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  • × language_ss:"e"
  • × author_ss:"Rittberger, M."
  1. Aßfalg, R.; Hammwöhner, R.; Rittberger, M.: ¬The hypertext Internet connection : E-mail, online search, Gopher (1993) 0.02 
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    Source
    Online information 93: 17th International Online Meeting Proceedings, London, 7.-9.12.1993. Ed. by D.I. Raitt et al
  2. Vogler, E.; Schindler, C.; Botte, A.; Rittberger, M.: Are altmetrics effective in transdisciplinary research fields? : altmetric coverage of outputs in educational research (2017) 0.01 
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    Date
    7. 4.2017 19:21:01
  3. Griesbaum, J.; Mahrholz, N.; Kiedrowski, K. von Löwe; Rittberger, M.: Knowledge generation in online forums : a case study in the German educational domain (2015) 0.01 
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    Date
    20. 1.2015 18:30:22
  4. Hocker, J.; Schindler, C.; Rittberger, M.: Participatory design for ontologies : a case study of an open science ontology for qualitative coding schemas (2020) 0.01 
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    Date
    20. 1.2015 18:30:22
  5. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.01 
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    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.

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