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Copyright of Österreichische Wasser- und Abfallwirtschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Die Kardiologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the differences and commonalities between online and offline interaction in elementary and university teaching from a structural theoretical perspective. We show the reproduction of structures even when comparing the different institutions of higher education and elementary school. Furthermore, we demonstrate an overarching form of irritation of these structures, which we call ‘expansion of the gray area’. In conclusion, we elaborate on existing contrary findings and normative demands of a transformation of digitalized teaching and relate them to the results of our study. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sozial ausgehandelte Interaktionsordnungen bestimmen wesentlich den Ablauf sozialer Situationen. Bei Begutachtungen mit Vor-Ort-Begehungen existieren unterschiedliche soziale Situationen, welche in ihrer Gesamtheit dazu beitragen, formal korrekte und vertretbare Entscheidungen zu produzieren. Doch wie gestalten sich die Interaktionen, wenn Begutachtungsverfahren in die Virtualität überführt werden? Welche Folgen ergeben sich für den Begutachtungsprozess? Anhand von qualitativen Leitfadeninterviews wird die Bedeutung der sozialen Situationen und der ihnen inhärenten Interaktionsordnungen für die Beteiligten von Begutachtungen im präsenten sowie im virtuellen Format anhand zweier Förderprogramme der Deutschen Forschungsgemeinschaft untersucht. Die Ergebnisse zeigen, dass virtuelle Sitzungen die Interaktionsmöglichkeiten unter allen Beteiligten einschränken. Problematisch ist im Besonderen, dass Situationen mit einer situativ geregelten Interaktionsordnung fehlen, denn laut der Beteiligten sind sie essentiell dafür, dass Begutachtungsprozesse reibungslos und so ablaufen, dass alle relevanten Aspekte einbezogen werden können. Socially negotiated orders of interaction essentially determine the flow of social situations. In reviews with on-site audits, different social situations exist, which in sum contribute to the production of formally correct and justifiable decisions. But how are the interactions shaped when review procedures are transferred to virtuality? What are the consequences for the review process? Using qualitative interviews, the significance of social situations and their inherent orders of interaction for those involved in peer review in both the present and virtual formats is investigated based on two funding programs of the German Research Foundation (DFG). The results show that virtual meetings limit the possibilities for interaction among all participants. In particular, it is problematic that situations with a situationally regulated interaction order are missing, because according to the participants, they are essential for review processes to run smoothly and in such a way that all relevant aspects can be included. [ABSTRACT FROM AUTHOR]

Wir haben in unserer Lehr- und Forschungspraxis die folgenden Beobachtungen machen können: In Interviewprozessen sind Akteur*innen (Interviewende und Interviewte) erstens vulnerabel, zweitens mangelt es an empirischer Forschung zu dem erlebten Doing Interview im Interviewsetting und drittens haben Lehrende eine Fürsorgeverantwortung gegenüber den Studierenden in der praktischen Methodenausbildung (hier: Interview), die in Deutschland kaum angemessen eingelöst wird. Aufgrund dieser Beobachtungen widmen wir uns dem Ziel, sichtbar zu machen, dass es ein Problem – Verletzbarkeiten und mangelnde diversitätsgerechte Begleitung studentischer Forscher*innen – in der qualitativen Forschung gibt und dass anschlussfähige Betreuungskonzepte zur Problemlösung notwendig sind. Dafür werden wir basierend auf der ethnografischen Strategie des "Entdeckens" (BREIDENSTEIN, HIRSCHAUER, KALTHOFF & NIESWAND 2015, S.13) den Fokus auf empirische Situationen bzw. Herausforderungen der Studierenden bei der Datenerhebung hinsichtlich "Geschlecht und Gewicht" richten und am Ende eine fürsorgliche Praxis in der Lehre als diversitätsgerechte Möglichkeit (an)denken. Die Überlegungen basieren auf der Auswertung von 79 von 131 Forschungsberichten zum erlebten Prozess des Doing Interview von Studierenden, die ein biografisches Interview mit (ehemals) dicken Personen im Kontext eines Methodenseminars geführt haben. Diskutiert wird als Ausblick, inwiefern eine Kombination von Diversity-Trainings und Supervisions- und/oder Coaching-Angeboten im Rahmen der qualitativen Wissensvermittlung in der (Weiter-)Bildung eine produktive Liaison ergibt.

Die stetige Weiterentwicklung von literarischen Handlungsräumen in begehbare Erlebnisräume durch Reality-Technologien hat bislang kaum Eingang in die Schulpraxis gefunden. Dabei eröffnen interaktive Erzählungen mit einer computergestützten Erweiterung der Realitätswahrnehmung ganz neue Dimensionen der Partizipation und subjektiven Involvierung, die für den Literaturunterricht ab der Primarstufe großes Potenzial bergen, denn durch die Kombination divergierender Realitäten bzw. Erzählebenen werden die Rezipierenden zu einem stetigen Rollenwechsel angeregt. Das hier vorgestellte Unterrichtsmodell greift am Beispiel der Bilderbuch-App Wuwu & Co. das Wechselspiel zwischen interaktiv-immersiven und rezeptiv-distanzierenden Erzählebenen auf, indem die unterschiedlichen Sequenzen der App in Form szenischer Spielformen in die reale Welt im Klassenraum transferiert werden. Abstract (english): Performing Picture Book Apps: Audience Based Interaction with Wuwu & Co. The further development of fictional spaces into walk-in spaces of experience through reality technologies has so far hardly found its way into school practice. Interactive narratives with a computer-assisted extension of the perception of reality open up completely new dimensions of participation and subjective involvement, which have great potential for literature classes from primary school upwards. Through the combination of divergent realities and narrative levels, the recipients are encouraged to constantly change roles. The teaching model presented here uses the example of the App Wuwu & Co. to take up the immersive and space-expanding potential of interactive stories by transferring the virtual spaces of action and the interactive elements of the app to the real world in the classroom in the form of play-acting and performing.

Denna studie bidrar med kunskap om hur lärarstudenter, som studerar till 4-6-lärare, undervisar virtuella elever i en simuleringsmiljö. Simuleringen erbjuder lärarstudenter möjlighet att träna på och utveckla sin undervisningsförmåga i en trygg miljö, med stöd av sina seminarielärare. Det ger också forskare möjlighet att detaljerat studera hur lärarstudenter hanterar klassrumsinteraktion och ämnesundervisning. Dataunderlaget består av 102 inspelade undervisningssessioner. Inspelningarna analyserades genom en kvalitativ, induktiv analys. Resultaten visar att det finns en variation avseende hur lärarstudenter på samma lärarprogram hanterar ämnesinnehållet och interaktionen med de virtuella eleverna. Fyra undervisningsstilar identifierades: (a) en rörig undervisningsstil som kännetecknas av att läraren ger vilseledande förklaringar och främst använder sig av IRE-strukturen (initiativ-respons-evaluering), (b) en improviserande undervisningsstil som kännetecknas av att läraren har ostrukturerade förklaringar och har mycket interaktion med eleverna, (c) en föreläsande undervisningsstil som kännetecknas av att läraren ger sammanhängande förklaringar och använder IRE-strukturen och (d) en interaktiv undervisningsstil som kännetecknas av sammanhållande förklaringar och drag av utforskande samtal. I resultaten identifieras också områden där lärarstudenterna behöver stöd i sin utveckling till att bli lärare.

Objective: Previous research on problem-based learning (PBL) describes that videotaped observations develop meaningful insights into cognitive processes in tutorial groups. Analysis regarding the amount of prior knowledge on learning achievement has not been investigated in medical education so far, although both are key factors of PBL success. Thus, we intended to analyse videos of digital problem-based learning (dPBL) sessions, focusing on knowledge acquisition and interaction dynamics among groups with different levels of prior knowledge to reveal any distinctions. Methods: This study employed a pilot design by dividing 60 dental students into twelve subgroups with less or more prior knowledge, determined by a pre-semester multiple choice test (MCQ). The groups engaged in videotaped dPBL cases, which were examined regarding group interactions and tutor effectiveness. The learning achievement was assessed through a post-semester MCQ, an oral and practical exam. Results: The video analysis showed that dPBL groups with less prior knowledge achieved significantly higher tutor effectiveness and group interaction utterances, but that the percentage of time in which utterances occurred was similar in both groups. Related to the MCQ results, the students with less prior knowledge learned four times more than those with profound previous abilities, but no significant difference was found in the results of the oral exam and practical exam. Conclusions: The interaction dynamics in dPBL depend on the group's amount of prior knowledge. Especially groups including participants with less prior knowledge seemed to benefit from dPBL in comparison to groups with more prior knowledge. The dPBL groups acquired knowledge in different ways during the courses but, finally, all students arrived at a similar level of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In my contribution, I argue that a fruitful integration of computational network analytic methods into literary studies depends on how the ›interaction‹ of two characters in an abstract character network is formalized. I support this hypothesis by using the examples of co-presence, co-reference, and knowledge networks, which I analyze in Heinrich Kleist's tragedy Die Familie Schroffenstein (1803). I assume that the co-presence of characters can provide the basis for more specific formalizations of interaction. But due to its basal specification of interaction, co-presence networks can only be integrated into rather limited questions of literary studies. I illustrate this circumstance by examining Franco Moretti's approach in his essay Network Theory, Plot Analysis (2011): How does he connect his network analyses to concepts of literary studies? How does he reflect his methods? Which observational stance does he adopt? How appropriate is his approach to the object of study? And how does he tie his results back to literary theory? Moretti's explorations show that his network analyses seem to be incompatible with established conceptions of characters – at least partially. Therefore, he demands a new conceptualization of dramatic characters in literary studies. To me, however, it seems to be more productive to put into perspective or enhance – under the auspices of network analysis – existing quantitative aspects of established character presentation (configuration, constellation). I therefore propose two additional formalizations of character interaction to create dramatic networks: co-references and knowledge transfers. Regular co-presence networks, which have widely been tested and discussed among (computational) literary scholars, will serve as a ground of comparison. I illustrate the merits and limitations of co-presence networks on both a single text analysis of Die Familie Schroffenstein and a larger corpus analysis of 587 German-language plays. Cursorily, I present the operationalization of co-references and knowledge transfers. The linguistic concept of co-reference means that two or more linguistic expressions refer to the same entities. A knowledge transfer, in my understanding, is a transmission of new information from at least one literary character to at least one other character. Manual annotations of co-reference chains and knowledge transfers serve as basis for the subsequent network creation. I compare these different manifestations of character interaction in terms of the resulting network visualizations as well as of various mathematical network metrics. The goal is to elicit how useful these two criteria are regarding drama analysis, e. g., the analysis of character properties, and to what extent they can complement, differentiate, or even replace the established co-presence networks. Co-presence, co-reference and knowledge networks reveal different aspects of the characters under consideration, picture different dramatic structures, and place different groups of characters at the center of the networks. Therefore, the three abstract textual representations seem to complement each other. In my article, I show that the extent to which the various criteria can be integrated into research questions of literary studies ought to be discussed on (at least) two levels. Firstly, it is necessary to ask how interesting, relevant, and informative a specific criterion is for one's own research and whether it can relate to the terminology of literary studies. Secondly, it is important to consider how precise the respective criteria can be annotated manually and, subsequently, if and how reliable they can be annotated automatically. [ABSTRACT FROM AUTHOR]

Against the background of the dynamically developing technologization of spaces, the spatial structures of libraries are confronted with changing conditions. With the accompanying perception that spaces are becoming more complex, a terminological rapprochement between the concept of complexity and the concept of space will be undertaken to define the knowledge and interaction spaces of the library as complex spatial systems. This will not be a mere analysis of prevailing concepts of space in relation to library spaces, but rather an attempt at an architectural design approach that incorporates today's technological reality in its paradigmatic dimension. [ABSTRACT FROM AUTHOR]

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)