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  • × type_ss:"el"
  • × year_i:[2010 TO 2020}
  1. Kleineberg, M.: Context analysis and context indexing : formal pragmatics in knowledge organization (2014) 0.33 
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    Source
    http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDQQFjAE&url=http%3A%2F%2Fdigbib.ubka.uni-karlsruhe.de%2Fvolltexte%2Fdocuments%2F3131107&ei=HzFWVYvGMsiNsgGTyoFI&usg=AFQjCNE2FHUeR9oQTQlNC4TPedv4Mo3DaQ&sig2=Rlzpr7a3BLZZkqZCXXN_IA&bvm=bv.93564037,d.bGg&cad=rja
  2. Shala, E.: ¬Die Autonomie des Menschen und der Maschine : gegenwärtige Definitionen von Autonomie zwischen philosophischem Hintergrund und technologischer Umsetzbarkeit (2014) 0.17 
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    Footnote
    Vgl. unter: https://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwizweHljdbcAhVS16QKHXcFD9QQFjABegQICRAB&url=https%3A%2F%2Fwww.researchgate.net%2Fpublication%2F271200105_Die_Autonomie_des_Menschen_und_der_Maschine_-_gegenwartige_Definitionen_von_Autonomie_zwischen_philosophischem_Hintergrund_und_technologischer_Umsetzbarkeit_Redigierte_Version_der_Magisterarbeit_Karls&usg=AOvVaw06orrdJmFF2xbCCp_hL26q.
  3. Schönherr, M.: Bestechend brillant : die Schönheit der Algorithmen (2016) 0.07 
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    Date
    10. 2.2016 17:22:23
    Field
    Informatik
  4. Rötzer, F.: Psychologen für die Künstliche Intelligenz (2018) 0.05 
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    Date
    22. 1.2018 11:08:27
    Field
    Informatik
  5. Laßmann, G.: Asimovs Robotergesetze : was leisten sie wirklich? (2017) 0.03 
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    Date
    21. 1.2018 19:02:22
    Field
    Informatik
  6. Witte, L.: Sehnsucht nach Unsterblichkeit (2014) 0.03 
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  7. Honerkamp, J.: Was ist ein Algorithmus? (2012) 0.03 
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  8. Meschede, L.: Plane mit, entscheide mit! (2019) 0.03 
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  9. Dengel, A.: Denken und Denken lassen : KI für den Menschen (2018) 0.03 
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  10. Rötzer, F.: KI-Programm besser als Menschen im Verständnis natürlicher Sprache (2018) 0.03 
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    Date
    22. 1.2018 11:32:44
    Field
    Informatik
  11. Hensinger, P.: Trojanisches Pferd "Digitale Bildung" : Auf dem Weg zur Konditionierungsanstalt in einer Schule ohne Lehrer? (2017) 0.03 
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    Abstract
    Wir hatten schon viele Schulreformen, und nun wird von der Kultusministerkonferenz eine weitere angekün-digt, die "Digitale Bildung": Unterricht mit digitalen Medien wie Smartphone und Tablet-PC über WLAN.1Medien und Bildungspolitiker predigen Eltern, ihre Kinder seien in Schule und Beruf chancenlos, wenn sie nicht schon in der Grundschule Apps programmieren lernen.Die Hauptinitiative der Digitalisierung der Bildung kommt von der IT-Branche. Im Zwischenbericht der Platt-form "Digitalisierung in Bildung und Wissenschaft" steht, wer das Bundeswissenschaftsministerium berät - nämlich Akteure der IT-Wirtschaft: Vom Bitkom, der Gesellschaft für Informatik (GI) über Microsoft, SAP bis zur Telekom sind alle vertreten (BUNDESMINISTERIUM 2016:23). Nicht vertreten dagegen sind Kinderärzte, Päda-gogen, Lernpsychologen oder Neurowissenschaftler, die sich mit den Folgen der Nutzung von Bildschirm-medien bei Kindern und Jugendlichen beschäftigen. Die New York Times schlägt in einer Analyse Alarm: "How Google Took Over the Classroom" (13.05.2017).2 Mit ausgeklügelten Methoden, den Hype um digitale Medien nutzend, greift Google nach der Kontrolle des US-Bildungswesens, auch der Kontrolle über die Inhalte. Wer bei der Analyse und Bewertung dieser Entwicklung nur fragt "Nützen digitale Medien im Unterricht?", verengt den Blick, reduziert auf Methodik und Didaktik und schließt Gesamtzusammenhänge aus. Denn die digitalen Medien sind mehr als nur Unterrichts-Hilfsmittel. Diesen Tunnelblick weitet die IT-Unternehmerin Yvonne Hofstetter. Sie schreibt in ihrem Buch "Das Ende der Demokratie": "Mit der Digitalisierung verwandeln wir unser Leben, privat wie beruflich, in einen Riesencomputer. Alles wird gemessen, gespeichert, analysiert und prognostiziert, um es anschließend zu steuern und zu optimieren"(HOFSTETTER 2016:37). Grundlage dafür ist das Data-Mining - das Sammeln von Daten - für BigData Analysen. Die Haupt-Schürfwerkzeuge dazu sind dasSmartphone, der TabletPC und das WLAN-Netz.
    Date
    22. 2.2019 11:45:19
  12. Jäger, L.: Von Big Data zu Big Brother (2018) 0.03 
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    Date
    22. 1.2018 11:33:49
    Field
    Informatik
  13. Bundesregierung: Digitale Bildung voranbringen (2016) 0.02 
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    Content
    Wir halten es daher für fehlgeleitet, an erster Stelle in digitale Medien zu investieren. Reduziert man Digitalisierungskompetenz auf den Umgang mit digitalen Medien, so glaubt man irrig, Digitalisierungskompetenz entstehe erschöpfend im Lernen mithilfe digitaler Medien. Das Gegenteil ist aber richtig: Erst die auf Grundlagen sorgfältig aufbauende Digitalkompetenz kann das enorme Potenzial moderner Hard- und Software voll nutzen! Digitale Medien sollten nicht um ihrer selbst willen und auf Kosten der Zukunft Lernender gefördert werden. Wir fordern über die föderalen Hemmnisse hinweg, die allgemeinen Rahmenbedingungen für die Bildung zu verbessern. Wir fordern den Unterricht in den Fächern Mathematik und Informatik zu stärken und nicht weiter auszudünnen, damit hier die grundlegende und langfristige Digitalisierungskompetenz vermittelt werden kann. Wir fordern, die Lehrerbildung in diesen Bereichen substanziell zu verbessern. Wir fordern, analytisches Denken gezielt zu lehren und diesem Anliegen Priorität zu geben." (https://dmv.mathematik.de/index.php/aktuell-presse/presseinformationen)
    Date
    22. 2.2017 17:14:47
  14. Rötzer, F.: Pentagon will wissenschaftliche Forschung durch KI-Systeme ersetzen (2018) 0.02 
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  15. Koch, C.; Meckel, M.: Wir brauchen womöglich ein leistungsfähigeres Gehirn : Interview von Miriam Meckel (2018) 0.02 
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  16. Becker, M.: Auf dem Weg zum Psychotherapie-Bot (2018) 0.02 
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  17. Henn, W.: Wehe, die Computer sagen einmal "ich" : Gefahr durch KI (2018) 0.02 
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  18. Jungen, O.: Grenzen der Technik : das letzte Refugium menschlicher Intelligenz (2018) 0.02 
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