@article{Czech2022,
  author    = {Czech, Vinzenz},
  title     = {Ein- und Binnenwanderungen nach Berlin, Brandenburg und in die Niederlausitz am {\"U}bergang von der Agrar- zur Industriegesellschaft},
  series = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  journal   = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-506-4},
  doi       = {10.25932/publishup-54683},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-546838},
  pages     = {159 -- 176},
  year      = {2022},
  language  = {de}
}
@article{Hoepel2022,
  author    = {H{\"o}pel, Thomas},
  title     = {Revolutionsemigranten in Berlin und Brandenburg (1789-1805)},
  series = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  journal   = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-506-4},
  doi       = {10.25932/publishup-54682},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-546827},
  pages     = {139 -- 157},
  year      = {2022},
  language  = {de}
}
@article{Biermann2022,
  author    = {Biermann, Felix},
  title     = {Fr{\"u}hmittelalterliche slawische Einwanderung in den brandenburgischen Raum},
  series = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  journal   = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-506-4},
  doi       = {10.25932/publishup-54652},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-546525},
  pages     = {35 -- 48},
  year      = {2022},
  language  = {de}
}
@article{Goese2022,
  author    = {G{\"o}se, Frank},
  title     = {Einwanderung und hohenzollernsche Siedlungspolitik in der Kurmark im 18. Jahrhundert},
  series = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  journal   = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-506-4},
  doi       = {10.25932/publishup-54681},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-546814},
  pages     = {127 -- 138},
  year      = {2022},
  language  = {de}
}
@article{Folwarczny2022,
  author    = {Folwarczny, Uwe},
  title     = {»Plus outre« - immer weiter},
  series = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  journal   = {Hier geblieben? Brandenburg als Einwanderungsland vom Mittelalter bis heute},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-506-4},
  doi       = {10.25932/publishup-54654},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-546542},
  pages     = {65 -- 75},
  year      = {2022},
  language  = {de}
}
@article{JennekGronostajVock2022,
  author    = {Jennek, Julia and Gronostaj, Anna and Vock, Miriam},
  title     = {Was und in welchen Situationen lernen Lehramtsstudierende im Praxissemester?},
  series = {Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universit{\"a}t Potsdam (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 2)},
  journal   = {Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universit{\"a}t Potsdam (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 2)},
  number    = {2},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-508-8},
  issn      = {2626-3556},
  doi       = {10.25932/publishup-57081},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-570816},
  pages     = {195 -- 214},
  year      = {2022},
  abstract  = {Das Praxissemester, in dem die Studierenden mehrere Monate am Schulleben teilhaben, ist ein wichtiger Bestandteil schulpraktischer Ausbildung geworden. Die vielf{\"a}ltigen Ziele schließen den Kompetenzerwerb entsprechend den KMK-Vorgaben sowie die Berufswahl{\"u}berpr{\"u}fung ein. Forschungsbefunde deuten jedoch darauf hin, dass nicht alle erhoff ten Ziele in Schulpraktika auch tats{\"a}chlich erreicht werden. Die konkreten Lernsituationen im Praxissemester standen hingegen bisher wenig im Fokus. Um dies aufzugreifen, interviewten wir f{\"u}r die vorliegende Studie N = 7 Lehramtsstudierende unmittelbar nach Abschluss ihres Praxissemesters zu den von Ihnen wahrgenommenen Lernerfolgen und den Lerngelegenheiten, in denen sie diese erzielten. Die Ergebnisse zeigen, dass die Studierenden glauben, vor allem ihre Unterrichts-Kompetenzen weiterentwickelt und sich als Lehrkraft sowie ihre Lehrer:innenpers{\"o}nlichkeit kennengelernt zu haben. Als zentrale Lerngelegenheit benennen sie insbesondere den Austausch mit den Mentorinnen und Mentoren.},
  language  = {de}
}
@article{Sallat2022,
  author    = {Sallat, Stephan},
  title     = {Sprachst{\"o}rungen in Kita und Schule},
  series = {Spektrum Patholinguistik 15},
  journal   = {Spektrum Patholinguistik 15},
  number    = {15},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-542-2},
  issn      = {1866-9433},
  doi       = {10.25932/publishup-57236},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-572360},
  pages     = {47 -- 70},
  year      = {2022},
  language  = {de}
}
@article{KallenbachFoerster2023,
  author    = {Kallenbach, Lea and F{\"o}rster, Magdalena},
  title     = {Situative Entfremdung zwischen Subjekt und Welt},
  series = {Reflexion in der Lehrkr{\"a}ftebildung: Empirisch - Phasen{\"u}bergreifend - Interdisziplin{\"a}r (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 4)},
  journal   = {Reflexion in der Lehrkr{\"a}ftebildung: Empirisch - Phasen{\"u}bergreifend - Interdisziplin{\"a}r (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 4)},
  number    = {4},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-566-8},
  issn      = {2626-3556},
  doi       = {10.25932/publishup-61910},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-619103},
  pages     = {59 -- 67},
  year      = {2023},
  abstract  = {Dieser theoretisch ausgerichtete Beitrag schl{\"a}gt eine weltbeziehungssoziologische Erg{\"a}nzung des strukturtheoretischen Verst{\"a}ndnisses von Reflexion als Befremdung des eigenen Blicks vor und diskutiert die Frage, inwiefern weltbeziehungssoziologische Annahmen das Konzept der Reflexion durch das Einfangen seiner Ambivalenz sch{\"a}rfen k{\"o}nnen. Hierzu wird ein empirisches Fallbeispiel herangezogen, in welchem eine reflexive Umgangsweise mit widerspr{\"u}chlichen Anforderungen an die schulische Praxis - das doppelte Distanzieren - sichtbar wird. Mit Bezug auf die Weltbeziehungssoziologie wird die rekonstruierte Umgangsweise als situative Entfremdung theoretisiert. Ausblickhaft werden Konsequenzen f{\"u}r Forschung und Lehre skizziert.},
  language  = {de}
}
@misc{Kuschmierz2023,
  type      = {Master Thesis},
  author    = {Kuschmierz, Saskia},
  title     = {Servate silvas! Nachhaltige Holzwirtschaft im Spiegel antiken Umweltbewusstseins},
  series = {Copia - Potsdamer Anregungen f{\"u}r den Lateinunterricht},
  journal   = {Copia - Potsdamer Anregungen f{\"u}r den Lateinunterricht},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {2748-6621},
  doi       = {10.25932/publishup-60362},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-603621},
  school      = {Universit{\"a}t Potsdam},
  pages     = {43, 24},
  year      = {2023},
  abstract  = {Umweltschutz und nachhaltige Lebensweise sind die globalen Herausforderungen der heutigen Zeit. Diese Arbeit wird zu den derzeit gef{\"u}hrten Debatten einen Beitrag aus altsprachlicher Perspektive leisten, indem sie das Thema Holzwirtschaft in den Blick nimmt und dem Lateinunterricht zug{\"a}nglich macht. Dabei geht die Autorin auf die antike Forstwirtschaft ein, beleuchtet den vielf{\"a}ltigen Einsatz der Ressource Holz und vergleicht die damals herrschenden Vorstellungen vom Nachwachsen nat{\"u}rlicher Rohstoffe mit dem heutigen Kenntnisstand.},
  language  = {de}
}
@article{BurgLampartLeubner2023,
  author    = {Burg, Paula and Lampart, Fabian and Leubner, Martin},
  title     = {Vernetzung Fachwissenschaft und Fachdidaktik},
  series = {PSI-Potsdam: Ergebnisbericht zu den Aktivit{\"a}ten im Rahmen der Qualit{\"a}tsoffensive Lehrerbildung (2019-2023) (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 3)},
  journal   = {PSI-Potsdam: Ergebnisbericht zu den Aktivit{\"a}ten im Rahmen der Qualit{\"a}tsoffensive Lehrerbildung (2019-2023) (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 3)},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-568-2},
  issn      = {2626-3556},
  doi       = {10.25932/publishup-61785},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-617851},
  pages     = {215 -- 238},
  year      = {2023},
  abstract  = {Dieser Beitrag geht der Frage nach M{\"o}glichkeiten einer systematischen Vernetzung von germanistischer Literaturwissenschaft und -didaktik in der Hochschullehre nach. Dazu sind im Rahmen eines Projekts insgesamt zw{\"o}lf Seminarkooperationen durchgef{\"u}hrt worden, in denen jeweils ein fachwissenschaftliches mit einem fachdidaktischen Seminar kooperiert hat. Die Auswertung dieser Kooperationsseminare, die auf der Grundlage einer Auseinandersetzung mit in der Forschungsliteratur skizzierten bestehenden Problemlagen im Lehramts-Studium Deutsch und aktuellen vergleichbaren Projekten erfolgt, ist qualitativ-analytisch angelegt und erfolgt auf der Basis leitfadengest{\"u}tzter Interviews mit den betreffenden Dozentinnen und Dozenten. Diese ausf{\"u}hrliche Reflexion der Kooperationsseminare zeigt zum einen Probleme der Kooperation zwischen Fachwissenschaft und -didaktik auf, zum anderen werden auf dieser Basis aber auch m{\"o}gliche Gelingensbedingungen effektiver Kooperation(en) auf den Ebenen der Planung, Durchf{\"u}hrung und Reflexion von Kooperationsseminaren eruiert. Die Befunde haben dar{\"u}ber hinaus auch Implikationen f{\"u}r die Studienordnung im Lehramt Deutsch und wurden bereits mit ersten {\"A}nderungen ber{\"u}cksichtigt.},
  language  = {de}
}
@article{Siegeris2023,
  author    = {Siegeris, Juliane},
  title     = {Attracting a new clientele for computer science with a women-only IT degree course},
  series = {Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae)},
  journal   = {Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae)},
  number    = {13},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-548-4},
  issn      = {1868-0844},
  doi       = {10.25932/publishup-61571},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-615712},
  pages     = {157 -- 170},
  year      = {2023},
  abstract  = {A degree course in IT and business administration solely for women (FIW) has been offered since 2009 at the HTW Berlin - University of Applied Sciences. This contribution discusses student motivations for enrolling in such a women only degree course and gives details of our experience over recent years. In particular, the approach to attracting new female students is described and the composition of the intake is discussed. It is shown that the women-only setting together with other factors can attract a new clientele for computer science.},
  language  = {en}
}
@book{JennekRotherToschetal.2022,
  author    = {Jennek, Julia and Rother, Stefanie and Tosch, Frank and Wendland, Mirko and Kludt, Steffen and Krauskopf, Karsten and Kitschke, Dorothea and Maar, Verena and Knigge, Michel and Gn{\"a}dig, Susanne and Seidel, Astrid and Siehr, Karl-Heinz and Wienecke, Maik and G{\"u}nther, Claudia-Susanne and Reitz-Koncebovski, Karen and Klöpping, Peter M. and K{\"u}choll, Denise and Lazarides, Rebecca and Westphal, Andrea and Scherreiks, Lynn and Kuhr, Linda and Wilbert, J{\"u}rgen and Gronostaj, Anna and Vock, Miriam and Zaruba, Nicole and Ahlgrimm, Frederik and Link, J{\"o}rg-Werner and K{\"o}rner, Dorothea and Barseghyan, Anahit and Glowinski, Ingrid},
  title     = {Professionalisierung in Praxisphasen},
  series = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung},
  number    = {2},
  editor    = {Jennek, Julia},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-508-8},
  issn      = {2626-3556},
  doi       = {10.25932/publishup-50096},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-500964},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {321},
  year      = {2022},
  abstract  = {Schulpraktika bilden die zentrale Grundlage der Lehrerbildung in Potsdam. Bereits im Potsdamer Modell der Lehrerbildung (1993) sind sie festgehalten, seit der Integration des Schulpraktikums (Praxissemesters) 2008 absolvieren alle Potsdamer Lehramtsstudierenden f{\"u}nf Pflichtpraktika. W{\"a}hrend die Ziele der Praktika klar beschrieben sind, sind die tats{\"a}chlichen Lernerfolge nicht immer klar - ebenso wenig, wie die Begleitung der Praktika aussehen muss, um die Studierenden bestm{\"o}glich zu unterst{\"u}tzen. Auch die Integration in weitere Lehrveranstaltungen des Studiums ist ein noch offenes Feld, das weiterer Betrachtung verdient. Die unterschiedliche Ausrichtung der Potsdamer Praktika, Perspektivwechsel im Orientierungs-/Integriertem Eingangspraktikum, Selbstreflektion im Praktikum in p{\"a}dagogisch-psychologischen Handlungsfeldern, Unterricht als Profession in den Fachdidaktischen Tagespraktika, Anwendung von Diagnostik im psychodiagnostischen Praktikum und die Synthese all dessen im Schulpraktikum, bieten daf{\"u}r zahlreiche Ansatzpunkte. Schulpraktika sind nicht nur ein zentraler und von Studierenden hoch gesch{\"a}tzter Bestandteil des Studiums, sondern werden auch zunehmend f{\"u}r die Bildungsforschung interessant. Fragen nach der Kompetenzentwicklung, Selbsteinsch{\"a}tzungen und der Entwicklung der Reflexionsf{\"a}higkeit von Studierenden stehen dabei ebenso im Fokus wie die Einsch{\"a}tzung der universit{\"a}ren Begleitung und der Einbindung ins weitere Studium. Der vorliegende Band versammelt Studien von Wissenschaftlerinnen und Wissenschaftler der Universit{\"a}t Potsdam, die die f{\"u}nf Pflichtpraktika im Lehramtsstudium unter unterschiedlichen Blickwinkel beforschen. Besonders hervorzuheben ist, dass die Wissenschaftlerinnen und Wissenschaftler aus unterschiedlichen Disziplinen stammen und somit die Praktika mit verschiedenen Instrumenten und aus unterschiedlichen Blickwinkeln betrachten. Die pr{\"a}sentierten Ergebnisse bilden eine gute Grundlage, um die Praktika in Potsdam und an anderen Standorten weiterzuentwickeln.},
  language  = {de}
}
@article{ShlakaOuahibBerrada2023,
  author    = {Shlaka, Souhad and Ouahib, Sara and Berrada, Khalid},
  title     = {A retrospective feedback of MOOCS in Morocco},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62482},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624826},
  pages     = {317 -- 327},
  year      = {2023},
  abstract  = {The integration of MOOCs into the Moroccan Higher Education (MHE) took place in 2013 by developing different partnerships and projects at national and international levels. As elsewhere, the Covid-19 crisis has played an important role in accelerating distance education in MHE. However, based on our experience as both university professors and specialists in educational engineering, the effective execution of the digital transition has not yet been implemented. Thus, in this article, we present a retrospective feedback of MOOCs in Morocco, focusing on the policies taken by the government to better support the digital transition in general and MOOCs in particular. We are therefore seeking to establish an optimal scenario for the promotion of MOOCs, which emphasizes the policies to be considered, and which recalls the importance of conducting a delicate articulation taking into account four levels, namely environmental, institutional, organizational and individual. We conclude with recommendations that are inspired by the Moroccan academic contex that focus on the major role that MOOCs plays for university students and on maintaining lifelong learning.},
  language  = {en}
}
@article{UhlemannWartenburgerHilton2022,
  author    = {Uhlemann, Charlotte and Wartenburger, Isabell and Hilton, Matt},
  title     = {Express yourself!},
  series = {Spektrum Patholinguistik 15},
  journal   = {Spektrum Patholinguistik 15},
  number    = {15},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-542-2},
  issn      = {1866-9433},
  doi       = {10.25932/publishup-57239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-572395},
  pages     = {107 -- 117},
  year      = {2022},
  language  = {de}
}
@misc{FrankFrankMohretal.2022,
  author    = {Frank, Ulrike and Frank, Katrin and Mohr, Bettina and Kurtenbach, Stephanie and Khader-Lindholz, Aischa and Sallat, Stephan and Wagner, Lilli and D{\"u}ring, Sarah and Lubitz, Anika and Schnelle, Kirsten and Klitsch, Julia and Netzebandt, Jonka and Fritsche, Tom and Uhlemann, Charlotte and Wartenburger, Isabell and Hilton, Matt and Neitzel, Isabel and Schmidt, Johanna and Eikerling, Maren and Cholin, Joana and Menze, Clara and Stadie, Nicole and Schmitz-Antonischki, Dorit and Heide, Judith and Plath, Almut and Corsten, Sabine and Hoffmann, Marie and Leinweber, Juliane and Spelter, Bianca and Karstens, Sven},
  title     = {Spektrum Patholinguistik Band 15. Schwerpunktthema: Interdisziplin{\"a}r behandeln - Multiprofessionelle Zusammenarbeit in der Sprachtherapie},
  series = {Spektrum Patholinguistik},
  journal   = {Spektrum Patholinguistik},
  number    = {15},
  editor    = {Tan, Sarah and D{\"u}ring, Sarah and Wilde, Alina and Wunderlich, Hanna and Fritzsche, Tom},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-542-2},
  issn      = {1866-9433},
  doi       = {10.25932/publishup-55820},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-558206},
  pages     = {vii, 180},
  year      = {2022},
  abstract  = {Das 15. Herbsttreffen Patholinguistik mit dem Schwerpunktthema »Interdisziplin{\"a}r (be-)handeln - Multiprofessionelle Zusammenarbeit in der Sprachtherapie« fand am 20.11.2021 als Online-Veranstaltung statt. Das Herbsttreffen wird seit 2007 j{\"a}hrlich vom Verband f{\"u}r Patholinguistik e.V. (vpl), seit 2021 vom Deutschen Bundesverband f{\"u}r akademische Sprachtherapie und Logop{\"a}die (dbs) in Kooperation mit der Universit{\"a}t Potsdam durchgef{\"u}hrt. Der vorliegende Tagungsband beinhaltet die Vortr{\"a}ge zum Schwerpunktthema und Informationen aus der Podiumsdiskussion sowie die Posterpr{\"a}sentationen zu weiteren Themen aus der sprachtherapeutischen Forschung und Praxis.},
  language  = {de}
}
@article{Heyd2015,
  author    = {Heyd, Thomas},
  title     = {Ascensi{\´o}n al Teide de Alexander von Humboldt},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {30},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-86956},
  pages     = {68 -- 77},
  year      = {2015},
  abstract  = {En este breve ensayo propongo que en la ascensi{\´o}n al Teide Alexander von Humboldt pudo adquirir una perspectiva integral, que le sirvi{\´o} como marco de comunicaci{\´o}n cient{\´i}fica para aunar la multitud de datos que se hab{\´i}a dispuesto a recoger en su breve estancia en la isla. M{\´a}s aun, de ah{\´i} en adelante este marco adem{\´a}s le servir{\´i}a para darle sentido de conjunto a las incontables y diversas informaciones que recoger{\´i}a en los restantes cinco a{\~n}os de viaje. Para poner en evidencia el enfoque de la visita a Tenerife de Humboldt, analizo su relato de la ascensi{\´o}n al Teide suponiendo que est{\´a} estructurado seg{\´u}n los relatos de viajes {\´e}picos y peregrinaciones.},
  language  = {es}
}
@article{Kraft2015,
  author    = {Kraft, Tobias},
  title     = {Humboldts Hefte},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/222},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-88986},
  pages     = {49 -- 59},
  year      = {2015},
  abstract  = {Der 2013 gegl{\"u}ckte Ankauf der Amerikanischen Tageb{\"u}cher durch ein Konsortium {\"o}ffentlicher und privater Geldgeber hat es nicht nur erm{\"o}glicht, Alexander von Humboldts Reisemanuskripte zum ersten Mal einer breiten interessierten {\"O}ffentlichkeit vorzustellen, sondern wirft auch ein besonderer Licht auf die Geschichte ihrer Rezeption und Erforschung. Welche Phasen der Arbeit und Auswertung der Tageb{\"u}cher lassen sich nachzeichnen? Und an welchem Punkt steht die Humboldt-Forschung in dieser Frage heute?},
  language  = {de}
}
@article{Lundberg2015,
  author    = {Lundberg, Karin},
  title     = {Networking knowledge},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {30},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-86968},
  pages     = {78 -- 83},
  year      = {2015},
  abstract  = {Global citizenship and diversity are well-represented concepts in today's higher education. Learning outcomes and competencies are designed to sensitize students to the many cultural backgrounds of U.S. learning institutions. Nevertheless, true globality, as represented through diverse discourses and perspectives of the world, still seems neglected in curricula and course assignments. This article explores the possibilities offered through a new shared space in education where different forms of networked knowledge and multifaceted perspectives can build a global platform of exchange in a diverse student population. The universal science concept described by Alexander von Humboldt at the beginning of the 19th Century illuminates this intertwined approach to knowledge of the world, which has the potential to positively impact contemporary curricula and course design. Von Humboldt's writings emphasize inclusion and interplay among cultures and natural phenomena. By inviting our students to be active representatives of diverse discourses, these interconnecting links will become more transparent. In turn, productive forms of knowing about the world may enrich current learning objectives and thereby reflect a true global citizenship as it evolves in a new shared space of education. Keywords: global citizenship, plurality, diverse discourses, multicultural education.},
  language  = {en}
}
@article{BlankensteinSavoy2015,
  author    = {Blankenstein, David and Savoy, B{\´e}n{\´e}dicte},
  title     = {Frontale Pr{\"a}senz},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/225},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-89012},
  pages     = {107 -- 114},
  year      = {2015},
  abstract  = {Ein bislang unver{\"o}ffentlichtes Portr{\"a}t Alexander von Humboldts aus der Hand Fr{\´e}d{\´e}ric d'Houdetots, ein Sch{\"u}ler des Malers Jacques-Louis David, bereichert die Humboldt-Ikonographie um eine Darstellung, die den ber{\"u}hmten Reisenden und Gelehrten als jungen Mann, wenige Jahre nach seiner R{\"u}ckkehr aus Amerika zeigt - beeindruckend lebendig, fokussiert und pr{\"a}sent. Das 1807 w{\"a}hrend der Franzosenzeit in Berlin entstandene Portr{\"a}t verweist als Teil eines im Conseil d'{\´E}tat in Paris aufbewahrten Portr{\"a}t-Albums auf die Zirkel und Beziehungen, die sich in der besetzten preußischen Hauptstadt zwischen Besatzern, j{\"u}dischen Salonkreisen und der wissenschaftlichen Community gebildet haben, ein N{\"a}hrboden f{\"u}r den transnationalen Austausch von Vertretern einer jungen und vitalen Generation, die sich als echte Europ{\"a}er verstanden.},
  language  = {de}
}
@article{Faak2015,
  author    = {Faak, Margot},
  title     = {Alexander von Humboldts Amerikareise},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/226},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-89029},
  pages     = {115 -- 121},
  year      = {2015},
  abstract  = {F{\"u}r Margot Faak (1926-2015) Am 14. Juni 2015 starb unsere Kollegin Margot Faak im 89. Lebensjahr. Wir erinnern an sie mit Worten des Abschieds von Eberhard Knobloch und dem Wiederabdruck eines Aufsatzes aus ihrer Feder von 1999. Die Neuver{\"o}ffentlichung erfolgt mit freundlicher Genehmigung der Alexander von Humboldt-Stiftung. Der Text wurde in den Fußnoten durch einige aktuelle bibliographische und sachliche Angaben erg{\"a}nzt. HiN VII, 13 (2006) war Margot Faak zu ihrem 80. Geburtstag gewidmet. Das Heft enth{\"a}lt einen Lebenslauf und ein Verzeichnis ihrer Schriften. Berlin, Oktober 2015 Regina Mikosch und Ingo Schwarz},
  language  = {de}
}
@article{Schwarz2015,
  author    = {Schwarz, Ingo},
  title     = {„etwas hervorzubringen, was meines K{\"o}nigs und meines Vaterlandes werth sein kann"},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/218},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-88904},
  pages     = {5 -- 20},
  year      = {2015},
  language  = {de}
}
@article{Schwarz2015,
  author    = {Schwarz, Ingo},
  title     = {„Uebrigens verbleibe ich mit besonderer Werthsch{\"a}tzung Euer gn{\"a}diger K{\"o}nig"},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {30},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {https://doi.org/10.18443/218},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-86913},
  pages     = {7 -- 12},
  year      = {2015},
  language  = {de}
}
@article{BispinckRossbacher2015,
  author    = {Bispinck-Roßbacher, Julia},
  title     = {„Zwischen den Zeilen …"},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/221},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-88978},
  pages     = {43 -- 48},
  year      = {2015},
  abstract  = {Der Artikel besch{\"a}ftigt sich mit dem kodikologischen Befund der Amerikanischen Reisetageb{\"u}cher und materialtechnologischen Untersuchungen zu ihrem Papier und Beschreibstoffen. Der kodikologische Aspekt beinhaltet eine umfassende Erfassung aller physischen Merkmale und Besonderheiten der Tageb{\"u}cher, wobei ein Fokus auf die Zusammenstellung der Lagen, auf heraus getrennten oder ganz fehlenden Seiten liegt. Dies geschieht vor dem Hintergrund, die urspr{\"u}ngliche Zusammenstellung der Tageb{\"u}cher zu rekonstruieren, die Genese zu erforschen und im Nachlass befindliche Teile ggf. fehlenden Bl{\"a}ttern oder Fragmenten in den Tageb{\"u}chern zuzuordnen. Wasserzeichenaufnahmen mit der Thermographiekamera und Tintenanlaysen mithilfe der R{\"o}ntgenfluoreszenztechnik k{\"o}nnen dabei helfen aufzuzeigen, wie die Tageb{\"u}cher entstanden sind und wie sie bis zum Tod Alexander von Humboldts von ihm als Arbeitsinstrument genutzt wurden.},
  language  = {de}
}
@article{OPUS4-8698,
  title     = {{\"U}ber die Autoren},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {30},
  editor    = {Ette, Ottmar and Knobloch, Eberhard},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-86985},
  pages     = {99 -- 101},
  year      = {2015},
  language  = {mul}
}
@article{Lenz2015,
  author    = {Lenz, Markus Alexander},
  title     = {Bewegte Systematik},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/224},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-89001},
  pages     = {80 -- 106},
  year      = {2015},
  abstract  = {Die Amerikanischen Reisetageb{\"u}cher stellen eine Herausforderung f{\"u}r die Erforschung historischer Epistemologie dar. Der vorliegende Aufsatz will ausgehend vom Scheitern einer eindeutigen gattungsgeschichtlichen Zuschreibung die Sonderstellung der B{\"a}nde als Instrumente der Erfahrung herausarbeiten, welche an der Schwelle zum 19. Jh. den ontologischen Optimismus sowie das methodische Tasten eines Wissenschaftlers, Schriftstellers und Forschungsreisenden in subjektbezogener Form zug{\"a}nglich machen. Gerade der multifunktionale Charakter der ‚Journale' als Log- bzw. Reisetageb{\"u}cher und Skizzenhefte, die noch weit entfernt von der Ordnung wissenschaftlichen Schreibens scheinen, lassen jene Voraussetzungen wissenschaftlicher Erkenntnisprozesse sichtbar werden, mithilfe derer Humboldt innerhalb der kantschen Koordinaten Raum und Zeit einen ‚Rhythmus' situativ verarbeiteter Natur- und Welterfahrung in ein dynamisches Speichermedium einfließen l{\"a}sst.},
  language  = {de}
}
@article{Rott2016,
  author    = {Rott, B{\"a}rbel},
  title     = {Alexander von Humboldt brachte Guano nach Europa - mit ungeahnten globalen Folgen},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {32},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/234},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-90802},
  pages     = {84 -- 111},
  year      = {2016},
  abstract  = {Die vorliegende Abhandlung besch{\"a}ftigt sich mit einem bisher wenig beachteten Aspekt von Humboldts Amerikanischer Reise (1799─1804). W{\"a}hrend seine Studien der Pflanzen- und Tierwelt bis heute große Aufmerksamkeit genießen, wird Humboldts Beitrag zu der Entwicklung der modernen Landwirtschaft wenig beachtet. W{\"a}hrend seines Aufenthalts in Lima erhielt er Proben von Guano, Vogelmist von den Chincha-Inseln vor der peruanischen K{\"u}ste. Einige Proben, die er von dieser Reise zur{\"u}ckbrachte, wurden von Wissenschaftlern in Frankreich und Deutschland untersucht. Die Analysenergebnisse zeigten außerordentlich hohe Gehalte an Pflanzenn{\"a}hrstoffen, insbesondere Stickstoff und Phosphor. In den folgenden Jahrzehnten wurde Guano zu einem bedeutsamen D{\"u}ngemittel und Ausl{\"o}ser eines Booms in Europa und Peru. Die Auswirkungen dieser Entwicklung sind bis heute sichtbar und werden hier unter besonderer Beachtung von Phosphor beschrieben.},
  language  = {de}
}
@article{Ette2016,
  author    = {Ette, Ottmar},
  title     = {Naturaleza y cultura},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {32},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/235},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-90773},
  pages     = {29 -- 51},
  year      = {2016},
  abstract  = {El presente trabajo gira en torno al inexpugnable v{\´i}nculo entre naturaleza y cultura y la 'no naturalidad' de la primera, producto de las milenarias intervenciones del hombre, subsumido bajo el t{\´e}rmino del 'antropoceno'. Los fil{\´o}sofos franceses Bruno Latour y Philippe Descola supieron destacar, aunque por caminos diferentes, la importancia de este nexo para asegurar la supervivencia del hombre; Bruno Latour centra sus reflexiones en la pol{\´i}tica de la naturaleza y Philippe Descola destaca el car{\´a}cter ecol{\´o}gico de la naturaleza y la cultura. Sin embargo, ambos dejan de lado las literaturas del mundo y su capacidad de atesorar los diversos dise{\~n}os del saber convivir entre hombre y naturaleza y las nociones de sustentabilidad. Descuella adem{\´a}s la inspiraci{\´o}n que Descola encuentra en la figura del gran erudito Alexander von Humboldt, quien en el siglo XIX ya daba fe de la relaci{\´o}n inextricable entre naturaleza y cultura en innumerables testimonios, entre otros, el Chimborazo que, como cuadro global es representativo para entender que la naturaleza desde siempre ha sido cultura y la cultura es inimaginble sin la naturaleza.},
  language  = {es}
}
@article{ErdmannWeber2015,
  author    = {Erdmann, Dominik and Weber, Jutta},
  title     = {Nachlassgeschichten},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/223},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-88997},
  pages     = {60 -- 79},
  year      = {2015},
  abstract  = {Der Artikel schildert die Geschichte verschiedener Teile des Manuskriptnachlasses Alexander von Humboldts, die sich heute in der Staatsbibliothek zu Berlin - Preußischer Kulturbesitz (SBB) und in der Biblioteka Jagiellońska in Krakau (BJ) befinden. Dabei wird insbesondere auf den unterschiedlichen ‚Quellenwert' der drei großen Nachlassabteilungen - der amerikanischen Reisetageb{\"u}cher, der Kollektaneen zum Kosmos (beide SBB) und dem sogenannten Nachlass Alexander von Humboldt (BJ) - eingegangen.},
  language  = {de}
}
@article{Schmuck2016,
  author    = {Schmuck, Thomas},
  title     = {Humboldt in Goethes Bibliothek},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {32},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/236},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-90793},
  pages     = {65 -- 83},
  year      = {2016},
  abstract  = {In Goethes privater Bibliothek im Goethehaus in Weimar ist Alexander von Humboldt mehrfach vertreten: durch pers{\"o}nlich {\"u}bersandte B{\"u}cher, durch Brosch{\"u}ren und Grafiken. Einige dieser Publikationen Humboldts tragen handschriftliche Widmungen. Die Anmerkungen Goethes, seine Bearbeitungsspuren, die Bemerkungen im Tagebuch und nicht zuletzt der Briefwechsel geben Aufschluss {\"u}ber eine komplizierte Beziehung, die von Wohlwollen und von wissenschaftlichem Interesse an der Arbeit des anderen gepr{\"a}gt war, im Alter aber, insbesondere bei Humboldt, sp{\"u}rbar distanzierter wurde. Erstmals werden in diesem Beitrag alle handschriftlichen Widmungen Humboldts an Goethe abgebildet und die Publikationen Humboldts in Goethes Bibliothek in einen wissenschaftshistorischen und lebensgeschichtlichen Kontext gestellt.},
  language  = {de}
}
@article{PuigSamperGarrido2016,
  author    = {Puig-Samper, Miguel {\´A}ngel and Garrido, Elisa},
  title     = {The presentation of the results of Alexander von Humboldt's voyage to Carlos IV},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {32},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/227},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-90788},
  pages     = {52 -- 64},
  year      = {2016},
  abstract  = {Ever since our first research into Alexander von Humboldt's stay in Spain, the absence of an ensuing relationship between the wise Prussian and the Spanish Crown and Authorities had always surprised us. On starting new research, we found that indeed he sent his first work to Carlos IV from Rome accompanied by a letter of gratitude for the protection he had received during his American trip and submission to the Spanish Crown, which we now present. This first literary fruit of his voyage, which Alexander von Humboldt alluded to in the letter is the first instalment of his work Plantes {\´E}quinoxiales, Recueillies au Mexique, dans l'ile de Cuba, dans les provinces de Caracas, de Cumana etc., published in Paris in 1805.},
  language  = {en}
}
@article{Andress2016,
  author    = {Andress, Reinhard},
  title     = {Eine Bitte an Thomas Jefferson um Tabaksamen und Tabak},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {32},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/229},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-90761},
  pages     = {18 -- 28},
  year      = {2016},
  abstract  = {Dieser Beitrag behandelt einen bisher unver{\"o}ffentlichen Brief Alexander von Humboldts an Thomas Jefferson. Der Brief bietet uns einen aufschlussreichen Einblick in die pers{\"o}nlichen, politischen und wissenschaftlichen Netzwerke Humboldts und schließt eine L{\"u}cke in der Humboldt-Jefferson-Korrespondenz.},
  language  = {de}
}
@article{Schwarz2016,
  author    = {Schwarz, Ingo},
  title     = {Opfer f{\"u}r die Wissenschaften „in dem Drange wichtiger {\"o}ffentlicher Begebenheiten"},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {32},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/231},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-90750},
  pages     = {5 -- 17},
  year      = {2016},
  language  = {de}
}
@article{Kraft2017,
  author    = {Kraft, Tobias},
  title     = {Die Berliner "Edition Humboldt digital"},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/256},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395747},
  pages     = {3 -- 16},
  year      = {2017},
  abstract  = {Das Akademienvorhaben „Alexander von Humboldt auf Reisen - Wissenschaft aus der Bewegung" (AvH-R) hat Anfang 2015 mit einer projektierten Laufzeit von 18 Jahren seine Arbeit an der Berlin-Brandenburgischen Akademie der Wissenschaften aufgenommen. Die Hauptaufgabe von AvH-R besteht in der vollst{\"a}ndigen Herausgabe der Humboldt'schen Manuskripte zum Themenkomplex Reisen an der Schnittstelle von Kultur- und Naturwissenschaften. Die Schriftenreihe des Akademienvorhabens AvH-R l{\"a}uft unter dem Titel Edition Humboldt und ist hybrid angelegt. Die Printedition der Tageb{\"u}cher - Edition Humboldt - ist als Lesefassung konzipiert. Die Edition Humboldt digital zielt auf eine m{\"o}glichst umfassende textorientierte Transkription und Kommentierung der Handschriften sowie auf eine intelligente Nutzung normdateibasierter Webdienste und Informationsangebote. Die ersten Ergebnisse wurden im Herbst 2016 der {\"O}ffentlichkeit unter avhr.bbaw.de pr{\"a}sentiert und werden hier zusammengefasst vorgestellt.},
  language  = {de}
}
@article{Walravens2017,
  author    = {Walravens, Hartmut},
  title     = {Zu den von A. v. Humboldt aus Rußland mitgebrachten B{\"u}chern},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/246},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395804},
  pages     = {96 -- 146},
  year      = {2017},
  abstract  = {Humboldt hat auf seiner Russlandreise 1829 eine Anzahl von B{\"u}chern und Schriften in mongolischer, kalm{\"u}kischer, armenischer, chinesischer, tibetischer und mandschurischer Sprache als Geschenk erhalten. Dar{\"u}ber hinaus hat er drei persische Handschriften k{\"a}uflich erworben. Das umfangreichste St{\"u}ck ist der chinesische Roman Geschichte der Drei Reiche. Humboldt hatte den Altphilologen und Kenner des Armenischen und Chinesischen, Carl Friedrich Neumann, gebeten, diese Titel zu katalogisieren. Als die Liste im Druck erschien (w{\"a}hrend Neumann sich auf einer Chinareise befand), f{\"u}hrten die Monita zu einer Gelehrtenfehde. Danach gerieten die B{\"u}cher, eine bunte Mischung, bald in Vergessenheit. Vorliegender Artikel gibt eine Liste auf Grund des heutigen Befundes in der Staatsbibliothek zu Berlin, f{\"u}r die der Sammler die B{\"u}cher von Anfang an bestimmt hatte, wie mehrere Beischriften belegen.},
  language  = {de}
}
@article{Mikolajczyk2017,
  author    = {Mikolajczyk, Aniela Maria},
  title     = {Alexander von Humboldts Manuskript Isle de Cube},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/248},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395773},
  pages     = {58 -- 79},
  year      = {2017},
  abstract  = {Das von Alexander von Humboldt ab 1804 oder sp{\"a}ter verfasste Manuskript „Isle de Cube. Antilles en g{\´e}n{\´e}ral" wurde erst k{\"u}rzlich zum ersten Mal ver{\"o}ffentlicht. Es stellt die Grundlage f{\"u}r den Essai politique sur l'{\^i}le de Cuba (1826) dar, der als das „wichtigste liberale Manifest des 19. Jahrhunderts gegen die Sklaverei" gilt. Ziel der Untersuchung ist, die textgenetische inhaltliche und stilistische Entwicklung vom Manuskript zur Publikation ansatzweise nachverfolgen zu k{\"o}nnen, um R{\"u}ckschl{\"u}sse auf Humboldts Arbeitsweise und Strategien als Autor mit einem politischen Anliegen zu ziehen.},
  language  = {de}
}
@article{Leitner2017,
  author    = {Leitner, Ulrike},
  title     = {Sobre r{\´i}os y canales},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/251},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395769},
  pages     = {29 -- 57},
  year      = {2017},
  abstract  = {Anhand von unpublizierten Beispielen aus dem Nachlass Humboldts soll ein wichtiger Aspekt seiner Reise vorgestellt werden: Nach seinen Messungen, berechnete er die Ergebnisse mit mathematischen Methoden, zeichnete Karten und verglich diese mit denen seiner Vorg{\"a}nger. Sp{\"a}ter publizierte er Karten von hoher Qualit{\"a}t und gab zur Vervollst{\"a}ndigung anderen Reisenden Ratschl{\"a}ge, um in Regionen zu messen, die er nicht selbst besucht hatte. Humboldts Nachlass widerspiegelt die Informationen von Reisenden, H{\"a}ndlern und Wissenschaftlern, die Humboldt benutzte. Mit der Unabh{\"a}ngigkeit wuchs das Interesse der lateinamerikanischen L{\"a}nder an einem Austausch mit Europa. Mit dem Kolumbianer Joaqu{\´i}n Acosta entwickelte sich ein gegenseitiger Austausch z. B. {\"u}ber die Region Choc{\´o}, die f{\"u}r den Bergbau von Gold und Platin, sowie f{\"u}r die interozeanische Verbindung von großem Interesse war.},
  language  = {es}
}
@article{DrozdowskaBroering2017,
  author    = {Drozdowska-Broering, Izabela},
  title     = {Alexander von Humboldt und die polnische Wissenschafts- und Kulturwelt},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/249},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395750},
  pages     = {16 -- 28},
  year      = {2017},
  abstract  = {Alexander von Humboldt war in Polen bereits im ausgehenden 18. Jahrhundert ber{\"u}hmt geworden. Er reiste mehrmals nach Polen und unterhielt Kontakte zu polnischen oder polnischst{\"a}mmigen Wissenschaftlern. Aus den 30er und 40er Jahren stammen die meisten schriftlichen Belege, die von Beziehungen Humboldts zu solchen Pers{\"o}nlichkeiten wie Ludwik Zejszner, J{\´o}zef Waraszkiewicz oder Filip Neryusz Walter zeugen. Nicht nachweisbar ist heute daf{\"u}r Humboldts Kontakt zu Wincenty Pol sowie zu Ignacy Domeyko. Humboldt inspiriert nicht nur polnische Wissenschaftler, sondern auch f{\"u}hrende polnische Dichter der Romantik. Viele polnische Exilanten verdanken dem deutschen Gelehrten wertvolle Kontakte, Empfehlungsschreiben und Gesuche bei damaligen Machthabern.},
  language  = {de}
}
@article{Paessler2017,
  author    = {P{\"a}ßler, Ulrich},
  title     = {A Political Economy of Nature},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/252},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395781},
  pages     = {80 -- 91},
  year      = {2017},
  abstract  = {In seinem Aufsatz „Ueber die Schwankungen der Goldproduktion mit R{\"u}cksicht auf staatswirthschaftliche Probleme" (1838) entfaltet Alexander von Humboldt auf wenigen Seiten eine Weltgeschichte des Edelmetallverkehrs von der Antike bis ins 19. Jahrhundert. Der vorliegende Artikel geht Humboldts {\"o}konomischem Denken als Teil seiner Forschungen zur Natur- und Menschheitsgeschichte nach. Er beginnt mit einem kurzen Abriss der von sp{\"a}tmerkantilistischen und fr{\"u}hliberalen Einfl{\"u}ssen gepr{\"a}gten Ausbildung Humboldts. Der Artikel diskutiert anschließend eine von Humboldt angefertigte Weltkarte sowie vier darauf bezogene Schaubilder, die historische und zeitgen{\"o}ssische statistische Daten zur graphischen Vision eines globalen Wirtschaftskreislaufs kombinieren. In einem weiteren Schritt geht der Artikel Humboldts Anwendung historischer und naturgeschichtlicher Forschungsmethoden auf dem Gebiet der politischen {\"O}konomie am Beispiel des Aufsatzes von 1838 nach. Den Schluss der Untersuchung bildet Humboldts Auseinandersetzung mit dem Edelmetall Platin, dessen begrenzte Verbreitung im Widerspruch zur Idee eines freien weltweiten Austauschs stand.},
  language  = {en}
}
@article{Schwarz2017,
  author    = {Schwarz, Ingo},
  title     = {"Any American will always be welcome to the study of Alexander von Humboldt"},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/250},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395798},
  pages     = {92 -- 95},
  year      = {2017},
  abstract  = {Im Jahr 1836 traf der US-amerikanische Geistliche und Sammler historischer Dokumente William B. Sprague (1795-1876) w{\"a}hrend seines zweiten Europabesuches auch mit Alexander von Humboldt in Berlin zusammen. Im Verlaufe des Gespr{\"a}ches zeigte sich Humboldt mit den politischen Entwicklungen in den Vereinigten Staaten bestens vertraut. Er kritisierte das Sklavensystem, r{\"a}umte aber auch ein, dass er viele Aspekte der amerikanischen Demokratie bewunderte.},
  language  = {de}
}
@article{Schwarz2017,
  author    = {Schwarz, Ingo},
  title     = {Bernd K{\"o}lbel: Geologe und Alexander-von-Humboldt-Forscher},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/253},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395836},
  pages     = {167 -- 170},
  year      = {2017},
  abstract  = {Nachruf mit Bibliographie.},
  language  = {de}
}
@article{Schwarz2017,
  author    = {Schwarz, Ingo},
  title     = {Nachtrag zu HiN XVII, 33 (2016)},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/255},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395824},
  pages     = {166 -- 167},
  year      = {2017},
  language  = {de}
}
@article{Holl2014,
  author    = {Holl, Frank},
  title     = {„Zur Freiheit bestimmt"},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84933},
  pages     = {119 -- 130},
  year      = {2014},
  abstract  = {Im Zentrum des Beitrags von Frank Holl steht die Frage nach Humboldts Menschenbild und seiner Sicht auf die Kulturen der Welt. Der Autor sieht seinen Aufsatz als Weiterf{\"u}hrung und Erg{\"a}nzung der Auseinandersetzung mit der Initiative „NoHumboldt21". Er geht zun{\"a}chst auf Humboldts Sicht auf die amerikanischen Kulturen ein, die stark mit seiner Kritik am europ{\"a}ischen Kolonialismus und an der Sklaverei verbunden ist. Dann wirft er einen Blick auf Humboldts Sicht auf andere Kulturen der Welt und erl{\"a}utert letztendlich sein Verh{\"a}ltnis zu den Juden.},
  language  = {de}
}
@article{Peaud2014,
  author    = {P{\´e}aud, Laura},
  title     = {Du Mexique {\`a} l'Oural},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84959},
  pages     = {137 -- 147},
  year      = {2014},
  abstract  = {Laura P{\´e}aud montre en quoi les deux contextes diff{\´e}rents dans lesquels Humboldt m{\`e}ne ses recherches au Mexique et en Russie conduisent {\`a} des formes et des contenus scientifiques antagonistes et {\´e}claire plus g{\´e}n{\´e}ralement la posture du naturaliste face au politique.},
  language  = {fr}
}
@article{Schwarz2014,
  author    = {Schwarz, Oliver},
  title     = {Alexander von Humboldt als astronomischer Arbeiter, Diskussionspartner und Ideengeber},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84823},
  pages     = {36 -- 47},
  year      = {2014},
  abstract  = {Auf welche Weise sich unsere Einsch{\"a}tzung des wissenschaftlichen Wirkens Alexander von Humboldts auf Grundlage der best{\"a}ndig voranschreitenden Erschließung seiner Handschriften ver{\"a}ndern konnte und welche aktuellen wissenschaftshistorischen Fragestellungen dadurch aufgeworfen wurden, verdeutlicht Oliver Schwarz an Beispielen aus der Astronomie.},
  language  = {de}
}
@article{Holtz2014,
  author    = {Holtz, B{\"a}rbel},
  title     = {„Cicerone" des K{\"o}nigs? Alexander von Humboldt und Friedrich Wilhelm III.},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84964},
  pages     = {148 -- 159},
  year      = {2014},
  abstract  = {Friedrich Wilhelm III., seit 1797 K{\"o}nig von Preußen, garantierte am 19. November 1805 dem 36-j{\"a}hrigen Humboldt eine Pension von j{\"a}hrlich 2.500 Talern. Nur wenige Tage danach ernannte er ihn zu seinem Kammerherrn. Was Humboldt nicht ahnen konnte war, dass dieser Dienst 54 Jahre w{\"a}hren sollte. B{\"a}rbel Holtz beschreibt die bisher wenig untersuchte Beziehung des Monarchen zum Forschungsreisenden.},
  language  = {de}
}
@article{Paessler2014,
  author    = {P{\"a}ßler, Ulrich},
  title     = {Preußens Mann in Washington},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84984},
  pages     = {167 -- 178},
  year      = {2014},
  abstract  = {Der Diplomat und preußische Gesandte in Washington, Friedrich von Gerolt, versorgte Humboldt w{\"a}hrend der 1840er und 1850er Jahre mit Informationen {\"u}ber die politischen und geistigen Entwicklungen auf dem nordamerikanischen Kontinent. Humboldt seinerseits f{\"o}rderte in Berlin Gerolts Karriere und protegierte ihn bei Hofe. In den von Ulrich P{\"a}ßler vorgestellten Briefen aus den Jahren 1858/59 spricht Gerolt einige Entwicklungen in den Vereinigten Staaten an, die deren (geo-)politische Stellung in der Welt entscheidend pr{\"a}gen sollten.},
  language  = {de}
}
@article{Leitner2014,
  author    = {Leitner, Ulrike},
  title     = {„Ja! Wenn Berlin Bonn w{\"a}re!" Friedrich R{\"u}ckerts Berufung nach Berlin},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84926},
  pages     = {108 -- 118},
  year      = {2014},
  abstract  = {Friedrich Wilhelm IV. wollte den preußischen Staat nach seiner Thronbesteigung auch auf den Gebieten der Kultur und Wissenschaft modernisieren. Bedeutende Pers{\"o}nlichkeiten wurden nach Berlin geholt. In vielen dieser Berufungsangelegenheiten kam Alexander von Humboldts Einfluss zum Tragen. Zu den Koryph{\"a}en, die von Bayern nach Preußen gelockt wurden, geh{\"o}rte auch der Dichter und Orientalist Friedrich R{\"u}ckert. Ulrike Leitner veranschaulicht in Ihrem Aufsatz R{\"u}ckerts Berufung nach Berlin und pr{\"a}sentiert in diesem Kontext zwei Briefe.},
  language  = {de}
}
@article{Ringmacher2014,
  author    = {Ringmacher, Manfred},
  title     = {Zwei Briefe auf Guaran{\´i} in Alexander von Humboldts Handschrift},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84904},
  pages     = {87 -- 98},
  year      = {2014},
  abstract  = {Gegenstand des Aufsatzes von Manfred Ringmacher sind zwei Briefe auf Guaran{\´i} in Alexander von Humboldts Handschrift. Die Originale der Abschriften wurden im Jahr 1800 in der ehemals jesuitisch betreuten Indianersiedlung Santa Mar{\´i}a la Mayor am R{\´i}o Uruguay geschrieben und an den Vizek{\"o}nig des spanischen Vizek{\"o}nigreichs La Plata gesandt. Sie sind mit einer zeitgen{\"o}ssischen spanischen {\"U}bersetzung versehen; außerdem hat Alexander von Humboldt in franz{\"o}sischer Sprache noch einige Erl{\"a}uterungen gegeben.},
  language  = {de}
}
@article{Werner2014,
  author    = {Werner, Petra},
  title     = {Innenwelten und bleiche G{\"a}rten},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84833},
  pages     = {48 -- 57},
  year      = {2014},
  abstract  = {Petra Werner geht in ihrem Artikel Humboldts naturwissenschaftlicher und {\"a}sthetischer Faszination f{\"u}r unterirdische Welten nach und erl{\"a}utert am Beispiel der Caripe-H{\"o}hle den Einfluss des Forschungsreisenden auf K{\"u}nstler wie Ferdinand Bellermann und Anton Goering.},
  language  = {de}
}
@article{Mikosch2014,
  author    = {Mikosch, Regina},
  title     = {Ingo Schwarz' Ver{\"o}ffentlichungen zu Alexander von Humboldt},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-85008},
  pages     = {192 -- 199},
  year      = {2014},
  language  = {de}
}
@article{OPUS4-8501,
  title     = {{\"U}ber die Autoren},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  editor    = {Ette, Ottmar and Knobloch, Eberhard},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-85015},
  pages     = {200 -- 204},
  year      = {2014},
  language  = {de}
}
@book{Weber2023,
  author    = {Weber, Benedikt},
  title     = {Human pose estimation for decubitus prophylaxis},
  number    = {153},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-551-4},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-56719},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-567196},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {73},
  year      = {2023},
  abstract  = {Decubitus is one of the most relevant diseases in nursing and the most expensive to treat. It is caused by sustained pressure on tissue, so it particularly affects bed-bound patients. This work lays a foundation for pressure mattress-based decubitus prophylaxis by implementing a solution to the single-frame 2D Human Pose Estimation problem. For this, methods of Deep Learning are employed. Two approaches are examined, a coarse-to-fine Convolutional Neural Network for direct regression of joint coordinates and a U-Net for the derivation of probability distribution heatmaps. We conclude that training our models on a combined dataset of the publicly available Bodies at Rest and SLP data yields the best results. Furthermore, various preprocessing techniques are investigated, and a hyperparameter optimization is performed to discover an improved model architecture. Another finding indicates that the heatmap-based approach outperforms direct regression. This model achieves a mean per-joint position error of 9.11 cm for the Bodies at Rest data and 7.43 cm for the SLP data. We find that it generalizes well on data from mattresses other than those seen during training but has difficulties detecting the arms correctly. Additionally, we give a brief overview of the medical data annotation tool annoto we developed in the bachelor project and furthermore conclude that the Scrum framework and agile practices enhanced our development workflow.},
  language  = {en}
}
@article{Werner2017,
  author    = {Werner, Petra},
  title     = {Franz Julius Ferdinand Meyen: gef{\"o}rdert und fr{\"u}hvollendet},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVIII},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {34},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/247},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-395819},
  pages     = {147 -- 164},
  year      = {2017},
  abstract  = {Franz Ferdinand Julius Meyen (1804-1840) ver{\"o}ffentlichte auf sehr vielen Gebieten der Biologie wichtige Arbeiten, vor allem in Botanik und Zoologie. Mit Unterst{\"u}tzung Alexander von Humboldts gelang es ihm, auf dem Forschungsschiff „Prinzess Louise" anzuheuern und als Schiffsarzt an einer mehrj{\"a}hrigen Weltreise teilzunehmen. Humboldt, der einige Regionen ebenfalls besucht und erforscht hatte, unterst{\"u}tzte seinen jungen Kollegen bei der Vorbereitung seiner Reise. Meyen ver{\"o}ffentlichte seine Reiseergebnisse bereits kurz nach seiner R{\"u}ckkehr, gef{\"o}rdert von Christian Gottfried Nees von Esenbeck (1776-1858), sowohl als zweiteiligen historischen Reisebericht als auch in sieben Einzelabhandlungen. Einige Ergebnisse, die er, schwerkrank, nicht selbst verwerten konnte, {\"u}bergab er noch bei Lebzeiten zur Bearbeitung an Spezialisten, andere wurden posthum von Mitgliedern der Leopoldina publiziert. Meyen brachte u. a. eine umfangreiche Sammlung an Vogelpr{\"a}paraten mit, zu denen auch das Erstbeschreibungsexemplar des von ihm so genannten Spheniscus humboldti (Trivialname: Humboldt-Pinguin) geh{\"o}rt.},
  language  = {de}
}
@article{Ette2015,
  author    = {Ette, Ottmar},
  title     = {Tras la huella de la vida},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XVI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {31},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  doi       = {10.18443/219},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-88913},
  pages     = {21 -- 25},
  year      = {2015},
  abstract  = {El proyecto de larga duraci{\´o}n "Centro Alejandro de Humboldt - Ciencia en movimiento" (iniciado en 2015) de la Academia de las Ciencias y Humanidades Berl{\´i}n-Brandemburgo tiene como objetivo la edici{\´o}n de los manuscritos de viaje del famoso autor, naturalista, cosmop{\´o}lito y viajero. La edici{\´o}n incluir{\´a} los manuscritos de sus dos viajes hemisf{\´e}ricos (Am{\´e}rica, Asia) como tambi{\´e}n los de su legado literario. La pregunta esencial que acompa{\~n}a las investigaciones en torno al proyecto de la Academia es la importancia que Humboldt le da a la vida y a la convivencia. Los tres pilares en los que descansa la reflexi{\´o}n son: la relacionalidad, la concomitancia entre ciencia y est{\´e}tica y el movimiento.},
  language  = {es}
}
@book{ZassZagrebnovSukiasyanetal.2020,
  author    = {Zass, Alexander and Zagrebnov, Valentin and Sukiasyan, Hayk and Melkonyan, Tatev and Rafler, Mathias and Poghosyan, Suren and Zessin, Hans and Piatnitski, Andrey and Zhizhina, Elena and Pechersky, Eugeny and Pirogov, Sergei and Yambartsev, Anatoly and Mazzonetto, Sara and Lykov, Alexander and Malyshev, Vadim and Khachatryan, Linda and Nahapetian, Boris and Jursenas, Rytis and Jansen, Sabine and Tsagkarogiannis, Dimitrios and Kuna, Tobias and Kolesnikov, Leonid and Hryniv, Ostap and Wallace, Clare and Houdebert, Pierre and Figari, Rodolfo and Teta, Alessandro and Boldrighini, Carlo and Frigio, Sandro and Maponi, Pierluigi and Pellegrinotti, Alessandro and Sinai, Yakov G.},
  title     = {Proceedings of the XI international conference stochastic and analytic methods in mathematical physics},
  number    = {6},
  editor    = {Roelly, Sylvie and Rafler, Mathias and Poghosyan, Suren},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-485-2},
  issn      = {2199-4951},
  doi       = {10.25932/publishup-45919},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-459192},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {xiv, 194},
  year      = {2020},
  abstract  = {The XI international conference Stochastic and Analytic Methods in Mathematical Physics was held in Yerevan 2 - 7 September 2019 and was dedicated to the memory of the great mathematician Robert Adol'fovich Minlos, who passed away in January 2018. The present volume collects a large majority of the contributions presented at the conference on the following domains of contemporary interest: classical and quantum statistical physics, mathematical methods in quantum mechanics, stochastic analysis, applications of point processes in statistical mechanics. The authors are specialists from Armenia, Czech Republic, Denmark, France, Germany, Italy, Japan, Lithuania, Russia, UK and Uzbekistan. A particular aim of this volume is to offer young scientists basic material in order to inspire their future research in the wide fields presented here.},
  language  = {en}
}
@book{MeinelJohnWollowski2022,
  author    = {Meinel, Christoph and John, Catrina and Wollowski, Tobias},
  title     = {Die HPI Schul-Cloud - Von der Vision zur digitale Infrastruktur f{\"u}r deutsche Schulen},
  number    = {144},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-526-2},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-53586},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-535860},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {v, 77},
  year      = {2022},
  abstract  = {Digitale Medien sind aus unserem Alltag kaum noch wegzudenken. Einer der zentralsten Bereiche f{\"u}r unsere Gesellschaft, die schulische Bildung, darf hier nicht hintanstehen. Wann immer der Einsatz digital unterst{\"u}tzter Tools p{\"a}dagogisch sinnvoll ist, muss dieser in einem sicheren Rahmen erm{\"o}glicht werden k{\"o}nnen. Die HPI Schul-Cloud ist dieser Vision gefolgt, die vom Nationalen IT-Gipfel 2016 angestoßen wurde und dem Bericht vorangestellt ist - gefolgt. Sie hat sich in den vergangenen f{\"u}nf Jahren vom Pilotprojekt zur unverzichtbaren IT-Infrastruktur f{\"u}r zahlreiche Schulen entwickelt. W{\"a}hrend der Corona-Pandemie hat sie f{\"u}r viele Tausend Schulen wichtige Unterst{\"u}tzung bei der Umsetzung ihres Bildungsauftrags geboten. Das Ziel, eine zukunftssichere und datenschutzkonforme Infrastruktur zur digitalen Unterst{\"u}tzung des Unterrichts zur Verf{\"u}gung zu stellen, hat sie damit mehr als erreicht. Aktuell greifen rund 1,4 Millionen Lehrkr{\"a}fte und Sch{\"u}lerinnen und Sch{\"u}ler bundesweit und an den deutschen Auslandsschulen auf die HPI Schul-Cloud zu.},
  language  = {de}
}
@article{Tamas2020,
  author    = {Tam{\´a}s, M{\´a}t{\´e}},
  title     = {"Moses Lackenbacher \& Compagnie:"},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48564},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485642},
  pages     = {75 -- 88},
  year      = {2020},
  abstract  = {In 1810, Moses Lackenbacher, together with two of his children, Israel and Heinrich, and Moses L{\"o}wenstein created the company "Moses Lackenbacher \& Compagnie" with headquarters in Nagykanizsa and a branch in Vienna. The main profile of the company was army purveyance. The business activity resulted in a high spatial mobility which led to socio-cultural acculturation and conversions to Christianity within the kinship. This paper explores the connection between kinship and the operation of the company on the basis of the prominent yet little-researched Lackenbachers in the early 19th-century Habsburg Monarchy. Central questions are how the relatives organized a company during the Napoleonic wars, as well as the impact of operating a business; how familial bonds and kinship links were affected, and, in this context, how relatives together evolved into a multi-religious network of kinship.},
  language  = {en}
}
@article{Thulin2020,
  author    = {Thulin, Mirjam},
  title     = {Arthur Czellitzer (1871 - 1943) and the society for Jewish family research},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48553},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485534},
  pages     = {29 -- 42},
  year      = {2020},
  abstract  = {In 1924, the Berlin ophthalmologist Arthur Czellitzer (1871-1943) and like-minded members of the local Jewish community founded the Society for Jewish Family Research. A year later, the Society launched the journal J{\"u}dische Familienforschung (Jewish Family Research), edited by Czellitzer. The Society was an outstanding platform of professional academic and amateur researchers and promoted a type of Jewish genealogy and family history that was shaped by the historical-medical discourse of the time. The concepts and methods of both the biological sciences and Wissenschaft des Judentums shaped and defined the academic approach to family research and history in Czellitzer's and the Society's work. The Society soon became the leading international association for the academic Jewish genealogical research. Despite of its brutal end in 1938, Arthur Czellitzer's and the Society's works, the issues raised, and the methods they created shape Jewish family research and genealogy until today.},
  language  = {en}
}
@article{ThulinKrah2020,
  author    = {Thulin, Mirjam and Krah, Markus},
  title     = {The history of Jewish families in early modern and modern times},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48529},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485297},
  pages     = {13 -- 23},
  year      = {2020},
  language  = {en}
}
@article{Gausemeier2020,
  author    = {Gausemeier, Bernd},
  title     = {Squaring the pedigree},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48556},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485566},
  pages     = {43 -- 50},
  year      = {2020},
  abstract  = {Arthur Czellitzer (1872 - 1943) embodies the interdependence between eugenics and genealogy in early 20th-century Germany. He developed widely discussed genealogical recording techniques designed both for studies about human heredity and for the use in historical family research. When he shifted his focus from medical family studies to Jewish family research after World War I, he maintained a eugenic agenda which was now primarily targeted at the preservation of the "Jewish race."},
  language  = {en}
}
@article{Mecklenburg2020,
  author    = {Mecklenburg, Frank},
  title     = {Family history and the Leo Baeck Institute},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48558},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485584},
  pages     = {51 -- 57},
  year      = {2020},
  abstract  = {Genealogical documents offer crucial information on various aspects of Jewish history. They are still underappreciated by many historians, and there is little overlap between academic researchers and the genealogical community, for whom such documents serve a different purpose, as they retrieve individual family histories. The article provides an overview of the material held by Leo Baeck Institute Archives and Library as well as other digital resources for family research today.},
  language  = {en}
}
@article{Gerlach2020,
  author    = {Gerlach, Lisa},
  title     = {V{\"a}ter, S{\"o}hne, Beziehungen, Netzwerke},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48570},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485704},
  pages     = {89 -- 105},
  year      = {2020},
  abstract  = {The paper investigates how cultural and social capital were passed down to the next generations via letters of recommendation. Focusing on fathers recommending their sons to German Jewish banker Gerson (von) Bleichr{\"o}der, the paper asks how father-son relations were described and which role equivalent backgrounds, especially in terms of Jewishness and social standing, played in this process. Mainly discussed are four different patriarchs approaching Bleichr{\"o}der on behalf of their sons to further their careers. Making use of methods such as historical network analysis and semantic analysis the paper introduces the letters of recommendation as a complex yet promising practice in order to maintain, strengthen and even further the family's (social) capital over generational changes. The paper finds trust and tradition to be crucial for successful recommendations. Situated at a liminal point of economic and personal spheres, recommendations shed new light on crucial questions of 19th-century Jewish history, such as acculturation and distinctiveness as well as on intra-familial dynamics in the face of profound social transformation.},
  language  = {de}
}
@article{GraebeWermke2020,
  author    = {Gr{\"a}be, Viktoria and Wermke, Michael},
  title     = {Soziale Herkunft und Berufswahl},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48574},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485743},
  pages     = {107 -- 121},
  year      = {2020},
  abstract  = {The article deals with the family backgrounds and school careers of teachers for religious education at Jewish higher schools during the 19th century. As many of them are known because of their academic publications, our knowledge about their work as teachers is still a desideratum. Therefore, biographies of teachers at both Jewish higher schools in Frankfurt (Main) are presented and compared with the objective to identify typical structures. A key finding is the fact that access to the position as a teacher was not much formalized. Different ways to become a teacher were characteristic for both schools whilst the Modern Orthodox "Unterrichtsanstalt der Israelitischen Religionsgesellschaft" (IRG) was furthermore characterized by close family relations between its teachers. On the other hand, within the liberal network there existed a strong support based on shared convictions which worked as counterpart to the familiar network of the Modern Orthodox School.},
  language  = {de}
}
@article{Oehme2020,
  author    = {Oehme, Annegret},
  title     = {Tu felix Camelot nube!},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48563},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485637},
  pages     = {61 -- 74},
  year      = {2020},
  abstract  = {This article explores the ways in which the Yiddish Arthurian romance Viduvilt (sixteenth ct.) reworks its Middle High German model text, Wirnt von Grafenberg's Wigalois (1210/1220), for an early modern Jewish audience. Through seemingly minor changes, the adaptor creates a story world in which family politics play an essential role and become the driving force behind the story development. Part of this change is the reevaluation of female figures, in particular mothers. In contrast to its model, the Arthurian knight in Viduvilt is created as a figure that relies and depends largely on the decisions made by mothers, who are portrayed as powerful matres familias.},
  language  = {de}
}
@article{Oleshkevich2020,
  author    = {Oleshkevich, Ekaterina},
  title     = {Images of parenthood in the Pre-Modern and modern Jewish family in the Russian empire},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48613},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486135},
  pages     = {123 -- 139},
  year      = {2020},
  abstract  = {This article explores childhood discourses in the Jewish society of the Russian Empire. It focuses on images of parents, while exploring the differences between pre-modern and modern narrative types in Jewish autobiographies. In the pre-modern paradigm, mothers are barely present while fathers appear more often, although neither parent demonstrates emotional affection toward the child. In the modern paradigm, parents are either equally present or the mother is more prominent, they engage in the everyday activities with the child, and do not hesitate to show their emotional love. Moreover, the notions of inner world and child's individuality emerge. These changes correspond to major shifts in discourses shaping the attitude toward children in the European society.},
  language  = {en}
}
@misc{Talabardon2020,
  author    = {Talabardon, Susanne},
  title     = {David Biale, David Assaf, Benjamin Brown, Uriel Gellman, Samuel Heilman, Moshe Rosman, Gadi Sagiv, Marcin Wodziński, Hasidism: A New History. With an Afterword by Arthur Green (Princeton: Princeton University Press, 2018), 875 p., \$ 45.},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48616},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486164},
  pages     = {149 -- 152},
  year      = {2020},
  language  = {de}
}
@misc{Wendehorst2020,
  author    = {Wendehorst, Stephan},
  title     = {Jay Berkowitz, Law's Dominion: Jewish Community, Religion, and Family in Early Modern Metz (Leiden: Brill, 2019), 404 p., \$ 76.},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48615},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486154},
  pages     = {146 -- 149},
  year      = {2020},
  language  = {en}
}
@misc{Arnold2020,
  author    = {Arnold, Rafael D.},
  title     = {Giulio Busi/Silvana Greco, Hgg., The Renaissance Speaks Hebrew (Milano: Silvana Editoriale, 2019), 304 p., 32 €.},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48614},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486141},
  pages     = {143 -- 146},
  year      = {2020},
  language  = {de}
}
@misc{KnoblochKraftPaessleretal.2023,
  author    = {Knobloch, Eberhard and Kraft, Tobias and P{\"a}ßler, Ulrich and Ette, Ottmar and G{\"o}tz, Carmen and Schwarz, Ingo},
  title     = {HiN : Alexander von Humboldt im Netz},
  volume    = {XXIV},
  number    = {47},
  editor    = {Ette, Ottmar and Knobloch, Eberhard},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {2568-3543},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-611678},
  pages     = {122},
  year      = {2023},
  abstract  = {-Eberhard Knobloch: Alexander von Humboldts unbekannter Briefwechsel mit Ludwig August von Buch -Tobias Kraft und Ulrich P{\"a}ßler: Das Ganze erfassen. Dem Alexander-von-Humboldt-Forscher Eberhard Knobloch zum 80. Geburtstag -Ottmar Ette: Vor und nach der „gl{\"u}cklichen Revolution". Langsdorff, die Berliner Debatte um die Neue Welt und ihre Folgen f{\"u}r die wissenschaftlichen Expeditionen -Carmen G{\"o}tz: Die (Un-)Ordnung des Schreibens. Der Index g{\´e}n{\´e}ral und die Amerikanischen Reisetageb{\"u}cher -Ingo Schwarz: „Jedes ernste wissenschaftliche Streben ist ehrenwert." Carl Friedrich von Kl{\"o}dens Rezension des Kosmos von Alexander von Humboldt (1845) -Tobias Kraft und Ulrich P{\"a}ßler: Schriftenverzeichnis: Publikationen von Eberhard Knobloch zu Alexander von Humboldt -Eberhard Knobloch: Alexander von Humboldts Naturgem{\"a}lde der Anden},
  language  = {de}
}
@misc{GeislerGerbigGrafeetal.2023,
  author    = {Geisler, Alexandra and Gerbig, Stephan and Grafe, Jennifer and Heuberger, Lina and Kainz, Fritz and Lanzl, Theresa},
  title     = {MenschenRechtsMagazin : MRM ; Informationen, Meinungen, Analysen},
  volume    = {28},
  number    = {2},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {2941-1149},
  doi       = {10.25932/publishup-60757},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-607573},
  pages     = {89 -- 170},
  year      = {2023},
  abstract  = {Aus dem Inhalt: - Dimensionen von Macht - Unter Betrachtung des ethischen Berufskodex, der professionellen Haltung und systemimmanenten Dilemmata im ungarischen Kinderschutzsystem - Das 12. Zusatzprotokoll zur EMRK - Chancen und Potenziale eines allgemeinen und umfassenden Diskriminierungsverbots - Zum aktuellen Stand und zu aktuellen Fragen des Menschenrechtsschutzes von LGBTQI+-Personen - Fragen nach gerechter Verteilung - eine menschenrechtliche Analyse der Allokation am Beispiel von COVID-19-Impfstoffen f{\"u}r {\"A}ltere - Extraterritorial Constitutional Rights: A Comparative Case Study of the United States and Germany* - Bericht {\"u}ber die T{\"a}tigkeit des Menschenrechtsausschusses der Vereinten Nationen im Jahre 2022 - Teil II: Individualbeschwerden},
  language  = {de}
}
@inproceedings{JacqminOezdemirFellKurbanetal.2021,
  author    = {Jacqmin, Julien and {\"O}zdemir, Paker Doğu and Fell Kurban, Caroline and Tun{\c{c}} Pekkan, Zelha and Koskinen, Johanna and Suonp{\"a}{\"a}, Maija and Seng, Cheyvuth and Carlon, May Kristine Jonson and Gayed, John Maurice and Cross, Jeffrey S. and Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan and Bethge, Joseph and Serth, Sebastian and Staubitz, Thomas and Wuttke, Tobias and Nordemann, Oliver and Das, Partha-Pratim and Meinel, Christoph and Ponce, Eva and Srinath, Sindhu and Allegue, Laura and Perach, Shai and Alexandron, Giora and Corti, Paola and Baudo, Valeria and Turr{\´o}, Carlos and Moura Santos, Ana and Nilsson, Charlotta and Maldonado-Mahauad, Jorge and Valdiviezo, Javier and Carvallo, Juan Pablo and Samaniego-Erazo, Nicolay and Poce, Antonella and Re, Maria Rosaria and Valente, Mara and Karp Gershon, Sa'ar and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Despujol, Ignacio and Busquets, Jaime and Kerr, John and Lorenz, Anja and Sch{\"o}n, Sandra and Ebner, Martin and Wittke, Andreas and Beirne, Elaine and Nic Giolla Mhich{\´i}l, Mair{\´e}ad and Brown, Mark and Mac Lochlainn, Conch{\´u}r and Topali, Paraskevi and Chounta, Irene-Angelica and Ortega-Arranz, Alejandro and Villagr{\´a}-Sobrino, Sara L. and Mart{\´i}nez-Mon{\´e}s, Alejandra and Blackwell, Virginia Katherine and Wiltrout, Mary Ellen and Rami Gaddem, Mohamed and Hern{\´a}ndez Reyes, C{\´e}sar Augusto and Nagahama, Toru and Buchem, Ilona and Okatan, Ebru and Khalil, Mohammad and Casiraghi, Daniela and Sancassani, Susanna and Brambilla, Federica and Mihaescu, Vlad and Andone, Diana and Vasiu, Radu and Şahin, Muhittin and Egloffstein, Marc and Bothe, Max and Rohloff, Tobias and Schenk, Nathanael and Schwerer, Florian and Ifenthaler, Dirk and Hense, Julia and Bernd, Mike},
  title     = {EMOOCs 2021},
  editor    = {Meinel, Christoph and Staubitz, Thomas and Schweiger, Stefanie and Friedl, Christian and Kiers, Janine and Ebner, Martin and Lorenz, Anja and Ubachs, George and Mongenet, Catherine and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Cortes Mendez, Manoel},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51030},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-510300},
  pages     = {vii, 295},
  year      = {2021},
  abstract  = {From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year's EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference's Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops.},
  language  = {en}
}
@article{BethgeSerthStaubitzetal.2021,
  author    = {Bethge, Joseph and Serth, Sebastian and Staubitz, Thomas and Wuttke, Tobias and Nordemann, Oliver and Das, Partha-Pratim and Meinel, Christoph},
  title     = {TransPipe},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-51694},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516943},
  pages     = {79 -- 94},
  year      = {2021},
  abstract  = {Online learning environments, such as Massive Open Online Courses (MOOCs), often rely on videos as a major component to convey knowledge. However, these videos exclude potential participants who do not understand the lecturer's language, regardless of whether that is due to language unfamiliarity or aural handicaps. Subtitles and/or interactive transcripts solve this issue, ease navigation based on the content, and enable indexing and retrieval by search engines. Although there are several automated speech-to-text converters and translation tools, their quality varies and the process of integrating them can be quite tedious. Thus, in practice, many videos on MOOC platforms only receive subtitles after the course is already finished (if at all) due to a lack of resources. This work describes an approach to tackle this issue by providing a dedicated tool, which is closing this gap between MOOC platforms and transcription and translation tools and offering a simple workflow that can easily be handled by users with a less technical background. The proposed method is designed and evaluated by qualitative interviews with three major MOOC providers.},
  language  = {en}
}
@article{TheeraroungchaisriThammetarDuangchindaetal.2023,
  author    = {Theeraroungchaisri, Anuchai and Thammetar, Thapanee and Duangchinda, Vorasuang and Khlaisang, Jintavee},
  title     = {Thai MOOC academy},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62421},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624212},
  pages     = {163 -- 169},
  year      = {2023},
  abstract  = {Thai MOOC Academy is a national digital learning platform that has been serving as a mechanism for promoting lifelong learning in Thailand since 2017. It has recently undergone significant improvements and upgrades, including the implementation of a credit bank system and a learner's eportfolio system interconnected with the platform. Thai MOOC Academy is introducing a national credit bank system for accreditation and management, which allows for the transfer of expected learning outcomes and educational qualifications between formal education, non-formal education, and informal education. The credit bank system has five distinct features, including issuing forgery-prevented certificates, recording learning results, transferring external credits within the same wallet, accumulating learning results, and creating a QR code for verification purposes. The paper discusses the features and future potential of Thai MOOC Academy, as it is extended towards a sandbox for the national credit bank system in Thailand.},
  language  = {en}
}
@book{MeinelWillemsStaubitzetal.2022,
  author    = {Meinel, Christoph and Willems, Christian and Staubitz, Thomas and Sauer, Dominic and Hagedorn, Christiane},
  title     = {openHPI},
  number    = {148},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-544-6},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-56020},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560208},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {125},
  year      = {2022},
  abstract  = {On the occasion of the 10th openHPI anniversary, this technical report provides information about the HPI MOOC platform, including its core features, technology, and architecture. In an introduction, the platform family with all partner platforms is presented; these now amount to nine platforms, including openHPI. This section introduces openHPI as an advisor and research partner in various projects. In the second chapter, the functionalities and common course formats of the platform are presented. The functionalities are divided into learner and admin features. The learner features section provides detailed information about performance records, courses, and the learning materials of which a course is composed: videos, texts, and quizzes. In addition, the learning materials can be enriched by adding external exercise tools that communicate with the HPI MOOC platform via the Learning Tools Interoperability (LTI) standard. Furthermore, the concept of peer assessments completed the possible learning materials. The section then proceeds with further information on the discussion forum, a fundamental concept of MOOCs compared to traditional e-learning offers. The section is concluded with a description of the quiz recap, learning objectives, mobile applications, gameful learning, and the help desk. The next part of this chapter deals with the admin features. The described functionality is restricted to describing the news and announcements, dashboards and statistics, reporting capabilities, research options with A/B testing, the course feed, and the TransPipe tool to support the process of creating automated or manual subtitles. The platform supports a large variety of additional features, but a detailed description of these features goes beyond the scope of this report. The chapter then elaborates on common course formats and openHPI teaching activities at the HPI. The chapter concludes with some best practices for course design and delivery. The third chapter provides insights into the technology and architecture behind openHPI. A special characteristic of the openHPI project is the conscious decision to operate the complete application from bare metal to platform development. Hence, the chapter starts with a section about the openHPI Cloud, including detailed information about the data center and devices, the used cloud software OpenStack and Ceph, as well as the openHPI Cloud Service provided for the HPI. Afterward, a section on the application technology stack and development tooling describes the application infrastructure components, the used automation, the deployment pipeline, and the tools used for monitoring and alerting. The chapter is concluded with detailed information about the technology stack and concrete platform implementation details. The section describes the service-oriented Ruby on Rails application, inter-service communication, and public APIs. It also provides more information on the design system and components used in the application. The section concludes with a discussion of the original microservice architecture, where we share our insights and reasoning for migrating back to a monolithic application. The last chapter provides a summary and an outlook on the future of digital education.},
  language  = {en}
}
@book{MeinelGalbasHageboelling2023,
  author    = {Meinel, Christoph and Galbas, Michael and Hageb{\"o}lling, David},
  title     = {Digitale Souver{\"a}nit{\"a}t: Erkenntnisse aus dem deutschen Bildungssektor},
  number    = {156},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-560-6},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-59513},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-595138},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {1 -- 29},
  year      = {2023},
  abstract  = {Digitale Technologien bieten erhebliche politische, wirtschaftliche und gesellschaftliche Chancen. Zugleich ist der Begriff digitale Souver{\"a}nit{\"a}t zu einem Leitmotiv im deutschen Diskurs {\"u}ber digitale Technologien geworden: das heißt, die F{\"a}higkeit des Staates, seine Verantwortung wahrzunehmen und die Bef{\"a}higung der Gesellschaft - und des Einzelnen - sicherzustellen, die digitale Transformation selbstbestimmt zu gestalten. Exemplarisch f{\"u}r die Herausforderung in Deutschland und Europa, die Vorteile digitaler Technologien zu nutzen und gleichzeitig Souver{\"a}nit{\"a}tsbedenken zu ber{\"u}cksichtigen, steht der Bildungssektor. Er umfasst Bildung als zentrales {\"o}ffentliches Gut, ein schnell aufkommendes Gesch{\"a}ftsfeld und wachsende Best{\"a}nde an hochsensiblen personenbezogenen Daten. Davon ausgehend beschreibt der Bericht Wege zur Entsch{\"a}rfung des Spannungsverh{\"a}ltnisses zwischen Digitalisierung und Souver{\"a}nit{\"a}t auf drei verschiedenen Ebenen - Staat, Wirtschaft und Individuum - anhand konkreter technischer Projekte im Bildungsbereich: die HPI Schul-Cloud (staatliche Souver{\"a}nit{\"a}t), die MERLOT-Datenr{\"a}ume (wirtschaftliche Souver{\"a}nit{\"a}t) und die openHPI-Plattform (individuelle Souver{\"a}nit{\"a}t).},
  language  = {de}
}
@book{MeinelGalbasHageboelling2023,
  author    = {Meinel, Christoph and Galbas, Michael and Hageb{\"o}lling, David},
  title     = {Digital sovereignty: insights from Germany's education sector},
  number    = {157},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-561-3},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-59772},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-597723},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {1 -- 27},
  year      = {2023},
  abstract  = {Digital technology offers significant political, economic, and societal opportunities. At the same time, the notion of digital sovereignty has become a leitmotif in German discourse: the state's capacity to assume its responsibilities and safeguard society's - and individuals' - ability to shape the digital transformation in a self-determined way. The education sector is exemplary for the challenge faced by Germany, and indeed Europe, of harnessing the benefits of digital technology while navigating concerns around sovereignty. It encompasses education as a core public good, a rapidly growing field of business, and growing pools of highly sensitive personal data. The report describes pathways to mitigating the tension between digitalization and sovereignty at three different levels - state, economy, and individual - through the lens of concrete technical projects in the education sector: the HPI Schul-Cloud (state sovereignty), the MERLOT data spaces (economic sovereignty), and the openHPI platform (individual sovereignty).},
  language  = {en}
}
@article{MouraSantosCortiFelipeCoimbraCosta2023,
  author    = {Moura Santos, Ana and Corti, Paola and Felipe Coimbra Costa, Luis},
  title     = {How to reuse inclusive stem Moocs in blended settings to engage young girls to scientific careers},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62475},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624756},
  pages     = {271 -- 278},
  year      = {2023},
  abstract  = {The FOSTWOM project (2019-2022), an ERASMUS+ funding, gave METID (Politecnico di Milano) and the MOOC T{\´e}cnico (Instituto Superior T{\´e}cnico, University of Lisbon), together with other partners, the opportunity to support the design and creation of gender-inclusive MOOCs. Among other project outputs, we designed a toolkit and a framework that enabled the production of two MOOCs for undergraduate and graduate students in Science, Technology, Engineering and Maths (STEM) and used them as academic content free of gender stereotypes about intellectual ability. In this short paper, the authors aim to 1) briefly share the main outputs of the project; 2) tell the story of how the FOSTWOM approach together with 3) a motivational strategy, the Heroine's Learning Journey, proved to be effective in the context of rural and marginal areas in Brazil, with young girls as a specific target audience.},
  language  = {en}
}
@book{MeinelWillemsStaubitzetal.2022,
  author    = {Meinel, Christoph and Willems, Christian and Staubitz, Thomas and Sauer, Dominic and Hagedorn, Christiane},
  title     = {openHPI},
  number    = {150},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-546-0},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-56179},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-561792},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {86},
  year      = {2022},
  abstract  = {Anl{\"a}sslich des 10-j{\"a}hrigen Jubil{\"a}ums von openHPI informiert dieser technische Bericht {\"u}ber die HPI-MOOC-Plattform einschließlich ihrer Kernfunktionen, Technologie und Architektur. In einer Einleitung wird die Plattformfamilie mit allen Partnerplattformen vorgestellt; diese belaufen sich inklusive openHPI aktuell auf neun Plattformen. In diesem Abschnitt wird außerdem gezeigt, wie openHPI als Berater und Forschungspartner in verschiedenen Projekten fungiert. Im zweiten Kapitel werden die Funktionalit{\"a}ten und g{\"a}ngigen Kursformate der Plattform pr{\"a}sentiert. Die Funktionalit{\"a}ten sind in Lerner- und Admin-Funktionen unterteilt. Der Bereich Lernerfunktionen bietet detaillierte Informationen zu Leistungsnachweisen, Kursen und den Lernmaterialien, aus denen sich ein Kurs zusammensetzt: Videos, Texte und Quiz. Dar{\"u}ber hinaus k{\"o}nnen die Lernmaterialien durch externe {\"U}bungstools angereichert werden, die {\"u}ber den Standard Learning Tools Interoperability (LTI) mit der HPI MOOC-Plattform kommunizieren. Das Konzept der Peer-Assessments rundet die m{\"o}glichen Lernmaterialien ab. Der Abschnitt geht dann weiter auf das Diskussionsforum ein, das einen grundlegenden Unterschied von MOOCs im Vergleich zu traditionellen E-Learning-Angeboten darstellt. Zum Abschluss des Abschnitts folgen eine Beschreibung von Quiz-Recap, Lernzielen, mobilen Anwendungen, spielerischen Lernens und dem Helpdesk. Der n{\"a}chste Teil dieses Kapitels besch{\"a}ftigt sich mit den Admin-Funktionen. Die Funktionalit{\"a}tsbeschreibung beschr{\"a}nkt sich Neuigkeiten und Ank{\"u}ndigungen, Dashboards und Statistiken, Berichtsfunktionen, Forschungsoptionen mit A/B-Tests, den Kurs-Feed und das TransPipe-Tool zur Unterst{\"u}tzung beim Erstellen von automatischen oder manuellen Untertiteln. Die Plattform unterst{\"u}tzt außerdem eine Vielzahl zus{\"a}tzlicher Funktionen, doch eine detaillierte Beschreibung dieser Funktionen w{\"u}rde den Rahmen des Berichts sprengen. Das Kapitel geht dann auf g{\"a}ngige Kursformate und openHPI-Lehrveranstaltungen am HPI ein, bevor es mit einigen Best Practices f{\"u}r die Gestaltung und Durchf{\"u}hrung von Kursen schließt. Zum Abschluss des technischen Berichts gibt das letzte Kapitel eine Zusammenfassung und einen Ausblick auf die Zukunft der digitalen Bildung. Ein besonderes Merkmal des openHPI-Projekts ist die bewusste Entscheidung, die komplette Anwendung von den physischen Netzwerkkomponenten bis zur Plattformentwicklung eigenst{\"a}ndig zu betreiben. Bei der vorliegenden deutschen Variante handelt es sich um eine gek{\"u}rzte {\"U}bersetzung des technischen Berichts 148, bei der kein Einblick in die Technologien und Architektur von openHPI gegeben wird. Interessierte Leser:innen k{\"o}nnen im technischen Bericht 148 (vollst{\"a}ndige englische Version) detaillierte Informationen zum Rechenzentrum und den Ger{\"a}ten, der Cloud-Software und dem openHPI Cloud Service aber auch zu Infrastruktur-Anwendungskomponenten wie Entwicklungstools, Automatisierung, Deployment-Pipeline und Monitoring erhalten. Außerdem finden sich dort weitere Informationen {\"u}ber den Technologiestack und konkrete Implementierungsdetails der Plattform inklusive der serviceorientierten Ruby on Rails-Anwendung, die Kommunikation zwischen den Diensten, {\"o}ffentliche APIs, sowie Designsystem und -komponenten. Der Abschnitt schließt mit einer Diskussion {\"u}ber die urspr{\"u}ngliche Microservice-Architektur und die Migration zu einer monolithischen Anwendung.},
  language  = {de}
}
@article{SteinbeckMeinel2023,
  author    = {Steinbeck, Hendrik and Meinel, Christoph},
  title     = {What makes an educational video?},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62208},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-622086},
  pages     = {47 -- 58},
  year      = {2023},
  abstract  = {In an effort to describe and produce different formats for video instruction, the research community in technology-enhanced learning, and MOOC scholars in particular, have focused on the general style of video production: whether it is a digitally scripted "talk-and-chalk" or a "talking head" version of a learning unit. Since these production styles include various sub-elements, this paper deconstructs the inherited elements of video production in the context of educational live-streams. Using over 700 videos - both from synchronous and asynchronous modalities of large video-based platforms (YouTube and Twitch), 92 features were found in eight categories of video production. These include commonly analyzed features such as the use of green screen and a visible instructor, but also less studied features such as social media connections and changing camera perspective depending on the topic being covered. Overall, the research results enable an analysis of common video production styles and a toolbox for categorizing new formats - independent of their final (a)synchronous use in MOOCs. Keywords: video production, MOOC video styles, live-streaming.},
  language  = {en}
}
@article{KristineJonsonCarlonYokoiMauriceGayedetal.2023,
  author    = {Kristine Jonson Carlon, May and Yokoi, Kensuke and Maurice Gayed, John and Suyama, Hiroshi and Cross, Jeffrey},
  title     = {Preparing for Society 5.0 with MOOC Capabilities Extension},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Cross, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62080},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-620809},
  pages     = {9 -- 20},
  year      = {2023},
  abstract  = {Academia-industry collaborations are beneficial when both sides bring strengths to the partnership and the collaboration outcome is of mutual benefit. These types of collaboration projects are seen as a low-risk learning opportunity for both parties. In this paper, government initiatives that can change the business landscape and academia-industry collaborations that can provide upskilling opportunities to fill emerging business needs are discussed. In light of Japan's push for next-level modernization, a Japanese software company took a positive stance towards building new capabilities outside what it had been offering its customers. Consequently, an academic research group is laying out infrastructure for learning analytics research. An existing learning analytics dashboard was modularized to allow the research group to focus on natural language processing experiments while the software company explores a development framework suitable for data visualization techniques and artificial intelligence development. The results of this endeavor demonstrate that companies working with academia can creatively explore collaborations outside typical university-supported avenues.},
  language  = {en}
}
@article{Jin2023,
  author    = {Jin, Tonje},
  title     = {"One video fit for all"},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62108},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-621080},
  pages     = {21 -- 35},
  year      = {2023},
  abstract  = {Online learning in mathematics has always been challenging, especially for mathematics in STEM education. This paper presents how to make "one fit for all" lecture videos for mathematics in STEM education. In general, we do believe that there is no such thing as "one fit for all" video. The curriculum requires a high level of prior knowledge in mathematics from high school to get a good understanding, and the variation of prior knowledge levels among STEM education students is often high. This creates challenges for both online teaching and on-campus teaching. This article presents experimenting and researching on a video format where students can get a real-time feeling, and which fits their needs regarding their existing prior knowledge. They have the possibility to ask and receive answers during the video without having to feel that they must jump into different sources, which helps to reduce unnecessary distractions. The fundamental video format presented here is that of dynamic branching videos, which has to little degree been researched in education related studies. The reason might be that this field is quite new for higher education, and there is relatively high requirement on the video editing skills from the teachers' side considering the platforms that are available so far. The videos are implemented for engineering students who take the Linear Algebra course at the Norwegian University of Science and Technology in spring 2023. Feedback from the students gathered via anonymous surveys so far (N = 21) is very positive. With the high suitability for online teaching, this video format might lead the trend of online learning in the future. The design and implementation of dynamic videos in mathematics in higher education was presented for the first time at the EMOOCs conference 2023.},
  language  = {en}
}
@article{XueBruillard2023,
  author    = {Xue, Wei and Bruillard, {\´E}ric},
  title     = {MOOC in private Chinese universities},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62181},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-621811},
  pages     = {37 -- 45},
  year      = {2023},
  abstract  = {This paper investigates private university students' language learning activities in MOOC platforms and their attitude toward it. The study explores the development of MOOC use in Chinese private universities, with a focus on two modes: online et blended. We conducted empirical studies with students learning French and Japanese as a second foreign language, using questionnaires (N = 387) and interviews (N = 20) at a private university in Wuhan. Our results revealed that the majority of students used the MOOC platform more than twice a week and focused on the MOOC video, materials and assignments. However, we also found that students showed less interest in online communication (forums). Those who worked in the blended learning mode, especially Japanese learning students, had a more positive attitude toward MOOCs than other students.},
  language  = {en}
}
@article{vanEsvelddeVriesBecchettietal.2023,
  author    = {van Esveld, Selma and de Vries, Nardo and Becchetti, Sibilla and Dopper, Sofia and van Valkenburg, Willem},
  title     = {Impact of Mooc and Other Online Course Development on Campus Education},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Cross, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62078},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-620785},
  pages     = {1 -- 8},
  year      = {2023},
  abstract  = {The TU Delft Extension School for Continuing Education develops and delivers MOOCs, programs and other online courses for lifelong learners and professionals worldwide focused on Science, Engineering \& Design. At the beginning of 2022, we started a project to examine whether creating an online course had any impact on TU Delft campus education. Through a survey, we collected feedback from 68 TU Delft lecturers involved in developing and offering online courses and programs for lifelong learners and professionals. The lecturers reported on the impact of developing an online course on a personal and curricular level. The results showed that the developed online materials, and the acquired skills and experiences from creating online courses, were beneficial for campus education, especially during the transition to remote emergency teaching in the COVID-19 lockdown periods. In this short paper, we will describe the responses in detail and map the benefits and challenges experienced by lecturers when implementing their online course materials and newly acquired educational skills on campus. Finally, we will explore future possibilities to extend the reported, already relevant, impact of MOOCs and of other online courses on campus education.},
  language  = {en}
}
@article{AlarioHoyosDelgadoKloosKiendletal.2023,
  author    = {Alario Hoyos, Carlos and Delgado Kloos, Carlos and Kiendl, Doris and Terzieva, Liliya},
  title     = {Innovat MOOC},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62456},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624560},
  pages     = {229 -- 237},
  year      = {2023},
  abstract  = {The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC "Innovative Teaching in Higher Education." This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.},
  language  = {en}
}
@article{XiaoxiaoShuangshuang2023,
  author    = {Xiaoxiao, Wang and Shuangshuang, Guo},
  title     = {Promoting global higher education cooperation},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62386},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623865},
  pages     = {85 -- 93},
  year      = {2023},
  abstract  = {The massive growth of MOOCs in 2011 laid the groundwork for the achievement of SDG 4. With the various benefits of MOOCs, there is also anticipation that online education should focus on more interactivity and global collaboration. In this context, the Global MOOC and Online Education Alliance (GMA) established a diverse group of 17 world-leading universities and three online education platforms from across 14 countries on all six continents in 2020. Through nearly three years of exploration, GMA has gained experience and achieved progress in fostering global cooperation in higher education. First, in joint teaching, GMA has promoted in-depth cooperation between members inside and outside the alliance. Examples include promoting the exchange of high-quality MOOCs, encouraging the creation of Global Hybrid Classroom, and launching Global Hybrid Classroom Certificate Programs. Second, in capacity building and knowledge sharing, GMA has launched Online Education Dialogues and the Global MOOC and Online Education Conference, inviting global experts to share best practices and attracting more than 10 million viewers around the world. Moreover, GMA is collaborating with international organizations to support teachers' professional growth, create an online learning community, and serve as a resource for further development. Third, in public advocacy, GMA has launched the SDG Hackathon and Global Massive Open Online Challenge (GMOOC) and attracted global learners to acquire knowledge and incubate their innovative ideas within a cross-cultural community to solve real-world problems that all humans face and jointly create a better future. Based on past experiences and challenges, GMA will explore more diverse cooperation models with more partners utilizing advanced technology, provide more support for digital transformation in higher education, and further promote global cooperation towards building a human community with a shared future.},
  language  = {en}
}
@article{Khaneboubi2023,
  author    = {Khaneboubi, Mehdi},
  title     = {Visualizing students flows to monitor persistence},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62390},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623906},
  pages     = {121 -- 131},
  year      = {2023},
  abstract  = {Founded in 2013, OpenClassrooms is a French online learning company that offers both paid courses and free MOOCs on a wide range of topics, including computer science and education. In 2021, in partnership with the EDA research unit, OpenClassrooms shared a database to solve the problem of how to increase persistence in their paid courses, which consist of a series of MOOCs and human mentoring. Our statistical analysis aims to identify reasons for dropouts that are due to the course design rather than demographic predictors or external factors.We aim to identify at-risk students, i.e. those who are on the verge of dropping out at a specific moment. To achieve this, we use learning analytics to characterize student behavior. We conducted data analysis on a sample of data related to the "Web Designers" and "Instructional Design" courses. By visualizing the student flow and constructing speed and acceleration predictors, we can identify which parts of the course need to be calibrated and when particular attention should be paid to these at-risk students.},
  language  = {en}
}
@article{DoğuOezdemirCanBayerMercanetal.2023,
  author    = {Doğu {\"O}zdemir, Paker and Can Bayer, Burak and Mercan, Duygu and Buyurucu, Gamze},
  title     = {MOOC-based Personalized Learning Experience (Ple)},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62209},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-622098},
  pages     = {59 -- 66},
  year      = {2023},
  abstract  = {This qualitative study explores the impact of Personalized Learning Experience (PLE) courses at a higher education institution from the perspective of undergraduate students. The PLE program requires students to take at least one of their elective courses in the form of MOOCs during their undergraduate studies. Drawing on interviews with six students across different faculties, the study identified four key themes that encapsulate the effects of PLE courses: (1) Certificate driven learning with a focus on occupation skill enhancement, (2) diverse course offerings to enhance personal and academic development, (3) learning flexibility, and (4) student satisfaction. The findings suggest that PLE courses offered through MOOC platforms allow students to broaden their academic horizons, gain valuable skills, and tailor their education to better align with their interests and goals. Furthermore, this study highlights the potential benefits of incorporating PLE courses in higher education institutions, emphasizing their role in promoting a more dynamic and student-centered learning environment.},
  language  = {en}
}
@article{EbnerEdelsbrunnerHohlaSejkoraetal.2023,
  author    = {Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Lipp, Silvia and Sch{\"o}n, Sandra},
  title     = {Role of MOOCs and Imoox for Austrian Universities},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62213},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-622134},
  pages     = {77 -- 84},
  year      = {2023},
  abstract  = {This research paper provides an overview of the current state of MOOCs (massive open online courses) and universities in Austria, focusing on the national MOOC platform iMooX.at. The study begins by presenting the results of an analysis of the performance agreements of 22 Austrian public universities for the period 2022-2024, with a specific focus on the mention of MOOC activities and iMooX. The authors find that 12 of 22 (55 \%) Austrian public universities use at least one of these terms, indicating a growing interest in MOOCs and online learning. Additionally, the authors analyze internal documentation data to share insights into how many universities in Austria have produced and/or used a MOOC on the iMooX platform since its launch in 2014. These findings provide a valuable measure of the current usage and monitoring of MOOCs and iMooX among Austrian higher education institutions. Overall, this research contributes to a better understanding of the current state of MOOCs and their integration within Austrian higher education.},
  language  = {en}
}
@article{EgloffsteinHuenemohrIfenthaler2023,
  author    = {Egloffstein, Marc and H{\"u}nemohr, Holger and Ifenthaler, Dirk},
  title     = {Modularization of open online courses on the eGov-Campus},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62388},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623888},
  pages     = {105 -- 112},
  year      = {2023},
  abstract  = {Modularization describes the transformation of MOOCs from a comprehensive academic course format into smaller, more manageable learning offerings. It can be seen as one of the prerequisites for the successful implementation of MOOC-based micro-credentials in professional education and training. This short paper reports on the development and application of a modularization framework for Open Online Courses. Using the example of eGov-Campus, a German MOOC provider for the public sector linked to both academia and formal professional development, the structural specifications for modularized MOOC offerings and a methodology for course transformation as well as associated challenges in technology, organization and educational design are outlined. Following on from this, future prospects are discussed under the headings of individualization, certification and integration.},
  language  = {en}
}
@article{NeuboeckLinschinger2023,
  author    = {Neub{\"o}ck, Kristina and Linschinger, Nadine},
  title     = {Central elements of knowledge and competence development with MOOCs},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62466},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624668},
  pages     = {255 -- 262},
  year      = {2023},
  abstract  = {To implement OERs at HEIs sustainably, not just technical infrastructure is required, but also well-trained staff. The University of Graz is in charge of an OER training program for university staff as part of the collaborative project Open Education Austria Advanced (OEAA) with the aim of ensuring long-term competence growth in the use and creation of OERs. The program consists of a MOOC and a guided blended learning format that was evaluated to find out which accompanying teaching and learning concepts can best facilitate targeted competence development. The evaluation of the program shows that learning videos, self-study assignments and synchronous sessions are most useful for the learning process. The results indicate that the creation of OERs is a complex process that can be undergone more effectively in the guided program.},
  language  = {en}
}
@article{KhlaisangDuangchindaThammetaretal.2023,
  author    = {Khlaisang, Jintavee and Duangchinda, Vorasuang and Thammetar, Thapanee and Theeraroungchaisri, Anuchai},
  title     = {Instructional design for work-based skill MOOCs},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62431},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624318},
  pages     = {221 -- 227},
  year      = {2023},
  abstract  = {As Thailand moves towards becoming an innovation-driven economy, the need for human capital development has become crucial. Work-based skill MOOCs, offered on Thai MOOC, a national digital learning platform launched by Thailand Cyber University Project, ministry of Higher Education, Science, Research and Innovation, provide an effective way to overcome this challenge. This paper discusses the challenges faced in designing an instruction for work-based skill MOOCs that can serve as a foundation model for many more to come. The instructional design of work-based skill courses in Thai MOOC involves four simple steps, including course selection, learning from accredited providers, course requirements completion, and certification of acquired skills. The development of such courses is ongoing at the higher education level, vocational level, and pre-university level, which serve as a foundation model for many more work-based skill MOOC that will be offered on Thai MOOC soon. The instructional design of work-based skills courses should focus on the development of currently demanded professional competencies and skills, increasing the efficiency of work in the organization, creativity, and happiness in life that meets the human resources needs of industries in the 4.0 economy era in Thailand. This paper aims to present the challenges of designing instruction for work-based skill MOOCs and suggests effective ways to design instruction to enhance workforce development in Thailand.},
  language  = {en}
}
@article{DixonTrabucchi2023,
  author    = {Dixon, Fred and Trabucchi, Stefania},
  title     = {Using analytics in a large virtual classroom for Open edX},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62389},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623895},
  pages     = {113 -- 120},
  year      = {2023},
  abstract  = {The main aim of this article is to explore how learning analytics and synchronous collaboration could improve course completion and learner outcomes in MOOCs, which traditionally have been delivered asynchronously. Based on our experience with developing BigBlueButton, a virtual classroom platform that provides educators with live analytics, this paper explores three scenarios with business focused MOOCs to improve outcomes and strengthen learned skills.},
  language  = {en}
}
@article{NohrHaugsbakken2023,
  author    = {Nohr, Magnus and Haugsbakken, Halvdan},
  title     = {A taxonomy of video genres as a scaffolding strategy for video making in education},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62429},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624294},
  pages     = {201 -- 220},
  year      = {2023},
  abstract  = {This research paper aims to introduce a novel practitioner-oriented and research-based taxonomy of video genres. This taxonomy can serve as a scaffolding strategy to support educators throughout the entire educational system in creating videos for pedagogical purposes. A taxonomy of video genres is essential as videos are highly valued resources among learners. Although the use of videos in education has been extensively researched and well-documented in systematic research reviews, gaps remain in the literature. Predominantly, researchers employ sophisticated quantitative methods and similar approaches to measure the performance of videos. This trend has led to the emergence of a strong learning analytics research tradition with its embedded literature. This body of research includes analysis of performance of videos in online courses such as Massive Open Online Courses (MOOCs). Surprisingly, this same literature is limited in terms of research outlining approaches to designing and creating educational videos, which applies to both video-based learning and online courses. This issue results in a knowledge gap, highlighting the need for developing pedagogical tools and strategies for video making. These can be found in frameworks, guidelines, and taxonomies, which can serve as scaffolding strategies. In contrast, there appears to be very few frameworks available for designing and creating videos for pedagogica purposes, apart from a few well-known frameworks. In this regard, this research paper proposes a novel taxonomy of video genres that educators can utilize when creating videos intended for use in either video-based learning environments or online courses. To create this taxonomy, a large number of videos from online courses were collected and analyzed using a mixed-method research design approach.},
  language  = {en}
}
@article{StaubitzSerthThomasetal.2023,
  author    = {Staubitz, Thomas and Serth, Sebastian and Thomas, Max and Ebner, Martin and Koschutnig-Ebner, Markus and Rampelt, Florian and von Stetten, Alexander and Wittke, Andreas},
  title     = {A metastandard for the international exchange of MOOCs},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62415},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624154},
  pages     = {147 -- 161},
  year      = {2023},
  abstract  = {The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer the metadata of their courses in the same way. The paper at hand presents the genesis of the idea to establish a common metadata standard and the story of its subsequent development. The result of this effort is, first, an open-licensed de-facto-standard, which is based on existing commonly used standards and second, a first prototypical platform that is using this standard: the MOOChub, which lists all courses of the involved partners. This catalog is searchable and provides a more comprehensive overview of basically all MOOCs that are offered by German and Austrian MOOC platforms. Finally, the upcoming developments to further optimize the catalog and the metadata standard are reported.},
  language  = {en}
}
@article{GiannatelliTomasini2023,
  author    = {Giannatelli, Ada and Tomasini, Alessandra},
  title     = {Descriptors and EU Standards to support the recognition of MOOCs},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62396},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623967},
  pages     = {133 -- 146},
  year      = {2023},
  abstract  = {Digital technologies have enabled a variety of learning offers that opened new challenges in terms of recognition of formal, informal and non-formal learning, such as MOOCs. This paper focuses on how providing relevant data to describe a MOOC is conducive to increase the transparency of information and, ultimately, the flexibility of European higher education. The EU-funded project ECCOE took up these challenges and developed a solution by identifying the most relevant descriptors of a learning opportunity with a view to supporting a European system for micro-credentials. Descriptors indicate the specific properties of a learning opportunity according to European standards. They can provide a recognition framework also for small volumes of learning (micro-credentials) to support the integration of non-formal learning (MOOCs) into formal learning (e.g. institutional university courses) and to tackle skills shortage, upskilling and reskilling by acquiring relevant competencies. The focus on learning outcomes can facilitate the recognition of skills and competences of students and enhance both virtual and physical mobility and employability. This paper presents two contexts where ECCOE descriptors have been adopted: the Politecnico di Milano MOOC platform (Polimi Open Knowledge - POK), which is using these descriptors as the standard information to document the features of its learning opportunities, and the EU-funded Uforest project on urban forestry, which developed a blended training program for students of partner universities whose MOOCs used the ECCOE descriptors. Practice with ECCOE descriptors shows how they can be used not only to detail MOOC features, but also as a compass to design the learning offer. In addition, some rules of thumb can be derived and applied when using specific descriptors.},
  language  = {en}
}
@article{ConciaDistlerLawetal.2023,
  author    = {Concia, Francesca and Distler, Petr and Law, Gareth and Macerata, Elena and Mariani, Mario and Mossini, Eros and Negrin, Maddalena and Štrok, Marko},
  title     = {An experience in developing models to use MOOCs in teaching and to advocate OERs},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62460},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624609},
  pages     = {239 -- 254},
  year      = {2023},
  abstract  = {Loss of expertise in the fields of Nuclear- and Radio-Chemistry (NRC) is problematic at a scientific and social level. This has been addressed by developing a MOOC, in order to let students in scientific matters discover all the benefits of NRC to society and improving their awareness of this discipline. The MOOC "Essential Radiochemistry for Society" includes current societal challenges related to health, clean and sustainable energy for safety and quality of food and agriculture. NRC teachers belonging to CINCH network were invited to use the MOOC in their teaching, according to various usage models: on the basis of these different experiences, some usage patterns were designed, describing context characteristics (number and age of students, course), activities' scheduling and organization, results and students' feedback, with the aim of encouraging the use of MOOCs in university teaching, as an opportunity for both lecturers and students. These models were the basis of a "toolkit for teachers". By experiencing digital teaching resources created by different lecturers, CINCH teachers took a first meaningful step towards understanding the worth of Open Educational Resources (OER) and the importance of their creation, adoption and sharing for knowledge progress. In this paper, the entire path from MOOC concept to MOOC different usage models, to awareness-raising regarding OER is traced in conceptual stages.},
  language  = {en}
}
@article{EbnerEdelsbrunnerHohlaSejkoraetal.2023,
  author    = {Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Mair, Bettina and Sch{\"o}n, Sandra and Lipp, Silvia and Steinkellner, Iris and Stojcevic, Ivana and Zwiauer, Charlotte},
  title     = {Impact assessment of a MOOC platform},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62422},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624222},
  pages     = {171 -- 186},
  year      = {2023},
  abstract  = {In 2020, the project "iMooX - The MOOC Platform as a Service for all Austrian Universities" was launched. It is co-financed by the Austrian Ministry of Education, Science and Research. After half of the funding period, the project management wants to assess and share results and outcomes but also address (potential) additional "impacts" of the MOOC platform. Building upon work on OER impact assessment, this contribution describes in detail how the specific iMooX.at approach of impact measurement was developed. Literature review, stakeholder analysis, and problem-based interviews were the base for developing a questionnaire addressing the defined key stakeholder "MOOC creators". The article also presents the survey results in English for the first time but focuses more on the development, strengths, and weaknesses of the selected methods. The article is seen as a contribution to the further development of impact assessment for MOOC platforms.},
  language  = {en}
}
@article{HaugsbakkenHagelia2023,
  author    = {Haugsbakken, Halvdan and Hagelia, Marianne},
  title     = {An asynchronous cooperative leaning design in a Small Private Online Course (SPOC)},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62210},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-622107},
  pages     = {67 -- 76},
  year      = {2023},
  abstract  = {This short paper sets out to propose a novel and interesting learning design that facilitates for cooperative learning in which students do not conduct traditional group work in an asynchronous online education setting. This learning design will be explored in a Small Private Online Course (SPOC) among teachers and school managers at a teacher education. Such an approach can be made possible by applying specific criteria commonly used to define collaborative learning. Collaboration can be defined, among other things, as a structured way of working among students that includes elements of co-laboring. The cooperative learning design involves adapting various traditional collaborative learning approaches for use in an online learning environment. A critical component of this learning design is that students work on a self-defined case project related to their professional practices. Through an iterative process, students will receive ongoing feedback and formative assessments from instructors and follow students at specific points, meaning that co-constructing of knowledge and learning takes place as the SPOC progresses. This learning design can contribute to better learning experiences and outcomes for students, and be a valuable contribution to current research discussions on learning design in Massive Open Online Courses (MOOCs).},
  language  = {en}
}
@article{ThirouarddelaVillesbrunneBernaert2023,
  author    = {Thirouard, Maria and de la Vill{\`e}sbrunne, Marie and Bernaert, Oliver},
  title     = {From MOOC to "2M-POC"},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62426},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624268},
  pages     = {187 -- 200},
  year      = {2023},
  abstract  = {IFP School develops and produces MOOCs since 2014. After the COVID-19 crisis, the demand of our industrial and international partners to offer continuous training to their employees increased drastically in an energy transition and sustainable mobility environment that finds itself in constant and rapid evolution. Therefore, it is time for a new format of digital learning tools to efficiently and rapidly train an important number of employees. To address this new demand, in a more and more digital learning environment, we have completely changed our initial MOOC model to propose an innovative SPOC business model mixing synchronous and asynchronous modules. This paper describes the work that has been done to transform our MOOCs to a hybrid SPOC model. We changed the format itself from a standard MOOC model of several weeks to small modules of one week average more adapted to our client's demand. We precisely engineered the exchanges between learners and the social aspect all along the SPOC duration. We propose a multimodal approach with a combination of asynchronous activities like online module, exercises, and synchronous activities like webinars with experts, and after-work sessions. Additionally, this new format increases the number of uses of the MOOC resources by our professors in our own master programs. With all these actions, we were able to reach a completion rate between 80 and 96\% - total enrolled -, compared to the completion rate of 15 to 28\% - total enrolled - as to be recorded in our original MOOC format. This is to be observed for small groups (50-100 learners) as SPOC but also for large groups (more than 2500 learners), as a Massive and Multimodal Private Online Course ("2M-POC"). Today a MOOC is not a simple assembly of videos, text, discussions forums and validation exercises but a complete multimodal learning path including social learning, personal followup, synchronous and asynchronous modules. We conclude that the original MOOC format is not at all suitable to propose efficient training to companies, and we must re-engineer the learning path to have a SPOC hybrid and multimodal training compatible with a cost-effective business model.},
  language  = {en}
}
@article{MoralesChanAmadoSalvatierraHernandezRizzardini2023,
  author    = {Morales-Chan, Miguel and Amado-Salvatierra, H{\´e}ctor R. and Hern{\´a}ndez-Rizzardini, Rocael},
  title     = {Optimizing the design, pedagogical decision-making and development of MOOCs through the use of Ai-Based tools},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62387},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623870},
  pages     = {95 -- 103},
  year      = {2023},
  abstract  = {This work explores the use of different generative AI tools in the design of MOOC courses. Authors in this experience employed a variety of AI-based tools, including natural language processing tools (e.g. Chat-GPT), and multimedia content authoring tools (e.g. DALLE-2, Midjourney, Tome.ai) to assist in the course design process. The aim was to address the unique challenges of MOOC course design, which includes to create engaging and effective content, to design interactive learning activities, and to assess student learning outcomes. The authors identified positive results with the incorporation of AI-based tools, which significantly improved the quality and effectiveness of MOOC course design. The tools proved particularly effective in analyzing and categorizing course content, identifying key learning objectives, and designing interactive learning activities that engaged students and facilitated learning. Moreover, the use of AI-based tools, streamlined the course design process, significantly reducing the time required to design and prepare the courses. In conclusion, the integration of generative AI tools into the MOOC course design process holds great potential for improving the quality and efficiency of these courses. Researchers and course designers should consider the advantages of incorporating generative AI tools into their design process to enhance their course offerings and facilitate student learning outcomes while also reducing the time and effort required for course development.},
  language  = {en}
}