussetzungen der Wissenskommunikation über mediengestützte kulturelle Artefakte in Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.) Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung un Lehre (S. 188-197). Münster: Waxmann.
• Nistor, N., Schworm, S. & Werner, M. (2011). Help-seeking in communities of practice: Design and evaluation of a help system supporting knowledge sharing. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 471-476). Proceedings. Berlin: Springer.
• Nistor, N., Weinberger, A., Ceobanu, C. & Heymann, J. O. (2011). Educational technology and culture: The influence of ethnic and professional culture on learners’ technology acceptance. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 477-482). Proceedings. Berlin: Springer.
• Stegmann, K. & Fischer, F. (2011). Quantifying qualities in collaborative knowledge construction: the analysis of online discussions. In S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: methods, approaches and issues (pp. 247-268). New York: Springer.
• Stegmann, K., Mu, J., Gehlen-Baum, V. & Fischer, F. (2011). The myth of over-scripting: Can novices be supported too much? In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 406-413). International Society of the Learning Sciences.
• Stegmann, K., Wecker, C., Harrer, A., Ronen, M., Kohen-Vacs, D., Dimitriadis, Y., Hernandez-Leo, D., Fernandez, E., Asensio-Perez, J. & Fischer, F. (2011). How can current approaches to the transfer of technology-based collaboration script for research and practice be integrated? In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume III — Community events proceedings (pp. 1103-1110). International Society of the Learning Sciences.
• Streng, A., Stegmann, K., Wagner, C., Böhm, S., Hussmann, H. & Fischer, F. (2011). Supporting argumentative knowledge construction in fact-to-to face settings: from ArgueTable to ArgueWall. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume II — Short papers & posters (pp. 716-720). International Society of the Learning Sciences.
• Wang, X., Kollar, I., Stegmann, K. & Fischer, F. (2011). Preventing over-scripting effects in computer-supported collaborative learning by adaptable scripts. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 382-389). International Society of the Learning Sciences.

• Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Hrsg.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 1-39). IGI Global: Hershey.
• Goeze, A., Schrader, J., Hartz, S., Zottmann, J. & Fischer, F. (2010). Case-based learning with digital videos: Does it promote the professional development of teachers and trainers in adult education? In R. Egetenmeyer & E. Nuissl (Hrsg.), Teachers and trainers in adult education and lifelong learning – Professional development in Asia and Europe. Bielefeld: Bertelsmann.
• Goeze, A., Zottmann, J., Schrader, J., & Fischer, F. (2010). Instructional support for case-based learning with digital videos: Fostering pre-service teachers’ acquisition of the competency to diagnose pedagogical situations. In D. Gibson & B. Dodge (Eds.), Proceedings of the Society for Information Technology & Teacher Education (SITE) International Conference 2010 (S. 1098-1104). Chesapeake, VA: AACE.
• Goeze, A., Zottmann, J., Schrader, J., Fischer, F., & Hartz, S. (2010). Förderung und Erfassung der Kompetenz zur Diagnose von Lehr-Lernsituationen mit Hilfe von computerunterstützten Lernumgebungen. In B. Schwarz, P. Nenniger, & R. S. Jäger (Eds.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung" / AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.
• Kollar, I. (2010). Turning the classroom of the future into the classroom of the present. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan, & F. Fischer (Eds.), The Classroom of the Future: Orchestrating collaborative learning spaces. Rotterdam: Sense.
• Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (2010). The classroom of the future - An introduction. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan, & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 1-12). Rotterdam: Sense.
• Nistor, N. (2010). Knowledge communities in the classroom of the future. In K. Mäkitalo-Siegl, F. Kaplan, J. Zottmann, & F. Fischer (Eds.), Classroom of the Future. Orchestrating collaborative spaces (pp. 163-180). Rotterdam: Sense.
• Nistor, N., Wagner, M., Istvanffy, E. & Dragota, M. (2010). E-learning across cultural boundaries: A European perspective on technology acceptance. In M. D. Lytras, A. Naeve & R. Tennyson (Hrsg.), 1st international conference on technology enhanced learning, quality of teaching and reforming of education (S. 265–270). Berlin: Springer.
• Schürer-Maly, C., Borucki, K., Adler, M., Illigen, D., Schwarz, P., Heitzmann, N., Spannagl, M., Reinauer, H., Fischer, M. (2010). Virtuelle Ringversuche in der Labormedizin – ein Pilotprojekt. In F. Duesberg (Hrsg.), e-Health 2011 (S. 68). Solingen: medical future.
• Schworm, S. & Heckner, M. (2010). E-collaborative help-seeking using social web features. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 109-123). Hershey: IGI-Global.
• Streng, S., Stegmann, K., Boring, S., Böhm, S., Fischer, F. & Hussmann, H. (2010). Measuring Effects of Private and Shared Displays in Small-Group Knowledge Sharing Processes. In E. Hvannberg, M. K. Lárusdóttir, A. Blandford & J. Gulliksen (Hrsg.), Proceedings of the 6th Nordic Conference on Human-Computer Interaction (NordiCHI 2010) (S. 789-792). New York, NY: ACM.
• Wecker, C., Kollar, I., Fischer, F. & Prechtl, H. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts. In K. Gomez, L. Lyons & J. Radinsky (Hrsg.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences – ICLS 2010 (Volume 1) (S. 810–817). Chicago, IL: International Society of the Learning Sciences.
• Zottmann, J., Goeze, A., Fischer, F., Schrader, J., & Hartz, S. (2010). Förderung diagnostischer Kompetenz mit digitalen Videofällen: Effekte von multiplen Perspektiven bei Lehrenden mit unterschiedlichem Vorwissen. In B. Schwarz, P. Nenniger, & R. S. Jäger (Eds.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung" / AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.

• Fischer, F., Mandl, H., & Todorova, A. (2009). Lehren und Lernen mit neuen Medien. In R. Tippelt, & B. Schmidt (Eds.), Handbuch Bildungsforschung. Wiesbaden: VS Verlag.
• Hochmuth, H., Kartsovnik, Z., Vaas, M., & Nistor, N. (2009). Podcasting im Musikunterricht. Eine Anwendung der Theorie forschenden Lernens. In N. Apostolopoulos, H. Hoffmann, V. Mannsmann, & A. Schwill (Eds.), E-Learning 2009. Lernen im digitalen Zeitalter (pp. 246-255). Münster: Waxmann.
• Jucks, R., Kollar, I., Krämer, N., & Fischer, F. (2009). Psychologische Grundlagen des Medien- und Bildungsmanagements. In M. Henninger, & H. Mandl (Eds.), Handbuch für Medien- und Bildungsmanagement (pp. 107-133). Weinheim: Beltz PVU.
• Kollar, I., & Fischer, F. (2009). Mediengestützte Lehr-, Lern- und Trainingsansätze für die Weiterbildung. In R. Tippelt, & A. von Hippel (Eds.), Handbuch Erwachsenenbildung/Weiterbildung (pp. 1017-1030). Wiesbaden: VS Verlag für Sozialwissenschaften.
• Luengo, V., Aboulafia, A., Blavier, A., Shorten, G., Vadcard, L., & Zottmann, J. (2009). Novel technology for learning in medicine. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 105-120). Dordrecht: Springer.
• Stegmann, K., Streng, S., Halbinger, M., Koch, J., Fischer, F., & Hussmann, H. (2009). eXtremely Simple Scripting (XSS): A Framework to speed up the development of computer-supported collaboration scripts. In A. Dimitracopoulou, C. O'Malley, D. Suthers, & P. Reimann (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 195-197). New Brunswick, NJ: International Society of the Learning Sciences.
• Streng, S., Stegmann, K., Koch, J., Hussmann, H., & Fischer, F. (2009). Computer support for practicing text understanding in pairs. In A. Méndez-Vilas, J. Díaz Álvarez, & A. Agudo Rodríguez (Eds.), Research, Reflections and Innovations in Integrating ICT in Education (pp. 497-501). Badajoz: Formatex.
• Wecker, C., Kollar, I., & Fischer, F. (2009). Fostering domain-specific knowledge through the fading of scripts. In A. Dimitracopoulou, C. O'Malley, P. Reimann, & D. Suthers (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 38). New Brunswick, NJ: International Society of the Learning Sciences.
• Wecker, C., Stegmann, K., Bernstein, F., Huber, M. J., Kalus, G., Rathmeyer, S., et al. (2009). Sustainable Script and Scaffold Development for Collaboration on Varying Web Content: The S-COL Technological Approach. In A. Dimitracopoulou, C. O'Malley, P. Reimann, & D. Suthers (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 512-516). New Brunswick, NJ: International Society of the Learning Sciences.
• Weinberger, A., Kollar, I., Dimitriadis, Y., Mäkitalo-Siegl, K., & Fischer, F. (2009). Computer-supported collaboration scripts. Perspectives from educational psychology and computer science. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 155-172). Dordrecht: Springer.

• Asterhan, C., Schwarz, B., Weinberger, A., Stegmann, K., Fischer, F., Wichmann, A., et al. (2008). Inter- and intra-subjective planes of e-argumentation: Motivation, self-perception, expectations, and actual interlocutory behavior. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 182-189). New Brunswick, NJ: International Society of the Learning Sciences.
• Blavier, A., Zottmann, J., Fischer, F., Aboulafia, A., Vadcard, L., Luengo, V., et al. (2008). Learning with simulations in medical education: Validity and design of learning settings in particular contexts. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 198-205). New Brunswick, NJ: International Society of the Learning Sciences.
• Clark, D. B., Stegmann, K., Weinberger, A., Menekse, M., & Erkens, G. (2008). Technology-enhanced learning environments to support students’ argumentation. In S. Erduran, & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education (pp. 217-243). Dordrecht: Springer.
• Kollar, I., Fischer, F., & Slotta, J. D. (2008). Argumentation in web-based collaborative inquiry learning: Scripts for writing and scripts for talking aren't the same. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 453-460). New Brunswick, NJ: International Society of the Learning Sciences.
• Nistor, N., & Trausan-Matu, S. (2008). Initierea si sustinerea comunitatilor cognitive pe baza teoriei memoriei colective [Applying the collective memory theory to forster knowledge communities]. In S. Trausan-Matu (Ed.), Interactiunea conversationala in sistemele colaborative pe Web [Conversational interaction in collaborative systems on the Web] (pp. 25-40). Bucharest: Matrix Rom.
• Rummel, N., Hmelo-Silver, C., Weinberger, A., Stegmann, K., Fischer, F., Diziol, D., et al. (2008). Using contrasting cases to relate collaborative processes and outcomes in CSCL. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 346-354). New Brunswick, NJ: International Society of the Learning Sciences.
• Teasley, S., Fischer, F., Dillenbourg, P., Kapur, M., Chi, M., Weinberger, A., et al. (2008). Cognitive Convergence in Collaborative Learning. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 360-367). New Brunswick, NJ: International Society of the Learning Sciences.
• Wecker, C., & Fischer, F. (2008). Fading of collaboration scripts: Does it foster the acquisition of application-oriented knowledge? In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (pp. 339-340). New Brunswick, NJ: International Society of the Learning Sciences.
• Wecker, C., Zottmann, J., & Fischer, F. (2008). Kooperationsskripts für das kooperative Lernen in der Hochschule. In J. Zumbach, & H. Mandl (Eds.), Pädagogische Psychologie in Theorie und Praxis: Ein fallbasiertes Lehrbuch (pp. 321-331). Göttingen: Hogrefe.
• Zottmann, J., Dieckmann, P., Fischer, F., & Rall, M. (2008). Learning with full-scale simulations: Effects of a collaboration script for observers. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 203). New Brunswick, NJ: International Society of the Learning Sciences.

• Carmien, S., Kollar, I., Fischer, G., & Fischer, F. (2007). The interplay of internal and external scripts - A distributed cognition perspective. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 303-326). New York: Springer.
• Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Evaluating the quality of dialogical argumentation in CSCL: Moving beyond an analysis of formal structure. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 11-20). New Brunswick, NJ: International Society of the Learning Sciences.
• Fischer, F., Kollar, I., Haake, J. M., & Mandl, H. (2007). Perspectives on collaboration scripts. In F. Fischer, H. Mandl, J. M. Haake, & I. Kollar (Eds.), Scripting computer-supported communication of knowledge – cognitive, computational, and educational perspectives (pp. 1-10). New York: Springer.
• Gräsel, C., & Mandl, H. (2007). Qualitätskriterien von Unterricht: Ein zentrales Thema der Unterrichts- und Lehr-Lern-Forschung. In H. J. Apel, & W. Sacher (Eds.), Studienbuch Schulpädagogik (3 ed., pp. 241-259). Bad Heilbrunn: Klinkhardt.
• Gurlitt, J., Renkl, A., Faulhaber, L., & Fischer, F. (2007). Interactions of expertise and prior-knowledge activation with low-coherent and high-coherent concept mapping tasks. In D. S. McNamara, & G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1055-1060). Austin, TX: Cognitive Science Society.
• Häkkinen, P., & Mäkitalo-Siegl, K. (2007). Educational perspectives on scripting CSCL. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported communication of knowledge – cognitive, computational, and educational perspectives (pp. 263-271). New York: Springer.
• Kollar, I., Wecker, C., Fischer, F., Kohnle, C., & Slotta, J. D. (2007). Are core objectives of web-based collaborative inquiry learning already core learning prerequisites? The case of argumentation competences and computer literacy. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 379-381). New Brunswick, NJ: International Society of the Learning Sciences.
• Nistor, N. (2007). Pro si contra: Constructivismul în procese si în medii de învãtare. [Pro and con: Constructionism in learning processes and environments.]. In M. E. Dulamã, F. Bucilã, & O. R. Moldovan (Eds.), Contemporary trends in teaching and learning geography, vol. III (pp. 36-45). Cluj-Napoca, Romania: Clusium.
• Nistor, N. (2007). SMS, digitales Video, Videoaufzeichnung, Unterrichtsmitschau, Community, Internet, Information. In H.-E. Tenorth, & R. Tippelt (Eds.), Beltz Lexikon Pädagogik. Weinheim: Beltz.
• Nistor, N., Rubner, A., & Mahr, T. (2007). Effiziente Entwicklung von E-Content mit hohem Individualisierungsgrad: Ein Community-basiertes Modell. In M. Merkt, K. Mayrberger, R. Schulmeister, A. Sommer, & I. van den Berk (Eds.), Studieren neu erfinden - Hochschule neu denken (pp. 54-64). Münster: Waxmann.
• Schratzenstaller, A. (2007). Schulbuch, Schulbuchforschung, Jugendmedienschutz & Jugendmedienschutzgesetz, Medienpädagogik – ideologiekritische, Medienpädagogik – handlungsorientierte, Medienerziehung, Unterrichtsmedien, Trivialliteratur, Kultusministerielle Schulbuchprüfung, Jugendmedien, Informationsmedien, Bildungsroman, Rockmusik, Medienbildung, Medienentwicklung. In H.-E. Tenorth, & R. Tippelt (Eds.), Beltz Lexikon Pädagogik. Weinheim: Beltz.
• Stegmann, K., Kollar, I., Zottmann, J., Gijlers, H., de Jong, T., Dillenbourg, P., et al. (2007). Towards the convergence of CSCL and inquiry learning: Scripting collaborative inquiry learning. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 829-830). New Brunswick, NJ: International Society of the Learning Sciences.
• Stegmann, K., Wecker, C., Weinberger, A., & Fischer, F. (2007). Collaborative argumentation and cognitive processing - An empirical study in a computer-supported collaborative learning environment. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 661-670). New Brunswick, NJ: International Society of the Learning Sciences.
• Wecker, C., & Fischer, F. (2007). Fading scripts in computer-supported collaborative learning: The role of distributed monitoring. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 763-771). New Brunswick, NJ: International Society of the Learning Sciences.
• Weinberger, A. (2007). Analytic frameworks that focus on patterns and trajectories of participant interaction during argumentation in CSCL environments. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 17-19). New Brunswick, NJ: International Society of the Learning Sciences.
• Weinberger, A., Clark, D. B., Dillenbourg, P., Diziol, D., Sampson, V., Stegmann, K., et al. (2007). Orchestrating learning activities on the social and the cognitive level to foster CSCL. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 36-45). New Brunswick, NJ: International Society of the Learning Sciences.
• Weinberger, A., Ronen, M., Tchounikine, P., Harrer, A., Dillenbourg, P., Haake, J., et al. (2007). Languages and platforms for CSCL Scripts. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 831-832). New Brunswick, NJ: International Society of the Learning Sciences.
• Weinberger, A., Stegmann, K., & Fischer, F. (2007). Scripting argumentative knowledge construction: Effects on individual and collaborative learning. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds, and society: CSCL 2007 (pp. 37-39). New Brunswick, NJ: International Society of the Learning Sciences.
• Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (2007). Scripting argumentative knowledge construction in computer-supported learning environments. In F. Fischer, H. Mandl, J. M. Haake, & I. Kollar (Eds.), Scripting computer-supported communication of knowledge: Cognitive, computational, and educational perspectives (pp. 191-211). New York: Springer.

• Arvaja, M., & Mäkitalo-Siegl, K. (2006). Yhteisöllisen oppimisen kognitiiviset, sosiaaliset ja kontekstuaaliset tekijät: verkkovuorovaikutuksen näkökulma [Cognitive, social and contextual factors in collaborative learning: From the aspect of online interaction]. In S. Järvelä, P. Häkkinen, & E. Lehtinen (Eds.), Oppimisen teoria ja teknologian opetuskäyttö (pp. 125-146). Porvoo: WSOY.
• Arvaja, M., & Mäkitalo-Siegl, K. (2006). Yhteisöllisen oppimisen kognitiiviset, sosiaaliset ja kontekstuaaliset tekijät: verkkovuorovaikutuksen näkökulma [Cognitive, social and contextual factors in collaborative learning: The aspect of online interaction]. In S. Järvelä, P. Häkkinen, & E. Lehtinen (Eds.), Oppimisen teoria ja teknologian opetuskäyttö [The theory of learning and the use of technology in teaching] (pp. 125-146). Helsinki: WSOY.
• Fischer, F., & Wecker, C. (2006). Pasteurs Quadrant und die Diskussion in den USA um die Verbesserung des praktischen Nutzens der Bildungsforschung. In Deutsche Forschungsgemeinschaft (Hrsg.), Entwicklung und Bewertung von anwendungsorientierter Grundlagenforschung in der Psychologie: Rundgespräche und Kolloquien (pp. 27-37). Berlin: Akademie-Verlag.
• Schworm, S., & Fischer, F. (2006). Academic help seeking. In H. Mandl, & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 282-297). Göttingen: Hogrefe.
• Wecker, C., & Fischer, F. (2006). Wissen: Erwerb und Anwendung. In K.-H. Arnold, U. Sandfuchs, & J. Wiechmann (Eds.), Handbuch Unterricht (pp. 65-69). Bad Heilbrunn: Klinkhardt.
• Weinberger, A., Clark, D., Erkens, G., Sampson, V., Stegmann, K., Janssen, J., et al. (2006). Argumentative knowledge construction in CSCL. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), The International Conference of the Learning Sciences (ICLS) Indiana University 2006. Proceedings of ICLS 2006 (pp. 1094-1100). New Brunswick, NJ: International Society of the Learning Sciences.
• Weinberger, A., Stegmann, K., & Fischer, F. (2006). Scripting online discussions: Effects on argumentative discourse, cognitive processes, and knowledge acquisition. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), The International Conference of the Learning Sciences (ICLS) Indiana University 2006. Proceedings of ICLS 2006. New Brunswick, NJ: International Society of the Learning Sciences.

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